tag:blogger.com,1999:blog-56479672641215646082024-03-14T21:23:37.962+11:00Simon Crook's eLearning BlogSimon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.comBlogger103125tag:blogger.com,1999:blog-5647967264121564608.post-51333066816292096112014-08-28T22:38:00.000+10:002014-08-28T22:48:22.460+10:00Talk to ACU Students 2014<div style="text-align: justify;">
Below is a podcast I recorded for the students at ACU regarding eLearning in education and its future trajectory. Also below is a list of the resources I refer to plus some others that may be of use.</div>
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<li>Accompanying <a href="http://prezi.com/wnwmsvhiyhtr/elearning-and-ict-in-ceo-sydney-schools-today/">prezi</a></li>
<li>Previous blogpost <a href="http://evertonpom.blogspot.com.au/2012/10/elearning-v-ict.html">eLearning v ICT</a></li>
<li><a href="http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/ICT-capability-across-the-curriculum">ICT General Capability</a> (ACARA) </li>
<li><a href="http://www.ceosyd.catholic.edu.au/About/Documents/dp-elearn.pdf">iLE@RN Model</a></li>
<li><a digital="" href="http://edorigami.wikispaces.com/Bloom" s="" taxonomy="">Bloom's Digital Taxonomy</a></li>
<li><a href="http://www.ceosyd.catholic.edu.au/News/Pages/web2course.aspx">Web 2.0 Course</a></li>
<li><a href="https://sites.google.com/a/syd.catholic.edu.au/ceosr-elearning/secondary-info/kla-elearning-days">KLA eLearning Resources</a></li>
<li><a href="https://sites.google.com/a/syd.catholic.edu.au/cloudshare-pilot/blank-page">Google Apps for Education resources</a></li>
<li><a href="https://sites.google.com/a/syd.catholic.edu.au/mobile-device-course/">Mobile Devices Course</a></li>
<li><a href="https://sites.google.com/a/syd.catholic.edu.au/vc-portal/">Video Conferencing resources</a></li>
<li><a href="http://evertonpom.blogspot.com.au/2011/10/creative-commons-and-elearning-in.html">Creative Commons resources</a></li>
<li><a href="http://prezi.com/9k91lpxn3otk/twitter-in-ceo-schools/">Twitter in Education prezi</a></li>
<li><a href="http://www.scribd.com/doc/91493691/Twitter-People-and-Hashtags-by-Subject">Twitter People and Hashtags by Subject</a></li>
<li><a href="http://www.ceosyd.catholic.edu.au/About/Documents/pol-socialmedia-staff.pdf">Staff Use of Social Media Policy</a></li>
<li><a href="http://evertonpom.blogspot.com.au/2012/08/augmented-reality-in-prayer.html">Augmented Reality example</a></li>
<li><a href="http://tmsydney.wikispaces.com/">TeachMeet wiki</a></li>
<li><a href="http://evertonpom.blogspot.com.au/2011/08/welcome-to-future-today.html">Welcome to the Future ...Today</a></li>
<li><a href="http://evertonpom.blogspot.com.au/2013/10/the-future-of-technology-in-education.html">The Future of Technology in Education</a></li>
<li><a href="http://www.nmc.org/publications/2014-horizon-report-k12">Horizon Report > 2014 K-12 Edition</a></li>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com2tag:blogger.com,1999:blog-5647967264121564608.post-55552618977676737372014-07-30T20:22:00.000+10:002014-08-28T22:49:18.512+10:00TER Podcast<div style="text-align: justify;">
Thanks to an impromptu <a href="https://www.google.com/alerts">Google Alert</a> I learnt that the recording of my presentation at TM Edutech (as described in this <a href="http://evertonpom.blogspot.com.au/2014/06/tm-edutech.html">blog post</a>) actually appeared in the <a href="http://terpodcast.com/2014/07/27/ter-028-student-wellbeing-at-school-27-july-2014/">TER Podcast</a> this week. Many thanks to <a href="https://twitter.com/capitan_typo">Cameron Malcher</a> for recording and running the excellent TER Podcast (this episode is particularly interesting :-)</div>
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The original recording can be found <a href="http://terpodcast.com/2014/07/27/ter-028-student-wellbeing-at-school-27-july-2014/">here</a> and also below. My section kicks in at 34:25 and runs for 11 minutes (kind of broke the TeachMeet limit of 7 minutes...oops...). All credits to TER Podcast and thanks for allowing it to be embedded.</div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-42801867817277090392014-07-03T04:03:00.002+10:002014-07-07T09:25:35.721+10:00iPeed on the iPad: Physics for Pre-schoolers<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivSmXL5Sd2W_srWjrOJAhc-q567uhjjNRF95mqhvq67Tj6YcScMkMt5rFT3DCgA2szDmXRpRld7buLo4H_x9aHc8qlIbuxPqx7BnJBCq4NugeEv_Sya7vCOG2PuIaceyombUv1xrAXpHnf/s1600/18of35-AIP-Ph.+in+Pub-2014-Vol.1-Simon+Crook-All+Heavens+on+a+mobile.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivSmXL5Sd2W_srWjrOJAhc-q567uhjjNRF95mqhvq67Tj6YcScMkMt5rFT3DCgA2szDmXRpRld7buLo4H_x9aHc8qlIbuxPqx7BnJBCq4NugeEv_Sya7vCOG2PuIaceyombUv1xrAXpHnf/s1600/18of35-AIP-Ph.+in+Pub-2014-Vol.1-Simon+Crook-All+Heavens+on+a+mobile.jpg" height="213" width="320" /></a>The other week I had the pleasure of attending the inaugural Institute of Physics NSW <a href="http://nsw.aip.org.au/?q=article%2Fphysics-pub-thurs-19-june-630-pm">Physics in the Pub</a> bash in Sydney, hosted by <a href="https://plus.google.com/u/0/115055494369704568873/posts">+Phil Dooley</a>. It was an excellent night of presentations (8 minutes each, TeachMeet-style), all of which were very informative and some also very entertaining, musical and humorous (check out <a href="http://youtu.be/1ehxfaijx0U">Physics Hacks</a> by <a href="https://twitter.com/kipstewart">Chris Stewart</a> - very funny (bad language warning)). The networking was also top notch.<br />
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My contribution was 'iPeed on the iPad: Physics for Pre-schoolers'. Essentially, I demonstrated how a pre-schooler could have fun (learning physics at the same time) on the iPad using such apps as <a href="https://itunes.apple.com/au/app/planets/id305793334?mt=8">Planets</a> and <a href="https://itunes.apple.com/au/app/universe-splitter/id329233299?mt=8">Universe Splitter</a>. A recording of my presentation can be viewed below. Many thanks to Phil for organising, hosting and entertaining, Boris and AIP NSW for supporting, Chris for also entertaining and cutting the videos and to Shane Hengst from UNSW - Physics Outreach Unit for the photos.<br />
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-44913423786912309762014-06-24T22:04:00.003+10:002014-08-28T22:50:30.200+10:00Radio National Broadcast of ABC Splash Live<div style="text-align: justify;">
Below is the recent ABC Radio National broadcast of last year's ABC Splash Live event (previously described in <a href="http://evertonpom.blogspot.com.au/2013/09/what-does-it-mean-to-teach-in.html">this post)</a>. My presentation 'What does it mean to teach in a technology-rich world?' kicks in at about the 29 minute mark after some great work by <a href="http://www.bronwyn.ws/">Bron Stuckey</a> and <a href="http://deangroom.wordpress.com/">Dean Groom</a>, and before <a href="http://aliceleung.net/">Alice Leung</a>'s top draw presentation. The original recording and description can be found <a href="http://www.abc.net.au/radionational/programs/bigideas/digital-ideas-for-the-classroom/5146650">here on the Radio National site</a>. Many thanks to Kulja at <a href="https://twitter.com/ABCSplash">@ABCSplash</a>. </div>
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Earlier this month I had the fortune to attend the <a href="http://www.edutech.net.au/">Edutech conference</a> in Brisbane. It was a great event with some excellent speakers, <a href="https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud">Sugata Mitra</a> being the best (what a way to start a conference!). However, the best thing for me was the networking, getting to know some of my up-and-coming colleagues in our delegation, and of course the <a href="http://tmsydney.wikispaces.com/TeachMeet+at+EduTech+2014">Edutech TeachMeet</a>. </div>
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Thanks to some typically hard and selfless work by <a href="https://plus.google.com/u/0/110339473851468130608/posts">+Matt Esterman</a>, working with the event organisers not least Jon Chivers, a great space was arranged in the main Expo for four mini-TeachMeet sessions. The first session was kicked off by the ever youthful grandfather of TeachMeets <a href="https://plus.google.com/u/0/+ewanmcintosh/posts">+Ewan McIntosh</a>, with 16 presenters all up over the two days. My presentation 'Giggle - the Lighter Side of Ed(u)Tech' was a major expansion on <a href="http://evertonpom.blogspot.com.au/2014/03/acu-teachmeet.html">'Giggle the funny side of Edtech' from TM ACU</a> with references to <a href="http://evertonpom.blogspot.com.au/2014/06/pre-school-kids-and-technology.html">'Giggle (and Hoot) - the funny pre-school side of Edtech' from TM Google</a> (essentially third time lucky). The slides can be found below. Most of them are self-explanatory. A podcast of my presentation also appears <a href="http://evertonpom.blogspot.com.au/2014/07/ter-podcast.html">here on the TER podcast</a> (thanks <a href="https://twitter.com/capitan_typo">@capitan_typo</a>). </div>
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A big thank you once again to Matt, Jon and the other organisers. Great to finally meet the likes of <a href="https://twitter.com/wholeboxndice">@wholeboxndice</a>; always good to catch up and chew the fat with Matt, <a href="https://twitter.com/largerama">@largerama</a> and <a href="https://twitter.com/danhaesler">@danhaesler</a>; and one can never forget those crazy guys from the inner west (ping <a href="https://twitter.com/jamiewahab">@jamiewahab</a>,<span style="background-color: white; font-family: inherit;"><span style="color: #32363f;"> <a href="https://twitter.com/chad_ferris">@chad_ferris</a>,</span> </span><span style="background-color: white;"><span style="font-family: inherit;"><span style="color: #32363f;"><a href="https://twitter.com/steve_borthwick">@steve_borthwick</a>, <a href="https://twitter.com/MelSmiles5">@MelSmiles5</a></span></span></span><span style="background-color: white; font-family: inherit;"><span style="color: #32363f;">, <a href="https://twitter.com/ZeinaChalich">@ZeinaChalich</a> and the gang</span></span>). </div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com1tag:blogger.com,1999:blog-5647967264121564608.post-69426007116991258362014-06-10T20:51:00.000+10:002014-06-10T22:04:53.755+10:00Pre-school Kids and Technology<div style="text-align: justify;">
A few weeks back I presented at <a href="http://tmsydney.wikispaces.com/2014+TMGoogle">TeachMeet Google</a> held at Google's <a href="http://www.lifehacker.com.au/2011/02/inside-googles-playful-sydney-offices/">very funky</a> Sydney headquarters. Three days before the event my wife informed me that she had parent-teacher night that evening i.e. I had the kids! This posed a minor problem, how was was I going to deliver my incredibly witty presentation 'Giggle - the funny side of Edtech' with Mr4 and Mr2 in tow? As a testament to the character of <a href="https://twitter.com/leannecameron">@leannecameron</a> (or her sense of anarchy) she agreed to let me bring both boys along. Due to the tight security at Google's headquarters I needed to provide all of their details. In so doing each of them had their own Google TeachMeet name tag which was quite cute. Given that I had two pre-schoolers with me, in a moment of idealism (or stupidity) I decided to change my presentation to include them, plumbing for 'Giggle (and Hoot) - the <strike>funny</strike> pre-school side of Edtech' (in reference to the Aussie kids show <a href="http://www.abc.net.au/abcforkids/shows/s2948145.htm">Giggle and Hoot</a>).</div>
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All I had to do was keep them occupied and quiet for 50 minutes until our slot. At first this seemed too easy with Mr2 asleep and Mr4 preoccupied with the charms of a very helpful and selfless <a href="https://plus.google.com/101051230439536063401/posts">+annajones</a>. However, Mr2 awoke almost immediately... </div>
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As his sonic furore started to gear up I panicked. Instead of grabbing an emergency chuppa chups I grabbed the iPad and played <a href="http://youtu.be/DCWHh_mZogE">Peppa Pig</a> on YouTube, moving us to just outside the door. The good thing was he quietened down and before my very eyes taught himself how to find and launch YouTube (previous he would only press on apps, then the home button, then another app, and so on). On the bad side he became addicted to the iPad.</div>
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<a href="https://pbs.twimg.com/media/BnBEhtfCMAASiK-.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://pbs.twimg.com/media/BnBEhtfCMAASiK-.jpg" width="320" /></a><a href="https://pbs.twimg.com/media/BnBEhtfCMAASiK-.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=5647967264121564608" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="webkit-fake-url://98C4B1B5-CD41-4599-8A57-50F234E931BA/image.tiff" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="webkit-fake-url://05E47154-5097-4A8B-9752-C7B3924957EC/image.tiff" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="webkit-fake-url://98C4B1B5-CD41-4599-8A57-50F234E931BA/image.tiff" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>It was about this time that our turn came. I grabbed the iPad from the grasp of Mr2 and marched him and Mr4 to the stage. Cue massive tantrums to get the iPad back with screams of "PEPPA! PEPPA!". Just after I set up my iPad on the lectern and had begun introducing ourselves Mr 2, still screaming "PEPPA!", tried to to jump up to the lectern, grabbing whatever wires he could almost wrecking Google's AV equipment!!! And so began our very quick presentation of 6 slides (see below). </div>
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#1 - Title (including Hoot the Owl) </div>
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#2 - In describing Mr4's experience of technology I asked him how he spoke to Granny and Grandad every weekend on the other side of the world. His very cute answer was "On the 'puter"</div>
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#3 - I then asked him what his favourite game was ("Zombies"); what the sun were for and why he had to collect them. His sequence of answers was a great example of GBL problem solving.</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/XgvR3y5JCXg?feature=player_embedded' frameborder='0'></iframe>#4 - Getting a bit more conventional in the educational use of technology I asked Mr4 to explain the <a href="https://itunes.apple.com/au/app/planets/id305793334?mt=8">Planets app</a> and how we can see it is daytime in England when it is nighttime in Australia.</div>
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#5 - Rounding off Mr4's experience of technology I showed a talking animals video from the BBC (one of his favourites). The funny thing was the audio didn't work at first so Mr4 literally impersonated the marmots saying "Alan! Alan! Alan! No, Steve! Steve! Steve". Then the audio kicked in, much to his appreciation. In time, I want to use films like this to get him to improvise. As it was, he essentially did just that on the night.</div>
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#6 - All the while I'd been indulging in Mr4, Mr2 was roaming around looking for Peppa. It was only fair therefore to include him. Until the overindulgence earlier with Peppa Pig his main experience of technology had been listening and dancing to songs such as Rockabye Bear by The Wiggles. Consequently I played this and he was over the moon, particularly being able to view it on the big screen. He treated everyone to a little dance and the whole audience joined in with the clapping and and actions.</div>
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By sheer luck it worked out well in the end and was quite funny to boot. Many, many thanks go out to Leanne for her organisation and understanding, Anna for her caring charm and <a href="https://plus.google.com/115299981050916686044/posts">+Sally-Ann Williams</a> and <a href="https://plus.google.com/+MarieEfstathiou/posts">+Marie Efstathiou</a> for allowing us to use such an excellent venue</div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com2tag:blogger.com,1999:blog-5647967264121564608.post-76607495165585489562014-05-14T21:18:00.006+10:002014-08-28T22:51:52.841+10:00Authentic Learning in Science VideoHere is a video to accompany the earlier post <a href="http://evertonpom.blogspot.com.au/2014/04/authentic-learning-in-primary-science.html">Authentic Learning in Primary Science</a>.<br />
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<br />Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-15646441573259834922014-04-03T21:31:00.000+11:002014-04-23T15:30:09.268+10:00Science Selfies<div style="text-align: justify;">
In this social media/mobile learning age, what better way to get students to share their enjoyment of Science than allowing them to take <b>Science Selfies</b> during their experiments. These can be shared with their parents, teachers and each other.</div>
