Leadership in Technology

Emerging technologies:
Technology not generally used in the mainstream (in what context? in Education, in NSW DET, online community….?)

Horizon Report:
Applications of  emerging technologies to teaching and learning and creative expression.
Emerging technologies or practices that are likely to enter mainstream use in learning-focused organisations.  Also relevant is the trends that will shape the way we work.

Technologies to watch:
1. expect to be mainstream in 2009
Mobiles
Cloud Computing – online apps, storage and virtual desktops…
2. expect to be mainstream within 2-3 years
Geo-everything – everything has a location which can be expressed in 2 coordinates.
Personal Web/ aggregating/ collection of tecnology to configure and manage the ways we view and usethe internet..
3. expect to be mainstream within 4-5 years
Semantic-aware applications – tools that can gather the context of information online, providing rich ways of finding and aggregating content
Smart Objects – objects that knows something about itself.  what is is, where it came from, what you need.  Underlying technologies such as RFID, QR codes, smartcards, sensors..

Trends:
Increased globalisation
Collective Intelligence and mass amateurisation
games as learning tools
Visualisation Tools
mobile phones
Challenges:
Formal instruction in new skills required
Updating materials to be used in digital age
Innovation in teaching and learning and assessment styles to reflect digital learning
Educational institution able to deliver to mobile devices

Using mobile devices and wide range of apps and web2.0 tools and websites to collaborate in producing content which can be geotagged for other students research and learning.  Semantic aware and smart objects are still in early stages of development and may prove problematic for immediate use in project, however to keep an eye on!

Creation ofinteractive content
visualisation
3D
multimedia – text, images, video, animations, audio,
graphing
mapping
overlayas Google Earth layer
Augmented Reality objects

using such applications and sites as:

Google Sketchup in
Augmented Reality
Google Earth Layers

in an immersive learning environment:

Post to point to post in Future Lab for future reference @ http://www.futurelab.org.uk/resources/publications-reports-articles/handbooks/Handbook195

Executive summary

The role that creativity plays in children’s learning has recently been acknowledged as important in a number of policy documents and initiatives. Creativity is no longer regarded as a discrete skill required for art, drama or music, but rather it is seen as central to children’s abilities to work imaginatively and with a purpose, to judge the value of their own contributions and those of others, and to fashion critical responses to problems across all subjects in the curriculum.

Increasingly, collaboration is seen as important in creative learning and to children’s abilities to evaluate and justify their opinions; to gather knowledge from others; to share their expertise with others; and to transform their existing understandings as learners in a constant process of personal and social development. read on….

other handbooks

After reading a very interesting post by Paul on caFETeria ning, it gave rise to a reflection on my own project this year.  Cuddie-Cuddie in one sense is a Culture sharing project which encourages learners towards a better understanding of self through a better understaning of other’s world views. Promoting reconcilliation through understanding, promoting pride in culture no matter which that might be and many other unexpected outcomes, supporting young Aboriginal students to identify their own place in the world. Definitely a place for learning more about self through learning and collaborating with others of a different world view however similar or different that may be to our own.

Should technology should be human centred?  Shouldn’t we not be creating solutions in search of a problem, rather first identify what is it we want to achieve and then how technologycan help, without technology skill levels becoming a barrier.  The most relevant problems are those that have a direct (immediate or future) impact on our lives.  What are relevant problems? What keeps us from living in peace and happiness? How can technology help? What is a better future? Better health, better shelter, increased mobility and even better communication infrastructure?

As my role now is in preparing for 2010 submission, but I have some very enthusiastic teachers who would like to continue running the Culture sharing VCs I have offered to play a support role in presenting a 1 or 2 week Festival of Culture in Week 4/5 this term.  We already have 8 or 9 confirmed sessions that could run.  The teachers concerned have all had experience in presenting the Culture sharing VCs.  They will take on or two VCs each to present and promote throug their network.  We will run as many or as little as they are prepared to organise (without me). Should be an interesting experiment in the sustainability of the initial project manager driven project as a teacher driven exercise!

Email to teachers: Tanya Bajda, Jane McKenzie, Jess Becerra, Sandra Armstrong, Angela Churchland, Gay Jarvis, Leeanne Hampton

Hi there and I hope your term has begun well.

Last term saw a series of Culture VCs run over the term.  This term we thought we might try running a 1 -2 week festival of culture in week4 possibly 5

Angela, you did such a wonderful job last term – should we ask Fran to do another story perhaps..?

If you would be happy for your class to host and MC a Culture sharing VC, take a look at the list below and chose one that you would be happy to run. 

