Digital Technologies (Kununurra)

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Digital Technologies in context

@CathDigLearn#cewapl#kununurraDaniel GroenewaldDigital Transformation Consultant CEWA [email protected]@d_groenewald

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We respectfully acknowledge the past and present traditional custodians of the land, the Miriwoong Gajerrong.We recognise the strength and resilience of the people and pay our respects to the Elders of today, those who have gone before us and the Elders yet to come. Acknowledgement of Country

Lord, we are meeting today to conduct matters of business. Guide our hearts and our minds in the spirit of fairness, right thought and speech. Impart your supreme wisdom upon our activities so that our affairs may reach a successful conclusion. Thank you for being our source of guidance today. Amen

What are we learning todayWhy technology in education mattersWhats in the Digital Technologies CurriculumThe best methods to leverage digital technologies to enhance curriculum and pedagogy

Success CriteriaFun, confidence and insight

Understanding of the Digital Technologies Curriculum

Capacity to plan confidently for its use

and love the oxygen Pedagogy is the driver, technology the accelerator, culture the runway,team play the engine,content the vehicle #deeplearning

What technology is working well for you in teaching or life and why?

https://goo.gl/7Rlojk

Social Context: 8:20am 9:20am

What technologies in this clip already exist in our world today?

Pic Bruno, Luca: The faithful gather in 2005 near St. Peter's to witness Pope John Paul II's body being carried into the Basilica for public viewing. http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-changes-with-digital-age: Accessed Jan 26 2017

PIC: Michael Sohn / AP: For anyone who has ever been to a concert, the photo at bottom, taken Tuesday night asPope Francis made his inaugural appearance on the Vatican balcony St. Peter's Basilica at the Vatican, on March 13, 2013. http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-changes-with-digital-age: Accessed Jan 26 2017

Click me to see moreWhat do we need to teach our kids about this technology? If we dont, who will? How would you teach this?

http://www.smartinsights.com/internet-marketing-statistics/happens-online-60-seconds/: Accessed 26/1/201

www.smartinsights.com

UBERAirbnbTeslaOutsourcingFacebookAutomation GlobalisationeBayAmazonTechnological change has disrupted modern lifePokemon GoVirtual Reality

LinkedinSnapchat TwitterQuantified SelfConstant Notifications and updatesdronesSurveillance

Many forces disrupting everyday life 15

The culture of constant connection takes a toll both professionally and personally. We waste time, attention, and energy on relatively unimportant information and interactions.

Harvard Business Review, June 2015: 110The Scourge of Technostress

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Australias digital economy is growing rapidly.

The Digital Economy is massive and something that we have to take seriously as educators of the next generation

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$50 Billion $79 Billion Source: Deloitte - Australias Digital Pulse: Key challenges for our nation digital skills, jobs and education (2015)2013-142011Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)


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Source: Deloitte - Australias Digital Pulse: Key challenges for our nation digital skills, jobs and education (2015)Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)5 million Australian jobs are predicted to be replaced by computers by 2025


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Source: Deloitte - Australias Digital Pulse: Key challenges for our nation digital skills, jobs and education (2015)Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)Between 2013 2014Australian companies imported19,000 ICT workers

Newhouse 2017; Deloitte


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Source: Deloitte - Australias Digital Pulse: Key challenges for our nation digital skills, jobs and education (2015)Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)But who will benefit most from the digital economy?


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How can we help our children flourish inThe Digital Age?


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Many blue and white collar jobs have been absorbed by technology and globalisation.

A new kind of human is being fashioned: homo technicarum?

Do we turn our backs or join in?

