28/07/16 – HELPING STAFF WITH HAIL

After school on the 27th of July, I helped Brian with Hail and how it works. We uploaded photos and generated and published two articles about water polo for the school website.

 

Criteria this relates to:

Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,

Cultural Competencies 
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Key Competencies 
4 – Key Competencies – Participating and Contributing

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APPLE LEADERSHIP AND LEARNING – 31/05/16

What?

Apple in Education

• a number of examples how iPads and apps are being effectively used in the classroom to redefine learning
• introduction to some very useful apps
• iPads are a highly creative and flexible tool that, if used effectively, remove a lot of barriers to learning faced by a lot of students and enables freedom and collaboration
• the benefits of having 1:1 in the classroom
• iTunes U courses
• Classroom app

Dr. Ruben Puentedura – SAMR: A leadership perspective

• S: Substitution, A: Augmentation, M: Modification, R: Redefinition
• SAMR seen as a strategy that connects the changes in teaching practice and the changes in technology.
• Often used in a ladder format as it is safe, but does not need to be. Mix it up!
• Different types of knowledge are required to successfully deliver each level.

• Substitution: requires mostly TK – Technology Knowledge
• Augmentation: requires TK, CK and PK.
• Modification: requires knowledge of PCK, TPK and TCK – where the 2 areas of knowledge intersect.
• Redefinition: requires TPCK – where technology, pedagogy and content knowledge intersect on a deep level.
• TPCK is built by having a strong community of practice, having habitual conversations that focus on whats going on in the classroom, sharing ideas and collaborating. SAMR can provide the common language required for this to take place.
• Work at S and A provides the groundwork for M and R to take place. Should not be undervalued.
• 5 areas for which technology is used – social, mobility, visualisation, storytelling and gaming. Using 2-4 of these in you SAMR process has proven to be most effective.

Round table discussions:

• Took us through a iTunes you course and activity using the Classroom app.
• Teachers can manage the use of iPads through the classroom app. as well as complete assessment and marking. However this requires that the the devices are owned by the school and requires and Apple ID login.
• iPad vs Chromebook debate/discussion. iPad much more creative a flexible.

Bruce Jepsen – Principal at Te Akau Ki Papamoa, pioneer 1:1 iPad e-learning school

• The importance of having vision for your school. What do you want your school to look, sound and feel like? This need to drive your decision making
• Do not look at reasons why you cannot achieve 1:1/your vision, be solutions orientated in your discussions
• Rethink the way the budget is done – one teaching and learning budget, do not compartmentalise. We do not let money interfere with out vision.
• Our limit as teachers is often the way that we ourselves have been educated. Difficult to break free from this.
• Trailing iPads going home.

So what?

• Currently in Science I am doing mostly S and A but am yet to do M and R. What areas of knowledge do I need to develop to best implement the SAMR model?
• How can I redesign the curriculum to support this? Would it be best to work backwards – why are the students coming to Science Technology and what key learning should they be leaving with?
• Would it be possible to trial 1:1 with iPads in my classroom and create a iTunes U course for the students to work through?
• What limits does my own education bring to teaching and learning with technology?

Now what?

• I want to design an iTunes U course for one of my units using the SAMR model. This is a good step towards creating a VLE.
  • research iTunes U courses already available and get some ideas for what is effective and ineffective.
  • Begin to build my own ready to implement in term 3.
  • Need to see if there is a way that I can get enough iPads to trial this with one of my classes. Ideally have 1:1
• Do some more reading around SAMR and how it is being used.
• Explore some apps for science that can support my iTunes U course.
• Perhaps also explore with Workspaces on Hapara do see if that is suitable for a VLE. Are there any schools out there successfully using it already? Research.

Personal goals this relates to:
Inquiry: How can digital technologies be used in science technology to increase student engagement and learning?

Criteria this relates to:

Practicing Teacher Criteria 
2 – Demonstrate commitment to promoting the well-being of all akonga.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
12 – Use critical inquiry and problem-solving effectively in their professional practice,

Cultural Competencies 

1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
3 – Responsible care – to do good and minimise harm to others,

Key Competencies 

3 – Key Competencies – Thinking

2 COMMENTS

Annie Bowker said:

I am in awe of the professional way you go about exploring e learning in the science lab. I know that St Margaret’s is using the SAMR model so I am wondering what they do at year 7- 8 level in science . Students do go to science in the lab so if you want I could try and get you in contact with one of the staff members. With a view to ipads 1:1 could they be using class ipads during tech or would you need the same devices in the lab for each class? I am thinking that this could be part of the future planning- STEM in the lab. Please ask if you need me to help in anyway as you work towards your personal goal.

