A Snapshot of Technology Integration

  

  

  We started using iPads in our classrooms in 2011. Since our adoption of our 1:1 iPad Program K – 6 ,  in January 2013, we have focussed on using the SAMR Model  as an underlying scaffold. We have also tried to look at ourselves through the Apple lens of The Five Best Practices.

The journey is very much an ongoing one and while we have been delighted to see an amazing evolution take place there remains a sense of untapped possibilities. We are starting to imagine an environment which brings STEM / STEAM into play more inventively, more authentically, more naturally. 

Our iPad devices are amazing in their versatility and their power to enable almost anything. 

The iPad environment has pushed us in many new directions and has grown our capacity and capability. When I think back to the difficult environment pre iPad and the narrow possibilities on offer via the standard laptop environment I cringe remembering the difficulties and limitations. Our classrooms then were places where technology was much less an enabler and much more a challenge to implement effectively across a large group of children. 

I am often surprised when educators and those running technology programs in schools insist that they need more powerful laptop devices. For our Primary School classrooms iPads provide more than enough capability. There are those odd remnants of Flash which elude us e.g. Scratch and some fully blown environments such as Minecraft, but these can be catered for with a few additional ancillary devices or via a rich range of iPad app options. I shy away from returning to the clunky laptop form factor when such great, powerful portability is available in the iPad form. Certainly in our Primary classrooms portability is key for so much which is occurring. I am also surprised at fixations that some have for keyboards. With the way technology is evolving I wonder whether hardware like keyboards will become as odd to us in the future as floppy disks have become.

Our iPads are actively used as tools for capturing learning, communication, creation, collaboration, curation and research. All our learning programs are benefitting from the infusion of easy technological capability and certainly iPads have delivered this brilliantly.

Recently we had a visit from a couple of schools interested to see how we are integrating technology. As an early adopter of iPads, in a 1:1 context, our school attracts a few visits each year. From my point of view these are great opportunities for us to benchmark ourselves and also to interact with other educators. When the schedule for visits is devised our intent is to show real activity as it is occurring naturally in classrooms. There is never a change to our timetable or to the activities on display. 

Here is the schedule for this particular visit. A snapshot of activity across the school.

Visit Thursday 17 March

  

9:30 Meet and greet – (Primary/ ICT) – overview of the iPad Program

9:35 Year 1 Maths – Patterns and Algebra, Seesaw

9:40 Year 6 – G&T group – flipping learning within the classroom

9:45 Year K – Literacy groups – QR Codes, Maths – Explain Everything

9:55 Year 6 Science (PBL) – Chemistry – student designed experiments – recording and reflecting on learning – various apps e.g. Greenscreen, iMovie, slow motion, time lapse etc

10:05 Year 4 PDHPE – Stile interaction – Anti Bullying

10:15 Meet The Principal – morning tea – The Vision

10:35 Meet Librarian – Aurasma, QR Codes, eBooks, and our Apple Distinguished Educator – flipping learning, PE (physical education teacher) – looking at biomechanics / visual feedback apps on an iPad 

10:55 Year 5 – (Year 5 Teachers) sharing experience – Book Creator recording learning in Science, Comic Book narrative of learning HSIE

11:10 Year 3 Maths – Multiplication / Division – various apps Stile, Book Creator, Explain Everything

11:20 Year 2 Maths – Patterns and Algebra, Matific and other apps

11:40 Year 5 – using iPads to learn another language – oral learning – Quizlet and Stile

11:50 End

Snapshots from some previous visits:

A visit in 2015

A visit in 2013

A visit in 2013

It is interesting to compare and contrast the experiences and consider whether the learning program has evolved. What is not clearly apparent, in this brief snapshot, is the  increased sophistication via applications such as stopmotion, green screen and the integration of many other applications – along with the power that Stile has brought to enable the exchange between teacher and student (iTunes U offers some similar capability). Nor apparent is the increased sophistication and engagement of the users both students and teachers. 

Change is our constant and as I have already suggested a shift towards the real integration of STEM / STEAM is already underway and I hope that this shift will become apparent in the sorts of experiences in play across the school in future visits. Here I am alluding to a maker culture which leverages technologies, thinking and skills – incorporating robotics, coding, Minecraft, 3D printing etc. All of these capabilities can be accommodated and enhanced in a dynamic iPad environment.  

Authentic learning opportunities are also a major focus. PBL is already a natural part of what we do in our classrooms and we are pushing ourselves towards Challenge Based Learning across K-6 and towards publishing and interacting with broader audiences.  

Challenge Based Learning: Sustainability

We have committed to implementing Challenge Based Learning across the school. You can read more about CBL in an earlier post Towards Authentic Learning – CBL

Year 6 students explore energy.

Students apply their knowledge and understanding of energy to solve sustainability challenges in the community. Students publish their ideas via blogs – sharing with the broader community.

Our local Federal Member learns about the work students are doing to develop a sustainable community.

