PowerPoint Presentation
Digital Technologies in context
@CathDigLearn#cewapl#kununurraDaniel GroenewaldDigital
Transformation Consultant CEWA
[email protected]@d_groenewald
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We respectfully acknowledge the past and present traditional
custodians of the land, the Miriwoong Gajerrong.We recognise the
strength and resilience of the people and pay our respects to the
Elders of today, those who have gone before us and the Elders yet
to come. Acknowledgement of Country
Lord, we are meeting today to conduct matters of business. Guide
our hearts and our minds in the spirit of fairness, right thought
and speech. Impart your supreme wisdom upon our activities so that
our affairs may reach a successful conclusion. Thank you for being
our source of guidance today. Amen
What are we learning todayWhy technology in education
mattersWhats in the Digital Technologies CurriculumThe best methods
to leverage digital technologies to enhance curriculum and
pedagogy
Success CriteriaFun, confidence and insight
Understanding of the Digital Technologies Curriculum
Capacity to plan confidently for its use
and love the oxygen Pedagogy is the driver, technology the
accelerator, culture the runway,team play the engine,content the
vehicle #deeplearning
What technology is working well for you in teaching or life and
why?
https://goo.gl/7Rlojk
Social Context: 8:20am 9:20am
What technologies in this clip already exist in our world
today?
Pic Bruno, Luca: The faithful gather in 2005 near St. Peter's to
witness Pope John Paul II's body being carried into the Basilica
for public viewing.
http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-changes-with-digital-age:
Accessed Jan 26 2017
PIC: Michael Sohn / AP: For anyone who has ever been to a
concert, the photo at bottom, taken Tuesday night asPope Francis
made his inaugural appearance on the Vatican balcony St. Peter's
Basilica at the Vatican, on March 13, 2013.
http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-changes-with-digital-age:
Accessed Jan 26 2017
Click me to see moreWhat do we need to teach our kids about this
technology? If we dont, who will? How would you teach this?
http://www.smartinsights.com/internet-marketing-statistics/happens-online-60-seconds/:
Accessed 26/1/201
www.smartinsights.com
UBERAirbnbTeslaOutsourcingFacebookAutomation
GlobalisationeBayAmazonTechnological change has disrupted modern
lifePokemon GoVirtual Reality
LinkedinSnapchat TwitterQuantified SelfConstant Notifications
and updatesdronesSurveillance
Many forces disrupting everyday life 15
The culture of constant connection takes a toll both
professionally and personally. We waste time, attention, and energy
on relatively unimportant information and interactions.
Harvard Business Review, June 2015: 110The Scourge of
Technostress
16
Australias digital economy is growing rapidly.
The Digital Economy is massive and something that we have to
take seriously as educators of the next generation
17
$50 Billion $79 Billion Source: Deloitte - Australias Digital
Pulse: Key challenges for our nation digital skills, jobs and
education (2015)2013-142011Source: Committee for Economic
Development of Australia - Australia's future workforce? (2015)
The Digital Economy is massive and something that we have to
take seriously as educators of the next generation
18
Source: Deloitte - Australias Digital Pulse: Key challenges for
our nation digital skills, jobs and education (2015)Source:
Committee for Economic Development of Australia - Australia's
future workforce? (2015)5 million Australian jobs are predicted to
be replaced by computers by 2025
The Digital Economy is massive and something that we have to
take seriously as educators of the next generation
19
Source: Deloitte - Australias Digital Pulse: Key challenges for
our nation digital skills, jobs and education (2015)Source:
Committee for Economic Development of Australia - Australia's
future workforce? (2015)Between 2013 2014Australian companies
imported19,000 ICT workers
Newhouse 2017; Deloitte
The Digital Economy is massive and something that we have to
take seriously as educators of the next generation
20
Source: Deloitte - Australias Digital Pulse: Key challenges for
our nation digital skills, jobs and education (2015)Source:
Committee for Economic Development of Australia - Australia's
future workforce? (2015)But who will benefit most from the digital
economy?
The Digital Economy is massive and something that we have to
take seriously as educators of the next generation
21
How can we help our children flourish inThe Digital Age?
The Digital Economy is massive and something that we have to
take seriously as educators of the next generation
22
Many blue and white collar jobs have been absorbed by technology
and globalisation.
A new kind of human is being fashioned: homo technicarum?
Do we turn our backs or join in?