This slide is about the inevitability of technological evolution showing that man has evolved from an animal to an augmented being in pursuit of improvement and meanig24

Educational context: 8:50 - 9:20http://today.io/1mvRq

GamificationRoboticsCodingSTEMLearning SpacesLearning analyticsFlipped learning3D printing Adaptive learningTelepresenceMaker spacesWearablesTheres been an enormous growth in learning technologies.Artificial IntelligenceVirtual RealityCloud collaboration Online learning Informal learningAugmented RealityVirtual AssistantsDigital Badging

A large part of the skill based of school is based on the notion of preparation for life. Its important then that we get a sense of where that life is rapidly heading and the technological innovations of the present. 26

PC Photo credit: Rama

2016

Learning devices have developed enormously

19501990

HOBART DECLARATION 1989ADELAIDE DECLARATION AUSTRALIAN CURRICULUM2009MELBOURNE DECLARATION 20111999TECHNOLOGIESCURRICULUM 2018An understanding of the role of science and technology in society, together with scientific and technological skillsBe confident, creative and productive users of new technologiesYoung people need to be highly skilled in the use of ICTthere is a need to increase their effectivenessStudents need the knowledge, skills and confidence to make ICT work for them at school, at home, at workSociety needs enterprising students who can make discerning decisions about the development and use of technologies 1990MLC first laptop program in the world 2010 arrival of The iPad

1993 public Internet in Australia

2016 Consumerization of Virtual Reality 2020 Mainstreaming ofOnline learning andArtificial IntelligenceBots as Apps

2009Digital Education Revolution

There is a long history of wanting technologies in the curriculum and its begins with the national goals for schooling which started in 1989, with the Hobart Declaration. 28

Confusing results PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education

(PISA: 2015, 15)

It has been challenging to bring technologies into schools and we havent seen grade raw results from this. 29

None of the potential benefits of ICT used can be realised without appropriate and skilled implementation

Professor Paul Newhouse (2017)STEM the BoredomEdith Cowan University (WA)The Centre for Schooling and Learning Technologies (CSaLT).

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Implementation dipsTechnical infrastructure took many years to get right

It has been challenging to bring technologies into schools and we havent seen grade raw results from this. 31

Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpgCHANGE has been slow, tricky uneven and incomplete

It has been difficult to shift the practices of some teachers and also made more difficult by sloppy implementation of technologies which had the effect of turning reluctant teachers right off. 32

We have wicked challenges aheadAutomation and globalisation have absorbed many jobs Many students are bored and disengaged The economy demands different skill-sets to what schools provideMany teachers are alienated, fatigued and time poorEducated youth are unemployedSchooling, as a set of legacy structures, tends to discourage creativity and reward conformityParents cohorts are increasingly demanding Our world requires creative solutions to difficult problems For context, see Mike Fullan, NPDL (2016); Ken Robinson, Schools Killing Creativity Schwalbe, The Fourth Industrial Age Kevin Kelly, The InevitableNewhouse STEM the Boredom (2017)

By the end of schooling, the majority of Australian students show little interest in [STEM] discipline areas and have no plans to continue study or work in them; many refer to these disciplines as boring

Newhouse (2017)

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Welcome to 2028. My name is Lucas. I am 28 years old. I manage a number of farms in Kununurra both remotely and on premise. I program, manage and maintain the drone swarm which water, weed, fertilise and deliver crops .

I work in a small team that services East Asia. There is an enormous demand for our protein enriched organic silver beet. I am grateful to my teachers at because they taught me how to Accessed Jan 31Pic: http://keyconversationsradio.com/wp-content/uploads/2011/10/Blacks-in-technology-web.jpg

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Discussion

What do kids need to succeed in todays world and beyond?

https://goo.gl/6dHHHn

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Comfortable in and through changeAdaptive and agileDigitally discerningBe genuinely CollaborativeLearn continuously

Produce new mediaSocially intelligentCreative and dynamicProblem seek and solveBe an expert and apprenticeWhat do students need to succeed in the digital Age? Growth mindsetBe customer facingOperate entrepreneuriallyLearn deeplySelf direct learningWork with others to find and solve real problems Find the truth in the noiseRelate well to many culturespersevere

Leverage digital tools and platformsLearn deeplyDevelop characterand virtue

The desirable skills for workers of the tech age are different from workers over the past century. The skills one must have are those that cant be duplicated by computers or lower paid workers. 37

I can learn anywhere, anytime and at the point of needI can access the best that has been thought and doneI can collaborate with peers and learn from anyoneI can find things relevant to me I enjoy Interactive, rich visual and audio resources that excite and inspireI can listen to and observe lessons more than once

My world is changing and I need these skills to live a good life

Why I like using technology in education

For better or worse, our world has irrevocably changed. Its a world that is highly digitised. To manage this world, our kids need to understand the digital mechanics behind it.

