Professional Development Video

Created by:  Renee Hurley, Scott Hovey & Stacey McCallum

Watch our Professional Development Video on YouTube here!

Week 8 - The Million Dollar Question ...

... where to begin?

For me, right now, the beginning is my up-coming prac experience and how I can effectively integrate ICT into my lessons. Currently there is not a lot of ICT incorporated into instruction in my class, other than the use of worksheets on the computer and the occasional YouTube clip or images sourced from the internet.

I guess I can consider myself lucky to have a blank canvas.

During my prac block I have been given the task of introducing Time in 5 minute increments and a SOSE unit on the local area.  I see potential!

Ideas for integrating ICT into Maths: Time 5 minutes:

Initially I will be using programs to keep a record of my diagnostic testing, which will show me whether or not students are getting the concept or need further explicit teaching.

Ideas for integrating ICT into SOSE lessons: Local Area:

As a class we will be discovering where we live using Google Earth, Google Maps or Near Maps. As a rule, my school does not allow students to use Google Earth or Maps. This is due to the fact that if 20+ students are trying to access this at once, it slows down the system. Therefore it is more likely that Near Maps will be used instead.

As I am encouraged to interview people from around the area to see how it has changed over the years, I am thinking of using Skype for the students to conduct the interview.  If this not possible, I will use a video camera to tape an interview (using the students' questions) and show to the class.

If anyone has any ideas which they think might be useful in these two learning areas, please feel free to give me your suggestions.

It's now time to sign off and get my lessons ready for prac so that I can start on my ePortfolio.

Week 7 - Questions! Questions!

Two questions I have asked so far:-

Week 1: Are Education Queensland Schools ready for these changes?

Week 2: With students having such a wide variety of access to ICTs at home, how do we keep their learning relevant and engaging at school?

Are Education Queensland Schools ready for these changes?

Slade Point State School, near Mackay, has improved literacy and numeracy with the use of ICT. With a whole school approach to improving outcomes for Indigenous students with the help of their families.

Slade Point State School Website

Oakey State School grasps ICT in the classroom. Check out this link and video to see how one school has integrated ICTs into their curriculum to engage students and improve their learning.

Oakey State School - Smart Classrooms Website

Education Queensland provides ongoing core funding for ICT in state schools and teacher professional development in ICT.

Education Queensland Website 

Cybersafety Help - Find out about the new Cybersafety Help button which is now located on all Education Queensland computers.

Whilst it initially appears that Education Queensland is providing all the necessary funding and initiatives for teachers to incorporate ICTs in their classrooms, from my observations it became clear that ICTs are not being used to their full potential. After discussions with many teachers, responses identified either 1) lack of time, or 2) no interest in learning new skills as major contributors to this issue.

With students having such a wide variety of access to ICTs at home, how do we keep their learning relevant and engaging at school?

An inspiring teacher who does things a little differently. 

http://therocknews.com.au/2010/09/10/hambledon-state-school-teacher-shows-her-smarts/

Victorian Government's Department of Education and Early Childhood Development ePotential. This is a really easy step-by-step way of increasing ICT skills in their key areas.

Epotential - Education Victoria

To keep students' learning relevant and engaging at school, I will endeavour to find out what ICTs students like to use, and why they use it. By finding a gap in their knowledge, I will then be able to implement strategies to introduce new technologies into their learning. I will ensure that games are part of our classroom learning, communication through e-mail and Skype are utilised and student input is celebrated and accepted.

Whilst I do not pretend to know everything there is to know about ICTs, I am positive that my students will be able to teach much more than I ever thought possible!

Week 6 - PD Journey Take 3

Plan of attack for PD Video: 

We decided to split the load as follows:-

Stacey: 

• Introduction.
• SOSE unit on the First Fleet - focus on the voyage. Using timeline on this webpage (http://www.nla.gov.au/exhibitions/georgeraper/timeline/timeline-doc-1787.html).
• Compare - old paper way v's new computer way.

Scott:

• Record steps on how Google Earth was used to record the First Fleet's journey, using a program like CamStudio.
• Use Audacity to record voice overs of the steps.

Me:

• Developing an assessment item.
• Benefits of using Google Earth.
• Teacher's pedagogy in using in the classroom.
• Conclusion: Old v's New ... What are you gonna do?

Technological Pedagogical and Content Knowledge (TPACK): 

Harris and Hofer (2009, p.99) state that TPACK is the intersection of teachers' knowledge of curriculum content, general pedagogies, and technologies (see Figure below).