This slide is about the inevitability of technological evolution
showing that man has evolved from an animal to an augmented being
in pursuit of improvement and meanig24
Educational context: 8:50 - 9:20http://today.io/1mvRq
GamificationRoboticsCodingSTEMLearning SpacesLearning
analyticsFlipped learning3D printing Adaptive
learningTelepresenceMaker spacesWearablesTheres been an enormous
growth in learning technologies.Artificial IntelligenceVirtual
RealityCloud collaboration Online learning Informal
learningAugmented RealityVirtual AssistantsDigital Badging
A large part of the skill based of school is based on the notion
of preparation for life. Its important then that we get a sense of
where that life is rapidly heading and the technological
innovations of the present. 26
PC Photo credit: Rama
2016
Learning devices have developed enormously
19501990
HOBART DECLARATION 1989ADELAIDE DECLARATION AUSTRALIAN
CURRICULUM2009MELBOURNE DECLARATION 20111999TECHNOLOGIESCURRICULUM
2018An understanding of the role of science and technology in
society, together with scientific and technological skillsBe
confident, creative and productive users of new technologiesYoung
people need to be highly skilled in the use of ICTthere is a need
to increase their effectivenessStudents need the knowledge, skills
and confidence to make ICT work for them at school, at home, at
workSociety needs enterprising students who can make discerning
decisions about the development and use of technologies 1990MLC
first laptop program in the world 2010 arrival of The iPad
1993 public Internet in Australia
2016 Consumerization of Virtual Reality 2020 Mainstreaming
ofOnline learning andArtificial IntelligenceBots as Apps
2009Digital Education Revolution
There is a long history of wanting technologies in the
curriculum and its begins with the national goals for schooling
which started in 1989, with the Hobart Declaration. 28
Confusing results PISA results show no appreciable improvements
in student achievement in reading, mathematics or science in the
countries that have invested heavily in ICT for education
(PISA: 2015, 15)
It has been challenging to bring technologies into schools and
we havent seen grade raw results from this. 29
None of the potential benefits of ICT used can be realised
without appropriate and skilled implementation
Professor Paul Newhouse (2017)STEM the BoredomEdith Cowan
University (WA)The Centre for Schooling and Learning Technologies
(CSaLT).
30
Implementation dipsTechnical infrastructure took many years to
get right
It has been challenging to bring technologies into schools and
we havent seen grade raw results from this. 31
Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpgCHANGE
has been slow, tricky uneven and incomplete
It has been difficult to shift the practices of some teachers
and also made more difficult by sloppy implementation of
technologies which had the effect of turning reluctant teachers
right off. 32
We have wicked challenges aheadAutomation and globalisation have
absorbed many jobs Many students are bored and disengaged The
economy demands different skill-sets to what schools provideMany
teachers are alienated, fatigued and time poorEducated youth are
unemployedSchooling, as a set of legacy structures, tends to
discourage creativity and reward conformityParents cohorts are
increasingly demanding Our world requires creative solutions to
difficult problems For context, see Mike Fullan, NPDL (2016); Ken
Robinson, Schools Killing Creativity Schwalbe, The Fourth
Industrial Age Kevin Kelly, The InevitableNewhouse STEM the Boredom
(2017)
By the end of schooling, the majority of Australian students
show little interest in [STEM] discipline areas and have no plans
to continue study or work in them; many refer to these disciplines
as boring
Newhouse (2017)
34
Welcome to 2028. My name is Lucas. I am 28 years old. I manage a
number of farms in Kununurra both remotely and on premise. I
program, manage and maintain the drone swarm which water, weed,
fertilise and deliver crops .
I work in a small team that services East Asia. There is an
enormous demand for our protein enriched organic silver beet. I am
grateful to my teachers at because they taught me how to Accessed
Jan 31Pic:
http://keyconversationsradio.com/wp-content/uploads/2011/10/Blacks-in-technology-web.jpg
35
Discussion
What do kids need to succeed in todays world and beyond?
https://goo.gl/6dHHHn
36
Comfortable in and through changeAdaptive and agileDigitally
discerningBe genuinely CollaborativeLearn continuously
Produce new mediaSocially intelligentCreative and dynamicProblem
seek and solveBe an expert and apprenticeWhat do students need to
succeed in the digital Age? Growth mindsetBe customer facingOperate
entrepreneuriallyLearn deeplySelf direct learningWork with others
to find and solve real problems Find the truth in the noiseRelate
well to many culturespersevere
Leverage digital tools and platformsLearn deeplyDevelop
characterand virtue
The desirable skills for workers of the tech age are different
from workers over the past century. The skills one must have are
those that cant be duplicated by computers or lower paid workers.
