A presentation and digital guide, used in a talk to Directors of Studies from the Haileybury & St Albans Group, on June 20th 2011. The presentation looks at theories of using technology enhanced learning, and shows how Berkhamsted School has done this using Google Apps for Education plus Moodle. It features a range of videos: from other academic sources, plus interviews with teachers and students at school.

1. Sacha van Straten
Director of eLearning

2. Heads in the Cloud, Eyes on the Future –
how schools
can meet the needs of today’s learners

3. Video:
Sir Isaac Asimov - 1988

4. Video:
Adam - Year 13 student

5. Video:
Alison - Year 12 student

6. Students as Change Agents
 Normal expectations don’t apply
 Notions of literacy need updating
 Assessment of intelligence/ability is
mutable
 Digital Natives

7. Students as Change Agents
 Students come with wide ranging skills
 Teacher uncertainty can’t be a barrier
 Technology can be liberating
 Teachers can’t know everything
 What is core in the curriculum?

8. Students as Web 2.0
producers/consumers
 Access to information in ways suit

9. Students as Web 2.0
producers/consumers
 Access to information in ways suit

10. Students as Web 2.0
producers/consumers

11. Students as Web 2.0
producers/consumers

12. Students as Web 2.0
producers/consumers

13. Students as Web 2.0
producers/consumers

14. Students as Web 2.0
producers/consumers

15. Students as Web 2.0
producers/consumers

16. Theories & Perspectives

17. Theories & Perspectives
Technology THE THEO
should mak RY:
produce m e learning
eaningful r
esources th more effective, enabl
at can be a ing teacher
dapted with s to
fuss. the minimu
m of

18. Theories & Perspectives
Technology THE THEO
should mak RY:
produce m e learning
eaningful r
esources th more effective, enabl
at can be a ing teacher
dapted with s to
fuss. the minimu
m of
THE REALITY: cle to
chers and become an obsta
Technology ca n overwhelm busy tea es.
at supports learning objectiv
succes s, rather than a tool th

19. Theories & Perspectives
‘Many teachers resist being taught to use technology. This also
makes sense – teachers should resist, because it is not they who
should be using the technology to teach students, but rather their
students who should be using it, as tools to teach themselves.
The teacher’s role should not be a technological one, but an
intellectual one – to provide the students with context, quality
assurance, and individualized help.
(Of course, those teachers who love technology are free to learn
and use it.)’
MARK PRENSKY (2008)

20. Theories & Perspectives
‘We should see learning as a set of relationships, rather
than as a system.’
Leadbeater (2008)

21. Theories & Perspectives
‘We should see learning as a set of relationships, rather
than as a system.’
Leadbeater (2008)
The sage on the stage becomes the guide
by the side

22. Theories & Perspectives
Ultimately, it is not what technology you use that counts, but
what the learner takes from it that really matters.’
Dror (2008)

23. Theories & Perspectives
Ultimately, it is not what technology you use that counts, but
what the learner takes from it that really matters.’
Dror (2008)
‘With the advent of Web 2.0, teachers and
administrators need to recognize that there [has] been
a shift of power away from institutions and towards
learners.’
Heppel (2006)

24. Video:
Learning to Change - Changing to Learn,
COSN

25. Theory into Practice
Pedagogical aims:
 Synchronous versus asynchronous learning
 Physical spaces for 21st century learning

26. Theory into Practice
Pedagogical aims:
 Synchronous versus asynchronous learning
 Physical spaces for 21st century learning
Practical Considerations:
 ‘Normal way of working’ (JCQ)
 Online examinations (AQA)
 Higher Education experiences?

27. Learning to Change - changing to learn
How can technology help my students?
How can technology help me?
Perspectives about learning digitally

28. Learning to Change - changing to learn
The learner-centred approach allows learners to develop
problem-solving skills and learn by doing rather than by being
told. !
Learners should be allowed to construct knowledge, rather than passively
receive knowledge through instruction.
Learners learn best when they can contextualize what
they learn for immediate application
Learners interpret information according to their personal reality,
and they learn by observation, processing, and interpretation.

