Tomorrow The World! – Future Schools 2016 

  
Recently we had a group of our Year 6 students participate at The Future Schools Expo at the Sydney Technology Park in Redfern. This great experience to participate in a Makers Playground was provided by Future Schools organisers in conjunction with Datacom and various supporting sponsors.
Our involvement wasn’t haphazard. Student activity commenced last year months before the actual event. Our students, then in Year 5, participated, identifying a number of authentic problems to solve (educators provided by Datacom lead this process). Four of the problems were selected by the students as authentic challenges for the Future Schools event. A series of videos were then created by the children outlining the problems to be addressed.in the Makers Playground, at the Expo. These videos can be viewed at http://www.futureschools.com.au/makers_playground.html

Much of the equipment provided by sponsors in the Makers Playground, at Future Schools, would be new to our students so a little time on lead up was provided to develop familiarity with various maker space technologies. This proved to be valuable and it was interesting to see how intuitive the children were in working with the different technologies. We are starting to build resources ourselves and this was a great opportunity to see possibilities that these new technologies might bring. 

Types of resources provided in the Makers Playground included: Little Bits, Spheros, Arduino, Edison robotics, tablets, Laptops, Scratch, Craft resources, Activity mats etc.

The conference delegates experienced authentic learning in a “Makers” environment. Delegates were able to interact with student teams working on the solutions for the four challenges. During the sessions, Datacom’s Professional Learning consultants (Maker Mentors) played the role of ‘teacher’ in supporting student Makers in using the range of technologies / resources to design, build, record and report on solutions in this dynamic, just-in-time learning environment. For both the delegates and the children the experience was really a rich one. Our students certainly worked effectively, productively and collaboratively. It was great to see the students interacting with delegates sharing their experience. Our teachers accompanying the children were also actively involved recording, supervising and more importantly in experiencing / learning. 

While this was not a competition, evaluation and feedback plays a big role in any Makers project. FutureSchools provided a great opportunity to model this with each team presenting their solution to a panel of experts (Maker Magistrates).

1. How well did the solution address/solve the problem? 

2. How innovative is the solution? 

3. How well were the ideas presented? 

4. How well was the technology used? 

The resulting solutions were a great testament to the making process. I will post more about the process and the solutions produced in response to the challenges in a seperate post.

  
I often attend conferences and as adults we browse around asking questions and looking, but rarely do I see adults really doing “hands on” experiences. The Maker Playground provided that sort of experience for the delegates. 

Interestingly I took a small group group of students around the various exhibits. The children were all about “hands on”. They touched and played with everything (thanks to the generosity of the exhibitors). It was such a different experience looking at the vendors displays with the children. They gave everything a work out and judged quickly the value and productivity of resources. For the children it was like the ultimate “play” arcade. For me it was a great way to really see the possibilities of otherwise relatively static displays.

What did the students engage with the most? 

Virtual reality goggles 

The NAO robot

The Romo Robot

The live reptile exhibit

The Promethean multitouch interactive panel 

  
Another component of the Makers Playground experience was the parent / student activity. This was conducted late on the first day and was open for parent and student participation. About twenty families from our school joined in to do an “Edison” maze challenge. Again this provided a great collaborative and powerful learning opportunity for all involved.  

For any school interested in developing STEM capabilities the Future Schools Expo is a must. Looking forward to 2017. This year too we are sending several teachers to EduTech which is being held in Brisbane – very worthwhile when the opportunity for real immersive professional development is so great. 

Learn more about The Future Schools Expo here:

http://www.futureschools.com.au/pdf/NationalFutureSchoolsExpo_2016_Brochure.pdf
Learn more about EduTech here:

http://www.edutech.net.au

  

   
 

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It’s All About Reading

  
I spend a considerable amount of time reading. I tend to be a trifle obsessive about this. For many years I read exclusively in certain genres. As a young teen I read historical novels exclusively for a couple of years and then moved to Science Fiction and Fantasy and then Mystery and so on over the years. The consistency is that it has always been about reading something. 

