1
Movie 1.1
2
Interactive 2.1
Gallery 2.1
3 “Our students
have changed
radically. Today’s students are
The Strategy
no longer the people our edu-
cation system was designed to
teach ”
- Marc Prensky
“Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most
schools lag far behind when it comes to integrating technology into classroom learning. Many are just begin-
ning to explore the true potential tech offers for teaching and learning. Properly used, technology will help stu-
dents acquire the skills they need to survive in a complex, highly technological knowledge-based economy.” -
Edutopia.
Effective technology integration
means more than just having stu-
dents type a story, create a power-
point, or send an email. Effective
technology use in schools must be
fluid and unseen. Technology grants
teachers new and innovative ways to
be more effective creators and com-
municators and to ensure that we as
a College support staff in building
and developing their own skills sets
and capabilities.
To ensure that staff at Northern Bay
P-12 College continue to build capac-
ity in effectively integrating technol-
ogy an expected minimum of the tar-
gets outlined in this section have
been set. These targets have derived
from the ‘School ICT Progression Im-
plementation and Support Plan’
which was developed in conjunction
with DET.
The graphic below depicts the transformative stages of growth that will guide Northern Bay P-12 College and
its staff towards improving it’s 21st Century Teaching and Learning Practices.
Movie 3.1
SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr.
Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning
experiences that utilize technology.” - www.schrockguide.net/samr.html
This framework is a simple yet effective and
powerful model for teacher to gauge their
use of technology integration by.
Although there will certainly be times where
technology use is leveled at the substitution
stage, teachers need to identify how the tech-
nology can enable and promote higher order
use to drive student outcomes.
This becomes most prevalent and visible
when students are the ones who drive the
use of technology and teachers act as the fa-
cilitators to this.
The image above is courtesy of DET Victoria
(http://www.education.vic.gov.au/school/teachers/support/pages/elearningcurriculum.aspx),
New Pedagogies for Deep Learning: Deep Learning Competencies Framework.
The deep learning competencies framework has been designed and developed as part of Michael Fullan’s
New Pedagogies for Deep Learning global project.
As global shifts and trends move towards a more complex, skillful and creative world it is imperative that our
education system fosters the needed skills and behaviour of successful global citizens. The introduction of
deep learning competencies aims to address these shifting paradigms. On the following page you will see
what the deep learning competencies framework entails.
The deep learning competencies of;
•Collaboration
•Critical Thinking
•Creativity
•Citizenship
•Communication
•Character
The 6C’s as they’re known, are to be supported
and complimented by the 4 key areas of New
Pedagogies, Learning Partnerships, Leveraging
Digital, and Learning Environments.
For more information on the NPDL Deep Learning Competencies visit:
http://www.education.vic.gov.au/school/teachers/support/Pages/deeplearning.aspx
SOLO (Structure of Observed Learning Outcomes) Taxonomy
Solo Taxonomy (Biggs and Collis 1982) provides teachers with a simple yet reliable and powerful model that
outlines the move from Surface to Deep learning. The images below outlines the relation between students
developing many ideas about a concept to then being able to relate and extend on these.
The 5 phases of the Solo Taxonomy that students can move through are shown below. Please note that that
the definitions and images have been taken from http://pamhook.com/wiki/Main_Page
PRESTRUCTURAL: Learning outcomes for comparison show unconnected information, no organi-
sation. Example: “I need help to use de Bono’s PMI strategy. What does the P stand for?”
UNISTRUCTURAL: Learning outcomes for comparison show simple connections but importance
not noted. Example: “I can identify a minus feature when using the PMI thinking strategy.”
MULTISTRUCTURAL: Learning outcomes for comparison show connections are made,
but significance to overall meaning is missing. Example: “I can identify a plus, a minus
and an interesting feature using the PMI thinking strategy.”
RELATIONAL: Learning outcomes for comparison show full connections made, and
synthesis of parts to the overall meaning. Example: “I have chosen to use a PMI to iden-
tify the plus, minus and interesting features of compulsory schooling today because it
will help me think about the changing function of schools in an increasingly networked
future world by identifying the features of compulsory schooling worth retaining and fea-
tures worth changing.”
EXTENDED ABSTRACT: Learning outcomes for comparison go beyond subject and
makes links to other concepts. Example: “I needed to clarify my thinking about the
changing function of schools in an increasingly networked future world. I didn’t really con-
sciously think about using a PMI, it just seemed to be right for the job.”
1.
2.
Year P - 2 3 - 5 6 - 8 9 - 12
2016
College iPad
Community Devices
1:3 Ratio
BYOD 1:1 iPad
Program*
College iPad
Community Devices
1:5 Ratio
BYOD 1:1 iPad
Program*
Additional Digital
Technology Access
BYOD 1:1 BYOx
Program*
2017
College iPad
Community Devices
1:3 Ratio
BYOD 1:1 iPad
Program*
College iPad
Community Devices
1:5 Ratio
BYOD 1:1 iPad
Program*
Additional Digital
Technology Access
BYOD 1:1 BYOx
Program*
2018
^College iPad
Community Devices
1:3 Ratio
BYOD 1:1 iPad
Program*
College iPad
Community Devices
1:5 Ratio
BYOD 1:1 iPad
Program*
Additional Digital
Technology Access
BYOD 1:1 BYOx
Program*
3 - 8 iPad Devices 9 - 12 BYOx Devices
Minimum iPad
iPad Mini or iPad2 or better. Same as years 3-8.
WiFi only. 32GB or better.
16GB or better.
iOS 7.1 or better. Laptop
Minimum 10.9” screen (11.6” recommended)
Recommended Minimum 4GB RAM
iPad Mini 2 / iPad Air Minimum 120GB HDD
WiFi only. Running windows 7 or better
32GB or better. Running Mac OSX 10.8 or better
iOS 7.1 or better.
Note: The college is unable to accommodate Android, Linux
or ChromeOS devices for 2016
Audio Visual Resourcing
Makerspace Environments
3D Fabrication / Printing
Supports / Peripherals
Additional Technologies
4
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15.
5
Thank You
© Northern Bay P-12 College
If you have any questions regarding this document, please contact the Educational Leader for Digital Learning
via the details below;
Mr. Corrie Barclay Mr. James Curtis
e: [email protected] [email protected]
p: +613 5228 4200 p: +613 5228 4200