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1:1 Conference Day Agenda

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Presentation from 1st Sandhurst Diocesan 1:1 conference day in February 2010

Formation
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Sandhurst 1:1 Conference Day Shepparton, February 22nd, 2010 Glenn McMahon
Acknowledgement of Country We acknowledge and pay respect to the Yorta Yorta/ Bangerang people as the original and ongoing custodians of the land we meet on. We commit ourselves to actively work alongside Aboriginal people for reconciliation and justice.
Welcome Agenda:
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband.
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips.
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch 1:30 Workshop 3 - Digital storytelling with iMovie.
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch 1:30 Workshop 3 - Digital storytelling with iMovie. 3:00 Debrief and further planning.
Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch 1:30 Workshop 3 - Digital storytelling with iMovie. 3:00 Debrief and further planning. 3:30 Leave for home.
‘Doing things differently in a 1:1 classroom’
Diocesan Technology Plan
Diocesan Technology Plan Professional Learning For Leaders Professional Financial Learning Advice For Classrooms Technical Advice
Diocesan Technology Plan
Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment.
Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment. Develop a comprehensive technology plan for Catholic Education Sandhurst.(FFR)
Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment. Develop a comprehensive technology plan for Catholic Education Sandhurst.(FFR) All students are engaged in their learning and school experience. (Curriculum)
Diocesan Technology Plan
Diocesan Technology Plan This technology plan has been based on the need to develop high level awareness of emerging technologies, the world we live in and implications for education, particularly educational leaders.
Learners learn in the context of their lives. Peter Senge
Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
ICT & VELS
ICT & VELS
ICT & VELS Interdisciplinary Learning
ICT & VELS Interdisciplinary Learning ICT for Visualising Thinking
ICT & VELS Interdisciplinary Learning ICT for Visualising Thinking ICT for Creating
ICT & VELS Interdisciplinary Learning ICT for Visualising Thinking ICT for Creating ICT for Communicating
VELS - Standards - Level 2
VELS - Standards - Level 2 - compose simple electronic messages to known recipients.
VELS - Standards - Level 2 - compose simple electronic messages to known recipients. - students use ICT to locate and retrieve relevant information from a variety of sources.
VELS - Standards - Level 2 - compose simple electronic messages to known recipients. - students use ICT to locate and retrieve relevant information from a variety of sources. - students manipulate text, images and numeric data - retrieve files and save new files.
VELS - Standards - Level 3
VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.
VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords.
VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords. - create information products to assist in problem solving in all areas of the curriculum.
VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords. - create information products to assist in problem solving in all areas of the curriculum. - students initiate and compose email messages to known and unknown audiences.
VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords. - create information products to assist in problem solving in all areas of the curriculum. - students initiate and compose email messages to known and unknown audiences. - use a recommended search engine and limited key words to locate information from websites from a variety of sources.
VELS - Standards - Level 4
VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships.
VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences.
VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning
VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning - use email, websites to acquire from, or share information with, peers and known and unknown experts.
VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning - use email, websites to acquire from, or share information with, peers and known and unknown experts. - upload their work to a protected public online space.
VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning - use email, websites to acquire from, or share information with, peers and known and unknown experts. - upload their work to a protected public online space. - evaluate the integrity of the located information based on its accuracy and the reliability of the web host.
VELS - Standards - Level 5
VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving.
VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. - select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches.
VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. - select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. - share their ideas through their blog, website or other public forums.
VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. - select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. - share their ideas through their blog, website or other public forums. - evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals.
It’s about learning and teaching
It’s about learning and teaching However, technology allows for the most: Creative Collaborative Powerful Engaging Authentic Relevant learning opportunities for teachers and our students that we have never had before.
What is the research telling us?
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
Discuss & add your thoughts to the wall
.....what it isn’t.....
1:1 - what it isn’t.......
1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy.
1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together.
1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them.
1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them. Students researching all their work on the internet.
1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them. Students researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers.
1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them. Students researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers. ICT used in isolation or stand alone.
.....what could it be.....
Comparing the classrooms
Comparing the classrooms
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
The 1:1 Classroom Changing the way we do things:
The 1:1 Classroom Changing the way we do things: Task - Write a narrative
The 1:1 Classroom Changing the way we do things: Task - Write a narrative
The 1:1 Classroom Changing the way we do things: Task - Write a narrative Assessment - English: Writing
The 1:1 Classroom
The 1:1 Classroom Task - Write a narrative Options - Podcast Movie Radio play Computer game Animation Cartoon Talking book Comic Slideshow Etc, etc.........
The 1:1 Classroom
The 1:1 Classroom Assessment - English
The 1:1 Classroom Assessment - English - Thinking Processes
The 1:1 Classroom Assessment - English - Thinking Processes - Communication
The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT
The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology
The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning
The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning - Interpersonal Learning
The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning - Interpersonal Learning
The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning - Interpersonal Learning 7 domains & 21 dimensions v 1 domain & 1 dimension
Essential Ingredients
Essential Ingredients A community online learning space
Essential Ingredients A community online learning space
Essential Ingredients
Essential Ingredients The digital portfolio
Essential Ingredients The digital portfolio Task document pdf
Essential Ingredients The digital portfolio Task document pdf Assessment criteria pdf
Essential Ingredients The digital portfolio Task document pdf Finished task Assessment criteria pdf
Essential Ingredients The digital portfolio Task document pdf Finished task Assessment criteria pdf Student self evaluation
Essential Ingredients
Essential Ingredients Just in time teaching & learning
Essential Ingredients Just in time teaching & learning
Essential Ingredients Just in time teaching & learning
Essential Ingredients Just in time teaching & learning
Essential Ingredients
Essential Ingredients Use the ‘Tubes’ - YouTube and TeacherTube
Essential Ingredients Use the ‘Tubes’ - YouTube and TeacherTube
Essential Ingredients
Essential Ingredients Communicate & Collaborate
Essential Ingredients Communicate & Collaborate
Essential Ingredients Communicate & Collaborate
Essential Ingredients
Essential Ingredients Go Web 2.0
Essential Ingredients Go Web 2.0
1:1 Environment
1:1 Environment Professional Development - pedagogy
1:1 Environment Professional Development - pedagogy - computer based
1:1 Environment Professional Development - pedagogy - computer based - whole school
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies - insurance
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies - insurance Student Use - No more than 50-60%
1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies - insurance Student Use - No more than 50-60% - Not digitizing everything we do
1:1 Environment
1:1 Environment Student data backup - student responsibilty
1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive
1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive - ‘the cloud’
1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive - ‘the cloud’ Tech support - ‘Tech Angels’
1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive - ‘the cloud’ Tech support - ‘Tech Angels’ - Software updates
Further Planning
Further Planning Revisit the wall with any questions/thoughts
Further Planning Revisit the wall with any questions/thoughts http://tinyurl.com/sandhurst1-1evaluation
Further Planning Revisit the wall with any questions/thoughts http://tinyurl.com/sandhurst1-1evaluation

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1:1 Conference Day Agenda

  • 1. Sandhurst 1:1 Conference Day Shepparton, February 22nd, 2010 Glenn McMahon
  • 2. Acknowledgement of Country We acknowledge and pay respect to the Yorta Yorta/ Bangerang people as the original and ongoing custodians of the land we meet on. We commit ourselves to actively work alongside Aboriginal people for reconciliation and justice.
  • 4. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
  • 5. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea
  • 6. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband.
  • 7. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips.
  • 8. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch
  • 9. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch 1:30 Workshop 3 - Digital storytelling with iMovie.
  • 10. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch 1:30 Workshop 3 - Digital storytelling with iMovie. 3:00 Debrief and further planning.
  • 11. Welcome Agenda: 10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’ 11:00 Morning tea 11:20 Workshop 1 - Podcasting in the classroom with Garageband. 12:20 Workshop 2 - Mac basics & troubleshooting tips. 1:00 Lunch 1:30 Workshop 3 - Digital storytelling with iMovie. 3:00 Debrief and further planning. 3:30 Leave for home.