In recent years my reading has become obsessively centred around education, technology and innovation. I suppose this shift really took hold with the advent of mobile technology and the maturing of social networks such as Twitter. Applications such as Flipboard and Zite (which create digital magazines from various feeds) made consumption easy. I was excited to learn from others and to be able to translate the ideas, thoughts and research into our own reality. Here I have been really fortunate because in my school other leaders, policy makers, the teachers, the staff and community in general have encouraged and enabled this. Reading and connectedness has contributed substantially towards breaking us out of our “box”. 

So here I have posted a few links to articles which I have found of particular interest n my recent adventures in reading. As I look through the links it is certainly a different list to the one I would have posted three years ago when I was obsessively exploring the possibilities that mobile devices might bring. 

  • This excellent paper looks at transformation of a US school, discusses challenges and solutions – considers SAMR Model and its context re changing pedagogy. 

https://idea.library.drexel.edu/islandora/object/idea:4534/datastream/OBJ/download/UBIQUITOUS_COMPUTNG___SYSTEMIC_TRANSFORMATION_TO_21ST_CENTURY_TEACHING_AND_LEARNING.pdf

  • This article looks at the Finnish system where a school System based on equality has been created. Interesting to note that while successful there isn’t a strong sense of connectedness to schools in Finland. I have included a second article which considers the importance of connectedness (towards the end of this article there are some ideas re engaging students). 

Re Finnish system
http://www.theatlantic.com/education/archive/2014/03/finnish-education-chief-we-created-a-school-system-based-on-equality/284427/

Re Connectedness
http://www.asla.org.au/publications/access/access-commentaries/engaged-students.aspx

  • This article discusses a report by the OECD on the effectiveness of technology in classrooms. I think what this really shows is the importance of pedagogy as the driver rather than the technology.

http://www.educationnews.org/technology/oecd-technology-in-schools-not-boosting-achievement/

OECD Report 

http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#page1

  • Yong Zhao – Elements of a World Class Education

http://c.ymcdn.com/sites/www.sais.org/resource/resmgr/imported/ZhaoIndicators.pdf

http://unescochair.blogs.uoc.edu/blog/2012/11/27/yong-zhao-world-class-education-educating-creative-and-entrepreneurial-students/

Catching up: learning from the best school systems in East Asia via The Grattan Institute.

http://grattan.edu.au/wp-content/uploads/2014/04/129_report_learning_from_the_best_main.pdf

  • The Horizon Report – essential reading

http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/

  • The Case for Challenge Based Learning

http://www.nmc.org/pdf/Challenge-Based-Learning.pdf

  • Clever Classrooms – evidence around learning spaces and effects on learning. Summary report of the HEAD Project (Holistic Evidence and Design), Professor Peter Barrett , DrYufan Zhang, Dr Fay Davies, Dr Lucinda Barrett, (University of Salford 2015)

http://www.salford.ac.uk/__data/assets/pdf_file/0019/518122/1503-Salford-Uni-Report-A5-DIGITAL.pdf

  • Personalisation vs. Differentiation vs. Individualisation

http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html

  • This useful piece, provided by Guido from Stile Education, on formative assessment

http://blog.stileeducation.com/stileeducation-blog/2015/4/15/is-stile-the-best-tool-for-formative-assessment

  • Technology Integration and High Possibility Classrooms“, Dr Jane Hunter. This work provides a comprehensive look at the context for the integration of technology and considers how TPACK comes into play in classrooms.

https://www.routledge.com/products/9781138781337

Making It Easy Isn’t Easy

  

  
Walking into classrooms and seeing learning in action is always a great pleasure. I am seeing a range of activity which I wouldn’t have imagined could become a reality just three short years ago. It is amazing how far we have progressed in our journey towards making technology a truly integrated part of our learning environment. Even our perception of what integration looks like has changed and that in itself is exciting.

