The ICTPD Contract •What is it all about?

•Why is the government pouring money into this area of professional development?

•Why do I need to take this on board?

The ICTPD Contract is all about empowering students as lifelong learners, competent in understanding and articulating their learning, and confident in using the

tools of their age.

We as digital immigrants will never be as confident in the use of the tools - we feel we need to learn their use, where many of today’s kids have an automatic or intrinsic knowing about them.

As teachers, much of what we need to do is lift our feet and allow their use.

The teacher is still the most important factor in the classroom - as the facilitator of learning.

We need to know what it is we want our children to learn and what standards they need to meet.

We need to teach the thinking tools and help students to scaffold their learning.

We need to model this learning and assist students to self review and set new goals.

Digital Natives, Digital Immigrants

• Our students have changed radically. Today ’ s students are no longer the people our educational system was designed to teach.

• Our students today are and the Internet.

“ native speakers ” of the digital language of computers, video games (Marc Prensky, 2001)

Digital Natives, Digital Immigrants • As Digital Immigrants learn to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.

• Our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.

(Marc Prensky, 2001)

From US Secretary of Education

“… education is the only business still debating the usefulness of technology. Schools remain unchanged for the most part. The way we organize schools and provide instruction is essentially the same as it was when our Founding Fathers went to school.

”

From the US Dept of Ed

• Technology has the capability to be a “ transforming work and life. ” tool, enabling organizations and individuals to gain significant advantages in • Examples of how the Internet and information technology are transforming our lives are abundant — from retail to medical services to entertainment.

From the US Dept of Ed

• The same transformation needs to happen within education. • Increased access to technology alone will not fundamentally transform education.

Student use of Internet

“… the question is no longer whether students will use technology, but whether educators want to have any impact on how students use it.

” (T.H.E. Journal - 1997)

Professional learning

• Recent research indicates that what teachers know and do is the most important influence on what students learn.

• … to improve student learning outcomes … invest in teacher knowledge and skill (Australia Council for Educational Research, 2002)

Derek Wenmoth Director, eLearning Core Education Ltd [email protected]

Then • • • • • • • • •

Pen Chalkboard/ Whiteboard Banda Gestetner 16mm projector Slide shows Telephone Fax Library

New Tools

Now • • • • • • • • • •

Txting/Pxting Blogs/Wikis Pod/Vod-casting Data projector LMS IM/SMS Digital cameras iMovie Google Peer2peer networks

Next?

• • • • • • • • • •

Virtual reality Wearable computers Ubiquitous identity Voice recognition Agents and avatars Visualisation Miniaturisation Reusable paper Semantic web PLEs

Are our schools ready?

Read pages 4-6, listen to the tape segment Complete exercises 3-6

Are our schools ready?

Read the URL link Complete the web quest Write your answers on the class wiki or your blog

What’s changed?

Our students are

and gather information

changing

Attentional deployment able to shift their attention rapidly from one task to another Ability to read visual images intuitive visual communicators Inductive discovery learn better through discovery than being told Visual - spacial skills perhaps because of their expertise with games they can integrate the virtual with the physical Fast response time able to respond rapidly and expect rapid responses in return Source: Educating the Net Generation - available electronically: http://www.educause.edu/educatingthenetgen

So where does ICT fit in all of this?

An ICT is any tool or process that man has created in order to aid the sourcing and use of information, and or to facilitate communication.

Jill Hammonds

What are 21st century learners like?

Unpack how you will cater for this: Know what you want them to achieve and your role in that.

Regular access to visual tools.

Value and display their efforts.

Active Learners and accustomed to very visual media.

Use wide range of ICTs.

Activities that contain variety and allow movement.

Teach the management and processing skills they need.

Use creative software e.g. Paint, Inspiration, Multimedia, Photoshop, Kid Pix, Frontpage/ Dreamweaver.

What is the world going to be like when our children leave school?

What skills will they need to have developed?

