– I am so excited to share some of my notes with you from Saturday’s conference, it was a free PROJECT ZERO event at Shore School that I attended, it was much bigger than expected, with 550 registrations, a highlight of the day for me was seeing old friends and having time to have rich conversations with colleagues . . . . I will sum it up briefly by sharing some parts that were a standout for me. . . .
Flashback to 28th July, 2011 – a copy of my very first blog post. . . .
Well, I do have my own private blog for journaling, but since being whisked away on this amazing EdmodoCon journey I feel like the only teacher that isn’t expressing their thoughts, pedagogical practices and lesson plans via a blog!I did sign up for for a twitter account about an hour ago, but THEN the first suggested person I followed was Justin Timberlake???? it really just irked me out! hahahaha!So I’m having a go at journalling my journey. As both a teacher and a student.*insert twitter name here later
POST EDMODO-CON 2011 – I fell in love with the online collaboration of Twitter and began networking with teachers outside of my school, diocese and subject area. The possibilities for my PD were now limitless.
Who have thought that 3 years later, I would have the opportunity to present at Edmodo-Con for the SECOND TIME, THIS TIME LIVE IN SAN FRAN??!!
This year, I am not presenting formally – I am not travelling abroad, I am a “Chat facilitator” – I will be working the backchannel in between speakers and connecting like minded educators together over their common love, Edmodo.
In thinking of my up-coming role in Edmodo-Con 2016, I have been really sentimental for the opportunity and the spring board that the Edmodo team gave me back in 2011.
Oh Edmodo, since 2008 you have been making my classroom a connected online learning space, you started my first blog post, my Twitter account, connected me with edu-nerdy friends . . . . you will always have a place in my heart.
At the end of last year I surveyed our teaching staff in reference to students digital skills.
Emmaus is in a phase of transition with technologies – in 2016 we will have two year groups with 1:1 iPads.
In my time at Gilroy I lead and programmed a subject that the Principal and Assistant Principal started that was called Integrated Learning, IL started as a course designed to teach skills for learning but as our students needs changed it became a cross-curricular subject that taught DIGITAL SKILLS.
For more info on IL you can read about it here: https://moniquedalli.wordpress.com/2013/10/03/how-integrated-learning-works-at-gilroy-with-ipads/
The time has come for Emmaus students to have the same opportunity, with a timetabling success our past Principal Brad Campbell is leaving me a legacy of TIME. The hour a week class is called iLearn.
Because no school is the same (students certainly aren’t!) I sought to better understand from both a teachers and students perspective of what digital skills were needed. . . . (*note I did NOT edit responses, but have not included all)
Our 2015 year 7 students were asked:
- Playing kahoot – popular response!!
- The iMovie we did for religion, that was really enjoyable.
- My memorable experience this year using technology was when I was designing a room for my tech assessment in the 1st & 2nd term.
- I think the most memorable learning experience this year when using technology is making different group projects
- Science- We had an assignment where we had to build an Island and the class used MineCraft to build it.
- Pic Collage
My take homes are: they LOVE creating, interactive tasks, they like apps that keep them organised and present their work beautifully.
Our staff were asked:
- I think that there is a lack of core skills. We assume that as digital natives that they are aware and know how to use apps etc; however, they do need to have framing done for them and have the foundation skills placed down in front of them. There needs to be a distinction made between tool and toy; by that I mean that their various devices can add to learning rather than being a distraction. And that they can see the social networking and media devices can be used an meaningful learning devices.
Knowing how to find reliable sources online! Very surprised when I have worked with students and they didn’t know what a “blog” was!
Using the Internet to research Using Word/PPT – or Google docs effectively
- – researching difficulties / discernment of reliable sources – accurate referencing of sources – difficulties achieving a quality product…
What digital skills would you like student to develop further?
Research skills that help them identify more than just the obvious webpage.
Ability to translate research into their own words and determine the validity of the website they use for the research
Smoother integration of electronic work and written book work
My take homes are: research and information seeking is an apparent concern, organisation skills are mentioned but not as prominent as authoring.