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<a href="https://www.blogger.com/blogger.g?blogID=5647967264121564608" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>And a challenge for all adult readers - we are forever trying to raise the profile of Science - lets get actual scientists posting Science Selfies on Twitter and Instagram <a href="https://twitter.com/search?q=%23scienceselfies">#scienceselfies</a>! (I thought this was an original idea but there are loads out there already. At least this is good for Science :)<br />
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-36300177600484406892014-04-03T21:14:00.000+11:002014-04-23T15:24:55.140+10:00iPads in Science Experiments<div style="text-align: justify;">
There are thousands of iPad apps being flogged for Science education but what are the best ways to use iPads to compliment Science pedagogy. To me, the best and most obvious way is to use iPads or other mobile devices in Science experiments and inquiry. Here are some suggestions:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgbmh5mk-Sv2S9s3QTDrFGDjMV8_eqdREZDZFOD1rWSVmBgjO4zc5zOOhfUYNlW26jCd5bt_3NeJBpZORllkECd0CuwQ2AGhAmNch7-eEY9vKVW6-yfXHBsLjWQA_i_Wp7_Rve-ULjiYV7/s1600/photo+4+(1).JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgbmh5mk-Sv2S9s3QTDrFGDjMV8_eqdREZDZFOD1rWSVmBgjO4zc5zOOhfUYNlW26jCd5bt_3NeJBpZORllkECd0CuwQ2AGhAmNch7-eEY9vKVW6-yfXHBsLjWQA_i_Wp7_Rve-ULjiYV7/s1600/photo+4+(1).JPG" height="150" width="200" /></a>1. Get the students to record the teacher demonstrating an experiment before they attempt it themselves. That way they can listen back and make sure they haven't missed anything whilst not wasting time writing. Revisiting the video for homework or in later classes the students can use it to help them to formally write up the experimental method and for various literacy exercises.<br />
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2. Get students to take photos of the teacher's experimental apparatus plus any diagrams on the board. Again, why waste precious class time copying them down.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtU9vOuELDHwkvxJcHTpXy4_06EoZ8VLC5f_njwkUNU6OIAybGLItShrNv2EiJajD2QBfGe039ZahTZ9mnmrVgk__rAGtwbcVtQQlrsODzmTDfmj_A5_weC4dximvVvhb-IjSKnYGBnbyZ/s1600/photo+4.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtU9vOuELDHwkvxJcHTpXy4_06EoZ8VLC5f_njwkUNU6OIAybGLItShrNv2EiJajD2QBfGe039ZahTZ9mnmrVgk__rAGtwbcVtQQlrsODzmTDfmj_A5_weC4dximvVvhb-IjSKnYGBnbyZ/s1600/photo+4.JPG" height="200" width="150" /></a>3. Most importantly, students can video themselves performing experiments, orating their procedure and capturing their results as they happen. This is particularly empowering to students with poor writing skills. And seriously, does every experiment have to written up formally? Why not a video blog instead?<br />
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4. Use the stopwatch facility for the plethora of experiments that require measuring time. (Quick anecdote - years ago I would forever be forgetting to order the stopwatches for experiments and was too afraid to go to the lab technician late. Instead I would ask the students to use the stopwatches on their old clunky mobile phones I knew they had hidden on their person. It was breaking school rules, but to benefit learning. This was the beginning of mobile learning).<br />
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Make <b><a href="http://evertonpom.blogspot.com.au/2014/04/science-selfies.html">Science Selfies</a>!!!</b><br />
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Read <a href="http://evertonpom.blogspot.com.au/2014/04/authentic-learning-in-primary-science.html">Authentic Learning in Primary Science</a> to see this in practice.</div>
Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-90530316970634043852014-04-03T20:49:00.002+11:002014-04-23T15:12:31.181+10:00Authentic Learning in Primary Science<div style="text-align: justify;">
This week I was again fortunate enough to run some Science lessons for some Primary students from <a href="https://sites.google.com/a/syd.catholic.edu.au/stfbankstown/">St Felix Primary School</a> using the Science labs at <a href="http://www.lasalle.nsw.edu.au/">La Salle College</a> next door. Rather than simply blasting them with mad Science experiments (check out last year's fun: <a href="http://evertonpom.blogspot.com.au/2013/12/bunsen-burners-flame-tests-and-ipads.html">Bunsen Burners, Flame Tests and iPads with Years 4 & 5</a>), the Principal <a href="https://twitter.com/lisaharbrow">Lisa Harbrow</a> and myself were determined that any experiments would compliment the students' units of study. Accordingly, I decided to do some electrolysis with Year 5 who were studying 'Gold' and thermodynamics with Year 6 who were studying 'Antarctica'.<br />
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<b>Y11/12 Chemistry with Y5</b></h4>
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Year 5 had been learning about the gold rushes of California and Australia, alluvial gold and how to pan for it. Now the chemistry of gold is not particularly exciting, but the extraction of other metals is! Consequently, I decided to get the students to perform an electrolysis experiment to electroplate 5¢ coins with copper extracted from copper sulphate solution. Now this is <a href="http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/chemistry-st6-syl-from2010.pdf">Year 11/12 Chemistry</a>, certainly requiring secondary schools equipment. However, we were fortunate enough to have access to a lab at La Salle College next door thanks to Principal <a href="https://twitter.com/Mick2035">Mick Egan</a> plus the most amazing lab technician in the form of <a href="https://twitter.com/CroucherMcr">Margaret Croucher</a> (who is also Chairperson of ASETNSW - Association of Science Education Technicians, and treasurer of SETA - Science Education Technicians Australia). With this quality of support we were able to sort out the appropriate WHS for Y5 students to perform such an experiment.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix3l23JTVXpRjZDuPYx5LTFCsSyNyK3yHxvmzNvu1-RSJqzLU1ag8Zw755QDgwi_eaClzb1Dr6ENyX70g_z2M4gWh3GW9RmHs9i4CM0YxOex49Yax64LgXV0-eBH7Hs3UfC7YaZGBgnpI1/s1600/img_5345.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix3l23JTVXpRjZDuPYx5LTFCsSyNyK3yHxvmzNvu1-RSJqzLU1ag8Zw755QDgwi_eaClzb1Dr6ENyX70g_z2M4gWh3GW9RmHs9i4CM0YxOex49Yax64LgXV0-eBH7Hs3UfC7YaZGBgnpI1/s1600/img_5345.jpg" height="240" width="320" /></a>No paper instructions or worksheets were issued. Instead, students recorded myself performing the procedure using their school's iPads, photographed the equipment and also diagrams on the board to assist them in carrying out the experiment themselves. More importantly they filmed themselves performing the experiment. (In follow up lessons back at Primary school the students would be using the video footage to help write up their experiment as a literacy activity). I also demonstrated the electrolysis of water using a Hofmann Voltameter, igniting the hydrogen produced for a nice squeaky pop! And, with a bit of time spare at the end of a great Science lesson, what more motivating activity could we do than take <b><a href="http://evertonpom.blogspot.com.au/2014/04/science-selfies.html">Science Selfies</a></b>!<br />
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Y9/10 Physics with Y6</h4>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghGQgX5mODHozG5TpeBdKFNhrKFLbohDUL_x2sKgfb0idODODtVpVeGGVvimxjHMTXHi7NoGOb3mb_qt3eO4ioQ33TtQXVH0YFpdQmKqukDVOkJT9jVvDwS2uwi_TWo0j7BRXx5bde5Mk-/s1600/photo+2+%25281%2529.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghGQgX5mODHozG5TpeBdKFNhrKFLbohDUL_x2sKgfb0idODODtVpVeGGVvimxjHMTXHi7NoGOb3mb_qt3eO4ioQ33TtQXVH0YFpdQmKqukDVOkJT9jVvDwS2uwi_TWo0j7BRXx5bde5Mk-/s1600/photo+2+%25281%2529.JPG" height="240" width="320" /></a>In studying Antartica, Year 6 learnt in particular about the features of animals that lived there plus the issues of global warming with regard to sea level rises. These two aspects leant themselves perfectly to some experiments more appropriate to the <a href="http://syllabus.bos.nsw.edu.au/science/science-k10/content/982/">Year 9 and 10 syllabus</a>. To build on what the students had learnt about the use of blubber and layers of feathers in various Antarctic fauna (plus fur in Arctic fauna) we performed the classic insulation experiment using warm water (not hot water due to being Year 6), soft drink cans as calorimeters, thermometers and various materials for insulation to compare between the materials. This was a wonderful scientific exercise in understanding controlled, independent and dependent variables. Again the iPads were used in a similar way to before (including selfies!) plus this time as stopwatches too.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTNVCGWYim0tiqiLl0-vYJma65ZAYC2V2sxQQIYn9mV7NKxRYhePex4TVYN-NSfu9kd83yXqdW9sYqhtxOrY9ljiVPMPg4qgRC7zVVKo_dixu3TSVCApEzvdwvz3g7WkQ0w49f1JJAh6pN/s1600/photo+3+(1).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTNVCGWYim0tiqiLl0-vYJma65ZAYC2V2sxQQIYn9mV7NKxRYhePex4TVYN-NSfu9kd83yXqdW9sYqhtxOrY9ljiVPMPg4qgRC7zVVKo_dixu3TSVCApEzvdwvz3g7WkQ0w49f1JJAh6pN/s1600/photo+3+(1).JPG" height="240" width="320" /></a>Whilst this experiment was taking place the students had another experiment running. Now this is an experiment I made up. Taking 2 beakers we filled one with 100ml of water and placed an ice cube on a gauze across the top of the beaker. The other we also filled with 100ml water but this time added an ice cube and poured out a small amount of water to bring it back to 100ml. The point of this experiment was to highlight the important difference between glaciers (ice cube on the gauze) melting and icebergs (ice cube in the water) melting. Many people think that both cause sea levels to rise. However of course, when an iceberg (or floating ice cube) melts the water level stays the same due to Archimedes Principle. When a glacier on land (ice cube on a gauze) melts then water levels do rise due to the input of additional water - obvious when you think about it.<br />
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Most importantly with these thermodynamics experiments, any Primary school could perform them, they need only purchase thermometers, plastic beakers/measuring cylinders/jugs and basic materials such as wool, cotton wool, aluminium foil, bubble wrap etc.<br />
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Authentic Learning in Science</h4>
IMHO this is authentic learning in Science. The students cross-curricular units of study determined the experiments. The learning was in real world contexts. Just because the students are in Primary school there is no reason why they shouldn't engage in higher-order scientific inquiry and experimentation. In fact they loved the fact that they were performing senior Science experiments. Many thanks go out to Lisa, Mick and Margaret plus the Primary teachers including Maree Elchaar and <a href="https://twitter.com/Marg2511/">Margaret Stelmach</a>, and of course the wonderful Year 5 and 6 students! Further images and audio explaining this adventure can be viewed <a href="http://youtu.be/HIa9QW-Efvs">here</a>.<br />
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com1tag:blogger.com,1999:blog-5647967264121564608.post-17714882202213617062014-03-24T20:54:00.003+11:002014-03-24T20:57:38.314+11:00eLearning Advice for Beginning Teachers<div style="text-align: justify;">
Recently I ran a twilight workshop for beginning teachers. The main purpose was to educate the new teachers on their rights and responsibilities when using technology in school (and home). Referring to our acceptable use and social media policies I highlighted that as long as they know that 'Big Brother' is watching then they should behave accordingly. With regard to social media we discussed the challenges facing teachers, young teachers in particular, but also the opportunities. </div>
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Below are the slides that I used. They are self-explanatory (although I must point out that I didn't realise the pun I gave slide 12 until later :)</div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-18392760985071149462014-03-14T16:27:00.001+11:002014-03-14T16:27:54.626+11:00ACU TeachMeet<div style="text-align: justify;">
I was due to attend and present at the <a href="http://tmsydney.wikispaces.com/2014+TM+at+ACU">ACU TeachMeet</a> but was unfortunately unable to make it yet again :( However, below is a short video I made in lieu of me presenting. Well done to <a href="https://twitter.com/leannecameron">Leanne Cameron</a> and <a href="https://twitter.com/miriamtanti">Miriam Tanti</a> for hosting yet another great TeachMeet at ACU! The back-channel can be found at <a href="https://twitter.com/search?q=%23tmacu&src=typd">#TMACU</a>.</div>
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<br />Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-34547962747867368812013-12-19T16:03:00.001+11:002013-12-19T16:21:20.192+11:00Bunsen Burners, Flame Tests and iPads with Years 4 & 5 <div style="text-align: justify;">
Recently, as a favour to a local primary principal (and to fulfil my own need to teach some science), I ran a day of science lessons for Years 4 and 5. As a wonderful example of cooperation, the neighbouring secondary school had provided the primary school with access to a science lab for the year. Having the unique opportunity to use secondary science equipment with primary students I set about designing a fun and worthwhile hour to be repeated with the four classes. </div>
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Now primary students are always itching to study science once they get to secondary (although this enthusiasm often wanes by the end of Year 7...), and what they want to use most of all are Bunsen burners. To this end, I chose to:</div>
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<li>get them to light a Bunsen safely</li>
<li>perform flame tests on various metal salts.</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZPsjZIeGEAq8baKZnOsaLc683rKc-Y1DBgzup0aCt2-nkQRF9X1tQedqxxzAVQbTEeyxK7KswhlTThscLisY1V1ySaXMtghYkHt-P5fYSsxbqTuqySpUTSBDLVr0WvuOm2Noa9ZShyphenhyphenvN8/s1600/P1020647.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZPsjZIeGEAq8baKZnOsaLc683rKc-Y1DBgzup0aCt2-nkQRF9X1tQedqxxzAVQbTEeyxK7KswhlTThscLisY1V1ySaXMtghYkHt-P5fYSsxbqTuqySpUTSBDLVr0WvuOm2Noa9ZShyphenhyphenvN8/s320/P1020647.jpg" width="320" /></a>The preparation was made possible by the wonderful lab technician at the secondary school, <a href="https://twitter.com/CroucherMcr">Margaret Croucher</a> (who is also Chairperson of ASETNSW - Association of Science Education Technicians, and treasurer of SETA - Science Education Technicians Australia). With my secondary chauvinism it didn't occur to me that primary students might not be allowed to participate in the experiments. Thankfully Margaret came to the rescue, and after a lot of negotiation with the Health and Safety people we established that although we couldn't use solid salts we could use 0.1M solutions soaked into paddle pop sticks.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwulZSIN2mmABsBcJjbHLZDBSAViJfY-_gkjKEhZ2M2A5-3LZRjzHX_JUAxhBb6KB1O87fKo_Xi1Kuj0eBa51_TbpyjJruWZAJUoH-MOr0R6VJZs4pZUdGLodrECd-3VfB6Zg7ctrx0r-4/s1600/P1020646.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwulZSIN2mmABsBcJjbHLZDBSAViJfY-_gkjKEhZ2M2A5-3LZRjzHX_JUAxhBb6KB1O87fKo_Xi1Kuj0eBa51_TbpyjJruWZAJUoH-MOr0R6VJZs4pZUdGLodrECd-3VfB6Zg7ctrx0r-4/s320/P1020646.jpg" width="320" /></a>When the students arrived, much to their delight, we got them to wear lab coats and safety goggles. We then discussed the parts of the Bunsen, their function, how to light a flame and the different types of flame. Then the moment of truth - every student got to light a Bunsen. [Aside - during the introduction I pointed out that the box of equipment for every group had a famous scientist on it. However, of the 10 scientists only 2 were female (Marie Curie and Rosalind Franklin), why? One boy tried to explain that men were smarter and was quickly rebuked. After a several hints (surprisingly many) we extracted that historically girls and women weren't given the same access to education. However, I challenged both the girls and boys to capitalise on their fortune in accessing high quality education in a country of opportunities such that in 100 years they might be the famous scientists in a 5/5 split).]</div>
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Once every student had successfully lit the Bunsen I brought them back together to demonstrate how to perform a flame test. Subsequently, they each got to perform a flame test with a different solution within their groups, filming proceedings on their iPads and recording their results. Chuffed with the timing of the lesson I brought them together to go through the results.<br />
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This was a wonderful day that couldn't have happened without the vision of <a href="https://twitter.com/lisaharbrow">Lisa Harbrow</a>, Principal of St Felix Primary School, the support of <a href="https://twitter.com/Mick2035">Mick Egan</a>, Principal of La Salle College, the Y4&5 class teachers, particularly Maree Elchaar and <a href="https://twitter.com/ashleyazzopardi">Ashley Azzopardi</a>, Ritz Balzarno - Science Coordinator at La Salle, and of course Margaret Croucher. As a follow up activity, Ashley got her students to <a href="http://fivewhite2013.wordpress.com/2013/12/01/science-at-lasalle/">blog</a> about their experiences. Please see below, it is very cute as they practise their letter writing to each other, signing off <i>sincerely</i>. Please do add you own comments on their blog to feedback to the students. Well done Year 4 & 5!!!</div>
