No Posts for 3 months

It's nice to have a break, and get some real life in between posts. Not that I've been having much of a break. The NSW DET blogging tool, of which my classes and I were beta testers is a real winner. Safe, simple blogging for students, classes staff, public or private or groups.

The trick now, once they gloss has faded from the "shiny new toy" is to get some procedures and policies as to what constitutes effective pedagogical use.

So what on the horizon for this edublogger?

• I launched into twitter with gusto. Fun, and very useful, just like "they" say. Has helped me numerous times.
• Google docs has finally (yay) been unblocked for staff use at least. Next to push for the unblock for students.
• I'm running another Intel TEO (Teaching Essentials Online) course beginning the end of this month.
• More "play" with the blogging tool. Let's see if we can get our scratch creations published and shared huh?
• All this as well as an active "real life".

Speaking of real life......do you all have multiple twitter accounts (and other social network tools) which separate proffessional from home life, or do you (as does gen y) just mix it all in together.

I'm inclined to mix it all up so far. Maybe its just the old boomers who see the need to separate life into work/play/home. The kids dont seem to care.

All for now. Be back later with more thought, tools, tips, and trick.

Polls in Classroom..part 2

Well, it would appear that zoho polls is having issues with cookies on some browsers. (Mozilla and Explorer to name just 2). Then again, maybe its a blogger thing?

A lot of the free online poll creators give me rather bad code to play with , so I gave up and tried bloggers' own widget. It works for me, so how about giving it a shot. Its in the bar to the right.

Pity about the cookie issue on the zoho poll. The fantastic thing about zoho is that I can save the results, and create multiple polls, tag them, search them, and post them (kind of).

Use of Polls in classroom

Hi All

Its been a while since I posted. This is just a quick one to test a feature of online polling. Have a go and let me know what you think. There is a lot of interesting pedagogical discussion around the use of polls. I'm just playing at the moment, but can see a use for them in the near future.

Personality Types and Your Classroom

Thanks to Sue T at "and another thing" (great blog Sue) for pointing me to mypersonality.
At first I was startled at the results, but after my initial surprise, I found I have had plenty to ponder. I'd never seen myself as a strategist before, but upon reflection, thats what I do all the time. I generally sit back, analyse and assess a situation, formulate a plan for action and when the time is right....act. Not everyone does that!

The site gives lots of informative quotes and support, as well as lots of links off site to personality support/information groups.

Sign up and take the tests, then post your widgets.
I can see lots of practical educational applications for this. What personalities are there in your class? How can you modify your teaching learning strategies to enable the others types to succeed? Do you plan for multiple intelligences?

I showed this site to my staff and some where keen to give it a go. Will be interesting to try and develop a group personality for our staff. Might make planning a bit easier.

Digital Schools Statistics

Roger Pryor at Leaders in Public Schools has a post explaining the many and varied benefits of utilizing web2.0 tools in your school. In it he links to tech learning articles on web 2.0 and professional development, which has a great list of resources to share.

Roger also links to Key technology trends , another techlearning article. Note point 4. bandwidth crisis looming. I've blogged about this before using the term exaflood.

1. Not long ago very few schools had a large number of laptop computers.

2. Ubiquitous Computing Is Growing Rapidly
3. Ubiquitous Computing Practitioners Report Substantial Academic Improvement
4. A Bandwidth Crisis Is Looming

Today the Internet bandwidth per student is 2.90 Kbps (or kilobits per second per student) according to the survey. Furthermore, schools say they will grow this to 9.57 Kbps per student by 2011—a 3.3-fold increase. But the ADS 2006 team believes that as much as 40 Kbps may be needed in five years. As the number of computers in schools increases and the ways in which students use computers change, more and more bandwidth will be needed.

It is unlikely, however, that many schools are budgeting for a 14-fold increase, although technology directors are generally aware of the challenge. The hard costs of the bandwidth required to support the growth in online learning, home connectivity, and ubiquitous computing are unknown and likely to require additional research.

5. Online Learning Is Growing
6. Professional Development Is Key
7. Low Total Cost of Ownership Is Increasingly Important
8. Some Product Categories Will Grow at a Rapid Rate (IWB's and handheld/mobile devices)

The article gives graphs and stats, well worth a read.

Reconstruction of Learning Experiences

As a smart, clever, literate educator reading this blog, you, like me, are actively trying to reconstruct the learning experiences of students to equip them for a digital, flat future. Why else would you read this?

I heard something this week that disturbed me, and will probably disturb you as well.

A teacher had taken some seven year old computers out of 15 months of storage ("too old for the network, need to be thrown out"...said the tech guy). So rather than throw them out, the teacher (with permission) reformatted them, installed some freeware/open source programs suited to the subject being taught, put them into a cluster in the back corner of the room and put the students to productive work.

