1. Waiata / Tēnā koutou, e hoa mā
Whakataka te hau ki te uru,
Whakataka te hau ki te tonga.
Get ready for the westerly
and be prepared for the southerly.
Kia mākinakina ki uta,
Kia mātaratara ki tai.
It will be icy cold inland,
and icy cold on the shore.
E hī ake ana te atākura
He tio, he huka, he hauhunga
May the dawn rise red-tipped on ice,
on snow, on frost.
Haumi e! Hui e! Tāiki e!
Join! Gather! Intertwine!
Image credit: Mark Lincoln http://www.flickr.com/photos/marklincoln/5975570550
Monday, 4 November 13
13. “there has been enormous change in the
...
nature of societies,
change in the nature of work,
change in how knowledge is viewed
change in technologies...
Those changes...have implications for the
kind of education our young people
require, and the focus of the teaching and
learning they experience
”
Ministry of Education, 2013
Monday, 4 November 13
16. “
The potential of new technologies to
transform
teaching and learning is heavily dependent on
educators’ abilities
to see
the affordances and capacities of ICT in
relation to the underpinning
themes for learning for the 21st century
”
Monday, 4 November 13
31. “'I think I did really well
with this story. I
enjoyed dressing up to
tell my story, it made
me feel like Margaret
Mahy.
I think I would like to
do more of this, and
maybe tell my stories to
younger children.
I would really like some
children to tell me
what could make my
stories better.'”
Monday, 4 November 13
32. How can you use technologies so the
learning purpose is real and authentic?
Monday, 4 November 13
45. Connecting learners to whānau
“It’s another way of sharing what’s going on in our school and for those parents that can’t
get away, letting them just quickly login for five minutes, see what their child’s doing.”
Monday, 4 November 13
54. What information tells us we are being ‘effective’?
e-Learning Planning Framework
Monday, 4 November 13
55. “If I walk up
and down your
corridors and
asked all the
teachers what
the school is
doing that is
innovative, how
many would
talk about new
technology
initiatives?”
- Grant Lichtman
Monday, 4 November 13
56. Leader challenge
“I did not find a single school moving forward with
what we would call innovative education programmes
where it was not visibly and intentionally
supported by onsite leadership”
- Grant Lichtman, 64 schools in 89 days
Ask what the school could be doing (not what are we doing
and how can we improve?)
Monday, 4 November 13
57. Teacher challenge
Think like an architect.
Design the learning with the
people, not the bricks.
who are you designing for?
why are you designing?
how might you and your learners
create the outcome together?
Monday, 4 November 13
58. Teacher challenge
Think like an architect.
Design the learning with the
people, not the bricks.
who are you designing for?
why are you designing?
how might you and your learners
create the outcome together?
Monday, 4 November 13
59. “Knowing is not enough;
we must apply.
Willing is not enough;
we must do.”
-Goethe
Q&A | One spark of an idea to carry back to school?
Monday, 4 November 13
61. Māku rā pea
Māku rā pea
Māku koe e awhi e
Ki te ara, ara Tupu
Māku koe e awhi e x 2
I will perhaps
I will perhaps
I will help you
Upon the pathway,
of progress
I will indeed help
you
Monday, 4 November 13
81. e m e rging
“My students mainly draft
writing and then we type it
up neatly, or make posters
for the wall. To be honest,
the work is the same
as it has always been
- I’m not sure what the
possibilities are.”
Image: DavidDMuir
Monday, 4 November 13
82. e ngagin g
“We have tablets in the
classroom and we use
them mainly for research
and editing. Some students
want to be more creative
in the way they work. I
feel we could be
using technologies to
support the learning
process more
strategically.”
Image: Christy Tvarok Green
Monday, 4 November 13
83. e xte nding
“ I have begun to use
technologies to find
new pathways
that suit
students’
passions and
needs. This has
meant designing
tasks differently
to how I have in the
past.”
Image: Mark Pinder for the Guardian
Monday, 4 November 13
84. emp o wer ing
“We integrate technologies
so that students’ inquiries are
personalised and richly
creative - and we make the
most of community and global
connections.
Learning looks pretty different
to a few years ago.”
Image: chesbayprogram
Monday, 4 November 13
86. “In deep expressions of
practice, students' learning
activities and the curriculum/
knowledge content they
engage with are
shaped in ways that
reflect the input and
interests of
students,
as well as what teachers
know to be important
knowledge.”
Bolstad, R., Gilbert J., McDowell, S., Bull, A., Boyd, S., Hipkins, R. (2012) Supporting future-oriented learning and teaching - a New Zealand
perspective. New Zealand: Ministry of Education
Monday, 4 November 13
87. How did we
combine these?
3/ Appropriate
ICT choice
enabling
content &
pedagogy
in
new ways
1/ WHAT to learn
Content&
Technology&
Pedagogy&
learning areas
authentic
higher-order
2/ HOW
to learn it
collaborative,
driven by students’ needs
akō,
co-constructed
Monday, 4 November 13
89. How did we
combine these?
3/ Appropriate
ICT choice
enabling
content &
pedagogy
in
new ways
1/ WHAT to learn
Content&
Technology&
Pedagogy&
learning areas
authentic
higher-order
2/ HOW
to learn it
collaborative,
driven by students’ needs
akō,
co-constructed
Monday, 4 November 13
95. 2. The Problem Worth Solving
1. How can I offer a choice of ways to engage
with New Zealand history next term?
2. How can I support the staff at different
stages of their professional learning?
3. How can we engage our parents in the
BYOD process?
Synthesis: Review the notes and refine the question
Monday, 4 November 13
96. 3. Ideate the Inquiry
Come up with as many ideas/questions/pathways as you
can!
Monday, 4 November 13
97. 4. Refine & Release!
Review the ideas - and map out the next steps for action
Monday, 4 November 13
98. 5. Show and Share
Where will you go next and why?
Monday, 4 November 13
99. Part 3: Are we there yet?
Monday, 4 November 13
111. “I saw students gain
unexpected insights
into the relationships
between characters.
clearly demonstrated
a
sense of ownership
about the page
and the play.”
- Jo Morris, Karamu High School
Monday, 4 November 13
112. Test. Trial. Question.
Inquire.
•
What do your students need? What matters
most to them, given what you know?
•
How can you combine the learning focus,
pedagogy and technology in ONE small trial?
Frame this as a deep question.
•
•
•
What will you need to know before you trial?
•
Next steps?
What will you look for?
What happened? What questions do you now
have?
Monday, 4 November 13