We want our kids not to be manipulated by the digital world but to manipulate it. We are not asking all our kids to become computer programmers but to know that their work and civic life will be digitised and to provide an opportunity to participate in that

At the end of their school life, our kids should have the technical and thinking skills to solve problems that people are willing to pay for. Their best chance at getting these skills is through us - their teachers.

The Curriculum requires us to teach them in two areas that address the digital world The ICT Capability (2011) and The Digital Technologies Curriculum (2018). Its cool if you are not expert in these areas few teachers are you just have to work with colleagues to provide kids the right experiences in digital curriculum.

The Digital Technologies Curriculum: 9:50am - 10:50am

Curriculum Why is technology a general capability?

Whats in the Digital Technologies curriculum?

How is it different from the ICT capability?

Numeracy Critical & Creative Thinking Ethical BehaviourPersonal & social capabilityInvestigatingLiteracyIntercultural understanding Communicating Creating Applying social & ethical protocols Managing and operating ICTICT CapabilityEnglish Health/PEHASSSciencesThe ArtsLanguages Maths Technologies The Curriculum and ICT CAPABILITY

Values (RE)

Creating sustainable ways of living Repairing our relationship with Aboriginal AustraliaEngaging with our Asian neighbours

Lets explore what the ICT capability is and where it fits. 45

So what does ICT capability look like at the end of Year 2..? Applying Social & Ethical protocols Students comment online on a class video accurately, thoughtfully, respectfullyUse ICT to safely share ideasIdentify and safely operate computer for learning Investigating with ICTs Communicating with ICTS Creating with ICTsRecognise that people create and own digital contentStudents use software to present survey data in a list, chart or pictograph in Maths or Dig TechStudents use colour coding and drawing to show a timeline in HASSManaging and Operating ICTsStudents make an information report and identify and acknowledge where the information came fromExperiment with ICT to modify data for a particular audience

Use ICTs to identify, record and classify information While word-processing, students Identify basic hardware e.g. mouse, keyboard, monitor and use it efficiently

In practice, it might look like this. Is this a reasonable set of expectations for Seven and Eight year olds?46

In general, the ICT general capability represents the minimum requirements of understandings and skills to be discerning users of ICT.

Newhouse (2017)

The Australian Curriculum has a technologies curriculum area that includes a Digital Technologies subject. This subject is focused on creating digital solutions and has key concepts underpinning learning:

interactions and impacts

Abstraction Data collection Representation and Interpretation Problem SpecificationAlgorithms and Implementation Digital Systems,(Newhouse 2017)

AbstractionAlgorithm DesignComputational Thinking (via literacy) DecompositionPattern Recognition This course provides an opportunity to experience some of the elements of CT, including:Decomposition:Breaking down data, processes, or problems into smaller, manageable partsPattern Recognition:Observing patterns, trends, and regularities in dataAbstraction:Identifying the general principles that generate these patternsAlgorithm Design:Developing the step by step instructions for solving this and similar problems

Many adverbs end inlyInstructional texts begin with imperative verbs putIf Im a greeted, hello, how are you, I respond, well, how are youA story has setting, characters, a key problem, and a resolutionBreaking down a problem into its parts Observing patternsDeveloping instructions to do jobsIdentifying general principles in patterns

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Solving problems with Design Thinking

EmpathiseDefineIdeatePrototypeTestWhats going on here? How about tyres with chains Your tyres slip on the snowHow about tyres with chain links that cut into the snowThis is working!

