Laptops for learning in Technology subjects Presented by: Julie King Senior Curriculum Advisor Technology 7-12 Dan Rytmeister Senior Project Officer Technology 7-12
Aims The aims of the workshop are to: • Familiarise Technology teachers with the potential of one-to-one computing in the Technology classroom. • Identify one-to-one computing strategies that would be effective in a Technology elective subject. • Investigate knowledge management strategies. • Experiment with a new software program: OneNote • Support teachers to increase opportunities for students to develop: • deep knowledge of their Technology elective • student direction • engagement • student self regulation
NSWIT Registration Using Laptops in Technology 151CUK101 1.2.1 Apply and use knowledge of the content/discipline(s) through effective content-rich, teaching activities and programs relevant to the stage. 1.2.4 apply current knowledge and skills in the use of ICT in the classroom to meet syllabus outcomes… 6.2.3 Engage in professional development to extend and refine teaching and learning practices.
Workshop overview • Workshop materials • Agenda • Venue information • Teacher sign-on • Evaluation handout
Introductions • Name • School • In pairs share an opportunity to use the laptops in your Technology classroom.
Digital education revolution NSWprogram • Commonwealth funded project: By 2012 every student in Years 9-12 will have a wirelessly-enabled laptop computer allowing personal, portable and powerful learning experiences through the Digital Education Revolution. • All 2009 Year 9 students received a red laptop. • All 2010 Year 9 students will receive a new model blue laptop between March and the first weeks of Term 2. • Teacher laptops are funded by NSW government. 50% of teachers received a laptop in 2009. • Laptops do not replace desktop computers. • Technology support officer (TSO) at every site where there are 100+ students years 9-12. Smaller schools share a TSO.
Policy • Developed by DET team including Principals. • Includes procedures for loss, damage, theft and misuse of laptops. • Laptops can be totally disabled if required i.e. “turned into a brick”.
Hardware (2009: S1, T1, T2) • Human interaction capabilities: • Audio in & out ports • Microphone • Inbuilt webcam • Standard netbook keyboard & touch pad • 10.2” WSVGA 1024x576 TFT-LCD screen • VGA port (video out) Processing capabilities: • Intel® 1.6GH Z Atom™ processor • 2GB of RAM Memory: • 160GB hard disk drive • 2x USB2.0 ports • SD Memory card reader Connectivity: • 802.11b/g/n Wireless LAN & WAN • Ethernet • Bluetooth 2.1 with EDR
the ICT toolbox: multimedia expressing creativity
Software(7 July 2009)https://detwww.det.nsw.edu.au/deptresources/majorprojects/dernsw/features/software/index.htm • Adobe Creativity Suite 4 • Acrobat 9 Professional Extended • Contribute CS4 • Dreamweaver CS4 • Fireworks CS4 • Flash Professional CS4 • Captivate 4 • Photoshop Elements 7 • Premiere Elements 7 • (to be upgraded to Elements 8 in 2010) • Operating System • Windows 7 • Microsoft Office Enterprise 2007 - Productivity Suite • Word • Excel • Access • OneNote • PowerPoint • Publisher • Multilanguage add-in • Word Microsoft Math add-in
Software(7 July 2009)https://detwww.det.nsw.edu.au/deptresources/majorprojects/dernsw/features/software/index.htm • Audio Editing • Audacity 1.3 • Browser • Microsoft Internet Explorer 8 • Plug-ins: • Adobe Flash • Adobe Shockwave • Java • Microsoft Silverlight • Apple QuickTime • Interactive Whiteboard Applications • Smart Notebook 10 • Smart Recorder • Smart Video Player • ActivStudio Viewer • Encyclopaedia & Dictionary • Microsoft Student with Encarta Premium 2009 • Maths Applications • Microsoft Maths • GeoGebra
Software(7 July 2009)https://detwww.det.nsw.edu.au/deptresources/majorprojects/dernsw/features/software/index.htm • Other Learning Tools: • Mind Mapping: FreeMind • Flowchart diagrams: Dia • QuickMark Barcode • Multimedia • Apple iTunes • Windows Media Player • Science Applications • Periodic Table • Musical Applications • LenMus Phonascus • MuseScore • Notation Player • Art and Design Applications • Google SketchUp 7
Adobe suite • Creative suite: • All major products in Web, Design, Production and Master Collections • E-learning suite: • Captivate, Flash, Dreamweaver, Photoshop, Acrobat Pro, Presenter, Soundbooth • Elements suite: • Photoshop Elements, Premiere Elements, Soundbooth, Contribute, Acrobat Pro www.adobe.com
Why one-to-one computing? • By using digital content and new technologies as part of everyday teaching programs, teachers are able to alter the status quo and dramatically improve the learning environment. • Seamless integration of computing allows students to work authentically as in the workplace. • Benefits are gained from the ability of students to work collaboratively, not just in their own classroom. • Digital resources when combined with other ‘hands-on’ tasks enabled the effective transfer of knowledge.