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</iframe>Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com1tag:blogger.com,1999:blog-5647967264121564608.post-1878151925825463452013-10-03T11:01:00.001+10:002013-10-03T12:01:39.161+10:00The Future of Technology in Education<div style="text-align: justify;">
I was pleasantly surprised to be asked to present at the <a href="http://www.acelconference.org.au/fileadmin/conf_2013/Conference_Full_Program_WEB.pdf">2013 ACEL Conference: The Future is Now</a> in Canberra. The motivation to present was the prestige of the conference, my current work on what future schools will look like, plus building on previous work such as <a href="http://evertonpom.blogspot.com.au/2011/08/welcome-to-future-today.html">Welcome to the Future ...Today</a> and <a href="http://evertonpom.blogspot.com.au/2013/09/what-does-it-mean-to-teach-in.html">What does it mean to teach in a technology-rich world?</a>. Accordingly, I chose to present on <i><a href="https://docs.google.com/presentation/d/1h6-5Ukv-ZSJMOIkZL-hglwHRohsvW6v_KMxrCi1eG8A/edit?usp=sharing">The Future of Technology in Education</a></i>. Below are the abstract, the presentation itself and an explanation of the slides (those that attended should note that fuller explanations of slides 27-30 are included below).<br />
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Abstract:</div>
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If we are to prepare students (and for that matter, teachers) for their future, what will the future of education look like? What new technologies are on the horizon and which ones will become de rigeur? Are there ‘futuristic’ technologies already being used successfully in schools? Drawing on the latest research, this presentation will look at the future directions of technology in education, inside and outside the classroom. </blockquote>
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Future opportunities and how they might be capitalised upon e.g. teacher collaboration will be discussed. Examples of the innovative use of contemporary technologies in teaching and learning, K-12, will be demonstrated. The emerging challenges surrounding technology that are facing education leaders, such as professional development, accessibility, evolving societal pressures, and how they might be overcome will also be discussed. As the saying goes, “do not confine your children to your own learning, for they were born in another time”</blockquote>
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<span style="font-family: inherit;">Slide 1 - My ever present opening slide. What is wrong with this slide? Nope, it's not the kid with the slate (get it! :) the image is back to front, the </span>writing<span style="font-family: inherit;"> on the board goes from right to left. </span><br />
<span style="font-family: inherit;"><br />Slide 2 - Background: Senior eLearning Adviser to 17 secondary schools in southwest </span>Sydney and the Shire.<br />
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<span style="font-family: inherit;">Slide 3 - It is important that this whole presentation is ground in the latest research. The most obvious and important choice for future technologies in education is of course the annual <a href="http://www.nmc.org/horizon-project">Horizon Report</a>. </span><br />
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<span style="font-family: inherit;">Slides 4&5 - The <a href="http://foi.deewr.gov.au/system/files/doc/other/deag_final_report.pdf">2013 DEAG Report</a>, commissioned by the Australian Government, makes some important recommendations to prepare schools for the future of learning.</span><br />
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<span style="font-family: inherit;">Slide 6 - With the end of the Federal funding in the DER we must not lose the momentum created thanks to the embedding of so much technology in schools. Equally, we must learn from the various </span>evaluations<span style="font-family: inherit;"> of the DER by <a href="http://foi.deewr.gov.au/system/files/doc/other/digital_education_revolution_program_review.pdf">DEEWR</a>, <a href="http://www.dec.nsw.gov.au/about-us/how-we-operate/national-partnerships/digital-education-revolution/rrql/research">DECNSW</a> and (as a shameless bit of self-promotion) my <a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72">first</a> and <a href="http://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/6674">second</a> papers. </span><br />
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<span style="font-family: inherit;">Slide 7 - </span><span style="font-family: inherit;">Before Google, the teachers were the sole bastions of knowledge. Post-Google, students can find out simple facts using simple Google searches, Wikipedia (copying, pasting and plagiarising) and even acquire skills e.g. learning the guitar via YouTube, all on mobile phones that are banned in most classrooms. From about 2016 according to the Horizon Reports (or 2020 according to Wikipedia), the Semantic Web will be all-pervasive with a far more personalised online experience.</span><br />
<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">Slide 8 - Consider the new NSW Board of Studies Syllabus for Australian Curriculum History. If we only ask simple </span>questions of facts, students can answer these in seconds.<br />
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Slide 9 - However, if we ask deeper, higher-order, personal, subjective questions students will not be able to google the answers.<br />
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Slide 10 - <b>Ask Ungoogleable Questions</b> (a phrase I heard from <a href="https://twitter.com/ewanmcintosh"><span style="color: blue;">@ewanmcintosh</span></a>). I am not saying Google is bad, but in its simple form it is pretty low-order (as shown in <a href="http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy">Bloom's Digital Taxonomy</a>). We need to offer students higher-order questions and opportunities. At the very least we should extol the virtues of 'Advanced' Google searches.<br />
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Slide 11 - Whether within or outside the classroom, students can collaborate with their teachers and each other, importantly receiving immediate and regular feedback through cloud computing apps like Google Docs and Edmodo.<br />
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Slide 12 - Teacher Collaboration: teachers can also take advantage of these technologies and collaborate too, not least with collaborative programming for the Australian Curriculum using Google Docs.<br />
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Slide 13 - Teachers don't need to rely solely on formal professional development or the collegiality of the teachers they work with. Through TeachMeets and the networks that ensue, teachers can be proactive in their own professional learning in a fun, informal and highly beneficial environment. (Check out <a href="http://www.teachmeet.net/what-is-a-teachmeet/"><span style="color: blue;">http://www.teachmeet.net/what-is-a-teachmeet/</span></a>).<br />
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Slide 14 - Quick plug for all English and Drama teachers, K-12, to attend the English Australian Curriculum TeachMeet at the State Theatre Company. Should be a great Friday night out! See <a href="http://tmsydney.wikispaces.com/TeachMeet+AC+English"><span style="color: blue;">http://tmsydney.wikispaces.com/TeachMeet+AC+English</span></a> for details.<br />
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Slide 15 - Hand in glove with TeachMeets is networking with fellow educators through Twitter. On Twitter there is a whole variety of awesome teachers willing to collaborate, share resources, converse with and even mentor. On this slide is an all too brief (and nepotistic) list of some of the people I collaborate with and learn from. They represent educators from government, systemic Catholic and independent schools, interstate and overseas.<br />
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Slide 16 - Teachers need not feel isolated as they can now tap into thousands of expert and similarly specialised teachers via Twitter. One way to find specialist colleagues is via 'hash tags' on Twitter, some examples of which are listed here. These allow for subject based conversations that can be searched for easily. The list on the left shows global conversations. The list on the right shows Australian hash tags. In both cases these conversations are sometimes organised for specific times in the week.<br />
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Slide 17 - A couple of Prezis to help <a href="http://prezi.com/azlyf3f8kpsl/twitter-in-education/">teachers</a> and <a href="http://prezi.com/ldwxkgq-s2_9/why-twitter-a-guide-for-school-principals/">principals</a> with Twitter and understanding it's power for collaboration and online presence.<br />
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<span style="font-family: inherit;">Slide 18 - Other ways teachers are collaborating include using things like <a href="https://pinterest.com/"><span style="color: blue;">Pinterest</span></a> to find teachers from the same subject area to follow, post and share resources with. In the example shown, my colleague Bettina, from All Saints Girls Liverpool, is a Spanish teacher isolated in a local network of Italian teachers. She uses Pinterest to find and connect with other Spanish teachers form North America.</span><br />
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<span style="font-family: inherit;">Slide 19 - </span><span style="font-family: inherit;">With most, if not all students having a mobile phone (check out the ABS stats), why are they banned from most schools and classrooms? Now that the Digital Education Revolution has ended and the Federal funding stopped, how are we going to maintain the momentum of embedded technology in the classroom. One answer is to let the students bring their own mobile devices. There are solutions to the issues of cost and equity, not least schools supporting the minority of Australian families that cannot afford any device. There are also </span>technical<span style="font-family: inherit;"> solutions for the techies. Several schools are running pilots of BYOD, including some I work with in low SES areas, plus <a href="https://twitter.com/aliceleung"><span style="color: blue;">@aliceleung</span></a>'s school, again in a low SES area. </span><br />
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<span style="font-family: inherit;">Slide 20 - A great image that passed my way that sums up the power of mobile devices and their </span>underutilisation.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjk7H64_yB-CLcu5Haji1T3wJEjS8f0R8Xz0DoTffOFWy6kb4IXmL-BwlNJC3yBKzaJNQWWQNbXQDaiffcoQOURzqb7KpMy0Aa72WLaCL8RY7AiiEgQ7TZsh_vuyMquiASeRjsMfJ69wuX/s1600/photo+(5).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="302" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjk7H64_yB-CLcu5Haji1T3wJEjS8f0R8Xz0DoTffOFWy6kb4IXmL-BwlNJC3yBKzaJNQWWQNbXQDaiffcoQOURzqb7KpMy0Aa72WLaCL8RY7AiiEgQ7TZsh_vuyMquiASeRjsMfJ69wuX/s320/photo+(5).JPG" width="320" /></a></div>
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Slide 21 - A lot of people do not realise that many students already have programming skills and enjoy coding. Under the guidance of my colleague Jason at Good Samaritan College Hinchinbrook, there are Year 10 girls and Year 11 boys writing literacy and numeracy apps respectively for the neighbouring primary school students. The older students are using the actual NSW Board of Studies syllabuses to create and differentiate the questions for the littlies. This is an amazing story - well done to Jason and students!<br />
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Slide 22 - Identified in the 2013 Horizon Report was the emergence of 3D Printing over the next four to five years. 3D printing uses computer-aided design (CAD) software combined with a plastic extrusion-like process to create tangible, three-dimensional objects. Despite the timeline suggested, it should be noted that several schools have all ready purchased and are using a 3D printer. For example, Clancy College in West Hoxton, is using its 3D printer to make topographical maps in Geography, molecular structures in Science, mobile phone cases in Design and isoloc hybrid joints in Timber only possible in CAD.<br />
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Slide 23 - <span style="font-family: inherit;">Game-Based Learning: why not use Angry Birds to teach projectile motion as this pic from </span><a href="https://twitter.com/aliceleung"><span style="color: blue;">@aliceleung</span></a>'s classroom shows? There is also a <a href="http://www.wired.com/wiredscience/2010/10/physics-of-angry-birds"><span style="color: blue;">great blog post by Wired</span></a> on this.<br />
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Slide 24 - Taking GBL to the extreme, Michael from Freeman College Bonnyrigg is using WWE Wrestling on the XBox to teach literacy! The students have to write correct instructions on their moves and counter moves. Based on their writing the moves are then entered into the game to simulate the fight. As an incentive, a couple of students get to play at the end of every lesson.<br />
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Slides 25&26 - <span style="background-color: white; color: #333333; line-height: 20px;">Global Citizenship: </span><span style="background-color: white; color: #333333; line-height: 20px;">These slides were videos from All Saints Girls Liverpool and a school from China (thanks to Jenny from Liverpool). With </span><a href="https://education.skype.com/" style="background-color: white; line-height: 20px; text-decoration: none;"><span style="color: blue;">Skype in the Classroom</span></a><span style="background-color: white; color: #333333; line-height: 20px;"> and online sharing through things like Dropbox and Google Drive, students from two different hemispheres can collaborate together. The Liverpool girls sent video footage to China of themselves acting out Cinderella. The Chinese students overlay the audio, in particular the dialogue, as part of their study of English. The Chinese students then shared back the finished product which was very funny and a great exercise all round.</span><br />
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<span style="background-color: white; color: #333333; line-height: 20px;">In the second video, the Chinese students sent over footage of them playing hide-and-seek around their homes. What was particularly interesting for the students from southwest Sydney (a low socio-economic area) was how salubrious the homes were of the upper-middle class in China. This was a real lesson in global citizenship.</span><br />
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<span style="background-color: white; color: #333333; line-height: 20px;">It is important to note that this happened in 2011. With the Asian cross-curriculum priority in the Australian Curriculum from 2014, is this kind of collaboration happening in every Australian school? If not, why not?</span></div>
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<span style="background-color: white; color: #333333; line-height: 20px;">Slide 27 - Getting into the more extreme predictions of what schools will look like in the future, <a href="http://www.news.com.au/lifestyle/parenting/how-will-schools-look-in-10-years-time/story-fngqim8m-1226570063587">Neil Selwyn of Monash University discusses in this article</a> things such as smart drugs, haptic technology, robot teachers and moveable and modifiable schools. </span></div>
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<span style="background-color: white; color: #333333; line-height: 20px;">Slide 28 - Spreading their bets, <a href="http://www.oecd.org/edu/school/centreforeducationalresearchandinnovationceri-theoecdschoolingscenariosinbrief.htm">the OECD present 3 pairs of possible scenarios for schools in the future in this article</a>. I am fearful of the first pair i.e. maintaining the status quo. There is a lot of research (including some of my own) plus plenty of anecdotal evidence, not least the proliferation of the industrial model of schools, that would suggest this may well be the case. Many educators will prefer one or both of the second pair 'Re-Schooling' which "</span><span style="color: #333333;"><span style="line-height: 20px;">would see major investments and widespread recognition for schools and their achievements". Futurists may prefer scenario 3a in 'De-Schooling' with "the abandonment of schools in favour of a multitude of learning networks". Capitalists may prefer 3b where "many new providers are stimulated to come into the learning market, encouraged by thoroughgoing reforms of funding structures, incentives and regulation".</span></span></div>