So, these holidays i have been busy working on the iLearn program, there are SIX UNITS:
Digital Native: Technologies are a big part of our lives, at the age they are at they have always known technology and are considered digital natives. This unit will set the standard of digital expectations for the course and year group in: netiquette, behaviour, rules and quality of work. Technologies DO make their lives easier and CAN enhance their learning IF used to their potential and safely. Students will connect to the network and download their school apps as part of the iPad roll out.
Copy Write: You cannot just simply GOOGLE? Research skills are important foundation skills for secondary students, they need to be able to SEARCH, DISCRIMINATE, FILTER and REFINE their research. This unit of work will look at tricks and tips to use when researching online, how to be a discriminate seeker of information AND how to implement researched content WITHOUT plagiarism.
Monster Maintenance Manual: The aim of this unit is to demonstrate the variety of apps they have on their device and HOW they can LINK and work together to create a project outcome much like a school assessment. They will digitally submit their work, collating their final chapters as one class book using tools like BookCreator and Drive. They will write a chapter of their own that includes: image, text, audio based on the work of an existing text/author (“The Monster Maintenance Manual – A Spotters Guide”)
Moral of the Story: Each student has a story to tell, this unit looks at different ways of expressing their stories – focusing on a stop animation movie. Students will have created a movie that is produced to demonstrate a chosen MORAL or MESSAGE that is important to them, their family or community.
My Best Selfie: Students have a digital footprint. My best selfie is about promoting their LEARNING as something to be proud of. In Technology Mandatory they have started a personal blog/website, this unit will continue the work of that subject by getting students to share and promote their learning success. We will look further into Cyber Bullying and Digital Footprint, the focus is to produce a positve one!
Game On: Students are gaming consumers! This unit will demonstrate how they can create an app, a game and share it with their classmates. We might see the next upcomming developers and coders in this unit!
I have attached the programs and scope so far for you to read, evaluate, use and maybe even give me some feedback?! I need to attribute the 21st Century Fluency project for their resources and training I did in 2012 as well as the Author of the Monster Maintenance Manual book – Peter McMannis as he graciously allows us to use his book as a learning resource for students!
How does ICT impact on curriculum and assessment? What a coincidence that I presented the SAME topic TWICE in one week to TWO completely different audiences?
This week has been a busy one, TWO firsts – presenting to the BOSTES Inspector team AND to a uni class of Masters of Ed students at UNSW. The OTHER common factor between both of these events (besides being a first for me) was the topic ” Impacts of ICT on curriculum and assessment” . . .
The BOSTES presentation was with two other teachers – Gavin Hays, Assistant Principal from Parramatta Marist and Andrew Burgess, E-Learning Co-ordinator from Lismore Diocese who operates the Online Education Centre. We each spoke about technology implementation, tools, challenges and successes in our school, the questions from the Inspector Team and Howard Kennedy (Director of Curriculum and Assessment Standards) were focused on curriculum support, access to classroom technologies, staff PD as well as supporting ICT’s with BOSTES tools such as program builder.
My own learning notes from the day were related to using PBL to heighten engagement, Google Classroom developments, challenges in selecting a good LMS and how we can teach stage related skills in ICTs throughout projects, tasks, classroom interactions and in online learning environments.
It was awesome to hear both Andrew and Gavin talk, I loved hearing about what they were doing in schools and how they were making positive changes for learning.
MY BOSTES presentation:
At UNSW I was lucky enough to be paired with Pip Cleaves in a class with 24 Masters of Ed students, John Bennett has been running similar talks with his class for the past three years – I could see the purpose and value in tonight solely by the classes questions and sharing.
Questions were related to: fitting in content amongst project work, being comfortable with trying something different, logistics, examples of KLA tasks, challenges in terms of internet connects and finance, classroom design, finding time, selecting tech tools for the right application, being a leader amongst staff, engaging students, differentiating content AND collaboration.
Pip’s experience is invaluable – her knowledge of platforms, tools, devices, classroom applications is so broad! I loved how she moved around the room and spoke with her hands! – this was novel to me as Pip and I have spoken MORE online than in real life 😉
Pip took a photo of me during the talk, being photographed while doing something like this is a little weird right? – I saved the image because one of the questions I asked of the class was “what would your students say of your teaching? & classes?” – in this photo I am looking through their eyes. Pip moved around in her zippy form, while I was more still? Being at the front of the room heavily instructing or information cramming it not something I am used to doing. So while I appreciate Pip’s gorgeous words, the image itself is JUST STRANGE!? and how I was still was strange?? – AND I did it TWICE in ONE WEEK?!