You could either promote your session to your network, or run it through In Principal in your area depending on the size of VC you would like to run.  It doesn’t matter if there are only a few schools attending – we all know that small VCs are much more personal for everyone involved, so don’t think you need to make your VC bigger than Ben Herr. It is more important that the students attending get the most out of their experience and that means being able to get involved in the VC and participate in some way.  The interactive activities that we have run, especially the Ulmurra PS demo are really effective in promoting participation.

So if you are interested in participating in this way, please nominate below which VC you would like to organise (each have agreed to present) and then you can negote dates for a practice and the actual presentation. Reply email to all so we know what sessions you are interested in presenting. I will of course provide support at every step of the way whenever you need!

Session 1 – Linton speaking on totems and beliefs/customs of Aboriginal people (contact person:Leeanne Hampton)
Session 2 – Wiradjuri Choir (contact person:Leeanne Hampton)
Session 3 – Kalare Dance group (contact person:Leeanne Hampton)
Session 4 – Pearl Eatts Longreach Traditional story (contact person:Anne-Maree Moore)
Session 5 – Longreach Keeping Place David Thompson (contact person:Anne-Maree Moore)
Session 6 – Rod Slockee traditional storytelling (contact person:Anne-Maree Moore)
Session 7 – Toomelah Rainbow serpent (contact person:Tanya Bayda)
Session 8 – Mackellar Girls (contact person:Anne McAlpine)

Exploring the potential of new and emerging technologies in education with a particular interest in sharing and teaching Indigenous culture to studentsglobally.

Joined http://cafeteria.ning.com The caFETeria is a meeting point for scientists, researchers and graduate research students wishing to network, and to share their views and progress on the future of ICT, and future and emerging technologies.

Creating Google Earth layers, possible use of sketchup to create 3D representations of significant areas.

Upload genuine multi media representations of Culture.

How to create a learning environment with the uploaded media

visualisation

Mobile technlologies – iPod touch units available in many schools in my area.

GPS technology – geocaching, geotagging, smart objects that know something about themselves; where they are what they are.

Utilise cloud computing to provide free or low cost, simple access alternatives to expensive tools,powerful software and tools for students anywhere. Available on mobile platforms.
huge potential for large scale experiments and research across vast distances. Inclusive re expense, location of school, user friendly.

Preezo:Powerpoint
Splashup:Photoshop
Edmodo/Meedo/Shoutem:Instant messenger
beta.cloudo.com icube oos.cc www.eyeos.mobi (Download eyeos program to your computer and use it as a server so you can access your computre and own files from anywhere)  Online operating systems

Students expect ot be connected wherever they go.
Engaged citizenship enabled by technology
Open apps
Expect to be able to work, learn, study, connect wherever and whenever they want. 24/7 quick and instant replies and access to information
virtualization of everything from communication, storage of data, apps,collaboration between students globallyunlimited by geographical or cultural differences.
Students seen as collaborators – cross campuses
Ability to harness and manage the avelanch of data for the benefit of creating knowledge – information overload, creatively using technology to organise information for use in teaching and learning environments, group or individual. Organising all this data down to personal, human level of understanding.

reducing the technical skill required to use these features, by allowing users to focus on the information and collaborative tasks themselves with few delivery obstacles [18]. Such technology is known as ‘transparent technology’  in as much as the user is able to concentrate more on the learning task by ‘seeing through’ the technological environment they are immersed within.
Wikis can be used as a source for obtaining information and knowledge, and also as a method of virtual collaboration, e.g., to share dialogue and information among participants in group projects, or to allow learners to engage in learning with each other, using wikis as a collaborative environment to construct their knowledge or to be part of a virtual community of practice
http://www.biomedcentral.com/1472-6920/6/41/

Deeper engagement with learning objects, highly immersive, intereactive learning environment.

Hi

Thought you might like these too – had 15 responses.

Q1  What do you think can be improved for next time
1.      Outside setting was great, but there did seem to be some interference from being outside.
2.      Preparing students for possible questions to be asked
3.      Perhaps only a few questions as the question section dragged on a little.       .
4.      the conference was a bit long for my group- Kinder Year 1.
5.      Our school was overlooked in the question time, which was disappointing. We were so excited about asking our prepared question but when our school was called another school was shown!
6.      Explanation of the dances and what they mean after the completion of each.
7.      The students enjoyed the format
8.      Have opportunities for the students in the audience to attempt the dance moves and even the body art.
9.      During the boys dance performances, a full screen might be better, and go to split screens during question time. Maybe having 75 students was too many to view the screen effectively.
10.     Access to the wiki, other schools not ‘muting’ their microphone.
11.     Just a small query. Can we have alternate question time order as most questions are asked before we get to W?
Can ‘the body’ presenting introduce who they are, what they are doing, and add some background information in order to give the audience criteria to base their learning on.
12.     Some demonstration where students are encouraged to join in – was a long time for younger students to sit and watch
13.     Try to get each school to silence there mic. How?
14.     limit the number of questions / question time / make it shorter to sustain interest.
send out the wikki links the day before the VC.
15.     Less schools, make sure that all people have the mute button on, get schools to think of questions beforehand so can give to the presenters