How is ICT Capability different from Digital Technologies?

Specific computer science skillsWork-life efficiencies General productivity Always integrated Can stand alone as a subjectSolving specific problems with computational and design thinking Effective users of digital technologiesConfident developers of digital solutions

The Technologies curriculum may confuse some teachers but what is actually different about it? 51

DesigningProducing and Implementing EvaluatingCollaborating and managingInvestigating and defining The process of implementing digital solutions investigating and defining The nature and properties of data, how they are collected and interpreted

Digital TechnologiesProvides practical opportunities to use design thinking, computational thinking and information systems to develop innovative digital solutions and knowledge addressing contemporary challenges Knowledge and understanding Digital SystemsRepresentations of DataDigital implementationCollecting, managing and analysing dataCreating Solutions by Processes and production skills

Digital Systems (hardware and software and used for an identified purposeData can have patterns and be represented and used to make simple conclusionsStrandsTeachers select content from here Design and TechnologyTechnologies (P-8)Learning Area

SubjectSub StrandsSociety needs enterprising students

Adapted from SCSA: Jan 30/2017: http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0018/321714/Advice-on-Time-Allocation-2016.pdfSuggested Curriculum Time Per WeekLearning AreaSubjectPre Primary Year 2Years 3 - 6Years 7 - 8Years 9 - 10English6633Technologies (2hrs)Design and Technologies 1111Digital Technologies 1111

How much do we need to teach?

Peruse the site: lesson plans and resources

Visit http://www.digitallearningcewa.com/

Task: Tell us one thing you found useful about the website and one thing youd like to see on it:

CEWAs Digital Learning Website

Tweet @cathdiglearn Include #cewapl at the end of your tweet

Hop Scotch Code

Find/Make a hop scotch grid

In a group of 4, using symbols you make up, make one group member travel up and back the hop scotch grid.

Write out your list of commands (algorithm) and ask another member to follow your algorithm

When finished, complete this online coding activity in a pair: https://goo.gl/XaEm9Q

As a group discuss what aspects of the Digital Technologies curriculum has been covered and how you might apply a similar approach in your classroom to solve a real problem.

How is coding different from programming?

Programming is a form of problem solving that designs solutions to create software and use data

Newhouse (2017)Coding is the sets of instructions for the [computer] processor


Morning Tea: 10:30am: 10:55am

The MOOC: 11am-11:30am

https://csermoocs.appspot.com/f6foundationsTask: Working in a pair, complete task 1 (30 mins)The best digital Technologies course for free!

The Best Things in life are still free: Digital Technologies @ CSER

What do we most need to do now?In summaryWe have the technologyWe have the curriculum mandateWe have exemplary practices

Digital Pedagogies: 11:30am-12:30pm

Methods for teaching well with technology:

What do we most need to do now?In summaryWe have the technologyWe have the curriculum mandateWe have exemplary practices

We need to consider the ways in which ICT may be used to enhance the learning environment by

Investigating real problems and data;Building knowledgePromoting active learning Supporting authentic assessment Engaging students by motivation and challenge;

Providing tools to increase student productivity Providing scaffolding to support higher level thinking; Increasing learner independence Increasing collaboration and cooperationTailoring learning to the learnerOvercoming physical disability (Newhouse 2017)

We need to consider the ways in which ICT may be used to enhance the learning environment by

Traditional Approaches to Ed-Tech pedagogy Primary

TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY


Traditional Approaches to Ed-Tech pedagogy Secondary

TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY


It is not effective to add new technologies on to old things or existing curricula. Start with a new blueprint and explore how technology can enhance learning content and change instructional practiceImage: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg

This is an image about the jarring of technologies. A rocket on a bicycle. They seems unsuited. Its a bit like just adding an ipad App to a paper based unit. It doesnt work. Begin again. 70