My UNSW presentation:
It was a personal highlight to talk about the staff and students at Emmaus for the first time. Even though this is a new role and school community for me I felt so proud to share their great work with others. We are on an exciting learning journey!
My take aways from both of these presentations is that I am lucky to be in such great company professionally, likewise our students are in good hands. There are many challenges in the implementation of ICT in schools, these challenges do add another dimension to the work teachers have to do. However, each lot of presenters and audiences were focused on students learning and solving problems, the technologies that were discussed were referenced as tools to propel this.
LINKS and stuff I may have forgotten. . . .
Example of a flipped youtube for TAS – https://www.youtube.com/watch?v=PVUjn1QYo4g&feature=youtu.be
Teachers are using Weebly, this is what STUDENTS can do with WEEBLY – http://emmausdigitallearning.weebly.com/
MORE about the Student Techie Team – https://moniquedalli.wordpress.com/2014/03/08/student-techies-at-gilroy-voiced-2014/
Information about LEARNING INTENTIONS: http://www.assessmentforlearning.edu.au/professional_learning/learning_intentions/learning_intentions_landing_page.html
PINTEREST as a bookmarking TOOL- https://moniquedalli.wordpress.com/2013/08/18/using-pinterest-in-my-classroom/
HUGE thanks to my arty mate Jess McCarthy, she made my UNSW presso pretty amaze.
With teachers in a constant state of time poor – I wanted a way of sharing ideas, tools and articles in a regular format.
I came up with the idea of “Emmaus Bytes” late last term – Michael Pate helped me out by talking through requirements of an innovation newsletter. We discussed what Emmaus staff needed in terms of the PD they have already received and how the format was best presented.
The cheeky title is derived from the unit measurement – a byte. The concept of the update is to share smaller bits of information, sourced from articles and peers with links to further reading and ideas for classroom application.
Too often PD is over prescriptive – it leads to specific implementation and rigid ideas of do this then that. Teachers at Emmaus (and other schools I am sure) are apt in reading information and ideas, to then make a decision about its validity in their classrooms. It is not a take it or leave it approach – this approach starts discussions. Discussions that are driven by staff & students needs – not just me.
Examples of this working is in the first edition of Emmaus Bytes I included info about Weebly. With ideas of implementation, examples of Emmaus Weeblys and staff that were currently using the tool – our experts to talk to. This was a great success! We now have multiple faculties and many individuals now using Weebly. Building on that, Emmaus Bytes edition TWO discussed ways of integrating critical thinking into Weebly, success criteria for students and extension activities – not just the technology – the pedagogy.
We are now up to our THIRD edition of Emmaus Bytes (found here) – it has been a positive experience to share the good practice of staff in these editions and share ideas so that together we develop as a school staff – not in a linear one PD plan for all, but with byte sized ideas.
In 2 weeks I finish up at Gilroy Catholic College after 6 and a bit years to move on and forward into a new position at Emmaus Catholic College as Director of Innovation. I have moved through all the emotions of excitement, sadness and anticipation since applying, interviewing and accepting the position. I thought the best way to reflect on my Gilroy memories was to blog. . . .
Educational blogs are always full of “top lists” – so in no particular order here is my top 7 of G-Roy !
1. Construction training and uniform
I am proud to say I was the FIRST female in our CEO to be trained in VET Construction in 2009. Over the years VET students have always been proud to work on school projects that better their facilities. My favourite competencies are in the concreting units, this is because of the applied mathematic skills the contrast between this type of outdoors/team work and “regular” classwork. Students pictured are all wearing a Gilroy branded high-vis shirt, this replaced a plain clothes and apron uniform. I started this uniform in 2011, students and VET staff wear it with pride.
2. Charity and community work
I have a personal drive to support charities in a means that takes “participation” so that there is a connectedness to the giving, over the years I have organised crazy hair days, shaved a students hair, dyed my own fluro pink, knitted for months on end and my homeroom since 2009 have sponsored a child in Honduras.
