2. In this session
• Why we are welcoming devices
• What to expect
• What tools are available
• Support for staff
• The partially integrated classroom
• Classroom management
• Question time
3. What year are we preparing our students for?
Currently education is preparing learners to live
successfully in the year…
Heidi Hayes Jacobs, Curriculum 21: essential Education for a Changing World. ASCD, 2010.
4. What are the benefits?
Benefits to learners with access to ICT in the classroom include:
Supporting motivation and engagement through learners being able to
connect in groups and express creativity.
Allowing learners to learn independently and personalise their learning. They
can readily access support when needed and reflect more easily.
Learners develop critical thinking skills and deeper understandings through
collaborating with others.
ICT tools make information and knowledge quickly and flexibly accessible.
Learners can navigate information in a way that suits them.
Collaboration extends to wider contexts with the integration of ICT tools. This
has a positive impact on social, cognitive and affective domains.
Adapted: Noeline Wright, E-Learning and New Zealand Schools: A Literature Review. Ministry of Education 2010.
Please see accompanying notes for further information on research
6. What to expect
Netbooks
Laptops Tablets
It is a student’s responsibility, not the teachers, to
manage and monitor their own device. All students will
sign the ICT user agreement acknowledging their
responsibilities.
7. What to expect
Laptops: These have full functionality. Students with
laptops will likely have access to a range of software
and they will be able to play CDRoms and DVDs on
their devices also.
Netbooks: They are similar to a laptop. Netbooks
mainly provide internet access and may have a
number of software applications, depending on the
brand of the device.
Tablets : Provide internet access and a number of
applications, depending on the brand of device. They
use touch screen technology. It does not have a mouse
and keyboard like the laptops/netbooks, but it can be
used for word processing. The most popular tablet is
the iPad.
8. What tools might students use?
Students will have access to a range of tools. They
might access some tools using the internet or use
applications built into their device.
9. What tools might students use?
RangiNet: serves as a hub from where students can access
anything uploaded to it. They can store work, data and links
in a safe place. They can access links to places their teachers
want them to go or complete assignments.
Google Docs: Is cloud computing (where data is created and
stored on the internet). Student can use it in place of Word,
Powerpoint and Excel. It will be linked to RangiNet in the
near future so students login to Google Docs when they
login to RangiNet.
My Portfolio: A place where students create and store
online portfolios and collections of work which they can
share easily with others. Will be linked to RangiNet in the
near future so students login to MyPortfolio when they login
to RangiNet.
10. What tools might students use?
Software applications: These are programmes that are on
your computer. The most well known of these are Microsoft
Office tools such as Word, Excel and Powerpoint.
Internet applications: These are programmes available on
the internet. Students would access these by a visiting a
particular website e.g. Glogster, Wallwisher. Students can
download apps from the internet on to their device e.g
Google Earth
11. What tools are students using?
Video here with students
telling us what tools they
already use
13. Support for staff
Students will be made aware of their
Student
Guidelines responsibilities for their devices through the ICT
user agreement.
Staff Advice and guidance for staff regarding device use.
FAQ
Ongoing Offered by PD Lead Group: PD on specific strategies
PD and tools that facilitate 21st century learning.
IT
Students will not get technical support for their
Support devices - however staff and students will be
supported in accessing the wireless network.
14. What is the partially integrated classroom?
In reality you will not have 100% of
your students coming to school with
devices in February. Realistically
device users will initially make up a
small proportion of your class.
It is vital that those students
bringing devices are using them for
educational purposes. There should
be a clear benefit in terms of their
engagement and progression with
their work.
The following videos are examples of partially integrated
classrooms already present in the College.
15. Partially integrated classroom #1
Carolyn Phillips
13 Physics
A small number of
students in Carolyn’s
Video showing a
13PHY class regularly
bring laptops. The
partially
students use these
devices for note taking
integrated
and to access a CD Rom
of a the Physics
Physics
textbook. This gives
them access to
classroom
activities, animations
and infographics that
they would not have
access to. Discussion: How was the room managed by this teacher?
17. Partially integrated classroom #2
Kate Gale
10 Social Studies
A traditional
classroom discussion is
Video showing a
taking place in a Social
Studies current events
partially
lesson. The lesson
focuses on the impacts
integrated Social
of the 2011 Rugby
World Cup. A small
Science
number of students
have brought devices,
classroom
they are using their
devices to inform their
contributions to the
discussion. Discussion: How is the room managed by this teacher?
19. What are the benefits?
Benefits to learners with access to ICT in the classroom include:
Supporting motivation and engagement through learners being able to
connect in groups and express creativity.
Allowing learners to learn independently and personalise their learning. They
can readily access support when needed and reflect more easily.
Learners develop critical thinking skills and deeper understandings through
collaborating with others.
ICT tools make information and knowledge quickly and flexibly accessible.
Learners can navigate information in a way that suits them.
Collaboration extends to wider contexts with the integration of ICT tools. This
has a positive impact on social, cognitive and affective domains.
Adapted: Noeline Wright, E-Learning and New Zealand Schools: A Literature Review. Ministry of Education 2010.
Please see accompanying notes for further information on research
20. Classroom management
Most issues arising from student use of devices
can be managed by staff using the current
behaviour management policies.
Consider each of the
following possible
issues and discuss an
appropriate solution.
What do you think
should happen?
21. Solutions to possible issues
A student has repeatedly used their device to engage in off task behaviour despite
warnings from teacher (e.g. going on inappropriate websites or social networks.)