  • Students regularly recording their learning using a variety of media
  • Teachers delivering differentiated and personalised content directly to students via their devices
  • Student workflows leveraging multiple applications
  • Regular, integrated use of open ended applications
  • Teachers actively recording learning for formative assessment
  • Teachers providing timely, poignant feedback 
  • Students working, regularly in productive collaboration
  • Student and teacher intuitive engagement with technology
  • Curriculum being manipulated to leverage technology meaningfully 
  • Direct and necessary communication between students and teachers
  • Students and teachers happy to explore, try new things and take risks 
  • Students extending their own learning
  • Technology tools regularly employed to extend and support students 
  • Confident technology users
  • Changing classroom dynamic – use of space, the way teachers and students work together
  • Easy exchange of information between teachers and students
  • A shift in the relationship between the student and the teacher
  • Greater ownership of learning by the students
  • Open ended learning – PBL, CBL
  • Proliferation of authentic learning opportunities 

What I like best is that it all feels effortless. This isn’t to devalue the work of our wonderful teachers in any way because I know that in the background there is a great deal of effort being employed to enable the learning programs, but when I see it it feels completely natural. There isn’t a feeling of bells and whistles. The technology is seamlessly woven into the fabric of purposeful activity. And I know that this is how it is meant to be. 

Making it easy isn’t easy. So what have been the crucial elements which have enabled our progress to this point?

Firstly the technology itself needs to be right. This is a major component. The technology needs to work reliably, day after day. Crucially for us running with a 1:1 iPad Program Internet and Wireless infrastructure are vital enablers. We opted for a corporate level CISCO wireless network. These devices have worked perfectly and have coped well with the high demands of multi user traffic. Our Internet has been continuously improved as demand has grown (40 up / 40 Down). Providing redundancy in case of failure of this primary link is also essential. If our Internet fails then our classrooms stall too. We have a 10 up / 10 down fibre redundancy. 

iPads are our 1:1 device of choice and they have been brilliant. They have challenged us too, but once we understood the device and its Cloud based DNA we were able to leverage its versatility, portability and power. IPads for us have been a game changer. They have great battery life and they have proven to be extraordinarily robust and reliable. We turn over our iPads on a biannual basis. This maintains the quality of our iPad fleet. We do as little as possible regarding apps. Early on we realised that the best apps are the open ended ones and we only add odd apps here and there as required. In most instances the central core of apps are all that we require. Compnow have helped us with device deployment.

In our own experience Professional Development has been crucial to the success of our program. 

Before embarking on our 1:1 commitment we needed to invest in preparing our teachers. Initially we supplied all of our teachers with iPads. We conducted workshops and provided hands on support via a full time support teacher to help our teachers with the technical side of using devices and to support pedagogical change. 

We teamed with Datacom (originally Xcitelogic), a provider, who had a strong educational support team. We were able to leverage their experience, gained in early adopter iPad schools in Victoria, Western Australia, to inform our own experience. Datacom educators facilitated traditional workshops for our teachers and parents, but crucially they offered a mentoring program for our teachers. This mentoring enabled a personalised approach to support, grow and develop our teachers. Catering to the different needs of our teachers was essential and as a result we were able to bring all of our teachers along on a journey no matter what their starting point (this program is an ongoing part of our PD program). Teamed with this is a natural organic internal mentoring where our teachers work together to support each other.

Datacom educators have helped to push our boundaries and opened us to new possibilities.

We have also formed a close relationship with Apple Education and this relationship has provided ongoing vision around pedagogy and considerable inspiration and sense of purpose. We are supporting our teachers to participate in the Apple Distinguished Educator Program

We are actively, now, involving partners like Datacom, Apple, Stile, Clickview, CISCO and Furnware in the process of helping to develop our teachers. We have found great advantage in developing and leveraging external connections. 

Professional development has helped change us from being inward looking to becoming outward looking. Where we can we involve teachers in conferences and external workshops such as Edutech, Future Schools, AIS, Apple, VIVID, Datacom, Furnware, Stile etc. 

Our professional learning journey has delved widely into Curriculum, thinking processes, pedagogical theory along with the integration of technology. Our teachers are becoming leaders of change, they are open to new ideas and our students are the clear beneficiaries.

