Strengthening Digital Technologies Hangarau Matihiko in the Curriculum

Tuesday 29th of August

Tim Bell and Hinerangi Edwards

What?

Consultation on the draft digital technologies curriculum. Asking for feedback etc

The industry needs diversity so that all clients needs are met.

Digital devices are important for humans, that is the goal. Those who understand humans and what they need will be the most successful.

 

What is needed to teach DT/HM?

  • Growth mindset
  • Learning from the children – ako
  • Positive attitude
  • Connect with students and other teachers
  • Resilience
  • Flexibility
  • Problem solving
  • Reflective practice
  • Time
  • Two key building blocks:
    • Digital technologies pedagogy
    • Computer experience
  • Teachers already bring a lot of the building blocks required

 

Search engines:

Algorithm

  • Eg. sequential search vs binary search
  • Phone book example – finding a number, finding a name.

Examples of algorithms

  • Poi
  • Pixels of a picture. csfieldguide.org  Interactive tools
    • Pixel viewer Task to students to colour in the giant picture and piece it together.

The curriculum

  • Māori and English is very similar. Māori is more horizontal and English is vertical.
  • Māori looks at the impact on their value and culture. This is something to consider for the English one.
  • Programme outcomes split up over year levels.

Components of a computational device:

  • Interation
  • Sequence
  • Selection
  • Input
  • Output
  • Store

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Picture of what a digital device actually is and what it does. Biggest field of research is the pink arrows – sociology, psychology etc.

Programming is trial and error – to design a programme that does what you would like it to do. But it is not always successful

So what?

Big point of the curriculum is to give the students a chance to explore what the subject area REALLY is. Not what they stereotypes say that it is. Women are on average better computer programmers than men. This goes against the stereotype. Many students are not exposed to the real idea of what digital technologies offers and thus base their opinions on the wrong assumptions. 

Does this new curriculum do this?

Now what?

Feedback in a survey – submission tinyurl.com/dt-hm-workshops

  • Progress outcomes should be levels.
  • Cultural impact for the English speaking to be considered as part of the learning areas. 

 

Criteria this relates to:

Practicing Teacher Criteria 

1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
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.,
6 – Conceptualise, plan and implement an appropriate learning programme.,

Cultral Competencies 

4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics 

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,
3 – Key Competencies – Thinking

 

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PD: Moving Beyond ‘Covering’ the Curriculum: Using sTc to Engage All Learners in Science/STEM education

What? 

2017 Graham Nuthall Annual Lecture

Presented by: Dr. Alberto Rodriguez

IMG_4029 (1)

As communities and nations, we will continue to experience unanticipated, and often unprecedented, challenges and opportunities. Finding the solutions and innovations for the future will require working in transdisciplinary ways, and strengthening the scientific and mathematical literacy of all members of society. This presentation highlights findings from several research projects informed by sTc, a transdisciplinary and cross-cultural framework for science/STEM education. The framework enables teachers and students to move away from just “covering” curriculum or memorizing facts and concepts. Instead, teachers and students engage in learning for understanding, using hands-on, minds-on, culturally and socially relevant science/STEM connected to everyday life and real-world issues. The primary goals of sTc teaching and learning are to enhance personal and collective agency in order to effect positive social change. In the presentation, several examples will be shared that illustrate how sTc has successfully been used to enable transdisciplinary and cross-cultural science/STEM education in preservice and in-service teacher education, as well as with elementary and high school students.

Dr. Rodriguez is the Mary Endres Chair in Elementary Education and Professor of Cross-Cultural Science Education in the Department of Curriculum and Instruction at Purdue University.  His research focuses on the use of sociotransformative constructivism (sTc) as a theoretical framework that merges critical cross-cultural education tenets (as a theory of social justice) with social constructivism (as a theory of learning). He is investigating how teachers can make their pedagogy and curriculum more culturally and socially relevant to all students, as well as how teachers can better integrate STEM across all curriculum subjects. Dr. Rodriguez is the PI of the 20/20 Vision for Transdisciplinary Cross-Cultural STEM Project, which brings together teacher education faculty from across all the curriculum areas to co-design cross-cultural and socially relevant integrated STEM modules.

Dr. Rodriguez is the recipient of the Innovations in Research on Diversity in Teacher Education Award from the American Educational Research Association (AERA), Division K (Teaching and Teacher Education, 2017), and the Kappa Delta Pi – Teaching and Teacher Education Research Award from AERA in 2000.