37
I can learn anywhere, anytime and at the point of needI can
access the best that has been thought and doneI can collaborate
with peers and learn from anyoneI can find things relevant to me I
enjoy Interactive, rich visual and audio resources that excite and
inspireI can listen to and observe lessons more than once
My world is changing and I need these skills to live a good
life
Why I like using technology in education
For better or worse, our world has irrevocably changed. Its a
world that is highly digitised. To manage this world, our kids need
to understand the digital mechanics behind it.
We want our kids not to be manipulated by the digital world but
to manipulate it. We are not asking all our kids to become computer
programmers but to know that their work and civic life will be
digitised and to provide an opportunity to participate in that
At the end of their school life, our kids should have the
technical and thinking skills to solve problems that people are
willing to pay for. Their best chance at getting these skills is
through us - their teachers.
The Curriculum requires us to teach them in two areas that
address the digital world The ICT Capability (2011) and The Digital
Technologies Curriculum (2018). Its cool if you are not expert in
these areas few teachers are you just have to work with colleagues
to provide kids the right experiences in digital curriculum.
The Digital Technologies Curriculum: 9:50am - 10:50am
Curriculum Why is technology a general capability?
Whats in the Digital Technologies curriculum?
How is it different from the ICT capability?
Numeracy Critical & Creative Thinking Ethical
BehaviourPersonal & social
capabilityInvestigatingLiteracyIntercultural understanding
Communicating Creating Applying social & ethical protocols
Managing and operating ICTICT CapabilityEnglish
Health/PEHASSSciencesThe ArtsLanguages Maths Technologies The
Curriculum and ICT CAPABILITY
Values (RE)
Creating sustainable ways of living Repairing our relationship
with Aboriginal AustraliaEngaging with our Asian neighbours
Lets explore what the ICT capability is and where it fits.
45
So what does ICT capability look like at the end of Year 2..?
Applying Social & Ethical protocols Students comment online on
a class video accurately, thoughtfully, respectfullyUse ICT to
safely share ideasIdentify and safely operate computer for learning
Investigating with ICTs Communicating with ICTS Creating with
ICTsRecognise that people create and own digital contentStudents
use software to present survey data in a list, chart or pictograph
in Maths or Dig TechStudents use colour coding and drawing to show
a timeline in HASSManaging and Operating ICTsStudents make an
information report and identify and acknowledge where the
information came fromExperiment with ICT to modify data for a
particular audience
Use ICTs to identify, record and classify information While
word-processing, students Identify basic hardware e.g. mouse,
keyboard, monitor and use it efficiently
In practice, it might look like this. Is this a reasonable set
of expectations for Seven and Eight year olds?46
In general, the ICT general capability represents the minimum
requirements of understandings and skills to be discerning users of
ICT.
Newhouse (2017)
The Australian Curriculum has a technologies curriculum area
that includes a Digital Technologies subject. This subject is
focused on creating digital solutions and has key concepts
underpinning learning:
interactions and impacts
Abstraction Data collection Representation and Interpretation
Problem SpecificationAlgorithms and Implementation Digital
Systems,(Newhouse 2017)
AbstractionAlgorithm DesignComputational Thinking (via literacy)
DecompositionPattern Recognition This course provides an
opportunity to experience some of the elements of CT,
including:Decomposition:Breaking down data, processes, or problems
into smaller, manageable partsPattern Recognition:Observing
patterns, trends, and regularities in dataAbstraction:Identifying
the general principles that generate these patternsAlgorithm
Design:Developing the step by step instructions for solving this
and similar problems
Many adverbs end inlyInstructional texts begin with imperative
verbs putIf Im a greeted, hello, how are you, I respond, well, how
are youA story has setting, characters, a key problem, and a
resolutionBreaking down a problem into its parts Observing
patternsDeveloping instructions to do jobsIdentifying general
principles in patterns
49
Solving problems with Design Thinking
EmpathiseDefineIdeatePrototypeTestWhats going on here? How about
tyres with chains Your tyres slip on the snowHow about tyres with
chain links that cut into the snowThis is working!
How is ICT Capability different from Digital Technologies?