29. Learning to Change - changing to learn
!"#$%&$'()*+*,$$
• Learning
should be project-based, allowing learners to
experience the world by doing things, rather than passively
receiving information
• Use
active learning strategies that allow learners to "
summarize what they learn and develop critical thinking skills"
• Embedquestions throughout the ICT based activity to
encourage learners to reflect on and process information
• Use
blogs (personal online journals) and wikis (collaborative
online documents) to encourage and develop personal and
collective reflections on the activity

30. Theory into Practice

31. Theory into Practice
In a time of knowledge stability, teach; in a time of
rapid change in knowledge, learn…
Batson (2011)

32. Theory into Practice
In a time of knowledge stability, teach; in a time of
rapid change in knowledge, learn…
Batson (2011)
Pedagogical aims:
 Scaffold ideas and concepts
 Build ‘communities of practice’ (Wenger)
 Promote independent learning
 Develop research and assessment skills

33. Technology enhanced learning
Freeware - Google Apps & Moodle
 The rationale – make learning
collaborative, always available, and more
student focused
 Make life easier for teachers, learning
better for students

34. Google Apps in Moodle

35. Google Apps in Moodle
The Educational Benefits of using online collaborative tools
For Teachers:
• Better assessment of student and class progress
• Less paperwork to carry around
• Potential for live marking
• Easier to share student work with colleagues and parents
• Ease of producing learning resources

36. Google Apps in Moodle
The Educational Benefits of using online collaborative tools
For Teachers:
• Better assessment of student and class progress
• Less paperwork to carry around
• Potential for live marking
• Easier to share student work with colleagues and parents
• Ease of producing learning resources
For Students:
• Increased opportunities to learn – from teachers and other students
•Development of IT skills across subjects – content producers
• A system they will use from start to finish

37. Google Apps in Moodle

38. Google Apps in Moodle
 Four main tools for collaboration: Email, Docs,
Calendar and Sites

39. Google Apps in Moodle
 Four main tools for collaboration: Email, Docs,
Calendar and Sites
 Google Apps makes it easy to put existing
content online, create new content online, and
edit it within the web browser

40. Google Apps in Moodle
 Four main tools for collaboration: Email, Docs,
Calendar and Sites
 Google Apps makes it easy to put existing
content online, create new content online, and
edit it within the web browser
 Documents can be edited live, with multiple users

41. Google Apps in Moodle

42. Google Apps in Moodle
The Impact on Student & Teacher Usage:

43. Google Apps in Moodle
The Impact on Student & Teacher Usage:
From 50 u
sers a wee
k

44. Google Apps in Moodle
The Impact on Student & Teacher Usage:
From 50 u
sers a wee To 800 use
k rs a week

45. Google Apps in Moodle
The Impact on Student & Teacher Usage:
From 50 u
sers a wee To 800 use
k rs a week

46. Google Apps in Moodle
!

47. Google Docs
Google Docs allows real-time editing and collaboration – individually or whole
class

48. Year 12 live writing

49. Video:
Rosie McColl - English Teacher

50. Google Sites
 This is a drag and drop way to make websites.
These can include text, images, video,
embedded Google Docs, calendars and web
links.
 Students can be given their own pages onto
which they can upload content.
 Templates can be created

51. English – Creative Writing

52. English – creative writers

53. Video:
Naomi - Year 11 student

54. Year 9 travel blogs

55. Sample student site:

56. Video:
Year 7 students

57. Adaptability & Freeware:
Learn Boost is a great example of
a free curriculum tool for Google
Apps

58. Adaptability & Freeware:
Learn Boost is a great example of
a free curriculum tool for Google
Apps

59. Adaptability & Freeware:
Learn Boost is a great example of
a free curriculum tool for Google
Apps

60. Adaptability & Freeware:
Learn Boost is a great example of
a free curriculum tool for Google
Apps

61. Adaptability & Freeware:
Learn Boost is a great example of
a free curriculum tool for Google
Apps Teachers
can run
gradebooks,
registers,
lesson plans
and reports
from within
Google
Apps!

71. Recent & Planned Developments:

72. Recent & Planned Developments:
Deployment of EBib and Aviary

73. Recent & Planned Developments:
Deployment of EBib and Aviary

74. Recent & Planned Developments:
Deployment of EBib and Aviary

75. Recent & Planned Developments:
Deployment of EBib and Aviary

76. Recent & Planned Developments:
Deployment of EBib and Aviary
EBib allows
students to create
citations from any
media/academic
source. Saved to
Google Docs,
exportable to Word.

80. Aviary is a cloud
based free system,
that allows
students to create
podcasts & perform
image
manipulation. Suite
of tools similar to
Adobe Photoshop
etc. Files linked to
student Google
Docs account.

84. Deplo
ymen
t of 6
0 iPa
ds in
MFL

85. Deplo
ymen
t of 6
0 iPa
ds in
MFL

87. als
equ
as
ers
te ach
a nd
de nts
of stu
p arty
rk ing
nt wo
Joi

88. Video:
Did You Know - Education

89. Contact:
Sacha van Straten
Director of eLearning
svanstraten@berkhamstedschool.org
Twitter: @svanstraten