Notes

sTc – sociotransformative constructivism
POE -Predict – Observe – Explain
 Teacher centered – magnetism blah blah blah

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Critical thinker in the middle
How to learn:
  • dialogic conversation
  • Metacognition
  • Authentic Activity
  • Reflexivity
Example activities: A scientist like me – digital quilt
A scientist like me – digital quilt
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Image (3)
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Higher expectations you need to provide more support.
BrainPop.com. Concept maps.
New challenges. Enrolment and attendance increased.
See how what they learn can help them in everyday life.
image-5.jpeg

So what?

School experiences wash out your teacher training experience. Kind of teacher you want to be vs the kind of teacher you are becoming. But into the culture of the school. Has this happened to me? How has the school culture impacted my philosophy of teaching?
This is why research has good ideas but no big impact because it is not able to break into the culture of a school.
Making the invisible visible in our learning spaces.
What does do well mean??
Key = critical thinkers?
Fall in love with the subject. Then they will do well in the subject area. Learning for understanding.
Content vs quality – which is more important. This is a juggling act. I know my personal philosophy is to go with quality deep learning over covering large amounts of content. What impact does high stakes assessment have on this? Is this detrimental to our students learning?

Now what?

I want to reflect on my teaching philosophy that I wrote during my teacher training and ask myself what is my current teaching philosophy and how has it changed? What kind of teacher am I becoming? Can I find any areas that I want to improve on? What are my blind spots?

Are my students falling in love with science? Do they feel inspired to pursue science as a subject area? From the feedback I have collected through surveys, the majority of the students are. Perhaps there is an opportunity here to delve deeper and conduct an inquiry around this.


 

Criteria this relates to:

Practicing Teacher Criteria

PTC 4 – demonstrate commitment to ongoing professional learning and development of personal professional practice

PTC 6 – conceptualise, plan and implement an appropriate learning programme

PTC 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.,

Key Competencies

1 – Key Competencies – Managing Self,
3 – Key Competencies – Thinking

Code of Ethics 

2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

29/02/2016 – TEACHING AS INQUIRY PROCESS

Today we had a meeting with Tamara and Pete about the Teaching as Inquiry Process. We completed a jigsaw puzzle exercise around the spiral of inquiry. The different pieces covered where:

  • Scanning
  • Focusing
  • Developing
  • New Professional Learning
  • Taking Action
  • Checking

Reporting back is well summarised in the following document.

Key understandings:

  • Keep your inquiry small and focussed on a few priority learner
  • Do not try to solve/address ALL issues or concerns, again focus in on one area
  • Maintain a holistic approach in all areas, be careful to take in all considerations/influences when analysing data or completing testing etc.
  • It is important to take on a collaborative approach to teaching as inquiry

Next steps:

– Begin to narrow down my own teaching as inquiry beginning by identifying my small group of priority learners.

Research:

(2014) H. Timperly, L. Kaser & J. Halbert. A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education Seminar Series Paper No. 234, April 2014

 

Criteria this relates to:

Practicing Teacher Criteria 

1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
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.,
6 – Conceptualise, plan and implement an appropriate learning programme.,

Cultral Competencies 

4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics 

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,
3 – Key Competencies – Thinking

03/11/16 – SUMMARY: SIR PAUL CALLAGHAN SCIENCE ACADEMY

Participating in the Sir Paul Callaghan Science Academy has been incredibly valuable in advancing my knowledge in what it means to teach good science to students and why it is incredibly important. What largely impacted me was teaching science for citizenship. That teaching our ākonga the skills to think like scientist and will enable them to engage critically with the world around them. This is very important in today’s society where we are constantly surrounded to media and advertising that is often conflicting or attempting to seduce us into their way of thinking. The ability to think and act like a scientist is also important in order to adapt to our every changing world and to open doors for innovation and problem solving. I believe this has powerful potential to impact society and the future of Aotearoa in a very positive way. Is the science curriculum doing this?

The academy also broke down the science in the NZC and provided effective and powerful ways of teaching science using the science capabilities –

  • gather and interpret data
  • use evidence
  • critique evidence
  • interpret representations and
  • engage with science

and the 5E’s

  • engage,
  • explore,
  • explain,
  • elaborate
  • and evaluate.

This has been the most valuable PD I have every been on.

I have attached my notes from the conference which go further into the many ideas presented.