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<span style="color: #333333;"><span style="line-height: 20px;">Slide 29 - A great quote from Halverson and Smith (2009, p.52) warning of the institutional mindset in many schools and systems that manipulate new technologies to maintain the old paradigm and status quo:</span></span></div>
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<span style="color: #333333;"><span style="line-height: 20px;">“schools seemed to pick up on affordances that reinforced institutionalized priorities. Rather than opening up new opportunities to reframe how teachers teach and students learn, it seemed as though instructionalism bent technologies to extend existing pedagogical, curriculum delivery, and assessment practices” </span></span></blockquote>
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<span style="color: #333333;"><span style="line-height: 20px;">Slide 30 - To the contrary, Weston and Bain (2010, p.14) highlight that technologies can be used as a catalyst for a paradigm shift in proactive schools:</span></span></div>
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<span style="color: #333333;"><span style="line-height: 20px;">“[technology] initiatives can be fertile ground for the creation of new-paradigm schools, schools that are self-organizing”</span></span></blockquote>
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<span style="color: #333333;"><span style="line-height: 20px;">Slide 31 - The 13 references used (8 of which from 2013).</span></span></div>
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<span style="color: #333333;"><span style="line-height: 20px;">Slide 32 - </span></span></div>
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<div about="http://farm5.static.flickr.com/4010/4325703868_170811a609.jpg" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 20px; text-align: -webkit-auto;">
<a href="http://www.flickr.com/photos/turkletom/4325703868/" style="color: #6699cc; text-decoration: none;" target="_blank"><img alt="Augmented Reality by turkletom, on Flickr" border="0" height="355" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" src="http://farm5.static.flickr.com/4010/4325703868_170811a609.jpg" style="border: none; position: relative;" title="Augmented Reality by turkletom, on Flickr" width="640" xmlns:dct="http://purl.org/dc/terms/" /></a><br />
<a href="http://creativecommons.org/licenses/by/2.0/" rel="license" style="color: #6699cc; text-decoration: none;" target="_blank"><img align="left" alt="Creative Commons Attribution 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by/2.0/80x15.png" style="border: none; position: relative;" title="Creative Commons Attribution 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/turkletom/" style="color: #6699cc; text-decoration: none;" target="_blank"> </a><a href="http://www.flickr.com/people/turkletom/" property="cc:attributionName" rel="cc:attributionURL" style="color: #6699cc; text-decoration: none;" target="_blank" xmlns:cc="http://creativecommons.org/ns#">turkletom</a><a href="http://www.imagecodr.org/" style="color: #6699cc; text-decoration: none;" target="_blank"> </a></div>
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<span style="font-family: inherit;">My ever present final slide: a fantastic augmented reality pic to prove the point that if students aren't engaged they will find very creative ways to use their technology instead. Combined with this picture was the quote, often (though not definitively) attributed to Rabindranath Tagore:</span><br />
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<span style="font-size: medium;"><b><i style="font-family: arial, helvetica, sans-serif; text-align: start;"><span lang="EN-AU">"</span></i><i style="font-family: arial, helvetica, sans-serif; text-align: start;">Do not confine your children to your own learning, </i></b></span><br />
<span style="font-size: medium;"><b><i style="font-family: arial, helvetica, sans-serif; text-align: start;">for they were born in another time"</i></b></span></div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com9tag:blogger.com,1999:blog-5647967264121564608.post-74200873319823928202013-09-20T13:11:00.003+10:002013-09-20T13:19:16.794+10:00Bloom-ing Heck! The Activities of Australian Science Teachers and Students Two Years into a 1:1 Laptop Program Across 14 High Schools<div style="text-align: justify;">
Some great news! In the roller-coaster ride that is my study (see <a href="http://evertonpom.blogspot.com.au/2013/01/peer-review-peer-exposure.html">Peer Review, Peer Exposure</a>), my second paper has just been published (in fact it was published 4 days ago but no one told me! :) Entitled <a href="http://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/6674">Bloom-ing Heck! The Activities of Australian Science Teachers and Students Two Years into a 1:1 Laptop Program Across 14 High Schools</a>, it is featured in the <i>International Journal of Innovation in Science and Mathematics Education 21</i>(1). </div>
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I have been nervous about the publication of this paper as it is not necessarily a good news story. However, it goes without saying that I have to be objective and report the data as it appears. Here is the abstract (for the full article click on the link above):</div>
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This study examines the responses of 1245 science students and 47 science teachers from 14 Catholic high schools in Sydney, Australia, 2010. Two years into a 1:1 laptop program, the types of activities engaged in with laptops as self-reported by teachers and students are analysed. The activities are differentiated from lower- to higher-order using Bloom’s Digital Taxonomy. Though the shift has been to use pen and paper less and laptops more, it is found that the modal practice for students is the lower-order paradigm of note-taking and working from textbooks through electronic means by word processing and electronic textbooks, plus simple online searching. Students would like to engage in more higher-order activities such as blogging and video editing but these are not favoured by teachers. Datalogging and databases, despite being encouraged or even mandated by the Board of Studies NSW, are rare experiences. Most science teachers appear to use simulations but students do not report the same experience. Investment must be made in the professional development of teachers to empower and encourage them to integrate higher-order tasks and to capitalise on the opportunities offered by 1:1 laptops.</blockquote>
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What is most important to highlight is that<b> the findings are based on 2010 data</b>. As systems/schools/teachers, we have to ask ourselves 'have we progressed from this baseline in the 3 years since?' (The next few papers will go some way to answering this).</div>
Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-23466593239608685312013-09-10T10:02:00.001+10:002013-10-03T11:01:30.653+10:00What does it mean to teach in a technology-rich world?<div style="text-align: justify;">
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Below is my presentation '<b id="docs-internal-guid-6dab447b-0070-910a-b9ca-9245f49081c1" style="background-color: white; color: #333333; line-height: 20px; text-align: justify;"><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>What does it mean to teach in a technology-rich world?</i></span></span></b>' from the <a href="http://splash.abc.net.au/web/splash/teachers/blog?id=192006" style="background-color: white; line-height: 20px; text-align: justify; text-decoration: none;"><span style="color: blue; font-family: inherit;">ABC Splash Live: Digital Ideas for the Classroom</span></a> event (see <a href="http://evertonpom.blogspot.com.au/2013/09/abc-splash-live.html"><span style="color: blue;">previous post </span></a><span style="font-family: inherit;"><a href="http://evertonpom.blogspot.com.au/2013/09/abc-splash-live.html"><i><span style="color: blue;">ABC Splash Live</span></i></a>). Explanations of the slides are also included. Many thanks to </span><a href="https://twitter.com/heyjudeonline" style="background-color: white; line-height: 20px; text-align: justify; text-decoration: none;"><span style="color: blue; font-family: inherit;">@heyjudeonline</span></a> for recommending me to speak and the team at ABC Digital Education, especially <span style="font-family: inherit;"><a href="https://twitter.com/edificite" style="background-color: white; color: blue; line-height: 20px; text-align: justify; text-decoration: none;">@edificite</a><span style="background-color: white; color: blue; line-height: 20px; text-align: justify;">, </span><a href="https://twitter.com/annabelastbury" style="background-color: white; color: blue; line-height: 20px; text-align: justify; text-decoration: none;">@AnnabelAstbury</a><span style="background-color: white; line-height: 20px; text-align: justify;"><span style="color: blue;"> </span>and<span style="color: blue;"> </span></span><a href="https://twitter.com/ABCSplash" style="background-color: white; color: blue; line-height: 20px; text-align: justify; text-decoration: none;">@ABCSplash</a>. </span></div>
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<iframe allowfullscreen="true" frameborder="0" height="429" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1mfHldpqzVvX7Kfk8qzrc2Q-Y7Bt3R-jOQ4PsYWWiyYc/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="533"></iframe><span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">Slide 1 - What is wrong with this slide? Nope, it's not the kid with the slate (get it! :) the image is back to front, the </span>writing<span style="font-family: inherit;"> on the board goes from right to left. </span><br />
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<span style="font-family: inherit;">Slide 2 - Before Google, the teachers were the sole bastions of knowledge. Post-Google, students can find out simple facts using simple Google searches, Wikipedia (copying, pasting and plagiarising) and even acquire skills e.g. learning the guitar via YouTube, all on mobile phones that are banned in most classrooms. From about 2016 according to the Horizon Reports (or 2020 according to Wikipedia), the Semantic Web will be all-pervasive with a far more personalised online experience.</span><br />
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<span style="font-family: inherit;">Slide 3 - Consider the new NSW Board of Studies Syllabus for Australian Curriculum History. If we only ask simple </span>questions of facts, students can answer these in seconds.<br />
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Slide 4 - However, if we ask deeper, personal, subjective questions students will not be able to google the answers.<br />
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Slide 5 - <b>Ask Ungoogleable Questions</b> (a phrase I heard from <a href="https://twitter.com/ewanmcintosh"><span style="color: blue;">@ewanmcintosh</span></a>). I am not saying Google is bad, but in its simple form it is pretty low-order. We need to offer students higher-order questions and opportunities. At the very least extol the virtues of 'Advanced' Google searches.<br />
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Slide 6 - In a techonology-rich classroom students can collaborate with their teachers and each other, importantly receiving immediate and regular feedback through apps like Google Docs and Edmodo.<br />
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Slide 7 - Teacher Collaboration: teachers can also take advantage of these technologies and collaborate too, not least with collaborative programming for the Australian Curriculum using Google Docs.<br />
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Slide 8 - Teachers don't need to rely solely on formal professional development or the collegiality of the teachers they work with. Through TeachMeets and the networks that ensue, teachers can be proactive in their own professional learning in a fun, informal and highly beneficial environment. (Check out <a href="http://www.teachmeet.net/what-is-a-teachmeet/"><span style="color: blue;">http://www.teachmeet.net/what-is-a-teachmeet/</span></a>).<br />
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Slide 9 - Quick plug for all English and Drama teachers, K-12, to attend the English Australian Curriculum TeachMeet at the State Theatre Company. Should be a great Friday night out! See <a href="http://tmsydney.wikispaces.com/TeachMeet+AC+English"><span style="color: blue;">http://tmsydney.wikispaces.com/TeachMeet+AC+English</span></a> for details.</div>
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<span style="font-family: inherit;">Slide 10 - Other ways teachers are collaborating include using things like <a href="https://pinterest.com/"><span style="color: blue;">Pinterest</span></a> to find teachers from the same subject area to follow, post and share resources with. In the example shown, my colleague Bettina, from All Saints Girls Liverpool, is a Spanish teacher isolated in a local network of Italian teachers. She uses Pinterest to find and connect with other Spanish teachers form North America.</span><br />
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<span style="font-family: inherit;">Slide 11 - A quick plug for the great </span>resources on <a href="http://splash.abc.net.au/home"><span style="color: blue;">ABC Splash</span></a>.<br />
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<span style="font-family: inherit;">Slide 12 - An example of a great resource on ABC Splash - a <a href="http://www.youtube.com/watch?v=aRhkQTQxm4w"><span style="color: blue;">video from Catalyst</span></a> by my mate Derek Muller (of <a href="http://www.youtube.com/user/1veritasium/featured"><span style="color: blue;">Veritasium YouTube Channel</span></a> fame), alumnus of Sydney University Physics Education Research (SUPER). </span><br />
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<span style="font-family: inherit;">Slide 13 - With most, if not all students having a mobile phone (check out the ABS stats), why are they banned from most schools and classrooms? Now that the Digital Education Revolution has ended and the Federal funding stopped, how are we going to maintain the momentum of embedded technology in the classroom. One answer is to let the students bring their own mobile devices. There are solutions to the issues of cost and equity, not least schools supporting the minority of Australian families that cannot afford any device. There are also </span>technical<span style="font-family: inherit;"> solutions for the techies. Several schools are running pilots of this including some I work with in low SES areas plus <a href="https://twitter.com/aliceleung"><span style="color: blue;">@aliceleung</span></a>'s school, again in a low SES area. </span><br />
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<span style="font-family: inherit;">Slide 14 - A lot of people do not realise that many students already have programming skills and enjoy coding. Under the guidance of my colleague Jason at Good Samaritan College Hinchinbrook, there are Year 10 girls and Year 11 boys writing literacy and numeracy apps respectively for the neighbouring primary school students. The older students are using the actual NSW Board of Studies syllabuses to create and differentiate the questions for the littlies. This is an amazing story - well done to Jason and students! </span><br />
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<span style="font-family: inherit;">Slide 15 - Game-Based Learning: why not use Angry Birds to teach projectile motion as this pic from </span><a href="https://twitter.com/aliceleung"><span style="color: blue;">@aliceleung</span></a>'s classroom shows? There is also a <a href="http://www.wired.com/wiredscience/2010/10/physics-of-angry-birds"><span style="color: blue;">great blog post by Wired</span></a> on this.<br />
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Slide 16 - Taking GBL to the extreme, Michael from Freeman College Bonnyrigg is using WWE Wrestling on the XBox to teach literacy! The students have to write correct instructions on their moves and counter moves. Based on their writing the moves are then entered into the game to simulate the fight. As an incentive, a couple of students get to play at the end of every lesson.<br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 20px;">Slides 17, 18 - Global Citizenship: </span><span style="background-color: white; color: #333333; line-height: 20px;">These slides were videos from All Saints Girls Liverpool and a school from China (thanks to Jenny from Liverpool). With </span><a href="https://education.skype.com/" style="background-color: white; line-height: 20px; text-decoration: none;"><span style="color: blue;">Skype in the Classroom</span></a><span style="background-color: white; color: #333333; line-height: 20px;"> and online sharing through things like Dropbox and Google Drive, students from two different hemispheres can collaborate together. The Liverpool girls sent video footage to China of themselves acting out Cinderella. The Chinese students overlay the audio, in particular the dialogue, as part of their study of English. The Chinese students then shared back the finished product which was very funny and a great exercise all round.</span><br style="background-color: white; color: #333333; line-height: 20px;" /><br style="background-color: white; color: #333333; line-height: 20px;" /><span style="background-color: white; color: #333333; line-height: 20px;">In the second video, the Chinese students sent over footage of them playing hide-and-seek around their homes. What was particularly interesting for the students from southwest Sydney (a low socio-economic area) was how salubrious the homes were of the upper-middle class in China. This was a real lesson in global citizenship.</span></span><br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 20px;">Slide 19 - The resources I used.</span></span><br />