Together, we have combined our knowledge to create our own TPACK for the First Fleet's journey assessment:-

Technological Knowledge	Pedagogical Knowledge	Content Knowledge
Information and Communication Technologies (ICTs) Cross-curriculum priority by the end of Year 5 (QSA, 2007. ICT): Inquiring with ICTs: ·    Identify the inquiry focus and match appropriate ICTs and possible digital information sources and ways of gathering data and information. ·    Evaluate the data and information gathered for usefulness, credibility, relevance and accuracy. ·    Reflect on and analyse how ICTs have assisted in meeting the inquiry purposes and in developing new understandings. Creating with ICTs: ·    Express and represent ideas, information and thinking. Operating ICTs: ·    Experiment with operational processes and use the basic capabilities of a range of ICT devices. ·    Access appropriate network, personal system and device information. ·    Reflect on and analyse their operational skills and identify ways to improve their effectiveness. Programs available for use: ·    Google Earth ·    CamStudio ·    Audacity ·    Word ·    PowerPoint ·    MovieMaker	Our steps in developing an assessment item (using Harris and Hofer’s Five Basic Instructional Decisions):- Step1: Learning Goals: recreate the First Fleet’s journey to Australia. Step 2: Pedagogical Decisions: The steps in this inquiry learning model are: tuning in, deciding directions, organising ourselves, finding out, sorting out, drawing conclusions, considering social action, and reflection and evaluation. Step 3: Activity Types: Read text (various sources: books, web sites); create a timeline; create a map; generate an historical narrative; create an illustrated map; do a presentation. Step 4: Assessment Strategies: Diagnostic: determine prior knowledge of the First Fleet. Formative: gauge students’ progress through their creation of a timeline and a map. Summative: Historical narrative, illustrated map and presentation (to be created using ICTs). Step 5: Tools & Resources: Web pages, books, Word or Google Docs, Google Earth, PowerPoint, MovieMaker or iMovie, Audacity.	Studies of Society & Environment (SOSE) Essential Learnings by the end of Year 5 (QSA, 2007. SOSE): Ways of Working: ·    Collect and organise information and evidence. ·    Evaluate sources of information and evidence to determine different perspectives, and distinguish facts from opinions. ·    Draw and justify conclusions based on information and evidence. ·    Communicate descriptions, decisions and conclusions, using text types selected to match audience and purpose. Knowledge & Understanding: Time, continuity and change: British colonisation of Australia is connected with particular events and changes, including ... the landing of the First Fleet.

Developing an assessment item:

Harris and Hofer (2009. p.100) describe the five basic instructional decisions when planning a particular learning event:-

• “Choosing learning goals.
• Making practical pedagogical decisions about the nature of the learning experience.
• Selecting and sequencing appropriate activity types to combine to form the learning experience.
• Selecting formative and summative assessment strategies that will reveal what and how well students are learning.
• Selecting tools and resources that will best help students to benefit from the learning experience being planned.”

Our steps in developing an assessment item:-

Step1: Learning Goals: recreate the First Fleet’s journey to Australia.

Step 2: Pedagogical Decisions: Use an inquiry learning model, such as that used in Victoria in the Social Education Framework P-10 (Ministry of Education Victoria, 1987 as cited in Marsh, 2008. pp.202-203). The steps of inquiry in this model are: tuning in, deciding directions, organising ourselves, finding out, sorting out, drawing conclusions, considering social action, and reflection and evaluation.

Step 3: Activity Types: Read text (various sources: books, web sites); create a timeline; create a map; generate an historical narrative; create an illustrated map; do a presentation.

Step 4: Assessment Strategies: Diagnostic: determine prior knowledge of the First Fleet.

Formative: gauge students’ progress through their creation of a timeline and map.

Summative: Historical narrative, illustrated map and presentation (to be created using ICTs).

Step 5: Tools & Resources: Web pages, books, word or Google Docs, Google Earth, PowerPoint, MovieMaker or iMovie, Audacity.

This assessment piece caters to differentiated learners, ranging from an E student being able to create a timeline and map on paper, to a C student being able to create all products at a basic level. An A student would be able create all products at an excellent level.

Benefits of using Google Earth:

Through this assessment piece we are providing students with 21st Century Skills through (Metri Group, 2003. pp.2-3):

"Digital-Age Literacies: Technological Literacy; Visual Literacy; Information Literacy; Multicultural Literacy; Global Awareness.

Inventive Thinking: self-direction; creativity.

Effective Communication: teaming and collaboration; personal responsibility; social and civic responsibility.

High Productivity: prioritising, planning and managing for results; effective use of real-world tools; ability to produce relevant, high-quality products."

Teacher's pedagogy in using in classroom:

An inquiry learning model, such as that used in Victoria in the Social Education Framework P-10 (Ministry of Education Victoria, 1987 as cited in Marsh, 2008. pp.202-203), can be used as follows:-