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.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,
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
3 – Responsible care – to do good and minimise harm to others,
4 – Truth – to be honest with others and self,
Key Competencies
1 – Key Competencies – Managing Self,
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

I am so glad that finally, someone from Cobham has been able to attend. I also note the focus on Science Capabilities that is something that has not been looked at by Cobham staff- only self via TRCC Science Conference and working with Science advisors at the early stages of this component of the NZC. As we know thinking and working like a scientist is a life skill and it is hoped that this conference and our EOSecology thinking will bring our Cobham students into closer relationships, share experiences and be aware of the many opportunities for careers connected to science. Hopefully, with your new curriculum content, tudents will gain greater awareness of the way science has such a place in our world. Thanks for appreciating and valuing this opportunity to attend the Academy and to then apply what you experienced to Cobham. Annie

– 03/11/2016

Peter Fowler said:

Hi Ronnie. Pleased to hear that your participation in the Sir Paul Callaghan Science Academy has been a worthwhile experience for you. It is great that you have used some of your learning from the Academy to inform out programmes here at Cobham. Keep up the great work. Cheers Pete

– 14/11/2016

03/11/16 – SIR PETER CALLAGHAN SCIENCE ACADEMY DAY ONE

What?

PD for science – the Sir Paul Callaghan Science Academy

So what?

– Emotional engagement is fundamental to learning, is this prevalent in the current curriculum? Use more narratives/story telling. Socio-science – solve community problems etc.

– Are science tech and classroom science reinforcing each other? Are students making connections?

– Not to criticise the way we are thinking but to realised that we can mould the way we are working. Do not call it a fixed mindset. How do I think about science and what it is? Furthermore what correct and incorrect stereotypes do staff and students have about science?

Now what?

– Reflect on how I was taught science and how it has influenced my understanding of what it is. Ask myself what I think a scientist looks like and should be able to do. Make sure that I mould my understanding to be correct so that I pass this on to students.

– Establish a lesson for students where they explore what science is, how scientists think and what they do to contribute to society. In a way ‘re-educate’ students on their concept of science and make sure we are all on the same page. (To make sure that I build up the right idea on what a scientist does I am to be sure to do some reading around the area, discuss with other science educators and perhaps survey other staff.)

Criteria this relates to:
Practicing Teacher Criteria
2 – Demonstrate commitment to promoting the well-being of all akonga.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Cultural Competencies 
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
Code of Ethics
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
3 – Key Competencies – Thinking

1 COMMENT

Annie Bowker said:

How I love what you are thinking. Scientists are often stereotyped and as we know the teaching of science was based on text book and with little opportunity to test the theory or experience for yourself working like a scientist. I’d love you to meet Julia Aitken for Australia and how she changed science in a rural NSW high school. To build what a scientist actually does is just how we hope our Living Lab will go- we can bring in scientists from all areas. I think we endeavor to bring out the ‘ awe and wonder’ but we still have to transfer this from the lab to the classroom.

– 03/11/2016

28/07/16 – VISIT STAC

On Wednesday the 15th of June I visited STAC to learn about how they are incorporating SOLO into their science curriculum from Yr 7 – 11. I met with a number of teachers who shared with me their material and how they are using SOLO as a learning and assessment tool. They also shared the feedback that they have received from a number of students who have commented on the use of SOLO helping them to manage their learning and enabling them to identify their next steps.

This has given me insight into how I could effectively incorporate it into Cobham’s science curriculum.

Next steps:

– Use SOLO entry/exit slips for each topic of work (own knowledge, peer knowledge, and next steps). Will need to scaffold some classes more than others for this process. Perhaps have examples in place.

– Incorporate one SOLO activity into each unit of work, for eg a Describe ++ map, Hooks SOLO Hexagons etc. This is to be used for formative assessment.

Finally I want to slowly modify the booklets, as I have been doing, so that each activity correlates with SOLO. This will make it easier for both students and myself to monitor student learning and next steps.

Personal goals this relates to:
To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves. ,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
Criteria this relates to:
Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
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 
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

3 COMMENTS

Peter Fowler said:

Hi Ronnie. Really pleased that you got some value out of your trip to STAC. They have some good practices going over there, don’t they. I think your next steps are all worthy from a curriculum perspective. Please don’t hesitate to let me know if you need a hand with any of your future SOLO initiatives. Keep up the open to learning mindset. Cheers Pete

– 28/07/2016

Annie Bowker said:

Great Ronnie I am so pleased that my suggestion to visit StAC was worthwhile for you. I think that you are well on the way when you note scaffolding- this means you are aware of the needs of all students.- inclusive tki and universal design for learning are other links worth checking out. I am more than willing to assist with you modifying the booklets as regular review is important. I am aware that for some strands not much has changed for awhile. Lately, I have been reading about the push for Nature of Science and career pathways that involve science. I wonder if there is an opportunity for us to integrate this into the booklets.

– 28/07/2016

Veronica Noetzli said:

Hi Annie, I would love your support in changing up the booklets – I agree, lets look at integrating the NoS into them as well. I have a number of ideas I would love to share with you.

– 29/07/2016

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.

 

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