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<div about="http://farm5.static.flickr.com/4010/4325703868_170811a609.jpg" style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 20px; text-align: -webkit-auto;">
<a href="http://www.flickr.com/photos/turkletom/4325703868/" style="color: #6699cc; text-decoration: none;" target="_blank"><img alt="Augmented Reality by turkletom, on Flickr" border="0" height="355" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" src="http://farm5.static.flickr.com/4010/4325703868_170811a609.jpg" style="border: none; position: relative;" title="Augmented Reality by turkletom, on Flickr" width="640" xmlns:dct="http://purl.org/dc/terms/" /></a><br />
<a href="http://creativecommons.org/licenses/by/2.0/" rel="license" style="color: #6699cc; text-decoration: none;" target="_blank"><img align="left" alt="Creative Commons Attribution 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by/2.0/80x15.png" style="border: none; position: relative;" title="Creative Commons Attribution 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/turkletom/" style="color: #6699cc; text-decoration: none;" target="_blank"> </a><a href="http://www.flickr.com/people/turkletom/" property="cc:attributionName" rel="cc:attributionURL" style="color: #6699cc; text-decoration: none;" target="_blank" xmlns:cc="http://creativecommons.org/ns#">turkletom</a><a href="http://www.imagecodr.org/" style="color: #6699cc; text-decoration: none;" target="_blank"> </a></div>
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<span style="font-family: inherit;">A fantastic augmented reality pic to prove the point that if students aren't engaged they will find very creative ways to use their technology instead. Combined with this picture was the quote, often (though not definitively) attributed to Rabindranath Tagore:</span><br />
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<span style="font-size: medium;"><b><i style="font-family: arial, helvetica, sans-serif; text-align: start;"><span lang="EN-AU">"</span></i><i style="font-family: arial, helvetica, sans-serif; text-align: start;">Do not confine your children to your own learning, </i></b></span><br />
<span style="font-size: medium;"><b><i style="font-family: arial, helvetica, sans-serif; text-align: start;">for they were born in another time"</i></b></span></div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com2tag:blogger.com,1999:blog-5647967264121564608.post-32835976479324032642013-09-09T20:48:00.000+10:002013-09-10T10:17:46.507+10:00ABC Splash Live<div style="text-align: justify;">
<a href="http://splash.abc.net.au/image/layout_set_logo?img_id=204987&t=1378618148830" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://splash.abc.net.au/image/layout_set_logo?img_id=204987&t=1378618148830" /></a>Normally after I've presented at a conference I blog, simply to share <a href="http://evertonpom.blogspot.com.au/2013/09/what-does-it-mean-to-teach-in.html">my own presentation</a> without necessarily commenting on the conference itself in much detail. However, in the case of ABC Splash Live, it is worthy of a post in its own right. </div>
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<a href="http://splash.abc.net.au/web/splash/teachers/blog?id=192006">ABC Splash Live: Digital Ideas for the Classroom</a> was a free event, organised by the ABC Digital Education team of <a href="https://twitter.com/edificite">@edificite</a>, <a href="https://twitter.com/annabelastbury">@AnnabelAstbury</a> and <a href="https://twitter.com/ABCSplash">@ABCSplash</a>, to assist teachers with integrating technology in the classroom and promote the merits of ABC Splash.</div>
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<a href="http://splash.abc.net.au/home">ABC Splash</a> is a free online resource from the ABC to help support teachers, particularly with the advent of the <a href="http://www.australiancurriculum.edu.au/">Australian Curriculum</a>. It is a very engaging resource, providing an ever increasing number of <span style="font-family: inherit;">'</span><span style="color: #333333; font-family: inherit; line-height: 17.99715805053711px;"><i>cutting-edge games, virtual worlds and immersive digital experiences'</i>.</span><span style="font-family: inherit;"> Of particular use in these times of Australian Curriculum is ABC's partnership with <a href="http://www.esa.edu.au/">Education Services Australia</a> (ESA), thereby making readily available to teachers and students many of the learning </span>objects<span style="font-family: inherit;"> from <a href="http://www.scootle.edu.au/">Scootle</a> without requiring a Scootle login. </span></div>
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<a href="http://media.tumblr.com/8946aba58c380483e7971e82ba161ba8/tumblr_inline_mii9tuErSJ1rbfw70.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="281" src="http://media.tumblr.com/8946aba58c380483e7971e82ba161ba8/tumblr_inline_mii9tuErSJ1rbfw70.jpg" width="320" /></a><span style="font-family: inherit;">Anyway, back to the day: I was chuffed to get the gig at <a href="https://twitter.com/heyjudeonline">@heyjudeonline'</a>s recommendation (thanks Judy!). The <a href="http://www.scribd.com/doc/161247987/Sydney-Teacher-Event-Program-ABCSplashLive-06-09-13">agenda</a> was very enticing. </span><a href="https://twitter.com/annabelastbury">@AnnabelAstbury</a> was an excellent MC and host. Proceedings began with Annabel interviewing <a href="https://twitter.com/adambspencer">@AdamBSpencer</a>. Adam was very entertaining, not least highlighting the fact that being into maths, science and chess is cool!</div>
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<span style="font-family: inherit;">Straight after the keynote interview was my presentation '</span><b id="docs-internal-guid-6dab447b-0070-910a-b9ca-9245f49081c1"><span style="font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>What does it mean to teach in a technology-rich world?</i></span></span></b><span style="font-family: inherit;">'. It seemed to go pretty well (<a href="http://evertonpom.blogspot.com.au/2013/09/what-does-it-mean-to-teach-in.html">see next blog post for details</a>). Next up was <a href="https://twitter.com/aliceleung">@aliceleung</a></span> regarding the power of a back-channel in schools, both in the classroom and for example in staff meetings. It was great to segue into Alice's presentation having mentioned the power of TeachMeets and a PLN. Also, when discussing GBL I used Alice's famous example of utilising <a href="http://www.dailytelegraph.com.au/news/nsw/how-angry-birds-make-science-tons-of-fun/story-e6freuzi-1226316897019">Angry Birds to learn projectile motion</a>. </div>
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Following Alice was <a href="https://twitter.com/jarruzza">@jarruzza</a> on the power of sharing knowledge in real time using tools such as Google Docs and Google Forms. By sheer coincidence, Jason and I both chose separate videos from ABC Splash on objects falling under gravity to meet our various ends. It was quite amusing when Jason suddenly jumped out of his seat to stop me from inadvertently steal his thunder. The crisis was averted and an uncanny further segue created. </div>
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After morning tea, <a href="https://twitter.com/msdigifly">@msdigifly</a> shared some very interesting stories about four schools from across Australia (3 rural and 1 city) engaging in the '<a href="http://splash.abc.net.au/web/splashlive/makingthenews/about">Making the News</a>' project. Sara was followed by Amy Walsh from PLC Armidale, one of the participating schools. The news reports from PLC told a fascinating story of the partnership between the community garden and the local 'fancy' restaurant. Finishing off the morning was <a href="https://twitter.com/BeveridgeSue">@BeveridgeSue</a> on the merits of video conferencing. </div>
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<a href="http://outcaststudios.com/forums/uploads/monthly_05_2013/post-1756-0-36445100-1368129913.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="http://outcaststudios.com/forums/uploads/monthly_05_2013/post-1756-0-36445100-1368129913.jpg" width="320" /></a><span style="font-family: inherit;">Kicking off the afternoon was </span><a href="https://twitter.com/leejr" style="font-family: inherit;">@leejr</a><span style="font-family: inherit;"> from ESA sharing some of the learning objects and simulations in ABC Splash. Following Leanne was </span><a href="https://twitter.com/berniehobbs" style="font-family: inherit;">@berniehobbs</a><span style="font-family: inherit;"> presenting the brand spanking new GBL experience from ABC called </span><a href="http://web01.zoom.abc.net.au/res/mvp/main.html" style="font-family: inherit;">Zoom</a><span style="font-family: inherit;">. '</span><span style="background-color: white;"><i style="color: #34162d; font-family: inherit; line-height: 20px;">Zoom is a browser-based game primarily aimed at year 9 and 10 students to bring back the fun in science learning</i><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;">'. After Bernie was </span></span><a href="https://twitter.com/BronSt" style="font-family: inherit; line-height: 20px;"><span style="color: blue;">@BronSt</span></a><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;"> on gamification of learning and 'hard fun' and 'flow'. ('Flow', the sensation gamers have when they are 'in the zone', sounded very much like the martials arts idea of '</span></span><a href="http://en.wikipedia.org/wiki/Mushin" style="color: #34162d; font-family: inherit; line-height: 20px;">mushin</a><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;">'). Last cab off the rank (and my personal highlight) was </span></span><span style="color: blue; font-family: inherit; line-height: 20px;"><a href="https://twitter.com/Type217" style="font-family: inherit; line-height: 20px;">@Type217</a> </span><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;">with '</span></span><i style="color: #34162d; font-family: inherit; line-height: 20px;">Raising Gamer Kids</i><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;">'. As ever, Dean had a very </span></span><span style="color: #34162d;"><span style="line-height: 20px;">irreverent, yet well informed and humourous manner of delivery, taking people out of their comfort zone with a mini-case study of Hit Girl. He also provided some practical advice around what makes gamer kids tick and how to raise them.</span></span></span></div>
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<span style="background-color: white;"><span style="color: #34162d;"><span style="line-height: 20px;">In conclusion, it was a great day. I truly feel this was a quality, free professional development opportunity provided by the ABC </span></span><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;">and I thank them sincerely, especially Katie and Annabel for their organisation. As ever at events like these the networking was fantastic. It was great to catch up again with Annabel, Alice, Sue, Bron and Dean and wonderful to meet Adam, Katie, Jason, Sara, Amy, Leanne and Bernie for the first time. </span></span></span><br />
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<span style="background-color: white;"><span style="color: #34162d; font-family: inherit;"><span style="line-height: 20px;">In closing I leave you with a <a href="http://storify.com/steverwilkins/abcsplashlive-twitter-archive?utm_content=storify-pingback&utm_campaign=&utm_source=t.co&awesm=sfy.co_pDsH&utm_medium=sfy.co-twitter">Storify of the back-channel</a> from <a href="https://twitter.com/steverwilkins">@steverwilkins</a> and </span></span></span><span style="background-color: white; color: #34162d; line-height: 20px;">a great image Dean used to portray gamer kids</span><span style="background-color: white; color: #34162d; font-family: inherit; line-height: 20px;">. </span></div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com1tag:blogger.com,1999:blog-5647967264121564608.post-59409999582193924462013-08-31T15:35:00.000+10:002013-09-01T20:22:42.379+10:00How to 'Cripple' Students<div style="text-align: justify;">
<a href="http://textpublishing.com.au/static/files/assets/538bd2a9/Funder1B_stasiland_PRIZE_large_cover.jpg?1317082499" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://textpublishing.com.au/static/files/assets/538bd2a9/Funder1B_stasiland_PRIZE_large_cover.jpg?1317082499" width="206" /></a>Recently, my next door neighbour gave me <i>Stasiland</i> by <a href="http://annafunder.com/">Anna Funder</a> to read. It is a very moving and oftentimes horrific account of life in East Germany after the Wall went up, under the the constant monitoring and manipulation of the <i>Stasi</i>, the GDR secret police. The reign of paranoia, fear, obedience and acquiescence was not fiction from George Orwell's <i>1984</i> but actually happened to real people from the 1950's to 1989. A constant feature throughout was the insidious way the Stasi endeavoured to break the spirit of the populace in a calculated fashion (a theme covered so often in fiction by e.g. Orwell and Pink Floyd (for a tenuous link see <a href="http://evertonpom.blogspot.com.au/2013/01/peer-review-peer-exposure.html"><i>Peer Review, Peer Exposure</i></a>)). </div>
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In the <i>Notes on Sources</i> at the end of the book, Funder reports that she later "found instructions to [Stasi] operatives on ways of <b>crippling</b> 'oppositional' people". The aims of these instructions were to:</div>
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<li>develop apathy (in the subject)</li>
<li>achieve a situation in which in which his [/her] 'conflicts', whether of a social, personal, career, health or political kind are irresolvable</li>
<li>give rise to fears in him [/her]</li>
<li>develop/create disappointments</li>
<li>restrict his talents or capabilities</li>
<li>reduce his capacity to act</li>
<li>harness dissentions and contradictions around him [/her] for [this] purpose</li>
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These are in essence, a list of ways to dehumanise someone. So getting to the point of this post in an educational blog: if any teacher, school leader, district administrator, politician or parent behaves or imposes an environment that achieves any of these aims, they are in fact contributing to the dehumanisation of the students in their care. I am not being melodramatic, this is happening in pockets (sometimes swathes) all across the Western world. Consider this, how many students:</div>
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<ol><ol><ol><a href="http://www.thewallanalysis.com/main/sitemedia/pages/thetrial/Trial6.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="123" src="http://www.thewallanalysis.com/main/sitemedia/pages/thetrial/Trial6.jpg" width="200" /></a>
<li>arrive at a school or a particular class invigorated and leave dejected and apathetic?</li>
<li>find their social skills, personal lives, aspirations, abilities and individualism irreconcilable with 'school'?</li>
<li>find that school raises their self-doubt, and they even fear attending?</li>
<li>are set up to fail?</li>
<li>have their wings clipped?</li>
<li>find their opportunities limited and nonmeaningful?</li>
<li>receive mixed messages about themselves such that they fade rather than flourish?</li>
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I am not suggesting that this is the plight of most students but it does happen and it shouldn't!</div>
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Turning a morose post on its head, if we use the antitheses of these points we empower students and let them 'fly'. Everyone in education and the establishment should strive to allow students to:</div>
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<ol><ol><ol><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpkH99gAIeAmj1matEZnXyk91PKnxirgpTFqZwUiALvJCqVQb7Q4sHtcoFTYQqDa0W2wu81O9V_xthyV_FR_0u7zBEhECmRwHFVQIJvPaX-K7Z1XjjBeQDP-WrMOXrWMybCRG-0u25W-Tw/s1600/little+kid.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="148" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpkH99gAIeAmj1matEZnXyk91PKnxirgpTFqZwUiALvJCqVQb7Q4sHtcoFTYQqDa0W2wu81O9V_xthyV_FR_0u7zBEhECmRwHFVQIJvPaX-K7Z1XjjBeQDP-WrMOXrWMybCRG-0u25W-Tw/s200/little+kid.png" width="200" /></a>
<li>develop a fervour for life and education</li>
<li>find 'school' a place that embraces and adapts to their individual nature</li>
<li>find their way through adolescence whilst feeling safe in school</li>
<li>experience achievement</li>
<li>find their individual talents encouraged and provided for</li>