Specific computer science skillsWork-life efficiencies General
productivity Always integrated Can stand alone as a subjectSolving
specific problems with computational and design thinking Effective
users of digital technologiesConfident developers of digital
solutions
The Technologies curriculum may confuse some teachers but what
is actually different about it? 51
DesigningProducing and Implementing EvaluatingCollaborating and
managingInvestigating and defining The process of implementing
digital solutions investigating and defining The nature and
properties of data, how they are collected and interpreted
Digital TechnologiesProvides practical opportunities to use
design thinking, computational thinking and information systems to
develop innovative digital solutions and knowledge addressing
contemporary challenges Knowledge and understanding Digital
SystemsRepresentations of DataDigital implementationCollecting,
managing and analysing dataCreating Solutions by Processes and
production skills
Digital Systems (hardware and software and used for an
identified purposeData can have patterns and be represented and
used to make simple conclusionsStrandsTeachers select content from
here Design and TechnologyTechnologies (P-8)Learning Area
SubjectSub StrandsSociety needs enterprising students
Adapted from SCSA: Jan 30/2017:
http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0018/321714/Advice-on-Time-Allocation-2016.pdfSuggested
Curriculum Time Per WeekLearning AreaSubjectPre Primary Year 2Years
3 - 6Years 7 - 8Years 9 - 10English6633Technologies (2hrs)Design
and Technologies 1111Digital Technologies 1111
How much do we need to teach?
Peruse the site: lesson plans and resources
Visit http://www.digitallearningcewa.com/
Task: Tell us one thing you found useful about the website and
one thing youd like to see on it:
CEWAs Digital Learning Website
Tweet @cathdiglearn Include #cewapl at the end of your tweet
Hop Scotch Code
Find/Make a hop scotch grid
In a group of 4, using symbols you make up, make one group
member travel up and back the hop scotch grid.
Write out your list of commands (algorithm) and ask another
member to follow your algorithm
When finished, complete this online coding activity in a pair:
https://goo.gl/XaEm9Q
As a group discuss what aspects of the Digital Technologies
curriculum has been covered and how you might apply a similar
approach in your classroom to solve a real problem.
How is coding different from programming?
Programming is a form of problem solving that designs solutions
to create software and use data
Newhouse (2017)Coding is the sets of instructions for the
[computer] processor
The Technologies curriculum may confuse some teachers but what
is actually different about it? 58
Morning Tea: 10:30am: 10:55am
The MOOC: 11am-11:30am
https://csermoocs.appspot.com/f6foundationsTask: Working in a
pair, complete task 1 (30 mins)The best digital Technologies course
for free!
The Best Things in life are still free: Digital Technologies @
CSER
What do we most need to do now?In summaryWe have the
technologyWe have the curriculum mandateWe have exemplary
practices
Digital Pedagogies: 11:30am-12:30pm
Methods for teaching well with technology:
What do we most need to do now?In summaryWe have the
technologyWe have the curriculum mandateWe have exemplary
practices
We need to consider the ways in which ICT may be used to enhance
the learning environment by
Investigating real problems and data;Building knowledgePromoting
active learning Supporting authentic assessment Engaging students
by motivation and challenge;
Providing tools to increase student productivity Providing
scaffolding to support higher level thinking; Increasing learner
independence Increasing collaboration and cooperationTailoring
learning to the learnerOvercoming physical disability (Newhouse
2017)
We need to consider the ways in which ICT may be used to enhance
the learning environment by
Traditional Approaches to Ed-Tech pedagogy Primary
TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY
The Technologies curriculum may confuse some teachers but what
is actually different about it? 68
Traditional Approaches to Ed-Tech pedagogy Secondary
TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY
The Technologies curriculum may confuse some teachers but what
is actually different about it? 69
It is not effective to add new technologies on to old things or
existing curricula. Start with a new blueprint and explore how
technology can enhance learning content and change instructional
practiceImage:
https://en.wikipedia.org/wiki/File:Rocket-bike.jpg
This is an image about the jarring of technologies. A rocket on
a bicycle. They seems unsuited. Its a bit like just adding an ipad
App to a paper based unit. It doesnt work. Begin again. 70
Ideally, we should aim to assess what we want students to learn
and be able to do; not just what they can write on paperWe see
digital forms of assessment as part of the solution, whether these
are portfolios, production exams, performance tests, or digitally
recorded performances
Reforming Curriculum Design and Assessment
Identify potential (challenge/boredom)Select appropriate
softwareOrganise accessSelect appropriate implementation
modelManage the implementation Evaluate the success
Make IT Happen using these steps(Newhouse 2017
TPACK+CAPbTECHNOLOGY PEDAGOGYCONTENT KNOWLEDGETPACK with
adaptions: Mishra and Koehler(2006)21ST C General CAPABILITIES
InvestigatingCommunicating Creating Applying social &
ethical protocols Managing and operating ICTICT
Critical & Creative Thinking Personal & social
capabilityIntercultural understanding
Expert teachers now are those who can bring together knowledge
of subject matter, what is good for learning, and technology (ICT).