Ask the student to put the device away and follow up using the normal behaviour
strategy.
A student suffers a technical issue that prevents them from using their device or
causes them to lose work.
Ask the student to put the device away and continue with the work in a traditional
manner (e.g. in their workbook).
A student is using their device to inappropriately communicate with other students
via social networking, instant messaging or text.
Ask the student to return to being on task. In the event of repeated instances follow
the behaviour strategy.
22. Solutions to possible issues
A student has unsuitable material displayed on their workspace (e.g pornographic
imagery).
Ask their student to close their device immediately and report matter to a dean/HOD
promptly. If students have access to inappropriate website report to IT dept.
A student without a device is attempting to access another students device without
permission.
Warn the student about their conduct, consider strategies such as moving that
student away to another seat. In the event of repeated instances follow the behaviour
strategy.
Student claims that they cannot complete a task because they have left their device at
home.
Advise the student to continue with the work in a traditional manner e.g. in their
workbook. If assessment work is compromised consult department procedures.
Student reports on arrival to class that their device has been stolen or seriously
damaged.
Refer the student to the deans at an appropriate time as is the case of any theft.
23. Where to next?
• At the next session your HOD will be sharing
with you department specific resources and
strategies for helping you with your partially
integrated classroom. You may have already
been working in departments towards this.
• If you have any further questions regarding
student devices please feedback to the
presenter on the sheet provided.
Editor's Notes
Before the PDEnsure:the data projector is turned you are connected to the internet (check your ethernet cable) you have speakers plugged and turned onAlso – please take a moment to familiarise yourself with the staff FAQ so that you can be more informed for any subsequent discussion.
What we will cover – explain that this is an introduction of what sorts of things to expect in February. This means the classroom which may only have a few devices. The could expect anything from 1 device to 30, the reality is that it will be somewhere in between. (we will showcase examples of what this might look like later in the session). A look at classroom management and an opportunity to pose questions will round out the session.
This is a very brief summary of the benefits of using ICT tools. The research comes from Noeline Wright at University of Waikato commissioned by the MOE. This is quite a comprehensive study into the benefits of e-learning as a whole (not just student owned devices) and a link is available on RangiNet (E-Learning) if anyone is interested in further reading. The argument that devices do not raise achievement may come up here. If this arises please point to the fact that studies done so far (including this one) point to the real success of devices as being about improving engagement, motivation and attentiveness in learners. There are collected research papers available on RangiNet e-learning.Orewa College introduced a mandatory device policy this year. Tony Zaloum is Director ICT Projects at Orewa College stated that is has created a more differentiated classroom that improves student enagement. “Parents, students and teachers have been very positive. By and large, teachers see computers as, at the very least, an extension of the students’ work books and, in many cases, a real opportunity to enrich and differentiate in the classroom.”
Best not to let this derail into discussion about policy. Direct to the FAQ for more information (types of devices will be covered in here).
Best not to let this derail into discussion about policy. Direct to the FAQ for more information (types of devices will be covered in here).
If staff are interested in learning more about these – they are the ongoing focus of the E-Learning PD.Discussion on this will come later in the presentation.
If staff are interested in learning more about these – they are the ongoing focus of the E-Learning PD.Discussion on this will come later in the presentation.
If staff are interested in learning more about these – they are the ongoing focus of the E-Learning PD.Discussion on this will come later in the presentation.
A discussion opportunity follows on the next slide.
Think/Pair/Share: Ask staff to consider on their own what has happened / or could happen in their classrooms. Ask staff to discuss this in pairs or small groups. Finally move to a whole group discussion.Some things to consider: What would you like your students to use their devices for? If staff have had student bring devices: What device did the student bring? Did they bring it regularly?
Any issues or concerns considering policy are covered in the FAQ which staff can refer to after the PD.
Redefine the partially integrated classroom.
Lesson overviewThis is a well managed classroom with clear and concise instructions for learners.Resources are readily available (including textbooks, their notes and some students had devices). They are engaged in a range of tasks.Teacher has high expectations in terms of pupil engagement and students respond accordingly.Students giving their own thinking time and work collaboratively through a differentiated community of inquiryCarolyn facilitates and directs students to drive their own learning.Students with devices are independently accessing resources to inform discussion and clarify their own thinking.Students easily access the wireless network quickly without incident.Discussion ideas: What strategies were being employed by the teacher. How does this differ from a ‘normal’ lessonVideo summarising this lesson is the next slide.
Discussion ideas: What strategies were being employed by the teacher. How does this differ from a ‘normal’ lessonVideo summarising this lesson is the next slide.
This is a very brief summary of the benefits of using ICT tools. The research comes from Noeline Wright at University of Waikato commissioned by the MOE. This is quite a comprehensive study into the benefits of e-learning as a whole (not just student owned devices) and a link is available on RangiNet (E-Learning) if anyone is interested in further reading. The argument that devices do not raise achievement may come up here. If this arises please point to the fact that studies done so far (including this one) point to the real success of devices as being about improving engagement, motivation and attentiveness in learners. There are collected research papers available on RangiNet e-learning.Orewa College introduced a mandatory device policy this year. Tony Zaloum is Director ICT Projects at Orewa College stated that is has created a more differentiated classroom that improves student enagement. “Parents, students and teachers have been very positive. By and large, teachers see computers as, at the very least, an extension of the students’ work books and, in many cases, a real opportunity to enrich and differentiate in the classroom.”
Following this slide is an activity which involves a series of scenarios for brief discussion in small groups.
