The document provides examples of how online tools have been used to connect classrooms and students in various educational activities. Some examples highlighted include students collaborating on wikis and blogs, connecting with authors and experts through Skype, working on joint story writing in Google Docs across different schools, and leaving comments on a blog to be sent into space on a high altitude balloon project. The possibilities of being connected include developing global awareness and collaboration, bringing experts into the classroom, supporting inclusive education, and allowing students to reflect and comment on each other's work online. Educators can explore using online tools to connect students for activities like joint inquiry projects, peer assessments, and collaborative writing.
7. Connecting people on Trade Me ChCh
earthquake
http://www.trademe.co.nz/christchurch-earthquake-support
8. ChCh
earthquake
'He is in pristine condition
(just a little bit of concrete dust).
Suitable for garden feature, or as
in our case a magnificent addition
to your living area. Rocky will enhance
your indoor/outdoor flow considerably,
especially if you load him in through the
garage roof like we did.’
Raising money and morale
in Trade Me
9. ChCh
earthquake
People connecting and mobilising through
Facebook
10. ChCh
earthquake
People connecting and mobilising through
Facebook
11. ChCh
earthquake
People connecting and mobilising through
Facebook
12. ChCh
earthquake
People connecting and mobilising through
Facebook
13. ChCh
earthquake
People connecting and mobilising through
Facebook
14. ChCh
earthquake
Creating groups within Twitter to share updates
15. ChCh
earthquake
Staying informed through Twitter updates
16. ChCh
earthquake
Getting informed through Twitter updates
17. When My Home Shook
Collecting the stories of students
ChCh
in Christchurch schools
earthquake
http://whenmyhomeshook.co.nz/
18. ChCh
earthquake
Organisations using online tools to create databases
19. In this wired reality, where does
this leave our classrooms and
students?
22. What do you feel are the
most important issues to
consider when beginning to
use online spaces in
classrooms?
What is your school doing
right now in relation to this?
24. Considerations when working online
Schools use Netsafe to help develop a cyber
safety policy
The
standard
school
approach
Netsafe kit for schools
25. Considerations when working online
Forms are sent out to parents asking
for them to agree to:
First names only
The
Photos with permission
standard
school No other personal details
approach published
g{x XÇw4
28. Start with the ‘Why?’
Reference - http://manaiakalani.blogspot.com/
29. What do you hope to achieve?
Action plan
Always 1. Learning outcomes
start with
the
purpose!
30. What do you hope to achieve?
If your Build it and they will come?
purpose is
to interact
with an
audience,
have you
considered
how you
will get
them to
engage with Image - Crowd@Memorial Stadium by IAN RANSLEY DESIGN + ILLUSTRATION on Flickr
you?
31. What do you hope to achieve?
Moderating To moderate or not to moderate?
comments
may put off
your
audience
from
engaging
with you.
Have you
considered
this?
32. Consider your
community
Reference - http://manaiakalani.blogspot.com/
33. Consider your community
The ‘Walled
Garden’
community
that want
everything
locked
down
Image - Garden gate by niznoz on Flickr
34. Consider your community
The ‘Go for
it’
community
that are
happy for
most things
to go
online.
Image - So excited! by Andrew Nielsen on Flickr
35. Consider your community
The
‘Yes...but’
community
that have
concerns
but are
open to the
idea of
online
learning.
Image - 268/365 Default State by Helgasms! on Flickr
36. Consider your community
Start
You have to
start from a
point the
community Education
is
comfortable
with and go
from there.
38. Consulting with school management
Scenario -
enthusiastic
teacher
returns
from a
workshop
and sets up
a class blog
39. Consulting with school management
The blog is
set up Learning on the computer This is the blog of
a class of Year 4
without students at
Learning School
discussion
with
management Monday 12th June
Johnny
or Today I wrote a story on the
computer
Kate
Peter
community Jane
40. Consulting with school management
A
concerned
parent
complains
Image - I want my cookie crips by ohhector on Flickr
41. Consulting with school management
The school
management
say the blog
needs to be
shut down.
Community
is
distrustful.
42. Consulting with school management
Senior staff
The use of
online
spaces Awareness
needs to be Monitor Communication
part of a Consultation
deliberate
school
strategy. Teachers using
online tools
44. Checking the age restrictions for tools
Many tools
have a 13
13 years +
year age
restriction
due to the
Children
Online
Privacy
Protection
Act.
http://www.coppa.org/coppa.htm
45. Checking the age restrictions for tools
Possible
solution -
Use only Teacher account
when
logged into
a teacher
account
46. Checking the age restrictions for tools
Possible
solution -
Use a tool
that doesn’t
have an age
restriction
47. Checking the age restrictions for tools
Possible
solution -
Get a
Google
Apps
Education
account
49. Maintaining control of online spaces
Scenario -
teacher
sets up a
blog
through
correct Purpose
procedures Community
Management consultation
Age limits considered
50. Maintaining control of online spaces
Teacher Learning on the This is the
blog of a class
leaves of Year 4
during the
year. Monday 12th June Johnny
Today I wrote a story on Kate
the computer Peter
51. Maintaining control of online spaces
Login
The blog
was set up details
?