<li>be provided with meaningful opportunities and a genuine voice</li>
<li>receive a consistent message of self-belief and self-worth and the necessary skills to be resilient and to flourish</li>
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Nothing but the best is good enough (see <i><a href="http://evertonpom.blogspot.com.au/2013/06/nil-satis-nisi-optimum-2013.html">Nil Satis Nisi Optimum</a></i>). Anything less is at best neglectful, or at worst crippling.</div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com3tag:blogger.com,1999:blog-5647967264121564608.post-57944091702100637502013-08-26T21:38:00.002+10:002013-08-26T21:41:16.013+10:00HSC Physics '1 More Mark' Tips<div style="text-align: justify;">
Today I was fortunate enough to present video conference to large bunch of Year 12 Physics students from across Sydney. I thoroughly enjoyed the experience, getting back into my Physics, the preparation, collaboration with colleagues and finally the delivery and discourse that ensued.</div>
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This was part of the '<a href="https://sites.google.com/a/syd.catholic.edu.au/eoc-student-voice/hsc-masterclass">HSC Masterclass: One More Mark</a>' initiative being run to help lift our students from high Band 5 into Band 6 in the <a href="http://www.boardofstudies.nsw.edu.au/hsc_exams/">NSW Board of Studies Higher School Certificate examinations</a>.</div>
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<span style="text-align: -webkit-auto;">Here is the presentation. Please copy, re-edit, comment and critique to your heart's content.</span></div>
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<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1VVIK9lSmCON4eGyU_7sKovsvHs4kyNLFRl8WxXuTjIA/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br /></div>
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Many thanks to my colleagues at work for organising and the various tips offered by fellow Physics teachers. Also a big thanks to <a href="https://twitter.com/contacthelen">Helen Fergusson</a> and <a href="https://twitter.com/veritasium">Derek Muller</a> for their contributions. Recommended resources include:</div>
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<li><a href="http://hscphysics.edu.au/">hscphysics.edu.au</a> (I designed the Thomson's Experiment simulation :)</li>
<li><a href="http://www.youtube.com/user/1veritasium">Veritasium YouTube Channel</a></li>
<li><a href="http://www.youtube.com/user/minutephysics">MinutePhysics YouTube Channel</a></li>
<li><a href="http://phet.colorado.edu/">PhET</a></li>
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<span style="font-family: inherit;">"We are what we repeatedly do. Excellence, then, is not an act, but a habit." Aristotle</span></div>
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<span style="font-family: inherit;"><em style="background-color: white; color: #444444; font-style: normal; line-height: 17.77777862548828px;">"All science is either physics or stamp collecting</em><span style="background-color: white; color: #444444; line-height: 17.77777862548828px;">." Ernest Rutherford</span></span></div>
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<span style="color: #444444;"><span style="line-height: 17px;">BEST OF LUCK TO ALL YEAR PHYSICS TEACHERS AND STUDENTS!</span></span></div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com1tag:blogger.com,1999:blog-5647967264121564608.post-38781272942166100872013-06-30T21:18:00.001+10:002014-11-30T20:27:49.666+11:00Cited by<div style="text-align: justify;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">After perhaps going overboard with citations in my own work, it is quite exhilarating to find my own research cited by esteemed academics. To this end, this blog post will be updated (in reverse chronological order) if and when my research is cited by others.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">November 2014, </span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">citing </span><a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">first paper</a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">:</span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><a href="http://edutechwiki.unige.ch/en/Laptop">Longley, M. (2014). Laptop. Edutech Wiki. Retrieved November 30, 2014, from http://edutechwiki.unige.ch/en/Laptop</a></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">November 2014, </span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">citing </span><a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">first paper</a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">: </span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><a href="http://edutechwiki.unige.ch/en/Science">Matheson, S. (2014). Science. Edutech Wiki. Retrieved November 30, 2014, from http://edutechwiki.unige.ch/en/Science</a></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">January 2014, </span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">citing </span><a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">first paper</a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">: </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><a href="http://10.1080/17439884.2013.878353">Beckman, K., Bennett, S., & Lockyer, L. (2014). Understanding students' use and value of technology for learning. Learning, Media and Technology, 1-22. doi: 10.1080/17439884.2013.878353</a></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">September 2013, overview of </span><a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">first paper</a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">:</span><br />
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><a href="http://www.cursions.com.au/publications/20/Science-Education-News">Science Education News</a> (September 2013) </span><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Seeing eye-to-eye on ICT: Student and Teacher Perceptions </span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">of Laptop use across 14 NSW Secondary Schools, <i>Science Education News, 62</i>(3), 149-150</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">June 2013, citing <a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36">first paper</a>: </span></div>
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<a href="http://research.acer.edu.au/cgi/viewcontent.cgi?article=1005&context=digital_learning"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">White, Gerry (June 2013) Forward thinking : three forward, two back : what are the next steps? Extended version of a presentation given to the Australian College of Educators National Conference, Melbourne.</span></a></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">April 2013, citing <a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36">first paper</a>: </span></div>
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<a href="http://minnie.tuhs.org/GradDipEd/wkt_tlmy_essay.pdf"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Toomey, Warren (April 2013) Using ICT In Education: Some of The Risk Factors</span></a></div>
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<a href="http://www.flickr.com/photos/dan4th/5133979718/" target="_blank"><img alt="citation needed by Dan4th, on Flickr" border="0" src="http://farm5.static.flickr.com/4070/5133979718_9ba39f8b38_b.jpg" height="480" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" title="citation needed by Dan4th, on Flickr" width="640" xmlns:dct="http://purl.org/dc/terms/" /></a><br />
<a href="http://creativecommons.org/licenses/by/2.0/" rel="license" target="_blank"><img align="left" alt="Creative Commons Attribution 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by/2.0/80x15.png" title="Creative Commons Attribution 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/dan4th/" target="_blank"> </a><a href="http://www.flickr.com/people/dan4th/" property="cc:attributionName" rel="cc:attributionURL" target="_blank" xmlns:cc="http://creativecommons.org/ns#">Dan4th</a><a href="http://www.imagecodr.org/" target="_blank"> </a></div>
Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com2tag:blogger.com,1999:blog-5647967264121564608.post-33692652828773994102013-06-18T09:19:00.000+10:002013-06-18T10:20:55.686+10:00Nil Satis Nisi Optimum 2013<div style="text-align: justify;">
Last week I ran a 'Cohort' at the <a href="http://www.iwb.net.au/conferences/masterclass/default.htm">Third National ITL Masterclass</a>. The conference format was quite different and to my liking. Delegates were split into cohorts and worked with a facilitator over two days around a particular idea, developing an authentic product and acquiring skills and an extensive personal learning network in the process. </div>
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I decided to run a new and improved version of the project as I did <a href="http://evertonpom.blogspot.com.au/2012/06/nil-satis-nisi-optimum.html">last year</a> since it deserved another audience, this time NSW rather than SA. Entitled 'Nil Satis Nisi Optimum: Nothing But the Best is Good Enough', we examined the 'moral imperative' in teaching, the latest research, what good and bad teaching/eLearning/PD look like, why many teachers are reluctant to engage with technology and how we can help such teachers overcome their fears. All the while we engaged in a variety of technologies that the cohort picked up on as part of the process, rather than being drilled specifically e.g. Twitter, Prezi, Padlet, Creative Commons, Popplet, Weebly, VideoScribe, YouTube, Google Docs, Google Forms and Flickr.</div>
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The <a href="http://prezi.com/nebwmkmlxb-o/nil-satis-nisi-optimum-2013/">Prezi below</a> contains all of the stimulus material used including quotes from Fullan and Hattie plus some excellent Creative Commons images from Flickr.</div>
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<iframe frameborder="0" height="400" src="http://prezi.com/embed/nebwmkmlxb-o/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" width="550"></iframe></div>
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After getting things started we had a brainstorm about what a great teacher looks like using Padlet. The final results are below and can also be found <a href="http://padlet.com/wall/8ul5f1cuhn">here</a>. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCWfPGzPqCaiKl1D9X0RzOuBhmyVcjFbEWCbOhZ8l2C8iBJbW9mQMuOO3Wuw4NZdllM1LS3QKE61-BdvsmWVOFsRU9cm7mO-kp6ge0fPXUgnuuiGWTPSxNlLX1szK0JAa_S3nJDVC915fs/s1600/padlet3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="412" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCWfPGzPqCaiKl1D9X0RzOuBhmyVcjFbEWCbOhZ8l2C8iBJbW9mQMuOO3Wuw4NZdllM1LS3QKE61-BdvsmWVOFsRU9cm7mO-kp6ge0fPXUgnuuiGWTPSxNlLX1szK0JAa_S3nJDVC915fs/s640/padlet3.png" width="640" /></a></div>
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The interesting thing about this exercise was that after the cohort did their initial brainstorm, <a href="https://twitter.com/liamdunphy">@LiamDunphy</a> put it out on Twitter and his PLN responded... from County Mayo, Tipperary, Virginia and even some Year 7 students from Sydney! This was an excellent demonstration of the power of Twitter, a PLN and global citizenship. </div>
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Following the Padlet, the cohort discussed a series of questions and collated their answers in a Google Presentation (see below).</div>
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<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1uWC1mvUOz-LO9e7z3rlLwcuF2KW6vP7z8-7rItwCOjo/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
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This Google Presentation was then used as a central crowdsourcing point, very much following the example of <a href="https://twitter.com/tombarrett">@TomBarrett</a>'s '<a href="http://edte.ch/blog/interesting-ways/">Interesting Ways</a>'.</div>
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Over the course of the two days we worked and collaborated our way through the material, always with the end product in mind. To bring everything together, <a href="https://twitter.com/liamdunphy">@LiamDunphy</a> and <a href="https://twitter.com/Largerama">@Largerama</a> developed a <a href="http://nilsatis.weebly.com/">Weebly</a>, and, to be a hit in the plenary showcase, <a href="https://twitter.com/mrsdaedalus">@mrsdaedalus</a>, <a href="https://twitter.com/rubeth">@rubeth</a> and myself made a RSA Animate-esque VideoScribe explaining our work and <a href="https://twitter.com/astrodidit">@astrodidit</a> <a href="https://twitter.com/dlittle_mhs">@dlittle_mhs</a> <a href="https://twitter.com/nikki_dwyer">@nikki_dwyer</a> <a href="https://twitter.com/AnnaCoop112">@AnnaCoop112</a> <a href="https://twitter.com/JeanetteBlack08">@JeanetteBlack08</a> made a 'Harlem Shake' (see both videos below). </div>
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Not that I'm competitive but I think we nailed the showcase presentation! </div>
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It was a wonderful experience to work with Cohort 6 (and it was a great coup that the Keynote, Nick Jackson aka <a href="https://twitter.com/Largerama">@Largerama</a>, chose to join our cohort). I wish them all well as they take some of these ideas back to their schools and I look forward to working with them in the future via Twitter and other means. Go team!</div>
Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-16119669449936904342013-06-07T16:23:00.004+10:002013-10-03T11:05:08.671+10:00#CEODECAISBFF: How technology is breaking down traditional barriers<div style="text-align: justify;">
<i>#CEODECAISBFF: How technology is breaking down traditional barriers</i> was the title of my talk at <a href="http://edutech.net.au/k-12leadersprogramme.html">Edutech 2013</a> in Brisbane. The conference itself was excellent with Dan Pink, Ewan McIntosh, Sal Khan, Stephen Heppell, Alan November, Sir Ken Robinson and more plus the fantastic networking opportunities and great educators I met. </div>
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As promised, below are my presentation slides with explanations for those that missed it. The presentation can also be downloaded as PDF <a href="https://docs.google.com/file/d/0B2yxBSIU5fCQeTBqU2w4ZFpqb1U/edit?usp=sharing">here</a>.</div>
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<b>#1</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz7i4Z1lPc7RYWTRPI6o_AMZtPMPar1FOKZ3g0QZ_Jb1ta-YlE6Ju33b5A_G9nHjePy7HSBohd7o5eJheh6MAYAWsZwxPZAfAQfek8kvMjtXz45vIvxIWTDUsIDS-VAmhg5RUHYwhLr6N7/s1600/Simon+Crook+CEODECAISBFF.001.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz7i4Z1lPc7RYWTRPI6o_AMZtPMPar1FOKZ3g0QZ_Jb1ta-YlE6Ju33b5A_G9nHjePy7HSBohd7o5eJheh6MAYAWsZwxPZAfAQfek8kvMjtXz45vIvxIWTDUsIDS-VAmhg5RUHYwhLr6N7/s640/Simon+Crook+CEODECAISBFF.001.jpg" width="640" /></a></div>
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A great pic courtesy of <a href="http://vegasseven.com/latest/2012/08/23/touchscreen-textbooks">Vegas Seven</a>. </div>
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<b>#2 - Stranger in a Strange Land</b></div>
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A Videoscribe showing that whilst St Angela's Ursuline Convent School was a Catholic school, it was also a State school in the east London Borough of Newham. However, after leaving St Angela's 11 years ago and moving to Australia, I found that Catholic schools were very much separate from State schools. Not only that, State schools are called Public schools in Australia. To me, Public schools were things like Eton and Harrow. This was all very confusing! Worse still, I soon realised that the Catholic, State and Independent sectors (in Sydney at least) did not collaborate anywhere near as much as they should. </div>
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<b>#3 - United? States of Australia</b></div>
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<a href="http://www.outofprint.com.au/pix/54988.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="http://www.outofprint.com.au/pix/54988.jpg" width="258" /></a></div>
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Perhaps the lack of collaboration between sectors was simply symptomatic of the lack of collaboration between states, as often analogised with the different railway gauges historically? (Picture by <a href="http://www.outofprint.com.au/pix/54988.jpg">OutofPrint</a>).</div>
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<b>#4 - Australian? Curriculum</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinybQQvQYZazZ7a34S-HSSZ2aOy11HHxIwG55k696FBRjiQoK4-X8P3wDmkPkengsRw_E4tWl4_xKyp1LQCrmcO59kyEQJKk9YHpLICRca-mZ95qoHSkXiTP17NEu730SJ9keFhqRLn8Ij/s1600/Simon+Crook+CEODECAISBFF.004.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinybQQvQYZazZ7a34S-HSSZ2aOy11HHxIwG55k696FBRjiQoK4-X8P3wDmkPkengsRw_E4tWl4_xKyp1LQCrmcO59kyEQJKk9YHpLICRca-mZ95qoHSkXiTP17NEu730SJ9keFhqRLn8Ij/s640/Simon+Crook+CEODECAISBFF.004.jpg" width="640" /></a></div>