  

The third game changer for us has been the integration of Stile into our classrooms. This has been a relatively new component in our program. The to and fro of information between the teachers and students has been one of the greatest challenges presented by our brilliant iPad tool. While we could create amazing work on our iPads being able to easily view and share was difficult. Initially we were using a range of tools e.g. Dropbox, email, Evernote, Showbie, Edmodo and iTunes U (iTunesU has rich content which is valuable. With a recent update  (3.0) iTunesU now has capacity to interact in the to and fro of information more fully). All of these required accounts and offered different capacities. Stile has to a large extent allowed us to consolidate all of this via one application. Stile has “unlimited” capacity and is able to transfer all sorts of work. Stile has also enabled work anywhere, anytime capability because it is accessible via any browser as well as an app. Here I should mention that we don’t send iPads home (this has helped with maintenance and reliability) and Stile has meant that we have easily been able to blur the lines between home and school. Flipping becomes an easy, realistic option. 

The last element I will discuss is planning and leadership. In our circumstance having leadership and commitment from across the School has enabled our vision to become a reality. In my role as a dedicated resource (supporting, managing and dreaming) I have needed the commitment of many participants. Bringing all together in a purposeful way is key. Often with all of this it has been about DREAMING BIG. While I can certainly dream big sometimes there are those who can dream even bigger. Being open to the dreams and visions of others is most crucial. Our School Board is a good example of dreaming big. We have recently perceived a need to evolve our learning spaces. We were starting to consider how we might reinvent our existing classrooms with furniture and some minor renovation. Our amazingly progressive Board wanted to dream much bigger. A whole architectural program has resulted, which will substantially reinvent our school. Sometimes the dreams can become enormous challenges. Here I must emphasise that the vision is what makes the dream sustainable. Certainly this has been true of our recent evolution and our integration of iPads in our learning environment. Leadership and Big Dreams have punctuated this. Dreams of teachers, of parents, of students and of administrators have sparked and evolved the vision. The tricky bit is interpreting, articulating, realising and building these into the structure. Some of the dreams of course don’t become reality immediately timing is also crucial. Knowing what will fly and when is also important. I have a strong belief that simplicity is vital. Educators don’t need or want complexity as it gets in the way of the teaching and learning. Students also need things to work easily. So sometimes dreams have to wait for technologies to mature enough to be viable. I note here that in some school environments there is abundant technical support and often these schools are able to be early adopters. In our circumstance we can observe and learn from these early adopters. There is much to be gained from learning from the experience of others.

We are seeing a revolution occurring and being a part of the conversation is crucial. For my own part social networking is vital – conferences, workshops and Twitter have been major enablers. I read a huge amount and it helps that I am really obsessive about enabling our learning environments. Seeing it all working simply and seamlessly in a wholistic educational context is the really exciting part. 

  

Frenetic Activity – PBL in a Year 6 Classroom

  

One of the most enjoyable aspects of my current role is visiting classrooms and working alongside our wonderful teachers and students. Last week I spent most of the week working with our Year 6 group. For much of the time the children were engaged in a project based learning environment which leveraged their open plan activity space, collaborative groups and technology (iPads and MacBooks). 

The children’s work related to Science – Natural Disasters. Students had selected events such as tsunamis, bushfires, cyclones etc. The children were investigating their chosen event and then worked together to produce information / script, a stop motion claymation and a news report. 

Apps used: Pages (word processing), Stop Motion (animation of claymation), iMovie (combining video, sound etc.) , Safari (research, connection, collaborative tool), Stile (content delivery and upload), Veescope Full Live (green screen – news report scene creation).

This short video shows activity underway in our Year 6 classroom.

https://www.youtube.com/watch?v=stbaWzIbvFg

Reinventing Spaces

In a previous entry Journeying in a Sandbox I had discussed our intention to innovate our learning spaces and how initially we wanted to trial furniture in our Year 6 and Year K spaces. 

Our motivation for innovating spaces was based on changing pedagogical needs. Ubiquitous access to technology spurred by our 1:1 iPad Program was enabling our teachers and students. Effective, meaningful integration of technology into teaching programs was expanding opportunities and changing the way that we worked. Our classrooms needed to accommodate the more diverse needs of both the students and the teachers. Project based learning, blended learning, authentic learning tasks, differentiation, personalisation, collaboration, workflows, potential for real time feedback and formative assessment and the possibilities to redefine (SAMR) were surfacing across our school and we were starting to feel the constraints of our boxed traditional classrooms. Change was necessary. 