3. 1:1 iPad program and E-Learning role
At the end of 2012 I formally took on the role as Leader of E-Learning. Prior to this role I had always been an informal tech support for staff and a driver for innovative PD which I organised and presented. In the role I have been so humbled by the support and trust from fellow teachers and students, they have been so supportive of change – even when it has been challenging and frustrating. I have seen the iPad and 1:1 device program grow stronger, this is all relational to the positive development staff and student skills.
4. TAS spaces
The TAS workshops and classrooms have gone through many renovations and remodeling since I started. I have taken personal ownership of the spaces I use to make them comfortable and inspiring for staff and students. Applying Dr Suess vinyl quotes, a secondhand couch, comfy chairs, posters, visuals, accessible resources and even sewing machine covers!
5. Friendship and community
Sigh, this is the hardest part of starting a new adventure. . .
6. Love of learning
Inspiring a love of learning in my classes and KLA has been most rewarding, to see students talents grow over the years and their skills improve. I have so many amazing photos of all the proud moments of mess, challenge, completion, smiles, fun, these are just some. . .
I first started using Edmodo in 2009, by the end of 2010 it became our preferred LMS. I drove its implementation by sharing its success in my classroom and developing good practice with staff. In education many technologies and tools date quickly like fashion. I have seen fads come and go, Edmodo has been a constant. This frequent or fleeting change can a negative impact on technologies perception in schools. I consider the positive impact Edmodo has had on Gilroy an exceptional mark to leave, I had the sense in 2009 to spot a good thing and the tenacity stick with it – with the team at Edmodo supporting all the way!
The completion of this years HSC major works were as rewarding for me as ever, the students worked in a variety of design areas – this was challenging from an organisational perspective but allowed students to demonstrate skills that related to their passions, interests and skills.
They had strong design concepts that allowed them to research and develop unique design ideas, this aspect I believe is most important – a pre-formed concept at the start of the project that is shallow in research and innovation/creativity does not allow a student to fulfil the MDP requirements in both the creation of a thorough folio and practical solution.
They did NOT have folio template, we developed a checklist based on marking criteria, changing the order and headings to suit each of the design areas they worked in. This shows evidence of creativity and also application of the design process – NOT heavy instruction, coaching or guidance from a teacher.
The projects were:
– Silver and resin jewellery
– Graphics promotional package for Gilroy recycling program
– Bed and storage made from reclaimed timbers
– Sustainably designed family home – model and full plans
– Outdoor daybed with cushions
– Laser cut lace dress with LED lights
– Infographic posters for design students
– Bedroom storage made from pallets
– Grandfather clock made from acrylic
– Parquetry table made from reclaimed building materials
Here is a selection of photos from the construction and final stages of the 2014 MDP’s . . . . these photos are not indicative of the ALL the hard work and additional hours these students put it, they were dedicated and perfecting. I hope the amount of experiments they produced is clear – the final products were superb because production processes and ideas were trialled. These projects used resources from other schools, other staff in other faculties, community support, recycled and reclaimed materials, numerous trips to Officeworks for printing and parent help.
Do you use or have you thought of using twitter? To get you started, here are some basic instructions and LINGO in a snapshot.
- It isn’t just for “famous people” – a HUGE amount of teachers are on twitter!
- Everyone has a twitter “Name”, it starts with an @ symbol, when you want to send a message or connect to a particular person, type the @ symbol, then their twitter name.
- When you “Follow” someone, you subscribe to his or her tweet feed, people can subscribe/follow to you too!
- If you are tweeting on a subject or topic, a # (hashtag) is a way of grouping like tweets, try searching #edtech , #ozengchat or #ozscichat and see what comes up!!
- The more people you connect with, the more intuitive your account becomes. It will suggest “like minded accounts.” For example, if you follow many teachers, it will keep suggesting teachers, or if you follow Justin Bieber, it may suggest other “artists” such as Miley Cyrus!
- Tweets can only be 140 characters– YES you may have to sacrifice grammar and spelling 2 fit wot u wnt 2 say in n thts k!! 🙂
- Look at LISTS (which are like groups that people create) – “AUS ED teachers” or “Education innovation” OR “Design Technology” – – -> GREAT way of finding others that tweet on similar topics/interests! – – CREATE lists of your own!
SEARCH a hashtag, follow accounts, and SHARE what you find in turn. Another example. . . I have found up to date info from the Board of Studies on their twitter rather than their website to be most helpful!