• Knowledge management • Self management • Communication/negotiation skills • Collaboration/teamwork skills • Flexibility and resourcefulness • Confidence • Perseverance • Motivation / high intentions / high standards • Creativity / Problem solving • Critical thinking skills • Adaptability

Children work in groups at the computer Good Collaborators Teach how to share tasks Group discovery sessions on computer Use assessment rubrics to encourage group goal setting and self review

Unpack how you will cater for this: Focus on message and presenting Multimedia programmes Audio conferencing Formulating questions Practising use of phone Use of spreadsheets & graphs Email & Online projects.

Good communicators Video camera recording of children expressing ideas Collaborative activity where students need to talk to each other Have students report back on things they have been learning.

Use dialogue and discussion and teach the skills for each.

•Every time we teach a computer skill, we miss an opportunity to develop problem solving skills and to make our students confident explorers of new technology.

•Every time we put students in a small group to teach themselves new computer skills, we create an opportunity for collaboration, risk taking and problem solving. When we share their learning we move forward at a greater pace. We create a community of learning.

We can scaffold discovery learning through a four step process: 1. Say what it is we want to do.

2. Explore the word menus for words that mean the same thing.

3. Explore the toolbars for symbols that mean the same.

4. Use the menu click in the area we want to learn And resort to the Help menu when all else fails.

 Explore the word menus.

 Explore all the toolbars.

 Focus on the known features,  and then the new ones.

Keep focused on curriculum, dream the dream then unpack for success •What are the key concepts to be gained in this unit or lesson?

•Where can I find resources online? - need good search techniques and knowledge of search engines, webquests, social bookmarking & RSS etc.

•What data do students need to gather and how can they find and present the information - photos, video, tables and graphs, database? •Who can they contact for additional information, support, ideas, stimulus? How? - email, www, social software .

•How can I get them to drive their learning and increase motivation?- Inquiry processes, rich questions, deeper thinking, graphic organisers, develop collaborative skills •How can they share new knowledge with a wider audience? podcasts , presentation software and more presenting.

website , blogs ,

Written language and word processing •Inserting more descriptive language •Cut and paste to resequence •Copy and paste for repeated text in e.g. poetry and song • Reviewing toolbar to see the shaping process - save and print each iteration.

Inspiring purposeful writing •Blogging •School website pages • Collaborative projects using email, Skype, blogs, podcasts • Web based projects

Centre4 Online Community • ICT PD Online Community • Curriculum Marautanga Project •Cluster Site

A few samples . . .

I went to the lake and I took my remote control car.

Where is Buzzy Bee?

By Com 5 and 6

Where is Buzzy Bee?

on top

of

the bin.

Where is Buzzy Bee?

Underneath the bench.

Where is he now?

He’s back inside his buzzy bee hive.

Before the light can switch on it has to make a complete circuit. This is an open circuit which means that the light is off because the wires are not joined at the switch.

When the switch is closed the light will shine because the wires are connected.

In the picture above it has what a light looks like when it is on. The battery is the electricity source. The power runs from the battery through the wire and into the screw. When the metal strip is touching the screw the power can flow so the light glows. When you switch off, the metal strip lifts off the screw, the power can’t flow and the light goes off.

And what about fostering creativity, oral / visual language and communication?

QuickTime™ and a Video decompressor are needed to see this picture.

Red’s Fantastical Journey

“ Do not confine your children to your own learning as they were born in another time.

”

Hebrew Proverb

+1 Four times in last 48 hours?

bonus 1

+1

bonus 1

+1

bonus 1

or

+1 Do you blog?

bonus 3

+1 More than once in the last week?

bonus 1

Contributed to an article?

extra 2

Know how to use it?

+1

bonus 2

Do you use it?

extra 3

Used in past week?

On you now?

+1

bonus 1 extra 2

+1 Ever ordered?

bonus 1

+1 Booked online?

Booked overseas accommodation?

bonus 1

+1 Do you have an account?

bonus 1

If you have listened to one?

+1

bonus 1

If you have uploaded one?

bonus 1

+1 each For each account that you have….

bonus 1

Used it?

Use skype to Video conference?

+1

bonus 1 extra 2

+1 Ever won an online auction?

bonus 1

How many active email accounts do you keep?

+1

for each

LOL ROTFL CUL8R ;o)

+1

for each

No

?

halve your score!

Only use

?

Multiply score by 0!

In your home

?

multiply by 1.5!

The sky’s the limit!

Make sure you, the teacher, are not!

Jill Hammonds CORE Education

The Time Machine

QuickTime™ and a H.263 decompressor are needed to see this picture.

The Time Machine

•So what do people think of that in terms of presenting information from a unit study?

•Is this an effective vehicle for the message?

•Most have affirmed the delivery.

•But let us also remember that information gained should be for a purpose. So it was great. So what?!

•Where could this delivery then lead? What is the next step? How can this information be made more useful?

What are the opportunities of the 21st century?

•Web 1.0

•Web 2.0

•Web 3.0

•Other technologies

Cell phones tackle reading, language barriers New applications translate speech and read documents in real time From eSchool News staff and wire service reports

Primary Topic Channel: Handheld technologies The software on this phone turns the text on photographed documents into speech.

New technologies that enable cell phones to translate speech on the fly and read documents for the visually impaired could have important implications for both educators and students.

Late last year, NEC Corp. announced the development of an

automatic Japanese-to-English speech translation tool for mobile phones

sold in Japan. The software is aimed at Japanese travelers abroad, but versions for other languages could one day prove useful for educators and administrators in schools with large populations of English-language learners.

And this month, software developer Ray Kurzweil and the National Federation of the Blind (NFB) will begin selling what they say is the

first cell phone to incorporate text-to-speech capability

.

These developments reveal how quickly text-to-speech and speech translation software is evolving, and they point to a day in the not-so-distant future when students with reading disabilities or language barriers could hold a highly portable solution to these challenges in the palm of their hand.

NFB spokesman Chris Danielsen recently demonstrated the next generation of computerized aids for the visually impaired to reporters.

He fidgeted with his cell phone, holding it over a $20 bill. “Detecting orientation, processing U.S. currency image” the phone said in a flat monotone before Danielsen snapped a photo. A few seconds later, the phone said, “Twenty dollars.”

The Nokia cell phone is loaded with software that turns text on photographed documents into speech. Besides telling whether a bill is worth $1, $5, $10, or $20, it also allows users to read anything that is photographed, whether it’s a restaurant menu, a phone book, or a textbook.

You will get . . . Reproduced information copied and pasted from the internet.

Dolphin Behaviour

Dolphins frequently ride on the bow waves or the stern wakes of boats. This is probably adapted from the natural behavior of riding ocean swells, the wakes of large whales, or a mother dolphin's "slip stream”.

Dolphins have been seen jumping as high as 4.9 m from the surface of the water and landing on their backs or sides, in a behavior called a breach.

Both young and old dolphins chase one another, carry objects around, toss seaweed to one another, and use objects to solicit interaction. Such activity may be practice for catching food.

Pretty published stories without using felt pens Goldilocks ate Baby Bear’s Porridge.

She sat on his chair and broke it.

She slept in his bed . . . And got found out!

Glitzy with presentations lots of whiz bangs

!

Lots of pretty graphs

90 80 70 60 50 40 30 20 10 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr East West North

And a huge bill for printer Cartridges!

You will create . . . Opportunities for groups of children to engage in thinking, discovery, problem solving, experimentation, communication and sharing of ideas both locally and more globally.

Systems and structures that will guide children in deepening their learning, expanding their thinking, extending the range of resources they can access and their ability to appraise their accuracy and relevance.

Students who can research and analyse information in order to: •complete a task that makes greater meaning of their world.

•apply the new knowledge to an activity they are undertaking.

•make better informed choices about their world.

•discuss and problem solve their way through tasks that require creativity and design.

•make others aware of issues that will affect our future.

creativity, curiosity, self expression, confident oral language, critical thinking skills, collaboration, independence, social interaction, problem solving, calculated risk taking, decision making skills, self confidence . . . . . .

All those characteristics that we list as skills for the learner when we are developing a vision . . . .

For teaching and learning!

Students who are confident to independently and collaboratively explore and use the existing and the new technologies that are continually developing, as useful tools for this learning.

The quality of the learning programme will always be determined by the quality of the teacher.

The big picture is not about things you can put up on the wall - it is about a whole culture of learning where teachers and students are on a shared journey, each gaining from the strengths of the other, and utilising all available opportunities.