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So much for an Australian Curriculum. The idea and dream is a good one and much needed, but the reality, due to the parochialism and territorialism of the states and territories, is that every state and territory is implementing it their own way (with the exception of ACT I believe, who will follow ACARA). They can't even agree on the same name for the year before Year 1 as explained on the <a href="http://www.australiancurriculum.edu.au/Static/docs/Australian%20Curriculum%20web%20site%20User%20Guide.pdf">Australian Curriculum's own website</a>!</div>
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<b>#5 - Twitter</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8bzwjcawXc0MpiAaMo22i71sqQMRjBjv43QlnGBStfQcpIV32NTCoSqExASNTIJL3hq4bUAJnXqt8YPTblRvJl6VtYbcHzsvq2xDiUT2MDkDJBTQ2TAFZZaVyoGfTe1OPdhwb4KZCm30_/s1600/Simon+Crook+CEODECAISBFF.005.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8bzwjcawXc0MpiAaMo22i71sqQMRjBjv43QlnGBStfQcpIV32NTCoSqExASNTIJL3hq4bUAJnXqt8YPTblRvJl6VtYbcHzsvq2xDiUT2MDkDJBTQ2TAFZZaVyoGfTe1OPdhwb4KZCm30_/s640/Simon+Crook+CEODECAISBFF.005.jpg" width="640" /></a></div>
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Despite these traditional and institutional barriers, many of us are getting around them by collaborating via Twitter with a whole variety of awesome educators, whomever they work for and wherever they are in the world. Above is just a small sample of great educators on Twitter from state, systemic Catholic and independent schools, interstate and overseas. </div>
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<b>#6 - Twitter in Education</b></div>
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A couple of Prezis to help teachers and principals with Twitter and understanding it's power for collaboration and online presence.<br />
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<b>#7 - PLANE</b><br />
<a href="http://navigator.nmc.org/sites/default/files/Picture%209.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="352" src="http://navigator.nmc.org/sites/default/files/Picture%209.png" width="640" /></a><br />
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<a href="http://plane.edu.au/wp-content/uploads/2011/01/partners.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="50" src="http://plane.edu.au/wp-content/uploads/2011/01/partners.png" width="400" /></a></div>
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PLANE is one of the good news stories of cross-sectorial collaboration (albeit only available for NSW): <i>PLANE is an innovative and fun educator community, networking space, and virtual world; providing accredited professional learning, courses, multi-media resources, ICT skills development, e-portfolio, collaborative tools, games-based-learning, and peer coaching.</i></div>
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More details can be found at <a href="http://my.plane.edu.au/">my.plane.edu.au</a>.</div>
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<b>#8 - Between Teachers</b></div>
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<a href="http://www.flickr.com/photos/christchurchcitylibraries/3431406388/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="Staffroom by Christchurch City Libraries, on Flickr" border="0" height="417" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" src="http://farm4.static.flickr.com/3577/3431406388_30f3670161.jpg" title="Staffroom by Christchurch City Libraries, on Flickr" width="640" xmlns:dct="http://purl.org/dc/terms/" /></a></div>
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<span style="text-align: left;"> by </span><a href="http://www.flickr.com/people/christchurchcitylibraries/" style="text-align: left;" target="_blank"> </a><a href="http://www.flickr.com/people/christchurchcitylibraries/" property="cc:attributionName" rel="cc:attributionURL" style="text-align: left;" target="_blank" xmlns:cc="http://creativecommons.org/ns#">Christchurch City Libraries</a><a href="http://www.imagecodr.org/" style="text-align: left;" target="_blank"> </a></div>
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What a cracking picture of a 1970s/80s staffroom! No one is talking to anyone, let alone sharing ideas. One of the most criminal things that occurs in some schools is when experienced teachers refuse to share their resources with new teachers (or each other). How can new teachers learn their tradecraft when some colleagues refuse to collaborate or share with them? How can some teachers be allowed to leave schools and take all of their resources with them without leaving copies behind? Should the development of new teachers be dependent upon the quality (or lack thereof) of the colleagues they find themselves rubbing shoulders with? No! Any teacher, can now collaborate with and learn from amazing teachers (from all school sectors) through events such as TeachMeets.</div>
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<b>#9 - TeachMeets</b></div>
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<a href="http://www.flickr.com/photos/46210293@N08/6801633404/" target="_blank"><img alt="TeachMeet Sydney TMSydney WR attempt by rolfekolbe, on Flickr" border="0" height="211" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" src="http://farm8.static.flickr.com/7036/6801633404_5f04a01d88.jpg" title="TeachMeet Sydney TMSydney WR attempt by rolfekolbe, on Flickr" width="640" xmlns:dct="http://purl.org/dc/terms/" /></a></div>
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<a href="http://creativecommons.org/licenses/by/2.0/" rel="license" target="_blank"><img align="left" alt="Creative Commons Attribution 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by/2.0/80x15.png" title="Creative Commons Attribution 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/46210293@N08/" target="_blank"> </a><a href="http://www.flickr.com/people/46210293@N08/" property="cc:attributionName" rel="cc:attributionURL" target="_blank" xmlns:cc="http://creativecommons.org/ns#">rolfekolbe</a><a href="http://www.imagecodr.org/" target="_blank"> </a></div>
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This is a picture of the <a href="http://evertonpom.blogspot.com.au/2012/03/4-pubs-and-bar-teachmeet-tale.html">World Record TeachMeet</a> held in Sydney last year. A TeachMeet is simply a bunch of teachers getting together to share ideas. Presenters have only 2 or 7 minutes to share something. If they go over, a soft camel is thrown at them! TeachMeets are free. All you need is a venue, usually a school so you need permission from the Principal, and there is a whole team of people who will help advertise and organise (no spruikers!). It may sound clich<span style="background-color: white; line-height: 19.1875px; text-align: start;"><span style="font-family: inherit;">é</span></span> but many people say TeachMeets are the best professional development they have ever attended - teachers teaching teachers.<br />
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<b>#10 - TeachMeets in Australia</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNYBlE6vi-m1nqahQ-ejCoOqIBFrMBBIao1PSnbQnYeasT1gkbbw7C6aP2ruvh1HjtRUdrhW_YpS8zGs-fUErGZ2fg_WN8LWHgVmBn7nHGqiQhUgNuP0iXVDV7S4p8sQHq7c_xI2Kf-mbb/s1600/TeachMeet.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNYBlE6vi-m1nqahQ-ejCoOqIBFrMBBIao1PSnbQnYeasT1gkbbw7C6aP2ruvh1HjtRUdrhW_YpS8zGs-fUErGZ2fg_WN8LWHgVmBn7nHGqiQhUgNuP0iXVDV7S4p8sQHq7c_xI2Kf-mbb/s640/TeachMeet.png" width="640" /></a></div>
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Find out all about TeachMeets across Australia at <a href="http://www.teachmeet.net/">www.teachmeet.net</a>. Taking Victoria as an example, we can see there are TeachMeets in Melbourne and Geelong. However, if you live in Shepparton, don't fret, simply find a venue in or near Shepparton and the team (via the website) will help you get started.<br />
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<b>#11 - Other Ways of Linking with Fellow Teachers</b><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBKrsSoLKZQMIdm3YKWrSpu9pC5QdFZTDR5Dcqyt-_r3GZRHvBgk5Vq5I3LGcj_XY6RQewf6Bui3aoo3e-fuo7U2SuiQ0vv_8PqUSv-rBf6tdkWUZ-_Fv14k_jJGV2y_oWIHHw42UMU8n8/s1600/Simon+Crook+CEODECAISBFF.011.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBKrsSoLKZQMIdm3YKWrSpu9pC5QdFZTDR5Dcqyt-_r3GZRHvBgk5Vq5I3LGcj_XY6RQewf6Bui3aoo3e-fuo7U2SuiQ0vv_8PqUSv-rBf6tdkWUZ-_Fv14k_jJGV2y_oWIHHw42UMU8n8/s640/Simon+Crook+CEODECAISBFF.011.jpg" width="640" /></a><br />
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As the only Spanish teacher in our cluster of 17 schools, my colleague Bettina might have been somewhat isolated. However, although working in southwest Sydney, she is now collaborating and sharing with Spanish teachers all over the world, particularly from the USA, via Pinterest. Consequently, she can cherry pick resources easily for the benefit of her students.<br />
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<b>#12 - Twitter Conversations</b><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_Vr0n4IkcZz0LSRT0YkC-f5PjXtw25c8hPp_QZxjC6r1iNsD5exSOurxGP2X00quh_Psd_PalYzTsKbjF-VXYUU796n-2HF2GPIWmGhnAgjYfUmm4UwAbNynMWxCZeeH0HfpWHAkiqA2L/s1600/twitter+hash.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="355" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_Vr0n4IkcZz0LSRT0YkC-f5PjXtw25c8hPp_QZxjC6r1iNsD5exSOurxGP2X00quh_Psd_PalYzTsKbjF-VXYUU796n-2HF2GPIWmGhnAgjYfUmm4UwAbNynMWxCZeeH0HfpWHAkiqA2L/s640/twitter+hash.png" width="640" /></a><br />
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As already mentioned, teachers need not feel isolated as they can now tap into thousands of expert and similarly specialised teachers via Twitter. One way to find specialist colleagues is via 'hash tags', some examples of which are listed here. These allow for subject based conversations that can be searched for easily. The list on the left shows global conversations. The list on the right shows Australian hash tags. In both cases these conversations are sometimes organised for specific times in the week. Of course <i>#CEODECAISBFF</i> is a bit of a tongue-in-cheek hash tag a bunch of us use when we collaborate cross-sectorially in the face of traditional barriers.<br />
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<b>#13 - Between Teachers and Students</b></div>
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<a href="http://creativecommons.org/licenses/by-nc-nd/2.0/" rel="license" target="_blank"><img align="left" alt="Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by-nc-nd/2.0/80x15.png" title="Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/pkabz/" target="_blank"> </a><a href="http://www.flickr.com/people/pkabz/" property="cc:attributionName" rel="cc:attributionURL" target="_blank" xmlns:cc="http://creativecommons.org/ns#">Pkabz</a><a href="http://www.imagecodr.org/" target="_blank"> </a></div>
Some of the barriers between teachers and students are simply down to our work processes. Traditionally, a teacher collects in the students' books, takes them home on a weekend in Coles or Woolies plastic bags, possibly doesn't get around to marking them due to the busyness of weekend family life, invents an excuse on the drive back into work, does the walk of shame out of the car park carrying the books, with the students asking "have you marked them yet?" It doesn't have to be this way.<br />
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<b>#14 - Anytime, Anywhere</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz-gNB5c9KwnFLme-09cBrrXHvEpY2ea7M2Vcz1S7LYqSS_mfJjTxyUL1MdtfFcwBXANQbF1C9s6NycdguBxP1bC76S8AWXRKmqlaJCu8xuyBMGU2WXp-yz7B-c6K4Kgt-ReZur5RNzUqu/s1600/Simon+Crook+CEODECAISBFF.014.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz-gNB5c9KwnFLme-09cBrrXHvEpY2ea7M2Vcz1S7LYqSS_mfJjTxyUL1MdtfFcwBXANQbF1C9s6NycdguBxP1bC76S8AWXRKmqlaJCu8xuyBMGU2WXp-yz7B-c6K4Kgt-ReZur5RNzUqu/s640/Simon+Crook+CEODECAISBFF.014.jpg" width="640" /></a></div>
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By using online tools like Edmodo and Google Docs, teachers can access, feedback and mark students' work anytime, anywhere (thanks to Chris Leonardi and Jenny Symington for the screenshots). Teachers can be marking in class, out of class or at home, whichever suits them. I've even heard of one guy feeding back on Edmodo in the supermarket whilst waiting for his partner to choose which balsamic vinegar to purchase! A detailed video on such strategies by Charles Myer can be found <a href="http://www.youtube.com/watch?v=Mo1Dx6lre7w">here</a>. In a <a href="http://robiesweb2.blogspot.com.au/2013/05/assignment-submission-at-start-of.html">great blog post by Robie Jayawardhana</a> he talks about getting students to hand in or share tasks with teachers at the beginning rather than on the due date. That way teachers can offer feedback throughout the whole process and hence the students understand how they are progressing rather than finding out after the fact when it is too late.<br />
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<b>#15 - Engage Me or Enrage Me</b><br />
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<a href="http://www.flickr.com/photos/mott/3926331434/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="Low-tech texting . . . by jonmott, on Flickr" border="0" height="300" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" src="http://farm3.static.flickr.com/2453/3926331434_31a6335135_m.jpg" title="Low-tech texting . . . by jonmott, on Flickr" width="400" xmlns:dct="http://purl.org/dc/terms/" /></a>Students have never had barriers between them regarding technology, they have always texted, chatted and Facebooked since these technologies existed. However, teachers, schools and systems have been the ones that created the barriers between the students, such as banning mobile phones and making students sit in rows, potentially impacting on their collaboration. The thing is, students have always chatted at the back of the classroom, played games (albeit hangman in the back of their book) and bullied. These are behaviours due to disengagement and more. When they occur as online chat, MMOs or cyberbullying we should not be demonising the technology, rather, dealing with the underlying behaviours and perhaps the classroom activities. As a colleague of mine said "engage me or enrage me!"<br />
<a href="http://creativecommons.org/licenses/by-nc-sa/2.0/" rel="license" target="_blank"><img align="left" alt="Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by-nc-sa/2.0/80x15.png" title="Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/mott/" target="_blank"> </a><a href="http://www.flickr.com/people/mott/" property="cc:attributionName" rel="cc:attributionURL" target="_blank" xmlns:cc="http://creativecommons.org/ns#">jonmott</a><a href="http://www.imagecodr.org/" target="_blank"> </a></div>
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<b>#16, #17 - Global Citizenship</b><br />
These slides were videos from a school in southwest Sydney and a school from China (thanks again to Jenny Symington). Some of the barriers faced by students and teachers are simply down to distance, particularly when it comes to collaborating with schools elsewhere in Australia and especially around the world. However, technologies like <a href="https://education.skype.com/">Skype in the Classroom</a> and online sharing through things like Dropbox and Google Drive have removed most of these barriers. In the first video, the students from Sydney acted out the story of Cinderella. They then sent the video footage over, where the Chinese students overlay the audio, in particular the dialogue, as part of their study of English. The Chinese students then shared back the finished product which was very funny and a great exercise all round.<br />
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In the second video, the Chinese students sent over footage of them playing hide-and-seek around their homes. What was particularly interesting for the students from southwest Sydney (a low socio-economic area) was how salubrious the homes were of the upper-middle class in China. This was a real lesson in global citizenship.<br />
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<b>#18 - Final Slide</b></div>
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<a href="http://www.flickr.com/photos/turkletom/4325703868/" target="_blank"><img alt="Augmented Reality by turkletom, on Flickr" border="0" height="355" href="http://purl.org/dc/dcmitype/StillImage" rel="dct:type" src="http://farm5.static.flickr.com/4010/4325703868_170811a609.jpg" title="Augmented Reality by turkletom, on Flickr" width="640" xmlns:dct="http://purl.org/dc/terms/" /></a><br />
<a href="http://creativecommons.org/licenses/by/2.0/" rel="license" target="_blank"><img align="left" alt="Creative Commons Attribution 2.0 Generic License" border="0" src="http://i.creativecommons.org/l/by/2.0/80x15.png" title="Creative Commons Attribution 2.0 Generic License" /></a> by <a href="http://www.flickr.com/people/turkletom/" target="_blank"> </a><a href="http://www.flickr.com/people/turkletom/" property="cc:attributionName" rel="cc:attributionURL" target="_blank" xmlns:cc="http://creativecommons.org/ns#">turkletom</a><a href="http://www.imagecodr.org/" target="_blank"> </a></div>
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A fantastic augmented reality pic to prove the point that if students aren't engaged they will find very creative ways to use their technology instead. Combined with this picture was the quote, often (though not definitively) attributed to Rabindranath Tagore:<br />