Year 6 Sustainability Fair – sharing ideas and artefacts regarding sustainability with the community. 

Towards Authentic Learning – CBL

 
Recently we have been considering various Project Based approaches to learning. One of the key drivers for us is the idea of providing authentic learning opportunities for our students. One approach which we are exploring is Challenge Based Learning (CBL). I have gathered together a few links which provide some insight about this approach. Interestingly some schools in the US dabbled with CBL participating in the study conducted by NMC, but I have found little evidence of continued involvement. There is a forum, but nothing much new. I wonder whether the focus on standardised, national testing has undermined the CBL initiative there.

The main activity I found seemed focussed in Australia and most specifically in Victoria. Here I must comment that Victoria demonstrates a consistency around innovation. We have found that many of the trends that have interested our own reinvention are ideas which Victoria has embraced or explored before us. 

What is Challenge Based Learning?

“Challenge Based Learning – an engaging, multidisciplinary approach to learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems.”

Benefits of Challenge Based Learning

A flexible framework for learning with multiple entry points

A scalable model with no proprietary systems or subscriptions

Places students in charge of their learning

Focuses on global challenges with local solutions

Promotes the authentic use of technology

Develops 21st century skills

Encourages deep reflection on teaching and learning
Case for:  http://www.nmc.org/pdf/Challenge-Based-Learning.pdf. New Media Consortium (Horizon Report)

Toolkit: https://www.challengebasedlearning.org/public/toolkit_resource/cf/0a/0ac5_8c6c.pdf?c=137d
CBL Website: https://challengebasedlearning.org/pages/welcome
iTunesU library – search for “Challenge Based Learning”.

  • Kalinda Primary School

ACARA – illustration Kalinda revising their approach to Curriculum and leveraging CBL to improve student learning. http://www.australiancurriculum.edu.au/Illustrations/Metadata/IPCM00014?group=SchoolLocation

School website: http://www.kalinda.vic.edu.au/page/78/Challenge-Based-Learning

  • Mont Albert Primary School

Victorian Government – seeking a solution beyond an “Inquiry Based” approach and using CBL to meet student needs.

https://fuse.education.vic.gov.au/pages/View.aspx?pin=7YWDQY

School website: http://www.maps.vic.edu.au/page/70%20

  • Ringwood North Primary School

Victorian Government: https://fuse.education.vic.gov.au/pages/View.aspx?pin=RYJ7RS

School website: http://www.ringwoodnorthps.vic.edu.au

  • Wonga Park Primary School

School webpage: http://www.wongapark.vic.edu.au/Pages/challenge-based-learning.aspx

About CBL: http://www.wongapark.vic.edu.au/Pages/Programs.aspx

School Website: http://www.wongapark.vic.edu.au

A Little Inspiration Along The Way

Last week I attended a short session with Dr Ruben Puentedura and Dr Damian Bebell. Apologies, my notes here are brief (I was feeling unwell). They certainly provided a little food for thought and inspiration.

Dr Puentedura looked at examples coupling the SAMR Model with Blooms Taxonomy and with Challenge Based Learning. It was easy to see how the SAMR Model fitted well with both. The basic premise is that some aspects of Blooms or CBL fit well with different levels of the SAMR Model – see below. 
Redefinition – Evaluating, Creating

Modification – Applying, Analysing, Evaluating

Augmentation – Understanding, Applying

Substitution – Remembering

(Note: Kathy Schrock also refers to this coupling of SAMR and Blooms ref: http://www.schrockguide.net/samr.html

I will explore the coupling of SAMR with Challenge Based Learning Model further. Dr Puentedura showed examples which explained how this would fit well with SAMR. (Ref re Challenge Based Learning – https://www.apple.com/au/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Dr Damian Bebell spoke extensively about the disconnect of traditional assessments and options around other forms of assessment. This is certainly something which educators need to consider as our classrooms and our teaching/learning models are changing. http://edtechteacher.org/using-research-data-to-define-measure-success-live-blog-of-dr-damian-bebell-at-lfl15/

Discussion: 

What is success?

How do you know if what you are doing is working?

He discussed that there are valid assessment tools which can measure creativity. 

In discussion we considered the importance of engagement, formative feedback, peer assessment.

One particularly useful assessment tool that Dr Bebell referenced was the use of drawings. I liked this idea it is relatively non invasive, and as he pointed out, can provide valid data and poignant feedback. He showed a range of examples e.g. Draw yourself learning in the classroom, draw yourself writing. In these examples we were able to quickly see what learning models might be occurring in a particular learning environment. In some research that Dr Bebell had conducted, using this method, it was interesting to note that in 1:1 device environments about 92% of students referenced using their device for writing while in a shared device environment over 70% referenced using pen and paper.

In our own circumstance we are encouraging teachers to seek feedback from students about their learning experience. Using pictures to provide feedback might be a way to help do this. 

Certainly exploring Dr Bebell’s work further may help to inform our own teaching/learning models.