Sure they weren't on the network, and there was no Internet. If the students wanted to save work, then it had to be to a usb flash memory drive. But they were productive! They were engaged. The students loved it, the teacher loved it, the other faculty staff found the idea so interesting that some of them took old computers out of storage and did similar things.

It lasted almost one week. Old structures and mechanisms don't take lightly to change. The machines were taken back, and were made ready to go into a lab. (Strangely they were now good enough for the task.)

So whilst some of us move forward, and engage the kids with whatever means (support, technology, funding) are at our disposal, it appears that some teachers still face a mentality that wants to put control back into the domain of the "keeper of the keys" (or the digital Taliban if you will).

It's almost as if there are forces at work to actively stop the sort of engagement that Greg Whitby (winner of the bulletin smart 100 award) talks about.

From Greg:

we're not saying every child needs only a computer to learn: come in, open up it's laptop time … They still need time with real people, to learn gross motor skills, and to use a pen and pencil, and to read, or to sit in a corner with a book or outside under a tree, and interact with teachers, as a socialising agent.

"But they need time to work in cyberspace. The traditional response has been to put technology into a computer lab, but it clearly doesn't meet their needs, because then you are deconstructing their learning experience, and it's artificial."

Greg Blogs at BlueYonder and will be speaking at the NSW Computer Education Group annual conference on July 1st and 2nd

Our Wondrous Journey Begins

There has been some great discussion amongst my colleagues over the last few days regarding moving ahead and engaging students with rich tasks, that promote higher thinking skills, in a 21st century context. Darren's video has helped immensely, (thanks Darren). The best part of the discussion has been the creation of a lesson sharing wiki.

On top of this came a presentation that was shown today to a group of ICT leaders in my state. The discussion has begun. It will be interesting to see where we can take it.

Will it all come to a grinding halt?

Three things happened that grabbed my attention this week. They all had a common thread.

First: Jane Nicholls @ *** ICT U Can! posted a clip where she introduced flixn.


Great stuff (again) Jane. Lots of educational and real world application.

Second: A good friend posted me a link to Blaise Aguera demonstrating Photosynth. Amazing stuff, and well worth viewing. My friend said he can't wait until this is everyday life.

Third: I spoke with some colleagues who earlier in the week had successfully trialled an inter school video chat. One beach side school showed off their beach to another beach side school, (1200 km apart) and they both shared their beaches with a school at Broken Hill, (on the fringe of the Great Australian Outback). About 1500 km from both. Check out the map here


So what's this common thread?

Well, as I type this, there is a debate happening in Australia regarding the necessity (or not, sadly) of a roll out of greater broadband services to our nation. (It's an election year in Australia). We currently have some government members stating that there is really no great need for faster internet. This is from the country that has the dubious distinction of having our (ex) Minister for Communications, Information Technology and The Arts, being called the World's biggest Luddite , by the The Register.

Innovators are currently reaping the benefits of a relatively untrafficked network. The unfortunate thing is that as more and more people adopt the technology and put it to productive use, then the network will groan and strain and ultimately fail under the load of the extra traffic. How will your LAN cope? What about your WAN? Is it able to cope with the exaflood?



Readers of this blog are innovators and pioneers in their respective fields. The technologies we are creating, discovering and putting to productive use are mostly dependant upon fast connection speeds and high volume data throughput. As educators our goal is to promote change in thinking. As the following diagram (from Going Virtual: Technology and the Future of Academic Libraries) shows, there can be no change or move towards a 21st century paradigm unless we have a reliable technological base.



What will happen to your local networks when every family in your district/region/state starts using flixen at the same rate as email. What about flixn spam?
Will members of your family be able to simultaneously be involved in an immersive high bandwidth experience like second life? What happens to video chat between schools when every student wants to share, rather than just one teacher?

Is your network (remember, the internet is just a network of networks)going to cope or break?

Preparing the natives for The Age of Innovation. (The exaflood cometh)

Perhaps its just the way with innovators. What they seem to harp on about (try to communicate) doesn't make much sense to a critical mass until a few years down the track. By then, a few leaders have adopted the ideas, and begin to market the benefits to the broader community.

This speech by Bruce Mehlman (an innovator) from 2003, is 4 years old now.

Mehlman makes three points that resonate with my current situation.

First, we must recognize that technologies only benefit society when we use them wisely. Technology can enable us to improve our lives and make the world a safer, more abundant, and more equitable place. Or it can exacerbate problems. For example, encryption technologies that protect our privacy also conceal terrorist communications. The Internet lets children in Alaska visit the Smithsonian or take virtual courses at MIT, but it also gives them access to pornography, hate speech and instructions on building a pipe bomb. Digital literacy will never substitute for good parenting and effective teaching, and any effort to define and promote digital literacy must reinforce their unique and vital roles.