– 31/05/2016

Peter Fowler said:

Hi Ronnie. thank you for sharing another interesting reflection. Nice that you have recognised where you are with SAMR and your next steps. Keep us posted on how you get on with your iTunes U course. Cheers Pete

– 16/06/2016

TECHNOLOGY INQUIRY PLAN 2016 – 03/05/16

Here is a link to our inquiry plan and diary. Cilck here.

This is a working document and is continually updated.

Personal goals this relates to:
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes? ,

To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves.

Criteria this relates to:

Practicing Teacher Criteria

4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,

12 – use critical inquiry and problem-solving effectively in their professional practice

Cultural Competencies 

5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics 

4 – Truth – to be honest with others and self,

Key Competencies 

1 – Key Competencies – Managing Self

3 COMMENTS

Annie Bowker said:

So this is where we really need to arrange for you to get to StAC to meet with someone in the science department and talk to them about their use of SOLO.

– 03/05/2016

Veronica Noetzli said:

Yes Annie, that would be fantastic. It would also be good to see how they are using device/technology in the science department.

– 04/05/2016

Peter Fowler said:

Hi Ronnie Really interested in your inquiry into how SOLO might improve the delivery of the science curriculum. A couple of things: 1. I have spoken to a contact I have at STAC and she is happy for you to visit. I will email Vicki and set up a time on a Tuesday when you can visit STAC. 2. I suggest you put you name down in the Teaching as Inquiry Support Timetable doc and I can catch up with you over the next week or so and discuss where you are and what you might want to go. Keep up the great work. Cheers Pete

– 06/05/2016

USING ZAPTION – 11/04/16

I have been doing some research around different digital apps that I can use in the science curriculum and I came across Zaption.

Zaption…….’transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. Share lessons with individuals to watch on their own, or watch together with Zaption Presenter. With Zaption’s Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts.’

I have trialled it with all my classes so far and the feedback has been very positive. The students have loved using this app and I find that they are very engaged with the learning. It also helps me with tracking each of my students as it gives me instant feedback on how they are going. I would highly recommend this to all teachers to give it a go! I am now looking at making more of my own Zaption videos to meet the needs of my lessons.

At the moment I am only on the free version which limits the amount of data that you get (you can only see how five students are tracking). For $8 a month you can upgrade and have access to all the settings which lets you track all of the students. Something that I will most likely do.

Personal goals this relates to:
Inquiry: How can digital technologies be used in science technology to increase student engagement and learning?

Criteria this relates to:

Practicing Teacher Criteria 
2 – Demonstrate commitment to promoting the well-being of all akonga.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
8 – Demonstrate in practice their knowledge and understanding of how akonga learn,
11 – Analyse and appropriately use assessment information, which has been gathered formally and informally,
12 – Use critical inquiry and problem-solving effectively in their professional practice,

Cultural Competencies

1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics

1 – Autonomy – to treat people with rights that are to be honoured and defended,
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

Key Competencies

1 – Key Competencies – Managing Self,
2 – Key Competencies – Relating to Others

3 COMMENTS

Annie Bowker said:

I discovered Zaption at the 2015 library conference and one keynote speaker talked about libraries and maker spaces. I am not the digital expert who could use it. This shows you are using SAMR model in your lab classes. Do you need to get the dollars from the science budget? Great to see you matching this to the criteria. I especially like the idea of Zaption as being another alternative assessment tool.

– 11/04/2016

Veronica Noetzli said:

Thanks for your comment Annie. You could definitely use it, it is easier than you think. I would be happy to show you. I feel it would be appropriate to use the money from the science budget, that would be great.

– 12/04/2016

Tamara Bell said:

Agree – I am a huge fan of Zaption and it is great to hear you are using it in the science lab. Everytime I have seen it used the engagement and interaction from children increases a great deal so exciting stuff Veronica – karawhiua!

– 12/04/2016

USING GOOGLE DOCS – 05/04/16

In the last tech cycle I got ākonga in my focus group to use google docs to record their learning during the lesson. I used two different approaches. The first one I created the document and saved it to their Tech Science folder. In the second approach I got ākonga to create the document and required headings etc themselves.

Successes for both approaches included increased engagement from ākonga, greater attention to what they were recording and it resulted in a clear record of their learning. An additional success for the getting ākonga to create their own document was that it enabled them to take more ownership of their learning and the freedom to choose the format of how they wanted to record their learning.