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<span style="font-size: large;"><b><i style="font-family: arial, helvetica, sans-serif; text-align: start;"><span lang="EN-AU">"</span></i><i style="font-family: arial, helvetica, sans-serif; text-align: start;">Do not confine your children to your own learning, </i></b></span><br />
<span style="font-size: large;"><b><i style="font-family: arial, helvetica, sans-serif; text-align: start;">for they were born in another time"</i></b></span></div>
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com2tag:blogger.com,1999:blog-5647967264121564608.post-26013137866115491422013-04-26T15:14:00.000+10:002013-04-29T15:48:15.572+10:00CoCo Seminar - The Digital Education Revolution: initial data analysis of teacher and student reported use of laptops in year 10 science<div style="text-align: justify;">
<span style="font-family: Verdana, sans-serif;">After the publication of my <a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36" target="_blank">first paper</a>, I was humbled to be asked to present my work as part of the <a href="http://sydney.edu.au/education_social_work/coco/events/past_events.shtml" target="_blank">CoCo Seminar Series</a> at the University of Sydney. My seminar covered the background of the Australian Digital Education Revolution, how it was implemented by the schools I work with, the methodology and results of my first paper, the methodology and results of my second paper (in press) and my current research. Below is the prezi from the presentation and below that is an explanation of each 'slide'. Any feedback or discussion would be greatly appreciated. You can also listen to and watch the <a href="http://webconf.ucc.usyd.edu.au/p6hlggre01z?launcher=false&fcsContent=true&pbMode=normal">actual webcast</a> of the seminar. </span></div>
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<span style="font-family: Verdana, sans-serif;"><iframe frameborder="0" height="400" src="http://prezi.com/embed/5xudxpmog5i5/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" width="550"></iframe><br /></span>
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<span style="font-family: Verdana, sans-serif;">Slide 1 - my ever present microscope graphic (courtesy of <a href="http://prezi.com/dpqe5z-tpuqb/academy-inserting-animations-in-prezi/" style="background-color: white; font-family: PTSansRegular; font-size: 16px; line-height: 22px; outline: 0px; text-align: start;"><span style="color: blue;">Balázs Turai</span></a>) with tinyurl link in homage to the diggers of Kokoda on the eve of ANZAC day (CoCoDER was already taken!).</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 2 - <a href="http://www.youtube.com/watch?v=pS-JS_uuNRM&feature=share&list=UUNIuxZ5FGS4YoHEEU1Au0cQ">7.30 Report</a> from 4th Dec 2007 featuring Kevin Rudd, Mark Pesce and principals discussing the DER (post-election). Nice quote from Pesce that providing every student with a device will force the issue with teachers, policy makers and curriculum design.</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 3 - <a href="http://www.pixel.com.au/documentation//products/netsupport/netsupport_school/labors_digital_education_revolution_campaign_launch.pdf">A Digital Education Revolution</a> policy document (Rudd, Smith & Conroy, 2007 (pre-election)</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 4 - <a href="http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf">Melbourne Declaration</a> (MCEETYA, 2008)</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 5 - back in 2008 I moved from being a Physics teacher in one school to eLearning Adviser to many schools, right at the outset of the DER. As such I had Principals, Consultants and Directors asking me what would happen to their exam results now every student would have a laptop? My boss said that sounded like a PhD thesis. At the same time I was offered postgraduate study with the <a href="http://sydney.edu.au/science/physics/research/super/index.shtml">Sydney University Physics Education Research</a> (SUPER) group following my work with them developing an interactive <a href="http://www.hscphysics.edu.au/resource/template.swf">Thomson's Experiment</a> for HSC Physics as part of the <a href="http://www.hscphysics.edu.au/home">Australian Multimedia for Physics Students</a> (AMPS) program. Accordingly I applied to research the impact of the DER in CEO Sydney through SUPER.</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 6 - originally, the main phrase banded around was the <a href="http://deewr.gov.au/national-secondary-school-computer-fund-provision-funding">National Secondary School Computer Fund</a> (NSSCF) rather than the DER, looking to move to a 1:1 computer to student ratio. There were to be two rounds, 1 & 2, beginning in 2008 and 2009 respectively, operating for 4 years each. However, due to negotiations between DETNSW and the federal government, Round 2 was pushed back to later in 2009 and became Round 2.1.</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 7 - CEO Sydney got involved straight away, accessing Round 1 funding for half of its secondary schools and Round 2(.1) funding for the other half. Every year 9 student was provided with a Federally funded Macbook or HP laptop. The schools had to bite the bullet and find funds (not budgeted for) to provided the teachers with the same laptops. CEO Sydney had to foot the bill for wireless infrastructure and tech support (though the DETNSW negotiations may have retrospectively covered this). These devices were issued to every Year 9 student over 4 years to be used until the end of Year 12. As such, some will still be in use until 2015, though no new DER devices have been issued since 2012.</span><br />
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<span style="font-family: Verdana, sans-serif;">Two unique epochs occurred in 2009 and 2011 where, due to only half of the students receiving laptops in 2008, we had a situation where half of the School Certificate candidature in 2009 and again for the HSC candidature in 2011 had been schooled with 1:1 laptops and half without. These epochs represented unique, never to be repeated, dichotomous scenarios to compare students with laptops to those without. Unfortunately, I was unable to begin my research in 2008/2009 (due to not being Australian enough as a then Temporary Resident!). However, after Permanency (and subsequently Citizenship) I started in July 2010, and thus was able to capture the 2010 data and importantly the 2011 dichotomous HSC epoch data.</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 8 - Visible Learning (Hattie, 2009). Most studies have historically compared classes with and without technology and not different ways of learning with technology. We are investigating both.</span><br />
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<span style="font-family: Verdana, sans-serif;">Slide 9 - Choosing the Wrong Drivers for Whole System Reform (Fullan, 2011). "Pedagogically vapid" is a great phrase. The full statement is important as it emphasises that student performance is about teaching and learning, not the tech. (Fullan was relatively technophobic up to 2011. However, from 2012, in 'Stratosphere', he sees the opportunities technology potentially offers to teaching and learning).</span><br />
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Slide 10 - Laptops for Teachers: Practices and Possibilities (Cowie et al, 2011) - a more positive quote alluding to the new opportunities potentially provided to teaching and learning with laptops.</span><br />
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Slide 11 - The 3 papers so far from DECNSW on DERNSW by Sarah Howard et al from the University of Wollongong. (I envy the time and hence efficiency with which Sarah can work - my 2010 data analyses are appearing in 2013...). Peter Goodyear who leads the USyd <span style="background-color: white; line-height: 17px; text-align: left;"><a href="http://sydney.edu.au/research/stl/">Sciences and Technologies of Learning (STL) network</a> and invited me to speak at CoCo was instrumental in setting up the DERNSW evaluation program and is a mentor to Sarah Howard. </span></span><br />
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Slide 12 - The 16 secondary schools I work with and surveyed in South-West Sydney and the Shire.</span><br />
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Slide 13 - School Profiles - quite a spread in SES and ESL, all non-selective.</span><br />
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Slide 14 - Response Rates - very nice :) It helps having a relationship with the schools to encourage participation. Anonymisation of data and an obsession with objectivity will ensure no bias (the results published so far demonstrate this, I want to tell an honest story not butter up my colleagues with faux research). </span><br />
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Slide 15 - <a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/72/36">First paper published</a> thus far, second one pending. Results of both discussed below.</span><br />
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Slide 16 - Some questions paraphrasing those in the first paper.</span><br />
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Slide 17 - Questionnaire Tool (using Google Doc Forms)</span><br />
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Slide 18 - Bubble Diagrams for 3 teachers in the same department - 2 very similar and well aligned to their students, one very different and quite misaligned.</span><br />
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Slide 19 - Misalignment Index discussed with results</span><br />
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Slide 20 - Graph of Misalignment Index versus average Likert response for all teachers (split as Round 1 (2 years' experience) and Round 2 (1 year's experience)). The spread and trend are very similar for both groups. Those with higher average Likert responses had lower MI i.e. teachers utilsing and expecting greater use of laptops were more highly aligned with their students i.e. the students follow suit.</span><br />
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Slide 21 - Graphs for Student v Teacher responses for the 4 questions. Greater alignment between teacher expectation of laptop use in class/homework and student reported use (bottom two graphs) than between teacher practices of bringing their laptop to school/class and student practices (top two graphs).</span><br />
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Slide 22 - Empirical Alignment Graph - along with the Misalignment Index, the Empirical Alignment Graph could be used by any researcher when comparing teacher responses/activities with student responses/activities. <b>Do you agree?</b></span><br />
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Slide 23 - Second paper 'in press' - some of the questions discussed.</span><br />
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Slide 24 - <a href="http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy">Bloom's Digital Taxonomy</a> (reproduced with permission from Andrew Churches - thanks Andrew!)</span><br />
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Slide 25 - Questionnaire Tool (again using Google Doc Forms)</span><br />
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Slide 26 - Frequencies of use for all applications for teachers and students - note the disparity for Simulations in particular.</span><br />
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Slide 27 - Frequencies of use for 3 most enjoyed - note how students out report teachers for blogging, video editing and podcasting (higher order activities)</span><br />
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Slide 28 - Frequencies of use for 3 used most often - word processing, internet research (googling) and electronic text book reported in that order by both teachers and students (usually low order activities)</span><br />
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Slide 29 - Summary of Findings - note, though few students experience simulations, those that do really enjoy them.</span><br />
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Slide 30 - Summary of Findings continued - note issues with BoS. However, in all of these results it is <b>very important to note that this data is from 2010</b>, only one or two years into using 1:1 laptops for these teachers. Three years on from that the classrooms should look quite different (some researchers will have to investigate :)</span><br />
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Slide 31 - Quote from Halverson and Smith (2009) - a great quote highlighting that in some classrooms/schools/systems technology can be manipulated to simply maintain the status quo.</span><br />
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Slide 32 - Current Research - overview of current analysis of 2011 HSC dichotomous data, directly relating to the student performance (dependent variable).</span><br />
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Slide 33 - Whetting people's appetites with the early results - we have significance and correlation, but not saying what :)</span><br />
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Slide 34 - References for this presentation, many more in the papers.</span><br />
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Slide 35 - Acknowledgements - have Ethics Approval form CEO Syd and USyd and greatly appreciate the participation and openness from the teachers and students!</span><br />
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Slide 36 - love the quote attributed (though not definitely) to Tagore and the <a href="http://www.flickr.com/photos/turkletom/4325703868/">augmented reality pic from turkletom</a>.</span><br />
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With the second paper to be published soon there will be far more detail for readers to cogitate if they so wish. Any dialogue/feedback would be greatly appreciated. </span><br />
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For me, the highlight of presenting at CoCo was the discussion that ensued during the seminar (and has continued subsequently) with the excellent researchers, educators and student teachers that I met. Many thanks to Peter Goodyear for the invitation, Pati Paez and Maryam <span style="background-color: white; color: #222222; text-align: start; white-space: nowrap;">Khosronejad</span> for the organising and Martin Parisio for the webcasting.</span></div>
Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com9tag:blogger.com,1999:blog-5647967264121564608.post-33964366021584182762013-04-08T21:10:00.003+10:002013-04-08T21:12:37.314+10:00Deep Analytical ThinkingRecently I was asked to run a workshop on 'Deep Analytical Thinking'. This was essentially a session on Critical Thinking and Higher Order Thinking Skills. The primary remit was to get teachers thinking about what it is they are asking of their students, particularly in assessments. Are they giving students the opportunities and challenges of accessing higher order thinking skills?<br />
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Working within the <a href="http://www.boardofstudies.nsw.edu.au/">New South Wales Board of Studies</a> (but relevant everywhere) it is particularly important for teachers to know and understand the 'verbs' asked of students in the syllabus, exams and consequently, the assessments the teachers write themselves.<br />
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This workshop engaged the teachers in a deep analytical thinking task (whilst getting them to collaborate in a Google Doc); tested their knowledge of the verbs in a fun quiz format (demonstrating the power of Google Doc Forms and Flubaroo script); demonstrated the merit in using unique stimulus data e.g. from <a href="http://www.gapminder.org/">http://www.gapminder.org/</a>, thus ultimately allowing for open book/laptop, non-googlable exams; and discussed Bloom's Taxonomy and Bloom's Digital Taxonomy.<br />
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Here is the Prezi, enjoy:<br />
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Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0tag:blogger.com,1999:blog-5647967264121564608.post-64823773383616051262013-03-26T15:23:00.000+11:002013-03-26T15:23:03.346+11:00eLearning in MathsLast week I was privileged enough to work with some amazing Maths teachers (a much-maligned subject area) around eLearning in Maths. The day was essentially a massive eLearning in Maths TeachMeet. We crowdsourced the ideas into the Google Presentation below. This is a working document, very much in the same vein as <a href="http://edte.ch/blog/interesting-ways/" target="_blank">Tom Barrett's Interesting Ways</a>. Please do peruse and please do add your own ideas.<br />
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<iframe allowfullscreen="true" frameborder="0" height="350" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1gNLcOcoQXAgdezY695jyZWjN0kVTz1EEhuLXX3bHoTE/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br /></div>
Simon Crookhttp://www.blogger.com/profile/03542215690605568332noreply@blogger.com0