Ideally, we should aim to assess what we want students to learn and be able to do; not just what they can write on paperWe see digital forms of assessment as part of the solution, whether these are portfolios, production exams, performance tests, or digitally recorded performances

Reforming Curriculum Design and Assessment

Identify potential (challenge/boredom)Select appropriate softwareOrganise accessSelect appropriate implementation modelManage the implementation Evaluate the success

Make IT Happen using these steps(Newhouse 2017

TPACK+CAPbTECHNOLOGY PEDAGOGYCONTENT KNOWLEDGETPACK with adaptions: Mishra and Koehler(2006)21ST C General CAPABILITIES

InvestigatingCommunicating Creating Applying social & ethical protocols Managing and operating ICTICT

Critical & Creative Thinking Personal & social capabilityIntercultural understanding

Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK Accessed: 15/3/2016 http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html. Dr Matthew J. Koehler, Associate Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University.ee S. Shulman (born September 28, 1938) is an educational psychologist who has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. He is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. From 1963 to 1982, Shulman was a faculty member at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT).Among his many achievements, Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK).

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DIAGNOSISENGAGEMENTBUILDING KNOWLEDGETRANSFORMATIONPRESENTATIONREFLECTIONTHE DIGITAL LEARNING AND TEACHING CYCLE

SocrativeTedTalksEdpuzzleExplain EverythingPowtoonsBlogD Groenewald (2016): Adapted from K. Love et al, BUILT: 2003Pedagogical flowApps at pedagogically appropriatestage of learning

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REDEFINTION EMODIFICATIONEAUGMENTATION SUBSTITUTION ETRANSFORMATION ENHANCEMENTThe SAMR Model

Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at: http://hippasus.com/resources/tte/

PDF with hyperlinks Imovie PDFWeeblyTech acts as a tool substitute with no functional change to taskTech acts as a tool substitute with functional change to taskTech enables improvement in task designTech enables significant improvement to task in a way that was inconceivable in the paper based world

Instructional work flow Activity General CapabilityICT Capability Element ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to identifyDiagnosis EngagementBuilding Knowledge TransformationPresentation Reflection

Creating and evaluating a lesson/unity with ICTD Groenewald: Adapted from K. Love et al, BUILT: 2003

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Lesson evaluations using SAMRGet into groups of four, access the resource on the next slide and complete the activities.

Group 1https://goo.gl/YFc1skGroup 2https://goo.gl/lZ5nQoGroup 3https://goo.gl/7Skvz0Group 4https://goo.gl/EF75vaGroup 5https://goo.gl/7JLN1HGroup 6https://goo.gl/RertvU

Group Links

Ingredients of 21st century pedagogy

and love the oxygen Pedagogy is the driver, technology the accelerator, culture the runway,team play the engine,content the vehicle #deeplearning

Maximising student choice over what they learn and how they learn supercharges motivation and sustains positive learning behaviors

Project-problem basedContentKnowledgePedagogyAutonomyTechnologyENGAGEMENTMaking teaching and learning choices that connect with the elements of DDLD is critical to effective instructionStrong learning area specific expertise that is curricula compliant advantageously fast tracks scaffolding and targets key skills and knowledge more effectivelyEffective deep learning cuts across learning areas through project based learning tasks that investigate real and relevant questions and assess learners on authentic outputsGroenewald 2016

Key ingredients of deep learning

CompetenciesEngagementWellbeingBelonging The 6 Competencies that realise deep learning are creativity, communication, citizenship, critical thinking, character and collaborationEffective planning with/for technology capabilities increases engagement, collaboration and access to skills and knowledgeLearning contexts that engage, excite, enthuse, personalise and challenge are the foundation of effective sustained learning


Communication

Source: Fullan and Quinn, Coherence: NPDL 2016

Creativity

Critical Thinking

Collaboration

Citizenship

CharacterThe 6cs

The 6 Competencies of Deep Learning Critically evaluating informationand applying itProblem seeking and solution thinkingWork together well and develop others to achieve common goals. Effective expression with tools of the AgeThinking like a global citizen and understand real diversitySeek deeply with perseverance


http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.pngAdapted from the work of Dale Edgar and The Cone of Experience