with the
teacher’s
own email
address and
password
52. Maintaining control of online spaces
Two years
later, the Learning on the computer This is the blog
of a class of Year
blog is still 4 students at
Learning School
online with
comments
accepted Monday 12th June
Today I wrote a story on the
Johnny
Kate
and no computer
Peter
Jane
monitoring
53. Maintaining control of online spaces
Solution -
all school Account
online
spaces to name@learning.school.nz
be set up
with school
based email
addresses.
54. Maintaining control of online spaces
Solution - Learning on the This is the
have a blog of a class
of Year 4
school
account or
other staff Monday 12th June
Today I wrote a story on the
Johnny
Kate
member as computer Peter
dual
account
holder
56. Ownership of online content
That’s our That’s my art
class blog. and writing.
Do you
need
permission
from
students to
keep work
online or
delete it?
57. Length of time work remains online
Should
work be
deleted at
the end of
the year/
end of time
in school/
never?
2010 2011 2012 2013 ?
58. Length of time work remains online
Solution -
have a
discussion as
a staff to
decide but
ensure that
the school is
able to
remove
content on
request.
60. Naming online spaces
http://mrsvesper.blogpost.com
Will the
blog ‘travel’
with the OR
teacher or
stay with
the class?
http://room2school.blogspot.com
61. Naming of online spaces
School http://room2school.blogspot.com
wide
conventions
can make it http://room3school.blogspot.com
easier for
the
community
to find each http://room4school.blogspot.com
blog and
engage.
62. Naming of online spaces
However, Learning on the computer This is the blog of a
class of Year 4
teachers students at
Learning School
become
very Johnny
Monday 12th June
attached to Today I wrote a story on the
Kate
Peter
computer
their class Jane
blogs
63. Naming of online spaces
It is also
difficult to
reuse a blog
or wiki
address
once it has
been used
already
Image - Recycled logo by TheTruthAbout... on Flickr
65. Respecting others
Learning on the computer
This is the blog of a
How to class of Year 4 students
at Learning School
comment
on blog
posts or in Johnny
Monday 12th June
wiki Today I wrote a story on the
Kate
Peter
computer
discussions Jane
I really liked the
description of the teacher in the
story you wrote.
69. Respecting yourself
What
should you
put online?
Would it
pass the
‘would
grandma
approve’
test?
Image - Dna. Marina by Levy Carneiro Jr
70. Consider what your school needs
to focus on in relation to the issues
raised today. What support do you
need as an educator to be able to
work in online spaces effectively?
73. Room 18 Point England School
Advertising
for a
teacher
“We are hiring” blog post
74. Room 18 Point England School
Teacher
found!
‘Room 18 have hired’ blog post
75. Skype with Authors
Bringing
experts
into the
classroom
Hole in the Sky video on YouTube
76. Skype with Authors
Now available in NZ through Booktalks
Bringing
experts
into the
classroom
http://www.booktalks.org.nz/
77. Community Rights Inquiry Wiki
Buckland Beach Intermediate
Student
teams
working
collaboratively
The Community Rights wiki
78. Community Rights Inquiry Wiki
Buckland Beach Intermediate
Action plan
Collection blankets for
the Auckland Mission
Timeline and outcomes 3rd Sept
Charting Contating the council
the inquiry and collecting blankets 7th Sept
online
Teacher feedback
Commenting on progress
Student reflection
Diary entries during the inquiry
80. Quest Atlantis
Education in a virtual world
Global
virtual
learning
Quest Atlantis website
81. Quest Atlantis
Education in a virtual world
“Learning is
Senior hidden in the fun.”
students
from
Glamorgan
School “In the real world,
reflect on people aren’t prepared to take
being many risks. In a virtual world you
don’t feel scared and you
involved participate more.”
83. Inclusive education with Skype
Arisley School in the US
Connecting
kids into
the
classroom
through
technology
Video made by Skype
Blog post about Skyping with Celeste
84. Islands around the world project
Compare
and
Contrast
Exercise
Project wiki
85. Many Voices on Darfor
Collaborative Voicethread Project
Cartoon
analysis
Many Voices on Darfor
86. Many Voices on Darfor
Collaborative Voicethread Project
Student
comments
Many Voices on Darfor
87. Many Voices on Darfor
Collaborative Voicethread Project
Student
comments
Many Voices on Darfor
88. Many Voices on Darfor
Collaborative Voicethread Project
Student
comments
Many Voices on Darfor
89. High Hopes
High Altitude Balloon Project
Connecting
through
blogs
Mr Crosby’s Class blog
90. High Hopes
High Altitude Balloon Project
Hello my name is Luc. I live in
Comments NZ my high hopes are that
left on the everyone has good education,
blog to there is no more war, we start
send to taking our surroundings seriously
space and give food to the poor.