Second, we must remember that digital literacy is more than having Internet access and broader than technical proficiency. It's also about learning digital rights and wrongs. Respecting intellectual property rights, practicing security as second nature, and valuing others' privacy are all going to be critical to a functionally literate information society.

Last, we need to all remember the power of Metcalf's law. This principle states that the value of a network increases exponentially as more people connect. While there is zero value having the only telephone on Earth - after all there's no one to call - going from 100 to 1000 users increases the value of the network by more than a factor of 10. As we look to apply digital technologies to the challenges of the 21st century, we must join together with leaders around the world, so the rising tide of innovation can lift all boats. We will all be better off - as businesses, as nations and as citizens of the world - when 6 billion people are online, instead of the 655 million who have logged on so far.

So from my perspective, (as a classroom teacher in a part of the world that has only recently connected to affordable IT infrastructure), the speech (though four years old) is not only relevant but actually very applicable. The people I live with and work with are only now beginning to discover the power of the read/write web, and the network itself (connectivism).

With this in mind, take a look at what Mehlman is speaking about today. The exaflood!

Is your community ready?

Why Don't School Directors Blog?

Here is a great story.

Kimberly Moritz challenged her superintendent to start a blog

How many of our decision makers leave it up to others to try and explain their decision? Wouldn’t it be great if they could blog it themselves. The community would have one version of a story and minimize confusion. It might even eliminate the gossip.

How many of your/our regional directors have a blog?

What about the principals out there?

Do you see a need or necessity? Is blogging still confined to the domain of innovators and early adopters? (aka classroom teachers).

It seems that so many of our communication channels are still firmly pre web, (what's web2.0?). How is that to change?

Teaching in Todays Classroom

Greg Whitby will be presenting at the New South Wales Computer Education Group (NSWCEG) at Newcastle on Monday 2nd of July.

In this video he talks about "today's school" rather than the 21st century school. The primary aim of todays school is to aid learning outcomes.
This happens through a process or concept of learning anywhere, anytime, anyplace.
This can only occur when staff are liberated from current working conditions. Conditions which Greg says "enslave" and "de-skill" teachers.

Would be interesting to hear a Teacher's Federation response to this.

Learning outcomes versus working conditions for teachers. Makes for a lively discussion.
Greg has an excellent presentation here. Its a pdf file in the form of some slides.

Click To Play

Does Technology make a good teacher?

I've been thinking about Scott Mcleods question, (previous post) and have discussed this with some colleagues.

Warren has been supporting educators in their use and implementation of ICT for more years than I can remember. His site WAZMAC is well worth checking out.

Let me quote Warren.

I have always found it effective to consider the "adopt and adapt" approach to professional learning. I find that when we are able to *adopt* technology for our personal needs, we very quickly *adapt* the technology for use in other areas of our life - eg the classroom.

The key here I believe, is personal needs. When we find some personal value in the technology we begin to capitalize on that value by implementing it in new ways. Sometimes this is seen as innovation. If one is working in a stale 20th century environment, anything "new" may be seen as innovation. Yet that same innovation may be seen as old hat at another school.

Digital cameras are probably the most common example, but more recently blogs etc are coming into the mainstream "adopt and adapt" realm.

Add to this list the use of mobile(cell)phones in the classroom, along with Interactive WhiteBoards. IWB's (See Here for a discussion on pro's and cons of IWB's)

We just need to make sure that our school systems can adequately support and encourage teachers who have adopted new technologies at home and are ready to adapt them for use at school.

Too often I hear administrators criticising teachers for not embracing change, when it is more often the administrators who are not creating a climate that encourages the desired changes. Or more often apply limits to teachers' creativity in how they interpret "change".

Innovation is often stifled so that administrative boxes can be ticked.

Change is very much a two-way street. And there are always risks.

Do we need more risk takers in our education departments? Risk taking is fine when it all works out, but failure is par for the course. How many times can one fail before it adversely effects the students? Do we hold the line and let others innovate first? Who wants to go first? At what cost?

Warren goes on to say:

Give people the tools and let them explore, learn, and adapt them in new and innovative ways.

All very good. A sensible idea, and no doubt one that works, generally. However, in a later discussion Warren outlines exceptions. There are always exceptions aren't there?

"A close friend is a teacher, and also runs a small hobby business over the internet, outside of school."

"He has adopted the technology at home, but doesn't necessarily "use technology" widely in his classroom (this is partly due to the allocation of equipment at the school). His classroom, is what I would consider to be a more "traditional" classroom."

My youngest daughter, who is pretty technology-savvy, was in Fred's class in Year 6 (3 years ago). Barely touched a computer all year - but had one of her most enjoyable and productive years at the school. Did everything the "old way" - spelling drills, mentals, etc, etc. She especially learned to enjoy reading books. And the whole class came to enjoy Fred's wicked sense of humour.

