NBC Digital learning 2016 2018

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Movie 1.1

2

Interactive 2.1

Gallery 2.1

3 “Our students

have changed

radically. Today’s students are

The Strategy

no longer the people our edu-

cation system was designed to

teach ”

- Marc Prensky

“Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most

schools lag far behind when it comes to integrating technology into classroom learning. Many are just begin-

ning to explore the true potential tech offers for teaching and learning. Properly used, technology will help stu-

dents acquire the skills they need to survive in a complex, highly technological knowledge-based economy.” -

Edutopia.

Effective technology integration

means more than just having stu-

dents type a story, create a power-

point, or send an email. Effective

technology use in schools must be

fluid and unseen. Technology grants

teachers new and innovative ways to

be more effective creators and com-

municators and to ensure that we as

a College support staff in building

and developing their own skills sets

and capabilities.

To ensure that staff at Northern Bay

P-12 College continue to build capac-

ity in effectively integrating technol-

ogy an expected minimum of the tar-

gets outlined in this section have

been set. These targets have derived

from the ‘School ICT Progression Im-

plementation and Support Plan’

which was developed in conjunction

with DET.

The graphic below depicts the transformative stages of growth that will guide Northern Bay P-12 College and

its staff towards improving it’s 21st Century Teaching and Learning Practices.

Movie 3.1

SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr.

Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning

experiences that utilize technology.” - www.schrockguide.net/samr.html

This framework is a simple yet effective and

powerful model for teacher to gauge their

use of technology integration by.

Although there will certainly be times where

technology use is leveled at the substitution

stage, teachers need to identify how the tech-

nology can enable and promote higher order

use to drive student outcomes.

This becomes most prevalent and visible

when students are the ones who drive the

use of technology and teachers act as the fa-

cilitators to this.

The image above is courtesy of DET Victoria

(http://www.education.vic.gov.au/school/teachers/support/pages/elearningcurriculum.aspx),

New Pedagogies for Deep Learning: Deep Learning Competencies Framework.

The deep learning competencies framework has been designed and developed as part of Michael Fullan’s

New Pedagogies for Deep Learning global project.

As global shifts and trends move towards a more complex, skillful and creative world it is imperative that our

education system fosters the needed skills and behaviour of successful global citizens. The introduction of

deep learning competencies aims to address these shifting paradigms. On the following page you will see

what the deep learning competencies framework entails.

The deep learning competencies of;

•Collaboration

•Critical Thinking

•Creativity

•Citizenship

•Communication

•Character

The 6C’s as they’re known, are to be supported

and complimented by the 4 key areas of New

Pedagogies, Learning Partnerships, Leveraging

Digital, and Learning Environments.

For more information on the NPDL Deep Learning Competencies visit:

http://www.education.vic.gov.au/school/teachers/support/Pages/deeplearning.aspx

SOLO (Structure of Observed Learning Outcomes) Taxonomy

Solo Taxonomy (Biggs and Collis 1982) provides teachers with a simple yet reliable and powerful model that

outlines the move from Surface to Deep learning. The images below outlines the relation between students

developing many ideas about a concept to then being able to relate and extend on these.

The 5 phases of the Solo Taxonomy that students can move through are shown below. Please note that that

the definitions and images have been taken from http://pamhook.com/wiki/Main_Page

PRESTRUCTURAL: Learning outcomes for comparison show unconnected information, no organi-

sation. Example: “I need help to use de Bono’s PMI strategy. What does the P stand for?”

UNISTRUCTURAL: Learning outcomes for comparison show simple connections but importance

not noted. Example: “I can identify a minus feature when using the PMI thinking strategy.”

MULTISTRUCTURAL: Learning outcomes for comparison show connections are made,

but significance to overall meaning is missing. Example: “I can identify a plus, a minus

and an interesting feature using the PMI thinking strategy.”

RELATIONAL: Learning outcomes for comparison show full connections made, and

synthesis of parts to the overall meaning. Example: “I have chosen to use a PMI to iden-

tify the plus, minus and interesting features of compulsory schooling today because it

will help me think about the changing function of schools in an increasingly networked

future world by identifying the features of compulsory schooling worth retaining and fea-

tures worth changing.”

EXTENDED ABSTRACT: Learning outcomes for comparison go beyond subject and

makes links to other concepts. Example: “I needed to clarify my thinking about the

changing function of schools in an increasingly networked future world. I didn’t really con-

sciously think about using a PMI, it just seemed to be right for the job.”

1.

2.

Year P - 2 3 - 5 6 - 8 9 - 12

2016

College iPad

Community Devices

1:3 Ratio

BYOD 1:1 iPad

Program*

College iPad

Community Devices

1:5 Ratio

BYOD 1:1 iPad

Program*

Additional Digital

Technology Access

BYOD 1:1 BYOx

Program*

2017

College iPad

Community Devices

1:3 Ratio

BYOD 1:1 iPad

Program*

College iPad

Community Devices

1:5 Ratio

BYOD 1:1 iPad

Program*

Additional Digital

Technology Access

BYOD 1:1 BYOx

Program*

2018

^College iPad

Community Devices

1:3 Ratio

BYOD 1:1 iPad

Program*

College iPad

Community Devices

1:5 Ratio

BYOD 1:1 iPad

Program*

Additional Digital

Technology Access

BYOD 1:1 BYOx

Program*

3 - 8 iPad Devices 9 - 12 BYOx Devices

Minimum iPad

iPad Mini or iPad2 or better. Same as years 3-8.

WiFi only. 32GB or better.

16GB or better.

iOS 7.1 or better. Laptop

Minimum 10.9” screen (11.6” recommended)

Recommended Minimum 4GB RAM

iPad Mini 2 / iPad Air Minimum 120GB HDD

WiFi only. Running windows 7 or better

32GB or better. Running Mac OSX 10.8 or better

iOS 7.1 or better.

Note: The college is unable to accommodate Android, Linux

or ChromeOS devices for 2016

Audio Visual Resourcing

Makerspace Environments

3D Fabrication / Printing

Supports / Peripherals

Additional Technologies

4

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15.

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Thank You

© Northern Bay P-12 College

If you have any questions regarding this document, please contact the Educational Leader for Digital Learning

via the details below;

Mr. Corrie Barclay Mr. James Curtis

e: [email protected] [email protected]

p: +613 5228 4200 p: +613 5228 4200