  • 12. ‘Doing things differently in a 1:1 classroom’
  • 13.
  • 15. Diocesan Technology Plan Professional Learning For Leaders Professional Financial Learning Advice For Classrooms Technical Advice
  • 17. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment.
  • 18. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment. Develop a comprehensive technology plan for Catholic Education Sandhurst.(FFR)
  • 19. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment. Develop a comprehensive technology plan for Catholic Education Sandhurst.(FFR) All students are engaged in their learning and school experience. (Curriculum)
  • 21. Diocesan Technology Plan This technology plan has been based on the need to develop high level awareness of emerging technologies, the world we live in and implications for education, particularly educational leaders.
  • 22. Learners learn in the context of their lives. Peter Senge
  • 23. Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
  • 24. Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
  • 28. ICT & VELS Interdisciplinary Learning ICT for Visualising Thinking
  • 29. ICT & VELS Interdisciplinary Learning ICT for Visualising Thinking ICT for Creating
  • 30. ICT & VELS Interdisciplinary Learning ICT for Visualising Thinking ICT for Creating ICT for Communicating
  • 31. VELS - Standards - Level 2
  • 32. VELS - Standards - Level 2 - compose simple electronic messages to known recipients.
  • 33. VELS - Standards - Level 2 - compose simple electronic messages to known recipients. - students use ICT to locate and retrieve relevant information from a variety of sources.
  • 34. VELS - Standards - Level 2 - compose simple electronic messages to known recipients. - students use ICT to locate and retrieve relevant information from a variety of sources. - students manipulate text, images and numeric data - retrieve files and save new files.
  • 35. VELS - Standards - Level 3
  • 36. VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.
  • 37. VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords.
  • 38. VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords. - create information products to assist in problem solving in all areas of the curriculum.
  • 39. VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords. - create information products to assist in problem solving in all areas of the curriculum. - students initiate and compose email messages to known and unknown audiences.
  • 40. VELS - Standards - Level 3 - use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. - explain the purpose of passwords. - create information products to assist in problem solving in all areas of the curriculum. - students initiate and compose email messages to known and unknown audiences. - use a recommended search engine and limited key words to locate information from websites from a variety of sources.
  • 41. VELS - Standards - Level 4
  • 42. VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships.
  • 43. VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences.
  • 44. VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning
  • 45. VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning - use email, websites to acquire from, or share information with, peers and known and unknown experts.
  • 46. VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning - use email, websites to acquire from, or share information with, peers and known and unknown experts. - upload their work to a protected public online space.
  • 47. VELS - Standards - Level 4 - apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. - produce accurate and suitably formatted products to suit different purposes and audiences. - students create and maintain an up-to-date, logically structured bank of digital evidence of their learning - use email, websites to acquire from, or share information with, peers and known and unknown experts. - upload their work to a protected public online space. - evaluate the integrity of the located information based on its accuracy and the reliability of the web host.
  • 48. VELS - Standards - Level 5
  • 49. VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving.
  • 50. VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. - select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches.
  • 51. VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. - select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. - share their ideas through their blog, website or other public forums.
  • 52. VELS - Standards - Level 5 - students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. - select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. - share their ideas through their blog, website or other public forums. - evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals.
  • 53.
  • 54.
  • 55. It’s about learning and teaching
  • 56. It’s about learning and teaching However, technology allows for the most: Creative Collaborative Powerful Engaging Authentic Relevant learning opportunities for teachers and our students that we have never had before.
  • 57.
  • 58. What is the research telling us?
  • 59. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 60. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 61. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 62. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 63. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 64. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 65. So why 1:1 laptop programs? An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
  • 66.
  • 67.
  • 68. Discuss & add your thoughts to the wall
  • 69.
  • 71. 1:1 - what it isn’t.......
  • 72. 1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy.
  • 73. 1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together.
  • 74. 1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them.
  • 75. 1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them. Students researching all their work on the internet.
  • 76. 1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them. Students researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers.
  • 77. 1:1 - what it isn’t....... What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing them. Students researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers. ICT used in isolation or stand alone.