To a certain extent we were blind and uncertain about making furniture choices. It is easy to recognise the need, but much harder to translate that into real furniture. Remembering here that we weren’t changing the architecture (yet). The classroom spaces that we were seeking to reinvent did at least have the capability to open walls which meant that one large space for each year group was possible. We had visited other innovative schools and had explored literature extensively and so this combined with the knowledge of our furniture partner ‘Furnware‘ enabled our initial reinvention.  

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Above – Year 6 (Featuring Furnware furniture)

Below – Year K (Featuring Furnware furniture)

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The Year 6 classroom space has certainly been applauded by the students and the teachers. They really love their space and are taking enormous pride in an area which is really unique. The thing I notice most, about their use of the space, is that it is constantly changing throughout the week and often throughout the day. The space is really fluid and can adapt to the needs of the users really well. Here I must add that the program of learning in Year 6 is very dynamic leveraging PBL with authentic learning tasks and collaborative learning. The teachers team really well injecting direct instruction as required. Their management of the space is artful and purposeful. 

Similarly the Kindergaten space too is open plan and fluid. It is exciting to walk through the space when the dividing wall is open and the children are working in stations or interacting in group activities. The open nature of the space is a shift for the teachers as they move away from a more traditional model. It will be interesting to observe how the use of this space evolves as the children mature and the teachers innovate further.

I am hopeful that during Term 2 the teachers in both these areas have the opportunity to visit other schools to see how other teachers are working in innovated spaces. Being able to learn from others and improve our own innovation is vital as we move to innovate spaces more widely across the school. 

Journeying in a Sandbox: Learning Spaces

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For some time we have been considering how schools can innovate their learning spaces. I must stress here that while we are talking here about changing our spaces what we are really talking about is changing, or adapting, our pedagogy to the changing needs of students, teachers and the community in general.
This was my blog entry in May 2013: A Different Direction – Thinking about learning spaces.
https://rhp123.wordpress.com/2013/05/20/a-different-direction-thinking-about-learning-spaces/

When I attended the Edutech Conference in June this year I had the pleasure of listening to a couple of educators talking about how their school had started to think about innovating their learning spaces.

“A couple of the leadership team from Margaret River Primary School told a compelling story. Their presentation started with a parody which set the mood for their entertaining presentation. The learning environment that they have created, at Margaret River, was really engaging and exciting. Their simple incorporation of Caves, Waterholes, Campfires and Mountain Tops as a natural part of the learning environment was impressive. Some great ideas from these inspired educators.”
From my earlier blog entry: Two Days in Brisbane – Edutech 2014 https://rhp123.wordpress.com/2014/06/09/two-days-in-brisbane-edutech-2014/

Also visit Margaret River Primary here: http://mriverps.wa.edu.au

We have also been very interested in the work of Stephen Harris (Northern Beaches Christian School). https://dl.dropboxusercontent.com/u/29167837/Edutech%20Brisbane%202013_Harris.pdf

https://rhp123.files.wordpress.com/2014/09/16ce0-stephen-harris_virtual-pedagogical-physical-space-21st-century.pdf

Additionally we have had the opportunity to visit a number of schools to look at learning spaces. Some of these were independent visits and others via http://cefpi.org.au.

These visits inspired this post: Two Different Learning Space Concepts
https://rhp123.wordpress.com/2014/06/19/two-different-learning-space-concepts/
And also Exploring Spaces – Lite: https://rhp123.wordpress.com/2013/08/02/exploring-spaces-lite/

We have also met regularly throughout the last couple of years with a small group from our school community to discuss innovation. We had discussed the idea of sandboxing a space / spaces ahead of a more general redesign / building program. The basic rationale for this is described below.

