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TravelWise
1) Newmarket School participated in the BBC's World's Biggest Assembly, called #BBCassembly, which provided a platform for schools globally to discuss important issues. The school shared its story on national television and social media. 2) The school met with the TravelWise team to discuss getting involved in real-world discussions. This led to participating in the #BBCassembly event and building global connections. 3) The school aims to continue developing professional skills for using technology and social media safely, and to strengthen relationships with other schools both locally and internationally.
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TravelWise
- 2. Recount Planning for Real Day Sonya Van Schaijik Lead Teacher Newmarket School 6 June 2012 2
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- 4. How did webecome involved? • Connections via Superclubsplus • An idea- meeting with the TravelWise Team 4
- 5. What is theBBC World’s biggest Assembly? #BBCassembly -What do young people like you care about? -What's most important to you? Over twenty-four hours, BBC will provide a platform for schools across the globe to debate and discuss, share -Newmarket School concerns and ideas about what really matters to them. 5
- 6. How did theday evolve? • Sharing our story on National Television • Sharing our story with the BBC • Sharing our story via Facebook and twitter. 6
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- 8. Our day • http://www.newmarket.school.nz/Home/ • http://wbxapp.com/newmarketschool • TravelWise • Picasa • BBC Global Assembly • Children’s Discussion 8
- 9. Using Social Media • As teachers we use twitter, facebook and youtube. • The LPG framework that surrounds us in keeping our children safe. • Most tools are accessible by our teachers to use with our children. 9
- 10. Ongoing professional development • We check out the tools before using them with the children. • These tools we use as a staff. WEBINAR: Digital Citizenship - Using inquiry to build digital citizenship 10
- 11. Nodes between thenodes • Relationships and making connections 11
- 12. TravelWise & ourchildren • Where to next? • Building closer relationships with a few schools. • Giving the opportunity to practise with new technology. • We have built global relationships and would like to build Auckland wide relationships. 12
- 13. Collaboration • The National Library are willing to support a collaborative workshop with our children. • We are working with minors so straight away many online tools are not acceptable. • Check do they ask for an email? • We are still investigating Google apps for education but at this stage are not yet using them with our children. 13
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- 15. Global Collaboration http://www.superclubsplus.com http://www.bbc.co.uk/worldclass/ http://www.unesco.org/new/en/educati on/networks/global- networks/aspnet/ 15
- 16. Thank you Thank youfor listening. @vanschaijik sonyav@newmarket.school.nz Are there any questions or comments? 16
Editor's Notes
- #7 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #10 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #11 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #12 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #13 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #14 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #15 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #16 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
- #17 Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD