FTPL – How to set up GDrive on an iPad

“There can be infinite uses of the computer and of new age technology, but if teachers themselves are not able to bring it into the classroom and make it work, then it fails.”
– Attributed to Nancy Kassebaum

The next few videos in the FTPL series will cover some skills that we have already looked at on the computer from the point of view of using them on the iPad. We begin with setting up Google Drive on your iPad.

Temp Block Ahoy!

“dum loquimur, fugerit invida aetas: carpe diem, quam minimum credula postero.”


“While we speak, envious time will have {already} fled: seize the day, trusting as little as possible in the next day.”

-The Horatian Odes 1.11

I would like to think that I have managed to impress my readers that I enjoyed and valued my time at the FutureSchools expo, ClassTech conference stream and the Masterclass with Jon Bergmann. I also was able to spend some time wandering around the exhibitors stalls, chatting with a few, and networking with other educators from around the country.

Whilst chatting with an e-learning Leader from Melbourne and an Assistant Principal from Brisbane, I received a text message from a Deputy Principal at one of the schools at which I do casual/supply/relief  teaching (I discovered during conversations at FutureSchools that the term ‘casual teacher’ is not universally used) with an offer for a temporary block at their school for term two. I would be acting as a teacher-librarian, and the role would be four days a week for the full term, with the remit to teach computer and research-skills as appropriate for the various age groups from K-6 within the school.

Naturally, I said yes, and have since spent much of my time plotting through what I want to achieve, how I can implement some of my learnings from FutureSchools to this block and how to go about setting the students up to achieve the skills and conceptual understanding I want for them, and also to be able to transfer those skills and concepts to other disciplines. I very much will be working to incorporate flipping, whether it be in-flipping or out-flipping, as well as leveraging student interests such as Minecraft, and trying to shift the locus of control to my students, away from myself, as recommended by Gary Stager when he said during his closing presentation for the ClassTech conference, “Every time you have to engage in an educational transaction, ask if there is more they can do and less you can do to give your students more agency.”

It is a rather exciting time, and at the moment I feel a little bit like this guy:


So it is time to switch off the modem, and take my own advice and start Planning for Learning so that I can provide a draft of my program to my supervisor for feedback asap.

I think the hardest part is going to be remembering all of my students’ names when I only have the classes once or twice a week. Wish me luck!

FutureSchools ClassTech conference review. Day 1 Session 3

“Whomever sets up the blog, owns the blog.”
Sue Waters and Richard Byrne

As promised in the previous article, I will be covering three presentations in this review of session three from day one of the FutureSchools expo ClassTech conference stream. Initially, I will be reflecting on the ‘ask the expert’ mini-presentation that occurred during the lunchbreak, led by Sue Waters and Richard Byrne which was about blogging, after that, I will cover the two presentations that occurred session three proper, covering 3D printing and the Connected Classroom.

At the end of session two, there was of course a bit of a mad rush out to the expo hall where lunch was being served, in order to get that, and then get to the ask the expert session with Sue and Richard. This was a topic I was keen to hear about, as I had started this blog with the aim of using it as a place of reflection on my teaching practice (which is yet to occurred), to share insights from my teaching practice (also yet to occur) and to reflect on events and professional development sessions, such as FutureSchools, which is, obviously, happening right now.

The discussion was targeted, primarily, at classroom and student blogs, but much of what they said also applies to personal or professional blogs, such as mine. Richard and Sue believe that as teachers, we don’t self-promote enough about our achievements. They pointed out that there is a different between self-aggrandisement and self-promotion, with one being excessive and over the top, and the other being celebrations about successes, acknowledgements of struggles and the little things that make us smile (my interpretation of their words).

There were some pitfalls around blogs that need to be avoided in order to have a successful blog. We need to be persistent with our writing. A lack of comments, shares, or likes, or views does not negate the value of the writing we are doing. Blogs need to have a clear purpose. For those using them as a learning tool in the classroom, blogs need to be fully integrated into the classroom infrastructure, rather than considered an add-on, and we need to provide our students with the tools to understand how and why to use it, and make it a tool that they will want to use.

Pitfalls facing classroom blogs in particular are the optional nature of blogging. If we are going to have our students blog, make it something for which they are held accountable, as much as you would any other piece of learning. The posting schedule needs to be consistent, whether it’s daily, weekly or monthly should be negotiable, but it should be consistent so readers know when a new post will be up. The purpose of the blog should be clear, both to the students and to the audience. Sue indicated that classrooms in which blogs are used successfully have set routines and strategies that are used consistently around the blogging requirements, including some schools where the blog forms part of an e-portfolio which stays with the students as an artifact of their learning across their entire school career.

As teachers, we should have a goal for the blog – whether it be a presentation of facts, a discussion starter, or a demonstration of has been learned or achieved. In achieving this, we should not constrain our students creativity by limiting them to literacy skills. They should have the opportunity to use other forms of expression, including vlogs, though there should of course be dialogue around when this appropriate in regards to the age of your students.

Statistically, it appears that for younger students, up to around years five to seven, that the majority of students will be on the one class blog, and that the older students are more likely to have individual blogs. That said, there is some intermingling or crossover of when this shift occurs and would depend on your specific context and your students and community.

Additionally, both Richard and Sue agreed that whomever sets up the blog, owns the blog, so in order to allow students ownership of the blog and the likely engagement that comes from that, it is important to allow students to change things such as the theme of the blog, allowing some appropriate non-school postings as both of these encourage not only ownership, but creativity.

The debate over the public vs private nature of student blogs continues on in various settings (including here, here, here and here) and that decision may be made by the school or education department as a matter of policy, or you may have some scope to make a professional judgement on a case by case basis. As with BYO programs though, opening up a dialogue with the parents and students, about the how and why of the blog, whether public or private, is important to its success and the engagement and discussion that it can foster in the school community. Additionally to this, it is vital to have the conversation about privacy and not identifying anyone personally by name or other descriptors that people are able to know exactly who is being talked about, and there are special considerations to take when uploading media such as images or videos such as not showing faces of minors.

To get the blog noticed within the public sphere, it is important to write, and to write often, but not too often. Richard Byrne is a successful blogger and posts up to four or five blog articles a day, however they are only a few hundred words longs. Alternatively, posting once or twice a week, with longer posts may be more effective for you – it is going to vary according to the individual context. If you are curious to see some examples of how classroom blogs have been sued successfully, Richard has provided a list of examples of blogs from the readers of his website.

In closing, Richard and Sue pointed out that Youtube is a form of blog, or rather a vlog, and that links or youtube videos can often be embedded directly into a blog post.

Once the lunchtime break finished, it was time for session three. The first presentation in this session was titled 3D printing – start small, think tall and was delivered by Teresa  Deshon, Deputy Principal and Kirsty Watts, Academic Dead of Technology and e-Learning, both from Kilvington Grammar School. I have to admit that this session didn’t engage me as much as those before had for the simple reason that I had had no exposure to 3D printing beyond what I had seen on the news.

I can see some applications for 3D printing, however it is not something that I can get excited about at this point. Teresa and Kirsty spoke about some of the challenges of working out how to use the 3D printing technology from storage, to the time frame required to print objects, the safety requirements, getting used to the CAD software and the need for calibration after moving the devices. They also spoke about their successes, which they said included increased engagement in learning by students, by staff interest in the technology once it had been applied to some school projects that were displayed around the school and the different thinking skills that were required, such as working out the best way to print objects that required physical support, such as printing cylinders vertically instead of horizontally to reduce the stress load on their frame during manufacture.

They felt that the 3D printers were being successfully and authentically used, and from the intial seven students they had utilising them, now have a dedicated room to store the printers and their products in, and have now purchased a total of six printers. They were able to implement the 3D printing in cross-curricular ways, and were investigating ways of further increasing their use, including investigating the use of the 3Doodler, a 3D pen.

The second presentation within session three was titled The Connected Classroom and was delivered by Anne Mirtschin. This topic interested me more, as I can see application for connecting with other classes, domestically and internationally for a wide range of  learning opportunities in a variety of curricula areas. Anne started out by saying that a connected classroom is one that is not just connected internationally. A connected classroom is connected with its students, its teachers, its parents and its local community – that it is about relationships, a theme that has started to emerge from the conference thus far, with it featuring in Richard’s, Matt’s and Simon’s presentations. Anne also pointed out that teaching netiquette is very important to foster those relationships, especially when forming them with online communities.

Anne talked about tools that she has used, including Blackboard Collaborate, which allows for virtual classrooms, and the use of ‘back channels’ to allow sub-discussions to go on at the same time, such as additional questions, or insights from students, and that videoconferencing encourages engagement by students when a back-channel is provided for students not engaged directly in the conversation to be engaged.

Anne pointed out the logical nature of using global days to connect with other schools, such as World Peace Day, World Wildlife Day, World Poetry Day etc ( a list of World Days observed by the United Nations is available here). She also indicated that video conferencing needed to be regular and genuine, and that doing so would help break down the barriers of geography and language, as students would engage more with others when they were used to engaging with others through the medium of a webcam, and that it allowed students to ask questions of other peoples that would not ordinarily be able to ask.

Some tools that were mentioned as being useful by Anne included Skype, Flat Connections, Backchannel chat, Padlet, WeChat, WhatsApp, QQ International and Viber. This is another area of learning that I can see potential for, but at this point in my career, as a casual teacher, I don’t feel that I can implement in a genuine way. It is certainly something that I hope to be able to implement in the future, but as a casual teacher, I don’t see it being a viable tool.

The next post will be the final presentation from day one of the ClassTech conference stream at FutureSchools, and possibly a run down on the expo, and the networking drinks and then dinner.

As always, thank you for reading and leave a comment. I’d especially like to hear from any educators who do use a blog in their classroom, and how you utilise it as far as strategies, routines expectations etc.

FutureSchools ClassTech Conference Wrap Up – Day 1 Session 2

“Moving to BYOD as a financial choice, is a financial choice for the school, not the parents.”
-Simon Crook

At the end of session one, I was genuinely excited to go back home and test out some of the ideas that had been discussed, so knowing that Simon Crook was the first speaker for session two, with the presentation title BYOD, mobile devices and apps in K-12 schools had me champing at the bit to get back into the venue.

Simon started out by saying something that I’ve observed, that many implementations of BYOD, bring your own device, are in actual fact, implementations of BYODD, or bring your own designated device. Schools either give a list of acceptable devices, sometimes with one device listed, sometimes with multiple devices listed, or they give a list of minimum specifications that need to be met for the device to be acceptable. This came about due to the end of funding for the DER (Digital Education Revolution) program, and saw schools wanting to continue with the use of devices, but without the funds to do so. The choice to move to a BYO program is therefore a financial choice. A financial choice for the schools, that is, not the parents as Simon pointed out. Simon also discussed that the move to a BYO program as a drive for pedagogical change is a contentious factor for some people.

Simon posed the question to the audience “is BYOD for everyone?” Of course the answer is not quite as simple or straightforward as a yes or a no, but is a combination thereof. BYO programs are not for everyone if the teachers within a school are not ready for it. Teachers need significant professional development and support to move to a BYO program to facilitate high quality teaching in a different pedagogical framework and utilising a different infrastructure. It’s not enough to simply move everyone to devices, they need to be used appropriately. I’ve written previously about the SAMR model and its application for BYO programs and believe that it plays a significant factor in genuine use of devices in classrooms.

At the very least, Simon pointed out, teachers need to have devices of their own to utilise. I’ve known a school who rolled out a device to each teacher for twelve months to use as they were able to, with support, in the classroom before opening up the door to BYO programs. Only one class went ahead with a BYO program, and that teacher was highly engaged with using the provided device and worked to learn how to gain best results from the BYO program.

Three other questions were listed that need to be asked, to determine if a school is ready for a BYO program: Are the students ready (do they respect devices, will they have access to devices, do they know how to use the devices); Are families ready (has there been an ongoing dialogue with the community about the how, why and when BYO will be implemented, are parents supportive, are all or most parents able to provide a device) and finally is the infrastructure ready (sufficient coverage, sufficient density, cloud or physical storage, power/charging options, secure storage for devices when not in use etc). If you are wanting to know more about the coverage vs density/capacity distinction, I recommend reading pages two and three of this article on the Aerohive website.

“Using technology in school should be about using it to complement the already excellent pedagogy going on, not about the ‘keeper of the kingdom’ saying no to ‘protect’ the school systems. The pedagogical needs should inform the IT decisions, not the other way around.”
-Simon Crook

Buy in from the school leadership is critical, as those schools where the leadership is on board and directs the IT team to find the solution often see more success than those schools where the leadership are ambivalent and simply ask the IT team if it is doable. There are factors to be considered, such as coverage v capacity as previously mentioned, and a genuine need to consider the security and protection of the students from undesirable content on the internet, but it needs to be considered intelligently, rather than simply whitewashing the internet en masse. Additionally, part of the conversation should be about teaching digital citizenship, which may form part of the conversation around Communicating and interacting for health and well being  and  Contributing to healthy and active communities both of which are part of the Australian PDHPE curriculum, and which a variety of age targeted resources are available on the Cybersmart website.

Following on from this was the discussion of ‘equity’ which can often be a cause for consternation around BYO programs. Simon made his position clear – equity is not about the lowest common denominator, it is not about making one software suite dominant and that cloud computing is the way to go. Simon indicated that decisions about hardware and software are going to vary from family to family and that where possible, utilising cloud-based storage would facilitate engagement as it would remove the problems of “I forgot my flash drive” or the issues of “I don’t think that’s the right version, there’s a newer one on my computer at home” that teachers often hear, from both students and colleagues.

Ultimately, BYO programs are for everyone. Prices on the hardware continue to drop, and there are more and more options for those families who are price-point sensitive. The critical thing to remember, however, is that a dialogue needs to be opened up, early in the thinking about BYO programs to address concerns from parents, students and teachers, and that the dialogue needs to be ongoing.

If you are curious about implementing BYOD, there are a growing number of schools who have implemented it, and many of these schools are open to visitors to find out more about what it looks like in practice. Some online resources that Simon provided include the NSW DEC website BYOD Sandpit and the Sydney Boys High BYOD page.

We had a few minutes after Simon finished speaking to stand and stretch, while the second speaker for session two, Matt Richards, set himself up to present Makerspaces.

Matt Richards spoke about the phenomenon known as “Makerspaces” which are student centered spaces where students are able to utilise technology in various forms to create objects. Matt talked about how he took a disused space in his school and transformed it into a student-owned space through allowing groups of students to paint the walls with differing images, and the leveraging of the tech-savvy students who ordinarily hide away as mentors for others wanting to learn more about technology. His aim, he said, was “…to create a space where kids learn how stuff works.”

Makerspaces doe not require large amounts of cash to get started, and Matt related how he started simply with a number of old defunct computers, and the students were dismantling them and attempting to repair them and get them to work again. These achievements generated confidence and a buzz of accomplishment in the room which led to an increase in student self-efficacy as they experienced success, even if it was in the creation of ‘useless devices’ such as the one shown below.

A Useless Device. Image from geek.com

Beyond utilising defunct computers, Matt spoke about a range of low-priced resources including Goldieblox,Osmo, Littlebits, Raspberry Pi and Unity amongst a range of small kit computers. Matt said that the Makerspace movement changes teachers roles from content leaders, to relationship facilitators.

Matt’s final point was significant, and I believe ties his, Simon Crook’s and Richard Byrne’s talks together. “We need to evolve learning spaces from teacher-centric to student-centric, and getting there is going to see different paths taken for different schools.” This sentiment can be applied to BYO programs, as well as game inspired learning.

That is the end of day one, session two from my FutureSchools ClassTech wrap up. The next article will include the brief lunchtime session with Richard Byrne and Sue Waters which took place in the expo hall, as well as session three of the ClassTech conference Stream, covering 3D printing and the Connected Classroom

FutureSchools Expo – ClassTech conference review. Day One, Session One continued

“We don’t stop playing because we grow old; we grow old because we stop playing.”
– George Bernard Shaw

My key takeaway from Richard Byrne’s talk was that EduTech is not as scary as it seems, but that you need to dive in and test it out for yourself, and this sentiment flowed nicely into the next speakers presentation. Michael Beilharz, of Knox Grammar School, spoke under the presentation title Games for a creative curriculum, which was a presentation about how he has utilised Minecraft effectively in classrooms and the outcomes from this in regards to learning and engagement as well as the change in the organisation structures of group assignment tasks. This was a talk that I was excited about, having utilised Minecraft whilst on my internship, admittedly in a rather superficial way, to test out the impacts it would have on student engagement.

Michael related how he utilised Minecraft to teach his students about the Australian gold rush as part of a history course. Through the creation of an epoch-accurate replica of Bendigo within the Minecraft world, students were challenged to explore the world and build a goldmine. This required research about the tools available, and incorporated mathematics, geography, science and literacy skills.