Lecturing Teaching OthersDoing Discussion Reading Demonstration 30 %10 %

20 % 90 %75 %50 %Instructional experiences that encourage retention5%Listening

85The pedagogy of the cave

Deep Learning Unit Exemplars

Our stories, our community Social Justice ArtThe science behind super heroes

Deep Learning Unit Exemplars

Little ScientistsEarth and Space Sciences

Using Deep Learning Assessment Matrices

Rule 1. You must complete all the shaded activities.

Rule 2. You must complete another 4 activities. They must not be in the same column or row.

Rule 3. Choose a partner and complete another activity that neither your of you have completed.

WordLogic & MathsSpace & VisionBodyMusicPeopleSelf RememberingList ten key ideas that were important to the Ancient Greeks.Create an accurate itinerary of the daily life of a Spartan soliderChart the journey of Alexandra the Great graphically.Act out a battle between competing Ancient Greek City-states.Find an appropriate song or piece of music to accompany a series of images that recount an important event in Ancient GreeceWith a partner, prepare a short talk about a famous Ancient GreekIn your journal, explain what you found most interesting about Ancient Greece.UnderstandingDescribe a famous battlein Ancient Greeceand its outcomeCreate a timeline of significant events in Ancient GreeceTell the story of a key event in Ancient Greece in cartoon formBuild an A4 size model of an important Ancient Greek building or monument. Explain its construction and importance.Write and perform and song that celebrates or laments an episode in Ancient Greek mythology.Describe the behaviours you would expect to see from a typical boy and a typical girl in Ancient Greek societyDescribe how you prepare to be a Spartan Soldier.ApplyingCreate a test about Ancient Greece in the style of Who Wants to be A MillionaireCalculate the provisions required to feed and shelter a battalion of soldiers in the Trojan WarCreate a poster to promote the values of an Ancient-Greek City stateTeach a gymnastic or athletic skill performed by Ancient Greeks to your friendsRecord an audio retelling of a famous story from Ancient Greece using sound effectsParticipate in a debate about the different attitudes to the education of boys and girls in SpartaExplain your personal beliefs about the value of war for solving conflict in Ancient GreeceAnalysingExplain why Ancient Greek City-States struggled to defend themselves from outside forces.Explain and chart alternative routes and methods of travel from Sparta to AthensUse a Venn diagram to compare Ancient Greece with Ancient Egypt.Perform a role play of a famous Ancient Greek scientist or philosopher relating news of a discoveryWhich event from Ancient Greek history would be best accompanied by dramatic music and why? Instruct a class on the skills required to be successful Greek SoldierCompare and contrast the experiences of teenage boys and girls in Ancient GreeceEvaluatingList 5 assets that were essential to maintaining harmony between Greek City-StatesChart similarities and differences between Ancient Greece and modern Australia using a graphic organiserUse a series ofPhotos or Photostory to explain the rise and fall of Ancient GreeceEvaluate the benefits of the Olympic Games to Ancient GreeceExplain how effective a Greek amphitheatre was in carrying sound to the audienceAs a group, determine the legacy of Ancient GreeceExplain how you would feel if you were part of a defeated Army in Ancient GreeceCreatingWrite a poem, story, newspaper article, describing an uplifting or tragic moment in Ancient GreeceCreate a poster explaining the mathematical theories of an Ancient Greek Mathematician considering their relevance to modern lifeAccurately draw and label the parts of a Greek Ship, such as a Trireme, explaining the purpose of the boats design and its success in battle.Dress up as an Ancient Greek and take your class on a virtual tour of your City-State or lecture your class in the style of an Ancient Greek PhilosopherWrite a song celebrating the achievement of a specific City StateFacilitate a class debate on an important issue in Ancient Greece such as slavery.Which type of Ancient Greek citizen do you most resemble (e.g.. soldier, scientist, philosopher) and why?