The combination is described as Technological Pedagogical Content
Knowledge (TPACK). It is more than simply adding ICT to traditional
approaches. It depends upon deep knowledge of how ICT can be used
to access and process subject matter (TCK) and understanding how
ICT can support and enhance learning (TPK) in combination with PCK
Accessed: 15/3/2016
http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html. Dr Matthew
J. Koehler, Associate Professor of Educational Psychology and
Educational Technology at the College of Education, Michigan State
University.ee S. Shulman (born September 28, 1938) is an
educational psychologist who has made notable contributions to the
study of teaching, assessment of teaching, and the fields of
medicine, science and mathematics. He is a professor emeritus at
Stanford Graduate School of Education, past president of the
Carnegie Foundation for the Advancement of Teaching, past president
of the American Educational Research Association, and the recipient
of several awards recognizing his educational research. From 1963
to 1982, Shulman was a faculty member at Michigan State University,
where he founded and co-directed the Institute for Research on
Teaching (IRT).Among his many achievements, Shulman is credited
with popularizing the phrase "pedagogical content knowledge"
(PCK).
73
DIAGNOSISENGAGEMENTBUILDING
KNOWLEDGETRANSFORMATIONPRESENTATIONREFLECTIONTHE DIGITAL LEARNING
AND TEACHING CYCLE
SocrativeTedTalksEdpuzzleExplain EverythingPowtoonsBlogD
Groenewald (2016): Adapted from K. Love et al, BUILT:
2003Pedagogical flowApps at pedagogically appropriatestage of
learning
74
REDEFINTION EMODIFICATIONEAUGMENTATION SUBSTITUTION
ETRANSFORMATION ENHANCEMENTThe SAMR Model
Ruben R. Puentedura, Transformation, Technology, and Education.
(2006) Online at: http://hippasus.com/resources/tte/
PDF with hyperlinks Imovie PDFWeeblyTech acts as a tool
substitute with no functional change to taskTech acts as a tool
substitute with functional change to taskTech enables improvement
in task designTech enables significant improvement to task in a way
that was inconceivable in the paper based world
Instructional work flow Activity General CapabilityICT
Capability Element ICT tool SAMR level Learning Aras
intention/focus By the end of this lesson, students will be able to
identifyDiagnosis EngagementBuilding Knowledge
TransformationPresentation Reflection
Creating and evaluating a lesson/unity with ICTD Groenewald:
Adapted from K. Love et al, BUILT: 2003
76
Lesson evaluations using SAMRGet into groups of four, access the
resource on the next slide and complete the activities.
Group 1https://goo.gl/YFc1skGroup 2https://goo.gl/lZ5nQoGroup
3https://goo.gl/7Skvz0Group 4https://goo.gl/EF75vaGroup
5https://goo.gl/7JLN1HGroup 6https://goo.gl/RertvU
Group Links
Ingredients of 21st century pedagogy
and love the oxygen Pedagogy is the driver, technology the
accelerator, culture the runway,team play the engine,content the
vehicle #deeplearning
Maximising student choice over what they learn and how they
learn supercharges motivation and sustains positive learning
behaviors
Project-problem
basedContentKnowledgePedagogyAutonomyTechnologyENGAGEMENTMaking
teaching and learning choices that connect with the elements of
DDLD is critical to effective instructionStrong learning area
specific expertise that is curricula compliant advantageously fast
tracks scaffolding and targets key skills and knowledge more
effectivelyEffective deep learning cuts across learning areas
through project based learning tasks that investigate real and
relevant questions and assess learners on authentic
outputsGroenewald 2016
Key ingredients of deep learning
CompetenciesEngagementWellbeingBelonging The 6 Competencies that
realise deep learning are creativity, communication, citizenship,
critical thinking, character and collaborationEffective planning
with/for technology capabilities increases engagement,
collaboration and access to skills and knowledgeLearning contexts
that engage, excite, enthuse, personalise and challenge are the
foundation of effective sustained learning
The Technologies curriculum may confuse some teachers but what
is actually different about it? 82
Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical Thinking
Collaboration
Citizenship
CharacterThe 6cs
The 6 Competencies of Deep Learning Critically evaluating
informationand applying itProblem seeking and solution thinkingWork
together well and develop others to achieve common goals. Effective
expression with tools of the AgeThinking like a global citizen and
understand real diversitySeek deeply with perseverance
The Technologies curriculum may confuse some teachers but what
is actually different about it? 83
http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.pngAdapted
from the work of Dale Edgar and The Cone of Experience
Lecturing Teaching OthersDoing Discussion Reading Demonstration
30 %10 %
20 % 90 %75 %50 %Instructional experiences that encourage
retention5%Listening
85The pedagogy of the cave
Deep Learning Unit Exemplars
Our stories, our community Social Justice ArtThe science behind
super heroes
Deep Learning Unit Exemplars
Little ScientistsEarth and Space Sciences
Using Deep Learning Assessment Matrices
Rule 1. You must complete all the shaded activities.