Q2 Would you recommend this vc
100% said yes

Q3  What did you enjoy
1.      One Indigenous student enjoyed it so much he went home and told his mother that he really wanted to go there for a term and learn about his culture, and came back to ask me how to apply!
3.      The boys enthusiasm most definitely!
4.      Interacting with the boys through the question time
5.      Seeing ther kids and other schools
6.      Being able to watch without having to travel, or pay for the group to visit the school
7.      reflecting on how students experience their culture
8.      Great content at students level. They were able to comprehend all aspects.
9.      The hosting of questions by the two students. The bridget conference to display school site locations. The opportunity for schools to ask questions, however if there were many more schools, it would have been a little too drawn out.
10.     The boys were outside and very comfortable interacting on the VC.
11.     it was really impressive to see young men engaged in their culture and able to answer questions informatively about the program and their dances. The improv hip hop dancing also highlighted how well the boys can dance.
12.     Good to see traditional and contemporary dances.
Good explanations given
13.     The interaction between schools. And the cultural relevence.
14.     see above
15.     Dancing was fantastic – boys answered questions beautifully

Q4 Future workshop ideas
1.      Similar, but perhaps with a small teaching segment where the viewing students could participate.
2.      Aboriginal art workshop.
3.      Any aboriginal art workshops or dance/ storytelling.
4.      Any related to units of study- ES1 and Stage 1.
5.      Any!
6.      Dreamtime story telling
7.      whatever is available, art, history
8.      Dance lessons
9.      Everything – keep bringing them on!
10.     Secondary Maths curriculum. SRC leadership.
11.     Workshops from other tribal areas are very interesting, however it would be great to get some Kamilloroi.
12.     Interactive workshops related to culture
13.     Anything with an Aboriginal perspective.
14.     Stories and / or art.
15.     Anything hands on!

Q5 Member of cuddie cuddie wiki
33% yes
66% no

Jane McKenzie
Teacher Librarian / Assistant Principal
Quirindi Public School
Munro Street
Quirindi 2343
NSW

Good comments to reflect on. Agree with the comments about the length of question time due to number of schools.

It would have been great to have the boys  teach some of the dance moves as planned and they could have got them all up rapping as well, that would have been fun!  I think if we had of got all the kids up dancing it would not have been an issue how large the VC was, meaning you can have high participation without necessarily directly interacting.

Lyn said they just weren’t sure if the boys would be up to teaching the moves, but on the day they would have been fine!! We will raise the bar next time, one small step at a time!

Jane and I had discussed selecting only a few schools to ask questions but allowed DART to run their usual format of 1 question per school.  Just proves what we already know, better to limit the audience if you want to take turns at question time!

Session 1. general Captivate workshop
Session 2. share content created and plan out workshop
ssession 3. deliver to one site of 5 capable students only

http://www.surveymonkey.com/s.aspx?sm=fgLm2PqpQzX8VfCdEgkIag_3d_3d

Session 1. first session Ulmarra PS brought the whole class.  The program was too difficult for the lower end students.  The more capable students picked it up easily. Three buttons per page was difficult concept when adding functionality. see previous post

Session2. Don selected 5 GATS students.  I simplified the workshop so each slide had only one button.  As GATS students, they followed along easily.  Created 3 slides with next button on each, followed by a quizz.
Students will complete the captivate in their own time. Students happy to present a workshop to a small group of capable students next Wednesday at 10.30am
What worked:
simplified Captivate
only 5 GATS students
Don said running a workshop is a great idea.  The best way for the students to consolidate their uunderstanding is to teach someone else.
Edmodo created a more personal interaction between the students and myself as a presenter.  They could ask any question, or comment or simply converse with me or each other at any time in a relaxed style. The students loved it!!!
What needs improving:
Advance notice to participants about theme content.  Could have asked them to have images and story ready to put in the Captivate as they were creating their object. I had left them to complete that aspect afterwards.
Could have more time in the session where time permits.  This wrokshop could be extended by say 1/2 hour.  The students were incredibly engaged and could have worked with me for longer.
Be mindful to not replace VC audio contact with Edmodo, edmodo should only be used to support communication unless absolutely impossible to use audio in a large VC.

session 3