  • 78.
  • 79.
  • 83. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 84. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 85. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 86. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 87. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 88. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 89. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 90. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 91. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 92. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 93. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection Internet access: Fixed Mobile Teaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
  • 94. The 1:1 Classroom Changing the way we do things:
  • 95. The 1:1 Classroom Changing the way we do things: Task - Write a narrative
  • 96. The 1:1 Classroom Changing the way we do things: Task - Write a narrative
  • 97. The 1:1 Classroom Changing the way we do things: Task - Write a narrative Assessment - English: Writing
  • 98.
  • 99.
  • 101. The 1:1 Classroom Task - Write a narrative Options - Podcast Movie Radio play Computer game Animation Cartoon Talking book Comic Slideshow Etc, etc.........
  • 104. The 1:1 Classroom Assessment - English - Thinking Processes
  • 105. The 1:1 Classroom Assessment - English - Thinking Processes - Communication
  • 106. The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT
  • 107. The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology
  • 108. The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning
  • 109. The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning - Interpersonal Learning
  • 110. The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning - Interpersonal Learning
  • 111. The 1:1 Classroom Assessment - English - Thinking Processes - Communication - ICT - Design, creativity and technology - Personal Learning - Interpersonal Learning 7 domains & 21 dimensions v 1 domain & 1 dimension
  • 112.
  • 113.
  • 115. Essential Ingredients A community online learning space
  • 116. Essential Ingredients A community online learning space
  • 118. Essential Ingredients The digital portfolio
  • 119. Essential Ingredients The digital portfolio Task document pdf
  • 120. Essential Ingredients The digital portfolio Task document pdf Assessment criteria pdf
  • 121. Essential Ingredients The digital portfolio Task document pdf Finished task Assessment criteria pdf
  • 122. Essential Ingredients The digital portfolio Task document pdf Finished task Assessment criteria pdf Student self evaluation
  • 124. Essential Ingredients Just in time teaching & learning
  • 125. Essential Ingredients Just in time teaching & learning
  • 126. Essential Ingredients Just in time teaching & learning
  • 127. Essential Ingredients Just in time teaching & learning
  • 129. Essential Ingredients Use the ‘Tubes’ - YouTube and TeacherTube
  • 130. Essential Ingredients Use the ‘Tubes’ - YouTube and TeacherTube
  • 132. Essential Ingredients Communicate & Collaborate
  • 133. Essential Ingredients Communicate & Collaborate
  • 134. Essential Ingredients Communicate & Collaborate
  • 136. Essential Ingredients Go Web 2.0
  • 137. Essential Ingredients Go Web 2.0
  • 138.
  • 139.
  • 140.
  • 141.
  • 144. 1:1 Environment Professional Development - pedagogy - computer based
  • 145. 1:1 Environment Professional Development - pedagogy - computer based - whole school
  • 146. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents
  • 147. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless
  • 148. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations
  • 149. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage
  • 150. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies
  • 151. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies
  • 152. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies - insurance
  • 153. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies - insurance Student Use - No more than 50-60%
  • 154. 1:1 Environment Professional Development - pedagogy - computer based - whole school - involve students/parents Infrastructure - wireless - charging stations - storage Policies - computer/internet acceptable use policies - laptop take home policies - insurance Student Use - No more than 50-60% - Not digitizing everything we do
  • 156. 1:1 Environment Student data backup - student responsibilty
  • 157. 1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive
  • 158. 1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive - ‘the cloud’
  • 159. 1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive - ‘the cloud’ Tech support - ‘Tech Angels’
  • 160. 1:1 Environment Student data backup - student responsibilty - external hard drive / flash drive - ‘the cloud’ Tech support - ‘Tech Angels’ - Software updates
  • 161.
  • 163. Further Planning Revisit the wall with any questions/thoughts
  • 164. Further Planning Revisit the wall with any questions/thoughts http://tinyurl.com/sandhurst1-1evaluation
  • 165. Further Planning Revisit the wall with any questions/thoughts http://tinyurl.com/sandhurst1-1evaluation

Notes de l'éditeur