Questions	Steps of Inquiry	Activities
Why should we investigate this? What do we already know?	Tuning in: identifying and defining the issue. This involves activities designed to: ·      Generate interest. ·      Establish current knowledge. ·      Draw on past experiences. ·      Identify possible aspects for investigating.	Examining an artefact or document. Studying maps, photos, posters, cartoons. Word associations.
What guess could we make about ...? What do we want to focus on?	Deciding directions: formulation of hypotheses. Involving: ·      Choosing a focus. ·      Extending the scope. ·      Identifying and refining questions.	Brainstorming for suggestions. Identifying questions to guide activity. Developing tentative explanations.
How can we plan to do it? What type of information do we need and how do we find and collect it?	Organising ourselves: An approach to the inquiry is crucial and relates closely to the Deciding directions stage.	Creating an individual project. Locating resources. Drawing a time-line.
Who, what, where has/is information we can use? How relevant or  useful is this information?	Finding out: The collection of data is not an end in itself, but a means towards developing understandings.	Books. Collecting and analysing maps and charts. Evaluating primary sources, case students etc.
How can we categorise this information? Does the information change our view of the issue?	Sorting out: Data collection, processing and analysis; refining the issue. This involves: ·      Organising and presenting data. ·      Forming or modifying concepts through classification strategies. ·      Comparing and contrasting findings. ·      Discussing the issue and hypothesis. ·      Evaluating.	Recording impressions through art, music, drama. Drafting and editing. Making and interpreting graphs, charts and diagrams. Assessing validity of sources of information. Using computer simulations and databases.
What can we now say about ...? What evidence do you have to support this?	Drawing conclusions: requires students to express their understandings and communicate them to others. This involves:- ·      Interpreting information. ·      Developing and modifying generalisations. ·      Explaining similarities and differences. ·      Establishing connections. ·      Confirming, rejecting or modifying hypotheses and predictions. ·      Reformulating propositions.	Make a model or mural. Writing a story. Making a video or audiotape.
How might we make others aware of what we know? How can we contribute to, or influence decisions made, in the community or society?	Considering social action: requires students to be active in decision making during their inquiry and at its conclusion. This involves: ·      Identifying action that could be an outcome of the inquiry. ·      Implementing if appropriate.	Involving students in decision-making at various stages. Negotiating how the investigation will be conducted. Presenting findings to wider audiences. Class projects.
	Reflection and evaluation

References:

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Marsh, C. (2008). Studies of society and environment: Exploring the teaching possibilities. (5th ed.). Frenches Forest, N.S.W.: Pearson.

Metiri Group & Learning Point Associates (2003). enGauge 21st century skills for the 21st century learners.

Queensland Studies Authority (2007). Information and communication technologies: Cross-curriculum priorities by the end of year 5. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr5.pdf

Queensland Studies Authority (2007). Studies of society and environment: Essential learnings by the end of year 5. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr5.pdf

Week 5 - PD Journey Take 2

Google Earth:

The 'Pedagogy in Action' website (http://serc.carleton.edu/sp/library/google_earth/how.html) describes how Google Earth can be used to:

• support hands-on inquiry by students in computer classrooms.
• as a basis for homework assignments.
• for dynamic presentations during class lectures.
• for inquiry during class presentations.
• to create imagery and maps for PowerPoint, Word, and other presentation tools.
• as a data discovery, organization, and distribution tool for research projects.
• to enrich discussion of an issue that arises spontaneously during an informal classroom discussion.

Google Earth also provides classroom resources, tutorials and tips, the ability to talk to other teachers, and showcase student work (http://sitescontent.google.com/google-earth-for-educators/).

My personal Google Earth journey: 

Ok, I've just managed to record a tour in Google Earth, then I used Camtasia Studio to record the screen while taking the Google Earth tour.  

I found Google Earth an exciting tool to learn to use, even in its basic use form. Can't wait to expand further when our group produces our PD video. 

Here it is ... My Houses Tour.

I have not edited it, as I wanted to focus on the recording side of things, for both Google Earth and Camtasia Studio. No music either, so slightly boring, but not my focus right now.

Week 4 - PD Journey Take 1

Decision has been made! We are using Google Earth to retrace the steps of the First Fleet and demonstrate this in our PD video.

Now to learn how to use Google Earth!

So I have been delving into Google Earth to see if I can create my own 'tour'. So far I've managed to figure out the tour I want to go on, I want to visit all the houses I've lived in.

I've managed to tag my old houses, but now I have to figure out how to record a tour. Off to YouTube I go in search of a video that makes sense to me.

 ... ran out of time to do this this week, but watch this space ...

Week 3 - My Class

Walking into my prac classroom it was glaringly obvious that my teacher did not use a lot of integrated ICT in the classroom environment. When I saw his plan for the day, I noticed an hour of computers in the computer lab. How exciting ... until I realised the activity he was getting the kids to do.  How boring!  Create a 'My Favourite Sport' page, with border, heading and picture, save it and e-mail it to the teacher. So, is this teacher "promoting the cut-and-paste generation because the tasks they are setting are so last century?" (Head, 2008. p.3). Ok, ok. So for some students this may be all that they can do, but what about those who get this done in a short period of time. They got to do a free activity on the computer.

When I advised my teacher that I would be completing my Smart Classrooms Professional Development Framework, ICT Certificate and that I would like to use and integrate ICT within the classroom, he advised that he does not use ICTs as he believes that students should learn the basics before relying on computers. He uses a projector in the room, and believes that this is sufficient. This is going to be an interesting and challenging prac experience for me to incorporate ICTs within their learning.

Where to begin?

Reference:
Head, B. (2008). Generation cut and paste. Education Review. Sept 2008.