The focus in Fred's class was *learning*. And my daughter enjoyed learning.

Kinda defeats the "must have technology" argument though! But worth considering if we step back from the trees to get a clear view of the forest.

The bottom line is that a good teacher will create a wonderful learning environment regardless of the tools that they have. I guess we just assume that the technology thing make the tools better. But it may not be so. Maybe even the opposite in the hands of a reluctant practitioner.

Great ideas Warren. A great teacher teaches, no matter what the tools at his/her disposal. Is the money that is currently being spent on technology in schools being wasted if teachers are not teaching? IWB's in every room?

What are your thoughts and ideas?

For and against IWB's

Sure to be a passionate discussion starter:
From Tony Richards

Learning - Thinking - Playing

All this has got me thinking. I am going to start a little ongoing post of the "for" arguments and the "against" arguments, in line with this I am going to also list alternatives as many schools do not give any thought to the possible alternatives.

I welcome any comments - suggestions - arguments and ideas:

Howard outlines vision for 2020

Howard outlines vision for 2020

Full text here

I want to begin by sketching the sort of world Australians are likely to be living in a decade from now; for argument’s sake let’s say by 2020, when most of today’s children will be young adults.

Liberal democracies will flourish, yet their purpose, patience and resolve will continue to be tested. For a country like Australia, there’ll be no holiday from history or from the long struggle against terrorism.

This fight is a different type of war against a different type of enemy. Our interests and ideals demand we stay engaged in the world and in the global battle of ideas.

Australia’s defence forces must be combat ready and well-resourced and our alliances close and strong in 2020.

We will continue to carry a heavy burden for order and stability in this part of the world. One of the most far-reaching national security decisions this Government has taken was to end a posture of benign neglect in the Pacific. There will be no going back from that commitment.

In 2020, policy makers will still be grappling with the great disjunction of our age – between a globalised economic order and a fragmented political one. Australia has a profound interest in a stable, cooperative and market-oriented global system underpinned by stable, cooperative and market-oriented nation states.

No-one should pretend the nation state is going anywhere. People will continue to express their demands for security, economic wellbeing and identity primarily through national politics. And the duty of political leaders will still be protecting and advancing the national interest.

It will be a world where economic and geopolitical power is more evenly distributed; more so perhaps than any time since America’s rise in the late 19th Century.

The human face of globalisation in 2020 will be increasingly Asian and middle class – as our region becomes the epicentre of history’s first truly global middle class.

It will be a world of intense competition for markets and for global talent. Australia must work hard to earn our place in a fiercely competitive global economy. We must ensure Australia retains and attracts our share of the best and brightest – the researchers, scientists, innovators and risk takers who’ll generate the ideas for a rising Australia.

Australia’s workforce will continue to face challenges from demographic change, from technological change and from globalisation. The Treasurer’s Intergenerational Report earlier this month showed that we have made progress in meeting the challenge of an ageing society.

Many families are confronting these pressures directly with the rise, for example, of the so-called sandwich generation. More and more baby boomer women in particular carry heavy responsibilities around caring for ageing parents and for children still at home, while also holding down a job in the paid workforce.

All this points to the need for governments to become even more nimble and responsive to individual needs in the next decade. The old rigid welfare state models have become increasingly obsolete.

Aquisition of mechanistic skills does not mean IT literate.

21st Century Skills

Readers of c21skills will know by now that I'm searching for a suitable ICT skills framework that can be adapted to work within my own State Dept of Education.

The best I have come accross so far are the ISTE Nets and the enGauge Framework.

Nets has become the defacto set of skills used in the USA, and even here in Australia we have very similar checklists for what we expect our children to know.

This is all well and good, but a checklist of skills does little to develop the critical thinking and collaborative work habits required of Australias 21st century citizen.

The kindergarten class of 2007 will graduate from high school in 2020! they are going to need alot more than an ability to "use" technology in a mechanistic way.

As good as the skillset in the NETS framework is, the enGauge model has a greater focus on 21st century skills.

Here is a comparison of the NETS skills and the enGauge model.

Note: the NETS standards do not specifically address Visual Literacy, Global
Awareness, Adaptability/Managing Complexity, Curiosity, or Risk-Taking, which are addressed by enGauge.

My thoughts? I'm looking at the enGauge model carefully. It doesnt have an easy checklist format that 20th century teachers seem to love so much, but it has a powerful set of skills that we ignore at our peril.

Impressive Membership

The Partnership for 21st Century Skills has an impressive framework for 21st century literacy.
The diagram at the bottom of this post shows that so called "ICT Skills" are only a subset of other elements such as content (global awareness, civic literacy, health and awareness), thinking skills (critical thought, problem solving, collaboration, creativity).

If you download the pdf from this site (see link at bottom of this post), you'll see a very impressive list of members. Intel, Verizon, Cisco, