This public service campaign video was filmed at the CoSN (Consortium for School Networking) annual conference. The wisdom with which educational leaders like Alan November, Greg Whitby, and Stephen Heppell explicate the urgency of giving teachers the tools to connect with 21C learning and their students is poignant in this video. The massive task of making schooling relevant for today’s learners is communicated with precision. These international educators recognise the need to shift our thinking at all levels by being innovative, thinking creatively and developing 21st century pedagogies that will inspire this generation of learners.
It is worthwhile clicking on the links under each indicator to see how the integration works in both shared and 1:1 learning environments. You’ll find video examples, objectives, materials/technology list, standards, and what amounts to basically a lesson plan. Incredible resource!
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
Paul Fuller was our special guest in a live Digital Chalkie webcast in this conversation around how one globally aware primary school got their one-to-one parent funded notebook program off the ground please tune-in. Paul explains about the students’ reactions, planning, financing, technical and pedagogical shifts.
Below is a podcast of Digital Chalkie webcast #6: How to start a parent funded notebook programme in a Primary School recorded on 8 p.m (WST) Thursday 13 2008:
We find out what happens if you give a kid their own device with access to the connected world? Why have Rudd/Gillard and Smith got it right with this policy of trying to get computers into the hands of students? Or do you have a different opinion?
This is a slideshow from one of the presentations Paul gave to the school community:
To get the discussion rolling before the webcast, I posted this text below to a few email lists, sourced from this website here. This piece was posted on the Abilene, Kansas High School Dialogue Buzz website during the spring of 2003. It was an anonymous post by a student, but is VERY powerful.
Let’s have a little competition at school and get ready for the future. I will use a laptop and you will use paper and pencil. Are you ready…? I will access up-to-date information - you have a textbook that is 5 years old.
I will immediately know when I misspell a word – you have to wait until it’s graded.
I will learn how to care for and harness technology by using it – you will read about it.
I will see science concepts in 3D – you will do the odd problems.
I will create artwork and poetry and share it with the world – you will share yours with the class.
I will have 24/7 access – you have the entire class period.
I will access the most dynamic information – yours will be printed and photocopied.
I will communicate with leaders and experts using email – you will wait for Friday’s speaker.
I will select my learning style – you will use the teacher’s favorite learning style.
I will collaborate with my peers from around the world – you will collaborate with peers in your classroom.
I will take my learning as far as I want – you must wait for the rest of the class.
The cost of a leased laptop per year? - $250
The cost of teacher and student training? – Expensive
The cost of well educated Australian citizens and workforce? - Priceless
Here are some key points made by Paul on the programme:
- OGPS is a public primary (K-7) with only 120 students
- We are rolling out laptops for all students 4 - 7 (60 students)
- We are using the base model MacBooks with combo drives.
- Most are parent funded (combination of leasing and purchasing)
- Families in financial hardship (approx 20%) are provided with a
laptop by the school for use during school hours only. Many of these
families are already seeing the value of a take-home laptop and many
are trying to find the funds if they can.
- Parents are given the choice of purchasing outright or leasing.
Machines will be upgraded every 2 years.
- Prices include AppleCare extended warranty and insurance.
- Families who purchased outright won’t be able to claim any tax
rebate, as it starts in 2008-09. My understanding is that families who
lease will be able to claim the component of their lease costs that
fall within that financial year.
- I won’t disclose any of the pricing at this stage (commercial-in-
confidence) except to say that we were very happy with the way that
Apple supported the school.
- As always, the key to this process has been getting buy-in from
staff and parents.
- And before you say “But my school can’t afford that” …. remember
we are a dirt poor public school one suburb across from Maddington.
What we do have is an amazing school community where the staff,
parents, kids and Principal understand and support what we are trying
- Someone described us last year as a ’small community school with a
global vision’. I like that
CDB Barkley, Anya Ixchel and Kim Pasternak discuss the drama.
On Saturday, Anya Ixchel (Angela Thomas) and Kim Pasternak (me, Kim Flintoff) presented our session at the New Media Consortium’s Symposium on Creativity in Second Life. We used aspects of Process Drama to develop a structure that can be used to explore issues and concerns through roleplay in the virtual world. The basic premise was that we located the story in the future - 2009. This was a time 2 years after several changes had been made to the governance of Second Life communities. Many existing (2007 reality) freedoms in Second Life were restricted or outlawed in the fictional future.
The material requirements for the drama were quite simple -Angela has some good pictures on her discussion of the event and JoKay Wollongong also. We used a mock up TV studio, a couple of sofas, a changeable backdrop screen (with international locations), a poster and a collection of role badges to help identify the general roles played by participants, and a Polling station.
We introduced the pretext material, randomly distributed role badges (Parent, Student, Admin, Teacher) and asked participants to group in their roles. Each group was asked to determine a representative who would appear on a TV debate. I played the TV host and Anya Ixchel was our roving “vox pop” reporter. The title of the debate on the TV was “Disneyland or Jurassic Park: What kind of Second Life do YOU want?”
The entire drama came and went very quickly - our 50 minute session was barely long enough to contain the interest and buzz that developed. Initial feedback after the session indicated that participants found the process engaging and effective.
Inspired by a question to Oz-Teachers email list by Ken Price I have modified my reply into this post. Some adventurers are ready to jump into the mosh-pit that is social learning. This is an area that has excited and inspired me for a while - I love the idea of aggregating and value adding to whole-class generated knowledge. Why? - for two main reasons - it helps teachers work smarter by saving them time and being easily able to assess developed understanding + it allows students to tap into the collaborative benefits that come with the social network of their class.
I have specifically been looking at Inquiry Based Learning via RSS and social networking. The best way I’ve found for the teacher to be able to see an aggregation of all student blogs is to set them all up with Tumblr accounts. I’d do so with a Gmail account. Teachers can quickly generate and assign separate email address for each student. To do this, just add a + sign and the students first name after your gmail address. (firstname.lastname@example.org) Each student’s username and password will be emailed to you. With Tumblr the students can then also see each others posts via automated subscriptions. Why? - so that they can tap into the wisdom of the classroom mosh-pit.
For example if the teacher to automatically add book/website recommendations into their blogs all students will need to do is subscribe to the teachers del.icio.us tag eg. http://del.icio.us/PaulReid/web2.0 turns into feed://del.icio.us/rss/PaulReid/web2.0
This RSS feed will appear in there blog as a mini-post (task) that they can reply to. The teacher can then view their responses. As for a “people who read this book also read these” function I’d also use del.icio.us tag RSS feed. Students could tag specific URLs with “1Aclassrecom” for example.
Let’s also say for example we wanted to provide a mind-map of a book analysis, Gliffy allows teachers or students to set up a collaborative diagram. This is handy for the Tumblr account because Gliffy diagrams can be subscribed to and easily embedded via the “Publish” function. Great for visualizing the development of contextual understanding. I use Tumblr here to aggregate my web2.0 wanderings - Tumblr the easiest way to get content on the web I’ve come across. Organising, valuing and automating the metadata produced via the traditional inquiry based learning process is for me currently the most exciting area of ICTs in education.