Challenges that were shared across both approaches included that not all students were very efficient at locating or creating the document in their tech science folder. Some students were slower to type than others and did not have the same level of digital literacy. Additional challenges for the second approach included that not all ākonga saved their document in the correct folder which meant that when I went to mark it I had to find it. Further, giving them the freedom to choose the format for recording their learning meant that when marking or leaving comments I have to respond to a diverse range of note taking which becomes more time consuming.

One of the biggest challenges is for me as a teacher going through and marking their work. This becomes very time consuming. Opening the documents and leaving comments can take some time. Perhaps it is not necessary for me to mark every piece of work that they do, but them how am I to ensure that they are completing the task to the desired level?

The next step would be fore me to use google docs in combination with other digital learning tools such as google forms or Hapara workspaces to see if this can provide a virtual learning hub that is both effective and efficient for learning and for monitoring/assessing and marking learning.

Personal goals this relates to:
Inquiry: How can digital technologies be used in science technology to increase student engagement and learning?

Criteria this relates to:

Practicing Teacher Criteria 

6 – Conceptualise, plan and implement an appropriate learning programme.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
8 – Demonstrate in practice their knowledge and understanding of how akonga learn,
11 – Analyse and appropriately use assessment information, which has been gathered formally and informally,

Code of Ethics

3 – Responsible care – to do good and minimise harm to others

1 COMMENT

Annie Bowker said:

I think you are right reflecting on other digital learning tools options. I am wondering if in fact arbs- assessment resource bank and digistore may be worth exploring. As you know I am familiar with these resources but not in the context of a digital workspace. Happy to share my ideas with you as you are the tech wizard. This is one of the on going challenges we have when it comes to students across a range of levels and digital literacy. Have you checked out any of the UDL sites- universal design for learning. If you were to use SOLO as you are could you have students do some of the self assessment. If you like we could perhaps arrange for you to meet a science teacher at StAC as they use SOLO across all curriculums.

– 05/04/2016

TECH ANGELS MEETING 25/02/16

I attended the first Tech Angels meeting and came away very impressed and inspired. It is clear that the use of technology is a tool that has huge potential to revolutionise the learning environment. I had a brief discussion with colleagues after the meeting and I came away with a number of observations and challenges.

Observations (What?):

• Many akonga have skills and talents that are often not ‘exposed’ or ‘tapped into’ in the traditional learning environment.
• It is interesting to note the learning environment that can evolve when akonga are given ownership, choice and responsibility.
• The topic or context around which learning takes place hugely impacts on the learning environment. i.e. relatable, relevant, etc.

Challenges (So what?):

• How do I conceptualise learning and the learning environment? Is it very ‘traditional’ or do I allow akonga to explore, connect and develop ideas freely? Do I challenge them to think or do I ‘feed’ them the knowledge?
• How can I incorporate the use of devices in the science lab to revolutionise the learning space and really become a facilitator to learning, rather than a driver or director of learning?
  • further what impact could this have on akonga ability to self manage and develop intrinsic motivation?
• Can my classroom become paper free? Is this a good idea? Are there negative impacts on learning for this?
• How do I effectively use devices in the classroom for learning when all akonga have different levels of ability? And how much time can I spend teaching this when, as a science tech teacher, I have limited amount of teaching time with akonga?

Next steps (Now what?):

• Begin an inquiry around digitalising the science curriculum and the impact on learning.
• Research other science teachers who have effectively digitalised their curriculum.
• Continue to attend Tech Angels meeting (and others) to further develop my own skills and knowledge.
• Read some of the research around MLE that constantly use devices and identify the pros and cons.
• Check the availability of suitable devices for use in the science lab. Do I have enough?
• Begin to plan how I could digitalised the science curriculum.

Criteria this relates to:

PTC’s 
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.,

Code of Ethics 
3 – Responsible care – to do good and minimise harm to others
4 – Truth – to be honest with others and self

Key Competencies 
2 – Relating to others
3 – Thinking

Tamara Bell said:

Great first reflection Veronica – it is really exciting to see you inspired by the mad skills our tamariki have and begin thinking about the implications this has on your own teaching practice. I look forward to seeing your inquiry develop further and what gains our kids will have from your new learning. Kia kaha!

– 29/02/2016   

Scott Thelning said:

I’m so excited as the Principal to read your reflections and thoughts. Your questions are meaningful, well considered and could lead you to some great outcomes! We talked about these students and it is frightening how much we are potentially numbing them to bits in our classes. Great job.

– 16/03/2016