Each task is scored out of a possible 40 points.God or Goddess (4)Olympian (3)Citizen (2)Spectator (1)Engagement with the topicUses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary.Uses class time wisely while working toward personal best.Is sometimes off task and is willing to settle for less than personal best.Is repeatedly off task and is willing to settle for less than personal best.Spelling, punctuation & grammarThe text is clearly written with little or no errors to detract from content.The text is clearly written but a few spelling and/or grammar errors are noticeable.Spelling and grammar errors detract, but content is understandable.Many errors in spelling, grammar, sentence structure affect content & major revision is needed.ExplanationsThe explanations were interesting, engaging and provided clear reasoning for your choice of dinner guests.The explanations provided clear reasoning for your choice of dinner guests.The explanations provided some reasoning for your choice of dinner guests.The explanations failed to express reasons for your choice of dinner guests.Researching of content (Double Points)Used encyclopaedias, relevant websites and DVDs to accurately represent the appropriate content. Sources are correctly referenced.Used encyclopaedias, relevant websites and DVDs to represent the appropriate content with some degree of relevancy. Sources are mostly referenced.Used encyclopaedias, websites and DVDs to represent the appropriate content with some irrelevancy.Used encyclopaedias, websites and DVDs to represent the content although content is often irrelevant. Understandings(Double Points)Shows complete understanding of the concepts required to complete the task.Shows substantial understanding of the concepts required to complete the task.Shows some understanding of the concepts required to complete the task.Shows very limited understanding of the concepts required to complete the task.Presentation design & layout features, links & transitionsMakes excellent use of fonts, colour, graphics, effects, links, transitions, etc. to enhance the presentation.Makes good use of fonts, colour, graphics, effects, links, transitions, etc. to enhance to presentation.Uses fonts, colour, graphics, effects, links, transitions, etc. but occasionally these detract from the presentation content.Uses fonts, colour, graphics, effects, links, transitions, etc. but these often distract from the presentation content.Originality & creativityProduct shows a large amount of original thought. Ideas are creative and inventive.Product shows some original thought. Work shows new ideas and insights.Product shows little original thought. Work displays few new ideas and insights.Product lacks evidence of original thought. Work displays no new ideas or insights.Work requirementsAll requirements are met and exceeded.All requirements are met.One requirement was not completely met.More than one requirement was not completely met.

How can tech be leveraged?What do students need to knowWhat do they need to to investigate Driving Question orchallenge Students to chose how to presentPresent learning publcly

Get feedback to improvePROJECT BASED LEARNING

Lunch: 12:30am- 1:00pm

Session Challenges Integrating the models Use the following planning sheet to construct and evaluate an effective lesson using ICTS

Session Learning Challenge: 1:00 2:00pm

Instructional work flow Activity General CapabilityICT Capability Element ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to identifyDiagnosis EngagementBuilding Knowledge TransformationPresentation Reflection

Creating and evaluating a lesson/unity with ICTD Groenewald: Adapted from K. Love et al, BUILT: 2003

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Instructional work flow Activity General CapabilityICT Capability ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able toBig IdeaEssential questionThe Challenge Guiding Questions/Activities SolutionPublish/Reflect

Problem Based Learning Learning

http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

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Leading Lights Update: 2:30pm 3:00pm

To bring LEAD to life in all our schools weve launched a landmark digital transformation initiative called LEADing Lights.

To bring LEAD to life in all our schools weve launched a landmark digital transformation initiative called LEADing Lights. 98

LEADing lightsis for everyonein our school community

LEADing lights is for everyone in our school communityNext slide99

LEADing Lights will create a single digital ecosystem for all CEWA schools, early years centres and central and regional offices.