“A sandbox is a place where you have the power and control to quickly iterate and gather feedback that you can use to grow your established business. A familiar concept to software developers, it’s an isolated environment that you can update quickly and where you don’t have to worry about breaking anything. Beyond merely a test framework on top of your existing site, this is a completely separate space that might share content and functionality with your main site but which can be experimented with and run independently from your main site, with you and your marketing team in charge. It might look a little different and it might work a little different, but it’s still your business underneath. You get to dictate the priorities, you get to dictate the pace and you get to fail fast.”
(Ref: http://www.wizecommerce.com/thinking-lean-marketing-team-sandbox/#sthash.2L27dX5V.dpuf )
In many ways this isn’t a new concept we have used the idea before in our initial iPad trial where we tested the iPad in our environment and then resolved issues prior to a much wider application.

All of this has culminated in a meeting with a company – Furnware
http://www.furnwareaus.com.au/furnware%20showcase

We intend trialling some furniture in both an Infant and Primary classroom to see how we can innovate our learning spaces. We recognise that different age groups require different environments so we have elected to trial in Year K and Year 6. Furnware will help us in the process of design. We have asked Furnware to look at the two spaces (double classrooms) and suggest ideas based on their experience. We will then use these ideas to help formulate our own design in consultation with teachers. In the case of the space for the Primary invention involving the children in the design process will also be important.
In the spirit of the ‘Sandbox’ we accept that some things will work really well and that others won’t and we hope that we will invent spaces in the future which will reflect this learning.

Two Different Learning Space Concepts

Concept 1

This concept has learning pods in place of the traditional classroom space. These are smaller classroom spaces. The pods are equipped with tables and chairs. The tables are mobile and can fold down and the chairs can stack. Walls between the two adjoining pods can fold and the space could become a larger classroom area. The pods also have glass walls which can open onto a large shared space (shared by a number of class pods). The shared space is multipurpose. There are seating areas, small glass rooms, wet areas, performance areas, group work spaces.

See pictures below – Concept 1

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Concept 1: Looking into class pod from shared area.

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Concept 1: Above and below – Shared multipurpose area which the pods open to.

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Concept 2

This concept leverages the idea of a zoned versatile year space. In this version the whole year space is zoned for different uses, but things are mobile so can be rearranged if desired. There are small group spaces, larger group spaces, wet areas, quiet zones, desks, couches etc.

See pictures below – all the pictures below are of one multipurpose classroom area – Concept 2.

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Both concepts have merit. Both provide a solution which works in the context of the schools concerned. This is key. As with so much innovation a one size fits all isn’t possible. For us it may be that a hybrid version which leverages the best of both of these concepts might work. It is also necessary to consider how different age groups might use spaces differently and how this might impact design.

Reflecting On The Journey

Our school is a Primary school (K – 6). We embraced a 1:1 iPad roll out in 2013.

Powerful Transformative Learning: Ideas around Workflow, SAMR (http://www.hippasus.com/rrpweblog/) and TPCK (http://www.tpack.org) can become a reality in a 1:1 iPad program.

A host of different applications are in play across classrooms. Our school hasn’t attempted to be prescriptive. Allowing a degree of freedom amongst teachers has opened possibilities and teachers are also offering students options which expand the learning opportunities to individualize and to differentiate. We have tried to tailor applications to class needs, however certain apps are staple across most grades including all the Apple Applications iMovie, Pages, Keynote, Numbers, GarageBand, also Book Creator, Creative Book Builder, Edmodo, Explain Everything, Puppet Pals and Visualize. The more “open ended” applications are the most useful providing greater scope to both teachers and students. Student-centred, authentic, project-based learning experiences are being enhanced and inspired by the application of iPads.​

The capability of delivering content quickly through iTunes U, Edmodo, Showbie and Evernote has made opportunities for blended learning and of flipping Classrooms a reality. Teachers are developing class blogs or arranging Skype links with classes in other countries and bringing experts virtually into the classrooms and into children’s homes to support learning

Teachers are also actively using iPads to augment their assessment of student progress. The capability of the iPad to record learning moments, collect, collate and report is impressive.​
Our library has developed an eBook collection and borrowing system which means that students can access digital books virtually on a range of devices. This has opened access for students and learning opportunities in our classrooms.