Rule 2. You must complete another 4 activities. They must not be
in the same column or row.
Rule 3. Choose a partner and complete another activity that
neither your of you have completed.
WordLogic & MathsSpace & VisionBodyMusicPeopleSelf
RememberingList ten key ideas that were important to the Ancient
Greeks.Create an accurate itinerary of the daily life of a Spartan
soliderChart the journey of Alexandra the Great graphically.Act out
a battle between competing Ancient Greek City-states.Find an
appropriate song or piece of music to accompany a series of images
that recount an important event in Ancient GreeceWith a partner,
prepare a short talk about a famous Ancient GreekIn your journal,
explain what you found most interesting about Ancient
Greece.UnderstandingDescribe a famous battlein Ancient Greeceand
its outcomeCreate a timeline of significant events in Ancient
GreeceTell the story of a key event in Ancient Greece in cartoon
formBuild an A4 size model of an important Ancient Greek building
or monument. Explain its construction and importance.Write and
perform and song that celebrates or laments an episode in Ancient
Greek mythology.Describe the behaviours you would expect to see
from a typical boy and a typical girl in Ancient Greek
societyDescribe how you prepare to be a Spartan
Soldier.ApplyingCreate a test about Ancient Greece in the style of
Who Wants to be A MillionaireCalculate the provisions required to
feed and shelter a battalion of soldiers in the Trojan WarCreate a
poster to promote the values of an Ancient-Greek City stateTeach a
gymnastic or athletic skill performed by Ancient Greeks to your
friendsRecord an audio retelling of a famous story from Ancient
Greece using sound effectsParticipate in a debate about the
different attitudes to the education of boys and girls in
SpartaExplain your personal beliefs about the value of war for
solving conflict in Ancient GreeceAnalysingExplain why Ancient
Greek City-States struggled to defend themselves from outside
forces.Explain and chart alternative routes and methods of travel
from Sparta to AthensUse a Venn diagram to compare Ancient Greece
with Ancient Egypt.Perform a role play of a famous Ancient Greek
scientist or philosopher relating news of a discoveryWhich event
from Ancient Greek history would be best accompanied by dramatic
music and why? Instruct a class on the skills required to be
successful Greek SoldierCompare and contrast the experiences of
teenage boys and girls in Ancient GreeceEvaluatingList 5 assets
that were essential to maintaining harmony between Greek
City-StatesChart similarities and differences between Ancient
Greece and modern Australia using a graphic organiserUse a series
ofPhotos or Photostory to explain the rise and fall of Ancient
GreeceEvaluate the benefits of the Olympic Games to Ancient
GreeceExplain how effective a Greek amphitheatre was in carrying
sound to the audienceAs a group, determine the legacy of Ancient
GreeceExplain how you would feel if you were part of a defeated
Army in Ancient GreeceCreatingWrite a poem, story, newspaper
article, describing an uplifting or tragic moment in Ancient
GreeceCreate a poster explaining the mathematical theories of an
Ancient Greek Mathematician considering their relevance to modern
lifeAccurately draw and label the parts of a Greek Ship, such as a
Trireme, explaining the purpose of the boats design and its success
in battle.Dress up as an Ancient Greek and take your class on a
virtual tour of your City-State or lecture your class in the style
of an Ancient Greek PhilosopherWrite a song celebrating the
achievement of a specific City StateFacilitate a class debate on an
important issue in Ancient Greece such as slavery.Which type of
Ancient Greek citizen do you most resemble (e.g.. soldier,
scientist, philosopher) and why?
