2. CONTEXT: THE COLLEGE
Manor Lakes, Wyndham Vale,
Werribee
Largest Growth Corridor in Australia
Opened in 2009: P-7 – 450 students
Currently: P-10 – Approx. 1600
students
Approx. 900 1:1 Devices –
Not including iMac Devices, Primary
Class
MacBooks, Shared iPad Devices in
our
Support Centres.

3. CONTEXT: THE TECHNOLOGY INTEGRATION
2009 1:1 MacBook Program - Year 7 (Leased Finance Model)
2010 1:1 MacBook Program - Years 7 & 8 (Leased Finance Model)
2011 1:1 MacBook Program - Years 7, 8 and 9 (Leased Finance Model)
1:1 iPad Program - Year 6 (School Owned Model)
2012 1:1 iPad Program - Prep (School Owned Model)
1:1 iPad Program - Year 6 and 7 (BYOD)
1:1 MacBook Program - Years 8 and 9 (Leased Finance Model)
1:1 MacBook Pro Program - Year 10 (NSSCF)

4. 2013 1:1 PROGRAMS
1:1 iPad Program - Prep (School Owned Model)
1:1 iPad Program – Year 1, 6, 7, 8 (BYOD)
1:1 Technology Program – Years 9 and 10 (BYOD)
1:1 Laptop Program - Year 11 (NSSCF)

6. DEECD IPAD'S FOR LEARNING TRIAL
EXECUTIVE FINDINGS…
DEECD’s 2011 iPads for Learning – In Their Hands trial investigated the capacity
of iPads to:
 increase independent and self-initiated learning among students
 increase student motivation and active engagement in learning
 improve teachers’ capacity to plan for and meet individual student needs
 improve student learning outcomes
 extend students’ learning beyond the classroom
 improve parental engagement in learning and strengthen home-school links.
The trial has shown that all of these outcomes can be achieved through the
effective use of iPads…

7. HOWEVER…
“…it is quality teaching and support that makes this possible, not just the
device.”
We know that the #1 indicator that drives
student learning…
…is effective teaching!
For this reason we have always focused on effective pedagogy and teacher
capabilities to integrate ICT to support teaching and learning.

8. WE KNOW THAT OUR ‘DIGITAL’ LEARNERS ARE…
- More self-motivated
- Better equipped to capture information
- More reliant on feedback from peers
- More inclined to collaborate
- More orientated to being their own ‘modes of
production’
Education Trends | Featured
News John K. Waters—13
December 2011

9. WHAT DOES THAT ALL MEAN?
We must develop strategies and effective practices that
would utilise the technology, where applicable, to cater for
our students and meet their needs as learners.
We understood that todays students would expect nothing
less than the technology that is readily available to them.
That we needed to adopt the notion of…
Anywhere, Anytime Learning within a Mobile Technology
Context.

10. MOVING FORWARD PROFESSIONALLY –
AS STAFF
• PROFESSIONAL LEARNING TEAM (PLT)
• STRUCTURED PROFESSIONAL LEARNING:
EXTERNAL/INTERNAL
• INFORMAL PROFESSIONAL LEARNING
• ICT PEER COACHING: TECHNOLOGY INTEGRATION, 1:1
INTEGRATION
• LESSON PLAN DESIGN…

11. LESSON PLAN DESIGN
When involved in team planning; we think and focus on the following:
 Learning intention - what will we learn about?
 The task - what are the tasks? What is involved?
 Evidence of learning - what can we demonstrate to show that our learning
has been successful?
 Resources - what resources we need?
 How can we utilise, if needed, the iPad and its technology to assist the
learning?

12. ADOPTING THE ‘SAMR’ MODEL
S A M R was created by Dr.
Ruben R. Puentedura in the
early 90s.
The model identifies using
technology for more defined
purposes rather than that of
‘Substitution’ purposes.
Allowing iPad integration to
modify and redefine tasks
that set to ensure that
creativity, collaboration and
communication is heavily
fostered.

13. APP’S CLASSIFIED BY THE ‘SAMR’ MODEL
“Teachers need to stop
saying, „Hand it in,‟ and
start saying „Publish It,‟
instead”
Alan November
appsineducation.blogspot.com

14. 2 examples of Prep students using their technology,
iPads, to articulate and reflect on their learning with
in the classroom setting.

15. S.D.L. – STUDENT DIRECTED LEARNING
We want our students to direct their own
learning.
When a task is set by teachers, students
are often given the space to present
their work in a way that encourages
the integration of the the SAMR
Model.
It is made very clear to students that
although they can present their work
in a way is engaging to them, the
Learning Intention and Success
Criteria must be met. From here,
formal assessment can occur across
the class.

16. WHAT HAVE WE DISCOVERED?
• The the iPad, that Mobile Technology, can be an extremely powerful tool
to support student learning.
• Differentiation can occur through iPad use and integration through
student directed learning opportunities.
• Online collaboration can become very powerful and meaningful.
• We want students to become creators, publishers, narrators, experts of
their own own learning with the assistance of their technology. That this
is authentic learning.
• We want our learners to not be solely consumers of information. That
through their own creativity and publication, they can contribute in a
powerful and meaningful way to the internet by giving back.
• That the integration of mobile technology is not difficult. That students
will lead the way and do what works best for their own learning, as they
should.

17. e:
corriebarclay@manorlakesp12.vic.e
du.au
b#1: ipads4learning.global2.vic.gov.au
b#2: teachwithtech.global2.vic.edu.au
t: @CorrieB