21st century skills and software mapping • Information and media literacy skills • Communication skills • Critical thinking and systems thinking • Problem identification, formulation and solution • Creative and intellectual curiosity • Interpersonal and collaborative skills • Self-direction • Accountability and adaptability • Social responsibility
use the inquiry process
Listening to young people Study conducted by Professor Susan Groundwater-Smith: Supporting student learning environments in a digital age: Listening to young people. Two key concepts: • Cognitive activity: where learner is actively engaged in both the medium and the message of learning; • Social interaction: allows for the development, questioning and analysis of what is being learned through social and machine mediated processes.
What type of user are you? The study drew on the work of Green and Hannon (2006) who identified four user types: • Digital pioneers who were blogging before the phrase was invented • Creative producers who are building websites, posting movies, photos and music to share with friends, families and beyond • Everyday communicators who are making their lives easier through texting and MSN • Information gatherers who are Google and Wikipedia addicts, cutting and pasting as a way of life
DET study asked four questions: • How is learning understood and constructed by young people? • What assists and gets in the way of learning? • How do young people learn using digital technologies in and out of school? • What would young people desire in terms of supporting and sustaining their learning using digital technologies?
Findings • Young people in the DET study understood learning to be a dynamic process which best happens when they are substantively engaged, in contrast to being procedurally engaged. • Four main points assist learning: the way the environment is organised; quality of the resources available; quality of the pedagogy; and accessibility to the Internet. • At home many students use digital technologies to learn by experimenting, problem solving, modelling and communicating. This takes time, time that is not always available at school. • Young people saw themselves as information gatherers, but they wanted the tools to be everyday communicators and creative producers (Groundwater-Smith, 2007: 3-4) https://www.det.nsw.edu.au/media/downloads/strat_direction/schools/ccp/aboutccp/stulearnenv.pdf
More research http://delicious.com/Laptops4Learning/Research
curriculum drives technology
What support is available? • Teachers can access ‘training’ in use of software. Provided at Regional level and on-line. • Technology support officer on-site for technical problems. • Curriculum K-12 Directorate is providing teaching and learning resources for all KLAs and subjects.
Curriculum Support • Each KLA used a team of teachers to develop resources specifically designed for the laptops. • Resource for Head Teachers (Leading My Faculty) is available to assist HTs in supporting staff. • DER workshops in each region by each KLA. • Reworking existing resources to suit laptops. http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/index.htm • Technology Unit is presenting Watch this space videoconferences. Enrol as for workshops.
Action learning partners • Cranebrook High School • Agricultural Technology; Industrial Technology: Timber • East Hills Girls High School • Food Technology; Textiles Technology • John Edmondson High School • Information and Software Technology; Industrial Technology: Electronics • Turramurra High School • Graphics Technology; Design and Technology
Developing resources that: • describe an ICT activity that can be used in class with laptops • provide examples of student work with identified links to syllabus outcomes and quality teaching elements • provide reflections of staff and students on the activities
How do I start? • Recognise that the content (syllabus) you are teaching is the same. • Focus on the learning that matters. • Take one unit and find one part that could be taught more effectively using laptops.
Activity 3A Purpose: Become familiar with resources developed to support a Stage 5 elective Technology subject. • Open the annotated units folder on the thumb drive and review one of the annotated units: Textiles Technology, Industrial Technology or Design and Technology. Annotated unit
Activity 3A (continued) • Open a subject folder relevant to your teaching and review the materials provided. Note the range of materials will increase over time. • Report on one resource to your group. Annotated unit
Activity 3B Purpose: Identify opportunities to enhance a unit of work by using the laptops. • What is the learning that matters in a unit of work for Term 3 or 4? • Review the electronic copy of the unit of work you brought with you. • What aspects of the planned unit could be enhanced by using laptops? • Highlight these activities using the highlight tool in Word. Use the Insert Shape menu to insert callouts (Line callout 2) in order to annotate your work with ideas of how the laptops could enhance the activity. • What skills or resources do you need to allow these activities to happen? • What ICT skills will you need to teach explicitly? How do you know?
ICTs and assessment The digital education revolution offers new and exciting possibilities for effective feedback and quality assessment. Research has shown the value of effective teacher feedback in improving student learning outcomes. Some examples of ICT based feedback applications are listed on the following slide. See Assessment documents on thumb drive.
Early days • Establish roles and expectations. • Non verbal communication is even more important (established, practised and consistent). • Make the first lesson fun and relevant to your subject. • Assess prior learning of ICT skills. Differentiate where appropriate. • Explicitly teach ICT skills where required. • Plan and prepare engaging lessons. A laptop does not make learning automatically engaging. • Provide explicit quality criteria. • Develop student- direction by allowing students to support themselves through simple self-support guides accessed from the device (how to use webcam, etc) and peer tutoring.
Troubleshoot: things go wrong, it’s just another classroom problem solving exercise. • 1:1 laptop learning does not require students to spend the rest of their learning lives staring at a 10.2” screen. Non laptop activities are essential for diverse learning experiences. • 1:1 laptop does not mean the students need to be 1:1 all the time. Group collaboration through a single device is a really powerful reflective experience (think, pair, record, share?).