Michael showed us two videos. The first video was the teaser video that was shown to the students prior to the learning to whet their appetite and generate some interest, and is available on Michael’s YouTube channel here. The second video that we were shown was a video of some of the student’s products, also available on Michael’s YouTube channel, Whilst showing us a video of what the Minecraft goldrush world looked like, Michael pointed out that we need to be willing to take risks, as teachers. We need to be able to ground our risks in pedagogical value, to justify their value to the learning process, and to the supervisory personnel that invariably want to know why we’re trying ‘that crazy new tech stuff.’

Michael pointed out, via a quote from Sir Ken Robinson that “Technology is not technology is it was invented before you were born,” a sentiment which seems to be often forgotten when teachers lay down methods of completing presentations – speeches, written compositions, posters etc. We need to encourage our students to be creative and take risks when they present the evidence of their learning, because just because speeches, written compositions etc work as methods of evidence of learning, does not mean that they are the best options, or are providing students with a skill that they will need. Encourage them to make a video as part of their evidence of learning, it could be a news report, a documentary-style video, or a skit, but it utilises other skillsets and will challenge them to create something that puts their understanding of the concept into a new application, which will help deepen their understanding and apply it to other disciplines.

Michael went on to talk about a range of functions available to create a safe environment within Minecraft, including the use of Bucket Servers which allow you to set up whitelists of approved users within a server to monitor conversations and deal with griefing more effectively, and how to set up zones within a world that allow students to view other and interact with other group’s zones, but not to be destructive. This allows groups to collaborate and share ideas, but forces groups to do their own work to put ideas into action, and prevents sabotaging of other groups efforts.

It is highly important, when looking to implement Minecraft as a teaching tool, to provide professional development opportunities to staff members, to allow them to explore the Minecraft world for themselves so that they are able to help their students, and this can be rather amusing to watch and listen to, as is demonstrated in this video, where a group of teachers are let loose inside the goldrush Minecraft world for the first time, with many of them never having played minecraft at all. If we weren’t told that it was a group of teacher, I would have assumed it was some students sharing the world with some friends.

Minecraft as a learning tool also provides opportunities for interscholastic collaboration. A group of students within Michael’s class were actually completing a different learning task within Minecraft, collaborating with students based in the US, which then brought about a different learning curve, inculding dealing with time differences, cultural differences such as language (e.g. year 5 as opposed to 5th grade), and units of measurement.

Michael found that Minecraft as learning tool promoted a lot of core life skills, including communication, conflict resolution, critical thinking, problem solving processes and collaborative skills. All of these are skill sets that will assist students across a multitude of disciplines as they grow.

Returning to professional development for a moment, MIchael snuck in a Star Trek reference (whether it was deliberate or not, I don’t know), when he said that designing learning experiences through Minecraft should based on the PRIME Directive: Problem, Research, Investigate, Make, Evaluate. The problem that students are to approach needs to be genuine and real, it should encourage research skills to determine what is known, what isn’t known etc, encourage investigation of the phenomenon to fill in knowledge and skill set gaps, provide an opportunity to make something that provides an authentic opportunity to demonstrate their new knowledge and understanding in a creative way, and then an opportunity to evaluate their production.

Minecraft as a learning tool is not just about building or making objects. Students should be required to justify decisions and this can be done through a portfolio approach instead of the traditional written report. There is nothing stopping students from screencasting a tour of their production, as these students have done, which affords them the opportunity to explain their thinking and reasoning behind their design decisions.

As I mentioned earlier, I’ve attempted to use Minecraft as a learning tool in the past, once. It was excellent as far as the engagement side of things went, but it was done rather superficially, as a homework task, where students had to build a rocket ship. I feel much more confident in being able to utilise Minecraft in a learning situation now, than I did before, other than my own ability to actually build the environment in which my students would be learning, however, that is nothing that a lot of practice would not fix, or engagement of students with sufficient Minecraft skills.

That is all for session one, on day one of the ClassTech stream of the FutureSchools expo. Session two will be covered in the next post, and I will be endeavouring to make it a little shorter.

The FutureSchools Expo Wrap Up

I was fortunate to be able to attend the Future Schools Expo at the Australian Technology Park, Sydney, this week, on Wednesday 11th and Thursday 12h March with five different two-day conference streams on offer. Additionally, there was a pre-conference master class on offer, which ran on Tuesday 10th, and then six different masterclass options which ran on Friday 13th.