Each task is scored out of a possible 40 points.God or Goddess
(4)Olympian (3)Citizen (2)Spectator (1)Engagement with the
topicUses class time wisely while working toward personal best,
puts in extra effort, and uses outside time if necessary.Uses class
time wisely while working toward personal best.Is sometimes off
task and is willing to settle for less than personal best.Is
repeatedly off task and is willing to settle for less than personal
best.Spelling, punctuation & grammarThe text is clearly written
with little or no errors to detract from content.The text is
clearly written but a few spelling and/or grammar errors are
noticeable.Spelling and grammar errors detract, but content is
understandable.Many errors in spelling, grammar, sentence structure
affect content & major revision is needed.ExplanationsThe
explanations were interesting, engaging and provided clear
reasoning for your choice of dinner guests.The explanations
provided clear reasoning for your choice of dinner guests.The
explanations provided some reasoning for your choice of dinner
guests.The explanations failed to express reasons for your choice
of dinner guests.Researching of content (Double Points)Used
encyclopaedias, relevant websites and DVDs to accurately represent
the appropriate content. Sources are correctly referenced.Used
encyclopaedias, relevant websites and DVDs to represent the
appropriate content with some degree of relevancy. Sources are
mostly referenced.Used encyclopaedias, websites and DVDs to
represent the appropriate content with some irrelevancy.Used
encyclopaedias, websites and DVDs to represent the content although
content is often irrelevant. Understandings(Double Points)Shows
complete understanding of the concepts required to complete the
task.Shows substantial understanding of the concepts required to
complete the task.Shows some understanding of the concepts required
to complete the task.Shows very limited understanding of the
concepts required to complete the task.Presentation design &
layout features, links & transitionsMakes excellent use of
fonts, colour, graphics, effects, links, transitions, etc. to
enhance the presentation.Makes good use of fonts, colour, graphics,
effects, links, transitions, etc. to enhance to presentation.Uses
fonts, colour, graphics, effects, links, transitions, etc. but
occasionally these detract from the presentation content.Uses
fonts, colour, graphics, effects, links, transitions, etc. but
these often distract from the presentation content.Originality
& creativityProduct shows a large amount of original thought.
Ideas are creative and inventive.Product shows some original
thought. Work shows new ideas and insights.Product shows little
original thought. Work displays few new ideas and insights.Product
lacks evidence of original thought. Work displays no new ideas or
insights.Work requirementsAll requirements are met and exceeded.All
requirements are met.One requirement was not completely met.More
than one requirement was not completely met.
How can tech be leveraged?What do students need to knowWhat do
they need to to investigate Driving Question orchallenge Students
to chose how to presentPresent learning publcly
Get feedback to improvePROJECT BASED LEARNING
Lunch: 12:30am- 1:00pm
Session Challenges Integrating the models Use the following
planning sheet to construct and evaluate an effective lesson using
ICTS
Session Learning Challenge: 1:00 2:00pm
Instructional work flow Activity General CapabilityICT
Capability Element ICT tool SAMR level Learning Aras
intention/focus By the end of this lesson, students will be able to
identifyDiagnosis EngagementBuilding Knowledge
TransformationPresentation Reflection
Creating and evaluating a lesson/unity with ICTD Groenewald:
Adapted from K. Love et al, BUILT: 2003
95
Instructional work flow Activity General CapabilityICT
Capability ICT tool SAMR level Learning Aras intention/focus By the
end of this lesson, students will be able toBig IdeaEssential
questionThe Challenge Guiding Questions/Activities
SolutionPublish/Reflect
Problem Based Learning Learning
http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf
96
Leading Lights Update: 2:30pm 3:00pm
To bring LEAD to life in all our schools weve launched a
landmark digital transformation initiative called LEADing
Lights.
To bring LEAD to life in all our schools weve launched a
landmark digital transformation initiative called LEADing Lights.
98
LEADing lightsis for everyonein our school community
LEADing lights is for everyone in our school communityNext
slide99
LEADing Lights will create a single digital ecosystem for all
CEWA schools, early years centres and central and regional
offices.
LEADing Lights will create a single digital ecosystem for all
CEWA schools, early years centres and central and regional offices.