IF you found this useful – tweet me! @1moniqued OR RE-TWEET IT!!
I LOVE manufacturing technologies, I DREAM about students producing projects using 3D printers, however, I do NOT work at a school that has a 3D printer. We don’t have a CNC machine either? Or a laser cutter? But my students STILL use them as part of their course work.
I am a teacher of technology. I specialise in Design Technology & Industrial Tech – Timber in senior years and in BOTH syllabus documents students need to understand how manufacturing technologies work. In an ideal world they would design and produce projects that would use them, just as they do in industry. Unfortunately, the school I work at doesn’t have ANY appropriate equipment to do that, I only achieve this with an extended network of teachers and the IIATE.
The IIATE is the INSTITUTE of INDUSTRIAL ARTS TECHNOLOGY EDUCATION, they are my professional association, much like English teachers have the ETA. They organise professional development, a yearly conference (this year we are joining forces with other states to create a NATIONAL TECHNOLOGY CONFERENCE!) AND also the loan program for 3D printers. The concept is SOOOO rad that the Technology in Education Magazine recently did a cover story article on it! – – – > http://issuu.com/tempomedia/docs/tie-1-2014
The IIATE council do a fabulous job of providing members/teachers with opportunities to provide for their students, without the 3D printer program my students would not have had access to this experience. Without the networking opportunities the IIATE create my students would not be able to use other schools manufacturing equipment.
The IIATE is a non-profit organisation run by teachers, if you are a TAS teacher NSW you should be a part of the association too! In VIC there is DATTA, and in QLD a similar association called INTAD. Whatever your area of teaching, I urge you to join your supporting professional association.
TODAY I presented at VoicEd 2014 at Davidson High School with loads of other ahhhhmazing and inspirational educators who are positively moving and shaking practice and processes in their schools and classrooms.
My presentation today was all about sharing and reflecting on the use of students as leaders, when I blogged about it last year I had an idea of WHY I wanted the program to run, and HOW It was going to look, but I REALLY underestimated the positive impact these students would have on our 1:1 program.
In todays presentation I explained HOW the Students Techies function so effectively at Gilroy, WHAT they do and WHY:
- Students had to apply to become a class techie using a google form: applicants were chosen at the end of last year based on their ability to solve examples of tech problems like “What steps would you go through to fit a Wifi connection issue”
- All the work they do counts as community service: all the “work” they do contributes to the community service program so they benefit for doing something they love!
- Students assist on Edmodo: year 7/8 have a “tech-support group” that the Techies (and I) monitor, they respond to questions online, between 9 of them they manage the workload of this WONDERFULLY!
- They do not miss out on class time: these students are academic, they want to help but not miss out on class time, so the program does not EVER impact on their learning.
- Visit homerooms twice a week: I found that most technical problems arose overnight when they were trying to do something at home, if students don’t get the help they need on the tech-support page then they have face to face access to the techies of a morning, this is prime time to solve problems before the school day starts!
- Young leadership role: year 8’s get forgotten as young leaders! We then expect them to step up in year 9/10?! Will eventually run well with Duke of Ed, SRC and captain program.
- Empowers clever kids in the playground: this program gives them cred! year 7’s chat to them in the play ground (not just in the library!) and they are known as being Techies.
- THEY LOVE TECHNOLOGY! they like solving problems, making other students as confident as them and helping out!
- I can’t possibly solve every technical issue! even as a singular member of a big technical staff we still teach, our allocation and volume of devices prevents us from being accessible to students all the time. Between Edmodo and homeroom visits, these guys have got it sorted!
The concept of peer coaching is a no-brainer. I know from experience that students helping students peer-peer in a classroom or school context works. It builds confidence, relationships and in a busy classroom it can ease the demand of teacher centred assistance and keep the pace of a lesson moving forward. Some students even PREFER to have peer assistance. Yeah “there are no silly questions”, however, putting a hand up and a spotlight on yourself to ask a question can feel daunting for some – so if it wasn’t for peer support questions sometimes by shy individuals may never get asked!!
The program so far is a HUGE success (because our Techies are brilliant kids of course!), I have taken a few snapshots of our Edmodo group so you can see these guys in action!