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e-Learning Planning Framework Online Tool (survey)

In July 2016, CTS completed the eLPF online survey. Staff, Whanau and Students took part.

Below are PDF’s of the results and comments. The SLT team have access to viewing the data with the online tool.

The bar graphs are colour coded to reflect the survey participants.

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e-Learning Planning Framework Survey CTS

e-Learning Survey Comments

Questions for consideration

  • Which dimensions and elements look more/less developed – and what factors might explain this?
  • Looking across those elements that are more developed:
    • What links these different elements?
    • Why are we strong in those areas?
  • Looking across those elements that are less developed.
    • What links these different elements?
    • Why are we not as strong in those areas? For example, you might notice several less developed areas might be linked by lack of cultural responsiveness.
    • Can you tell a story about why this might be? – develop an understanding of how these might be sensibly integrated and combined in a single, synthesised priority for the action plan.

The strategic thinking road map mentioned in an earlier post may be useful in collaboratively planning a way forward. Strategic Thinking Roadmap

Another link for approaches to analysing the eLPF data is the VLN Analysing the Data

 

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Mobile digital devices: What’s working, what’s not?

The forum below may help us to make informed decisions around purchasing more mobile devices.

Enabling e-Learning FORUM:  Mobile digital devices: What’s working, what’s not?

http://www.vln.school.nz/discussion/view/942695

It is also very worthwhile clicking and reading the links within this forum.

Here is another brief reading to focus on the issues ahead.

BYOD

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TED-Ed Clubs Channel

TED-Ed Clubs Channel

A couple of years ago, TED Talks launched ‘TED-Ed Clubs,’ a programme designed to encourage students to start school clubs and create their own versions of TED talks. It has become a global library of student talks and ideas, along with other youth-related videos from the Ted empire.

This excerpt was taken from Interface Term 2 May 2016

There are many issues that ignite young peoples interest, and these could lead to authentic purposeful writing topics or even NCEA assessments.

http://blog.ed.ted.com/category/ted-ed-clubs/

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VLN Webinar on Innovative Learning Environments

Karla and I joined this webinar. We found Hampden School’s vision inspiring and worth watching. Here is a link to the google slide presentation from the webinar; https://docs.google.com/presentation/d/1NSLxEP0wv1WCExQgHly1Mnj7CMSCDGHfR_pc1OxN84k/edit?

Below is a link from the webinar about students’ responses to ILEs.

https://vimeo.com/nakedidv/review/130181280/78401ecf88

Here is also a link to their school website. Each class has a blog on this website.

http://www.hampdenstreet.school.nz/index.html

The pedagogy supporting ILE’s is to engage students through purposeful, authentic contexts in a collaborative environment.

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Within the VLN site is a link to many webinars. Topics vary from ‘Building Reflective Practice’, ‘Digital Resources for Maori Learners’, ‘E-Learning tools in Literacy’ and ‘Universal Design for Learning’ – (create an inclusive classroom)

Below is the link to these webinars and many more.

http://www.vln.school.nz/groupcms/view/187012/webinar-recordings

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Game Design Competition Term 1 & 2 2016

In the latest Interface magazine is the opportunity for Year 7-13 students to design a game in any format that helps people learn about road safety.

This competition provides a real life context to involve students in a cross-curricular gaming experience.

‘The competition will allow students to present their ideas to a real authority, rather than just responding to a made-up context. The learning is brought out into the open.’  John Creighton PPTA ICT Advisory Committee

Below is the URL for the competition. It includes curriculum links and student and teacher guides.

http://education.nzta.govt.nz/gamecompetition

A focus on Gaming Literacies is expressed by;

Knowing how to put together a successful game involves:

  • system-based thinking
  • iterative critical problem solving
  • art and aesthetics
  • writing and storytelling
  • interactive design
  • game logic and rules
  • programming skills.

Programs teachers or students may explore are:

  • Scratch (scratch.mit.edu)
  • GameMaker (yoyogames.com/gamemaker)
  • Unity (unity3d.com)
  • Gamefroot (gamefroot.com)
  • Kodu (kodugamelab.com)

If these don’t help please see me, and I can recommend others. If I can be of help in any way please let me know.

Here is the link to our webinar meeting on ‘Making Decisions Around Whole School Platforms.’ You will need Adobe Connect to view it.

https://coreedu.adobeconnect.com/p5777lay7vz/?launcher=false&fcsContent=true&pbMode=normal

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A Reflection from Ruma Kowhai

A Year 6 class was given the choice of publishing their poems onto their blog, or uploading them into Google Classroom. They were divided with their choices.

Some preferred google classroom because;

  • It is more organised and easier to find.
  • Their poem also appears on their google drive.
  • They prefer more personalised feedback from the teacher.
  • They can choose what app they like, so they can make a recording, or a video rather than writing the poem again.

Some preferred kidblog because;

  • they can personalise their work with a header and add photos relevant to the poem.
  • they can see everyone else’s poems and make comments and give feedback.
  • they like writing for a larger audience.

As a result, they chose their own pathway for publishing their poems.

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The SAMR Model (with a pictorial twist)

Measurable outcomes using technology for the transformation of student learning  and the transformation of teacher practice can be gauged using the SAMR model. If teaching and learning strategies fall largely within the Substitition and Augmentation area of the model, then teaching practise would need to change in order to prepare students to be life-long learners, who can adapt to a continually changing job market.

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The SAMR Model

When unpacking and implementing the CTS action plan, technology needs to enhance learning in the classroom. Kathy Schrock combines the SAMR model and Blooms. Teaching and learning using ICT needs to be transformational. (above the dotted line)

SAMR Model

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Explain Everything

Using Explain Everything to support Oral Language

Explain Everything is a creative iPad app that children from Years 1 to 6 are beginning to explore. In the junior school, oral language is a focus for term 4. Explain Everything allows children to record their writing, while creating or locating illustrations and photos from the internet. Children who are reluctant to share in front of  large groups can record themselves, then share their recording.

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Room 22 investigated the features of writing used in Maori legends before writing their own legends to explain a natural phenomenon. They have learned how to upload their legends onto Google Classroom, which is a powerful tool for organising and sharing information in the senior area of the school.

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