100
Staff members Tools and real-time information to serve students,
schools and communities
Students Powerful tools to explore, create and collaborate
across distance and device
Teachers Contemporary intelligent tools, tailored personal
learning and professional development
School leaders Real-time data to drive continuous improvement in
every school community
Parents Real-time data on their childs progress and how to
support their learning
LEADing LightsTransforming learning for all.LEADing Lights
connects our education community to the latest communication,
collaboration and productivity tools, learning resources,
management systems, analytics and personal learning and
development.
Catholic Education Western Australia7 | LEADing Lights |
Intro
It is important to note that LEADing Lights provides
opportunities to transform all members of the community.Provide an
example that best reflects current need.101
102 | LEADing Lights | IntroCEWA CloudSecure storage for
schools, teachers and students.Tools for learning, communication
and collaboration.Personal Learning and DevelopmentIntelligent
Professional Learning tool that learns who teachers, students and
parents are, then links them to the appropriate people, learning
materials and courses.Student Information and Finance
SystemPersonalised 360-degree teacher, student, parent access to
services with supporting marketing, enrolment, alumni, asset
management, Internet of Things and student academic services with
reporting.Connected care workflows for improved student
wellness.Learning and Administration AnalyticsAnalytics that
benchmark student, class, year and school performance against
KPIs.Badging and IncentivesLearning support, networks, student and
staff discounts and more.
Secure, single sign-onFor everyone, everywhere every day using
Windows or Apple devices.
StudentsStudent-based access to personalised learning centre
with CEWA 365 tools, storage space, school news and safe social
media.Student view of personal learning insights monitors and
benchmarks real-time and historical performance.Teachers,
Principals and Admin StaffRole-based access to personalised portal
with Office 365 tools, storage space, school news and safe social
media.Role-relevant view of learning insights monitors and
benchmarks student/class/grade/school real- time and historical
performance.Role-relevant access to financial and student
administration systems with personalised360-degree student
interactions and connected care workflows for co-ordinated student
support.ParentsChild view of personal learning with insights,
notifications and services to review family information and
reports.
This is a busy slide.Choose one or two points as it relates to a
need in your school.Maybe a Parent been able to complete online
excursion forms or with access to all information on every students
a complete 360 degree view can be seen to make evidence driven
decisions on learning for example.
Next slide
102
Shall we have a look? Log in to portal.office.com Enter
cathednet user details: e.g [email protected]
What is Office 365? What can it be used for? Why is it a step
forward?
[email protected]
your settingsAll your appsPersonal IdentityYour most important
apps
Have a goComplete the survey
Complete the quiz
Daniel GroenewaldDigital Transformation Consultant CEWA
[email protected]@d_groenewald
Notes in progress
Effect sizes and their realisation through technology
TechniqueEffective sizeTech choices SAMR scaleTeaching and
learning phase Formative evaluation with analytics .90Socrative
quiz Film learning ShowbieZaption Augmentation Building knowledge
Classroom discussion .82Online ForumYouTube video comments Twitter
Instagram Augmentation Building knowledgeTeacher and Lesson clarity
.75Published lesson plans on the LMS Flipped learning with learning
analytics Augmentation Prior to engagement Student feedback
.75Ongoing live OneNote Live google docs ShowbieModification
Building knowledge and reflection
Usingtechnologies is not a new way of teaching, rather it is
supporting good teaching to be more effective
Teachers have discovered many ways that ICT can be used to
achieve better outcomes, from relieving the tedious, to unlocking
the imagination
ICT could be viewed as the Swiss army knife for learners that
almost any age of child can operate, and that extends his/her
physical and intellectual capabilities, particular where it has
become one with the user
digital technologies are used, as any technology, to support
better teaching and learning by providing a larger range of
optionsMuch of our education systemimplicitly privileges written
expression at the expense of listening, speaking, reading, seeing
and visual expression because nearly all high stakes assessment
requires student to write.success in business depends much more on
all the other that people interact with each other (quoted in
Newhouse 2017) what is assessed is critical and paper based exams
fail to assess high order thinking, decision making, reflection,
reason and and problem solving. Further, very few real tasks are
done on paper on modern society. We need authentic assessment that
aligns with pedagogy and flows from learning
(Paul Newhouse quotes: STEM the Boredom: 2017
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/technologies-overview/ways-of-teaching-video
(Paul Newhouse quotes: STEM the Boredom: 2017
The digital technologies subject represents what all students
should understand, and be able to do with ICT, to contribute
creatively and productively in the modern world.
Newhouse (2017)