Curriculum
In Australia there has been substantial change with regard to the Curriculum. The new Australian National Curriculum is seeking to integrate technology across all strands of the Curriculum. Our provision of iPads to all students in years K to 6 has provided the capability to achieve this. Teachers are redesigning their teaching programs to reflect the integration of technology, and in particular the integration of iPads, as the New Curriculum is released. Our school has a Curriculum Coordinator helping to coordinate change. The process is very much a collaborative team effort.
The Australian Curriculum includes seven General Capabilities as can be seen in the diagram below ICT Capability is identified as one of the seven General Capabilities to be addressed across the Curriculum.

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© Australian Curriculum, Assessment and Reporting Authority

Teacher Development
Our mission as educators, at our school, is to transform the potential technology offers to improve teaching and learning practices and ultimately, student outcomes.
The school has committed to developing a strong culture of learning aimed at developing learners for the 21st Century.
Our teachers have been actively involved in a comprehensive learning program. A Whole School approach was undertaken which targeted several key areas.
Differentiate teaching to meet specific needs of students across the full range of abilities.
Teachers undertook to complete a number of learning opportunities presented in an iTunes U Course and demonstrate differentiated strategies in programming of Curriculum including the use of technology to individualize and differentiate
Technology – Effective integration of iPads and other technology resources within the Curriculum.
Provision of an Apple Certified Educators (via external providers) to provide a structured mentoring program and workshops.
Crucially the school has continued to develop a Culture of Thinking (both amongst teachers and the students) where learning is more purposeful, deeper and more meaningful to students. ‘Thinking’ is an integral part of the learning process. Visible Thinking is tied strongly to our use of technology, Project Based Learning and broader Curriculum Outcomes. http://www.visiblethinkingpz.org
.

Changing Spaces
The arrival of real mobile technology via the iPad has opened possibilities to change pedagogical practices. The way that classrooms are working is changing too. Escaping from traditional classrooms to more versatile spaces is another great by product of the iPad Program. Entering classrooms it is common to see children on floors, sitting in pairs, in clusters or just moving and doing, as well as working in traditional formations. What is clear is that spaces need to be able to accommodate many ways of learning and collaborating.
We are starting to think about how we can achieve this using existing structures, by adapting furniture, creating movable walls, using glass to open the environment, as well as reviewing timetables and student groupings. The school is engaging in a process to identify and plan, so that our existing and future buildings and spaces can be designed to accommodate for the changing needs of students, teachers, curriculum and the community.

Exploring Spaces – Lite

Last week I was fortunate enough to visit two Independent Schools in Sydney. Both schools have recently updated buildings and learning spaces (One their Junior School & the other their Infants Department). These were major developments involving renovation / refurbishment of existing buildings and also new building work. I was interested to see the way that these schools are embracing more versatile, functional learning environments. Both evolutions embraced the idea of a central, shared, open plan learning areas adjoining class spaces. Features such as folding glass walls, flexible furniture, collaborative spaces were common. Impressions were that spaces could be changed easily to accommodate any learning need. They were spaces that were fun and exciting to be in. Clearly the schools were seeking to meet changing pedagogical needs and the possibilities presented by mobile devices.

I haven’t identified the schools visited in this post. This is a lite post. The full version contains details and a full range of pictures, but is password protected. The pictures posted here have been altered using “Paper Camera” for reasons of privacy, but hopefully provide an impression of these new spaces.

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Above: In the foreground comfortable, circular collaborative seating – behind a wet area.

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Above: Looking across a shared leaning space towards classroom spaces which are behind the row of cupboards.

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Above: Looking across the shared learning area away from classrooms.

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Above: Using useless space under stairwell to create a small performance or collaborative space in a shared area.

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Above: This is a shared learning space. In the foreground comfortable, flat lounges – behind a glass collaborative booth. In the background glass folding walls leading to classroom pods.

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Above: In this example we are looking from the shared learning space back into a classroom pod. The glass wall opens and there is also a folding wall at the back of the classroom which joins another classroom. The tables in classrooms can fold and wheel away.

This links to another post which looks at changing learning spaces.
A Different Direction – Thinking about learning spaces
https://rhp123.wordpress.com/2013/05/20/a-different-direction-thinking-about-learning-spaces/

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