The conference streams were targeted to different areas of education: Leadership (FutureSchools stream), ‘coalface educators’ (ClassTech stream), educators who are interested in coding for their students (Teaching Kids to Code stream), educators wanting more information on how to utilise inclusive and assistive technologies in their classrooms ( S.E.T.N (Special Education Technology Needs) stream), and those involved in early childhood and infants education (Young Learners stream). As a classroom teacher in my first year out, I felt I would get the most value out of the ClassTech conference, and nominated to attend that.

In regard to the masterclass options, there were five. The pre-conference masterclass was Agile Leadership and was run with Simon Breakspear on the Tuesday. The remaining four masterclasses were run on the Friday. Charles Leadbeater ran Innovation in Education, Ian Jukes headed up the Aligning technology initiatives for measurable student results, Gary Stager ran a masterclass titled after his newly released book (written with Sylvia Libow Martinez), namely Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Richard Byrne led the Making Media with Mobile Apps masterclass, whilst I attended Jon Bergmann’s masterclass, The Flipped Classroom: What’s Next?

My blog articles over the next week or so will be a wrap up of my thoughts and my learning from the various sessions of the ClassTech conference Stream, the Masterclass with Jon Bergmann and also the expo itself.

I’m aiming to get a blog post up, each day over the next week to get my thoughts out as quickly as I am able to. In the meantime, I would like to point you towards Matt Scadding’s blog posts from his time at FutureSchools this year. Matt attended the Teaching Kids to Code conference stream, and so his reflection will come from a different place to mine.

Thanks for reading, and keep an eye out over the next few days.

SAMR what?

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.
                                                                                        – Heidi-Hayes Jacobs

Initial teacher education (ITE) does give you a lot. I certainly feel like it’s given me more than some of my peers indicate that it’s given them. But one thing that I don’t feel like it prepared me for was meaningful deployment of technology. Oh, certainly, we were told about SMART Notebooks, and to use ICT meaningfully, but we weren’t told what this actually meant in different contexts or how to ensure we were doing it.

Then, this year (2014), I walked into my Internship classroom; a Stage Three combined year five and six class with a trial 1:1 iPad BYOD system in place. Awesome I thought to myself, iPads! But then I realised that I had no framework for actually enacting pedagogical strategies through an iPad, no point of reference for how it would work in practice, or what could actually be done on iPads other than what I do on my iPhone.

I’ve written previously about why I teach, but why I teach does not prepare or assist me to make technology integration meaningful in and of itself. Fortunately, my classroom teacher (CT) is rather progressive, and very much driven by research-based best practice. He introduced me to the SAMR model, developed by Dr. Ruben Puentedura and a way of thinking about EdTech that had never occurred to me before.

The SAMR model outlines four ways in which technology can be used in an educational context, with two tiers of use which can be likened to lower and higher order thinking  tiers in Bloom’s Taxonomy. The first two ways of utilising technology in the classroom are akin to Bloom’s lower order thinking skills, and are where technology is used only as a substitution to traditional pedagogies, or to augment traditional pedagogies. The second tier of the SAMR model is where technology is used to modify or to redefine the learning activity. This blog post will deal with the first half of the SAMR model, substitution and augmentation, which my CT likened to the lower order thinking components of Bloom’s Taxonomy.

The way that my CT described SAMR to me was in comparison to the recent laptop program Australian high schools, formally known as the Digital Education Revolution which, amonsgt other things, saw every year nine to twelve public high school student provided with a laptop. Whether it was a success or failure seems to depend on who you talk to (I know some teachers and administrators who are completely against laptops and tablets on the back of the laptop program).

My CT said to me that if you ask parents buy a tablet/laptop as part of a BYOD program, such as is being trialed in his classroom, and all you do is used it as a substitution for a writing book or a textbook, that you won’t necessarily have improved the learning outcomes, but you will have made the learning outcomes more expensive for the parents.

That made perfect sense to me, and I can see that using them with no added value, substitutionally, would annoy parents. I see using interactive whiteboards (IWBs) purely for their projector as a substitution for an overhead projector/tv and VCR or DVD player, and yes, this does happen.

Substitution is an easy trap to fall into. You feel that you are using ICT, so you feel like you are contributing to 21st Century Teaching. But you are not actually changing anything, other than the medium being utilised. Changing the medium is in itself not necessarily a bad thing, but if that is all you are doing, then it is not enough.