Mr Crosby’s Class blog
91. High Hopes
High Altitude Balloon Project
Hello, i'm Morgan and i live in
Melbourne, Australia. My High
Comments
Hopes for the future are that
left on the
blog to one day racism and poverty will
send to be a thing of the past and people
space won't have to deal with either of
them in their everyday lives.
Mr Crosby’s Class blog
92. High Hopes
High Altitude Balloon Project
Connecting
through
blogs
Year 4 Nelson class
Learning is Messy blog
93. The Search for King Tut
Voicethread for writing peer assessment
Talking to
features of
the text
Writing peer assessment in Voicethread
94. Collaborative Writing
Using Google Docs to collaborate between classes
Connecting
Nelson to
Auckland
The classes met online in Google Docs at 9:30am
every day for a week for groups to work on stories.
Room 9 Nelson Central blog
95. Select a couple of the
examples shared and reflect
on what impact being
connected had on those
students. What do you see as
the possibilities in your own
classroom practice?
Why work online at all?\nWrite an action plan that begins with learning outcomes to clarify your thinking and to present to school decision makers.\nMake sure that visitors to your landing page can tell what the purpose of the space is.\n
Why work online at all?\nWrite an action plan that begins with learning outcomes to clarify your thinking and to present to school decision makers.\nMake sure that visitors to your landing page can tell what the purpose of the space is.\n
Why work online at all?\nWrite an action plan that begins with learning outcomes to clarify your thinking and to present to school decision makers.\nMake sure that visitors to your landing page can tell what the purpose of the space is.\n
\n
The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
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•Are school managements sufficiently informed as to what their staff are doing in online spaces and is there well thought out accountability internally?\n•Is the online work part of an intentional, well designed school or cluster development that has included the consideration of ethical education for the 21st century and the ethical responsibilities of the various members of the learning community\n
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•No below 13's are the account holder.\n•The teacher must be the account holder and must use RSS to subscribe to any additions and comments on their own laptop as well as someone in the school or cluster management subscribing using RSS so that all updates are monitored exactly as we would treat the 20th Century traditional work of students.\n
•No below 13's are the account holder.\n•The teacher must be the account holder and must use RSS to subscribe to any additions and comments on their own laptop as well as someone in the school or cluster management subscribing using RSS so that all updates are monitored exactly as we would treat the 20th Century traditional work of students.\n
When a school signs up/registers to use Google Apps for Education, item 1 to note is that obviously Google expect students to use the apps. Item 2 to note is that its the school that signs up and thus takes responsibility for all content and use thereafter and must have its own internal protocols to manage this. I think this is the model we should follow for all online apps we are using for for learning in the direct school context.\n
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•Accounts for web 2 apps are used to support learning from the school.\n•Accounts should be registered using a school based email address. i.e the user will be X@ptengland.school.nz. This being the case, the work is owned by the school. There is a sense of dual ownership with the author, but policy clearly states that the use of a school email address brings responsibilities with it.\n•The Teacher is never the sole account administrator. A member of the management always has dual account admin along with the teacher. This safeguards the school if the teacher leaves or if some other issue arises.\n
•Accounts for web 2 apps are used to support learning from the school.\n•Accounts should be registered using a school based email address. i.e the user will be X@ptengland.school.nz. This being the case, the work is owned by the school. There is a sense of dual ownership with the author, but policy clearly states that the use of a school email address brings responsibilities with it.\n•The Teacher is never the sole account administrator. A member of the management always has dual account admin along with the teacher. This safeguards the school if the teacher leaves or if some other issue arises.\n
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If the pages are able to be easily monitored the kids have made them public rather than private. We have an ethical responsibility to teach our students about the mayhem this can cause for themselves or others. (You would hope parents would be shouldering this responsibility as well) The same is applicable to staff. If the school or cluster has a clearly stated kawa with respect to the damaging effect of certain kinds of social networking and it is made plain that public personae will be monitored from time to time for their impact on self and others and the reputation of family, community and the school, then we have every right to challenge these things appropriately when they occur.\n\nMy own personal approach is to go up to a student and say "I've seen your Bebo Page, I don't think your nanna would like it, I'll give you two days to fix it." Every one of those pages has been fixed over night with zero fuss and bother.\n\nI notice an increasing number of staff who are becoming active in social networking environments, not discriminating between their public and private persona. Some are expressing personal opinions or giving personal information in the context of a class or student blog. Once again, there needs to be in school and/or in cluster discussion around the issue of appropriate boundaries between professional and private life.\n