LEADing Lights will create a single digital ecosystem for all CEWA schools, early years centres and central and regional offices. 100

Staff members Tools and real-time information to serve students, schools and communities

Students Powerful tools to explore, create and collaborate across distance and device

Teachers Contemporary intelligent tools, tailored personal learning and professional development

School leaders Real-time data to drive continuous improvement in every school community

Parents Real-time data on their childs progress and how to support their learning

LEADing LightsTransforming learning for all.LEADing Lights connects our education community to the latest communication, collaboration and productivity tools, learning resources, management systems, analytics and personal learning and development.

Catholic Education Western Australia7 | LEADing Lights | Intro

It is important to note that LEADing Lights provides opportunities to transform all members of the community.Provide an example that best reflects current need.101

102 | LEADing Lights | IntroCEWA CloudSecure storage for schools, teachers and students.Tools for learning, communication and collaboration.Personal Learning and DevelopmentIntelligent Professional Learning tool that learns who teachers, students and parents are, then links them to the appropriate people, learning materials and courses.Student Information and Finance SystemPersonalised 360-degree teacher, student, parent access to services with supporting marketing, enrolment, alumni, asset management, Internet of Things and student academic services with reporting.Connected care workflows for improved student wellness.Learning and Administration AnalyticsAnalytics that benchmark student, class, year and school performance against KPIs.Badging and IncentivesLearning support, networks, student and staff discounts and more.

Secure, single sign-onFor everyone, everywhere every day using Windows or Apple devices.

StudentsStudent-based access to personalised learning centre with CEWA 365 tools, storage space, school news and safe social media.Student view of personal learning insights monitors and benchmarks real-time and historical performance.Teachers, Principals and Admin StaffRole-based access to personalised portal with Office 365 tools, storage space, school news and safe social media.Role-relevant view of learning insights monitors and benchmarks student/class/grade/school real- time and historical performance.Role-relevant access to financial and student administration systems with personalised360-degree student interactions and connected care workflows for co-ordinated student support.ParentsChild view of personal learning with insights, notifications and services to review family information and reports.

This is a busy slide.Choose one or two points as it relates to a need in your school.Maybe a Parent been able to complete online excursion forms or with access to all information on every students a complete 360 degree view can be seen to make evidence driven decisions on learning for example.

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Daniel GroenewaldDigital Transformation Consultant CEWA [email protected]@d_groenewald

Notes in progress

Effect sizes and their realisation through technology

TechniqueEffective sizeTech choices SAMR scaleTeaching and learning phase Formative evaluation with analytics .90Socrative quiz Film learning ShowbieZaption Augmentation Building knowledge Classroom discussion .82Online ForumYouTube video comments Twitter Instagram Augmentation Building knowledgeTeacher and Lesson clarity .75Published lesson plans on the LMS Flipped learning with learning analytics Augmentation Prior to engagement Student feedback .75Ongoing live OneNote Live google docs ShowbieModification Building knowledge and reflection

Usingtechnologies is not a new way of teaching, rather it is supporting good teaching to be more effective

Teachers have discovered many ways that ICT can be used to achieve better outcomes, from relieving the tedious, to unlocking the imagination

ICT could be viewed as the Swiss army knife for learners that almost any age of child can operate, and that extends his/her physical and intellectual capabilities, particular where it has become one with the user

digital technologies are used, as any technology, to support better teaching and learning by providing a larger range of optionsMuch of our education systemimplicitly privileges written expression at the expense of listening, speaking, reading, seeing and visual expression because nearly all high stakes assessment requires student to write.success in business depends much more on all the other that people interact with each other (quoted in Newhouse 2017) what is assessed is critical and paper based exams fail to assess high order thinking, decision making, reflection, reason and and problem solving. Further, very few real tasks are done on paper on modern society. We need authentic assessment that aligns with pedagogy and flows from learning

(Paul Newhouse quotes: STEM the Boredom: 2017

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/technologies-overview/ways-of-teaching-video

(Paul Newhouse quotes: STEM the Boredom: 2017

The digital technologies subject represents what all students should understand, and be able to do with ICT, to contribute creatively and productively in the modern world.

Newhouse (2017)