The next stage after Substitution is Augmentation. This is where the deployment of the technology only utilises a small portion of its potential. The technology is acting as a direct substitution with some functional improvement. An example of augmentation, I believe, would be using the often built-in functions of many e-textbooks available on digital devices, such as dictionary definitions, bookmarking, chapter hyperlinks etc. You have gained some functional improvement, but not really any pedagogical or learning outcome improvement.

I have already mentioned that CT likened substitution and augmentation deployment of technologies as being akin to the Lower Order Thinking phases of Bloom’s Taxonomy because they serve a purpose are useful, but you will fail to challenge students much by doing so.

Next weekend, I will examine the top half, or to continue the Bloom’s Taxonomy analogy, the ‘higher order thinking’ components of the SAMR model; modification and redefinition. I’d appreciate any feedback on this or my previous blog posts, but thank you for reading.

EDIT: The next article in this series is available here.

To Infinity…and beyond!

“To infinity…and beyond!”
                          -Buzz Lightyear, Toy Story.

As I mentioned in my previous entry, I’m undertaking the Honours stream as part of my degree. My research, after funnelling it down from “Is the degree worth doing?” has become an investigation into the beliefs of pre-service teachers about the Arts in education and how those beliefs have been shaped by discourse and experiences, both personally and through the initial teacher education program and the positions taken-up by pre-service teachers as a result. The literature that I’ve read thus far indicates that the benefits of the Arts in education are well-known and acknowledged, however there is a gap in what is understood about the beneficence of the Arts in education, and the take up of the Arts in pedagogical practice.

The broader area of ‘is the degree worth doing’ is something that I plan to return to/continue examining in the future, though I suspect that the focus area will change, and it seems prudent to stay in touch with what is happening in education research through an online professional learning network combining social media and the longer form of blog articles.

I also intend to use the blog as a platform for professional reflection as my practice evolves through the combination of continued pedagogical practice, professional development, educational research – both my own and others’- and hopefully I will receive critical feedback from other educators through this medium.

I will be considered a ‘new scheme’ teacher here in Australia, and accordingly will be required to conform to the AITSL accreditation process, part of which will inherently involve, I believe, remaining up to date with 21st century teaching practices, including challenge/problem based learning, ICT integration, KLA curriculum integration, flipped classrooms, self-directed learning and the like.
The school at which I am undertaking my final prac has a class trialling 1:1 iPads, and the Executive have advised other teachers in the school that they can take part in the trial if they present an action research project that it will be trialled under, as that was one of the parameters for the trial already underway. I’m incredibly excited about what I’ve seen so far, as it represents my understanding of what education should be, based on what I’ve been hearing about twenty-first century learning for the last few years over the course of my degree.

The plan is to excel during my internship (I certainly don’t plan to fail or be mediocre…no “ps get degrees for me” thankyou very much. (That’s the (unjustified) snob in me coming through)) and sit down with my cooperating teacher and the principal, who I’ve formed a strong working relationship with, and put forward an action research project indicating how I would utilise and track usage of and the results of 1:1 iPads and the ‘anywhere, anytime learning environment that it would create, so that if there are any full time teaching positions coming up, that my name is at the very least, towards the top of the list of contenders they have in their minds. Ambitious, I realise, likely naively so given that I’ll also be in the process of conducting my Honours research, but I’ve found that I do my best work under a bit of pressure. Also, if a career in educational research is part of my future, then from what I understand, it’s quite common to have multiple ‘pans on the stove’ at any one time.

So that is where my focus will be moving to next; the flipped classroom, associated pedagogical practices, and the ‘anytime, anywhere’ teaching mindset and the challenges of changing planning/programming/teaching practices accordingly, and it very much like going down the rabbit hole in Alice in Wonderland, or diving into infinity and beyond, as Buzz Lightyear likes to say, as I suspect that no matter how much reading I do, there will always be more to learn.

Some names that I’ve come across in my own readings, or had recommended to me as being highly relevant, insightful, challenging or futuristic in their thinking, include Sir Ken Robinson, Seymour Papert, Sugata Mitra and Ralph Pirozzo. There are of course many others at the forefront of education research who are helping to pull the education system kicking and screaming into the twenty-first century, but those are the ones that come to mind at the moment. Feel free to recommend others.

I’ll be aiming for weekly blogs during this ‘introductory’ phase, and accordingly my next post will be next weekend, and aim is for it to be an elucidation of my teaching philosophy.

Thank you for reading.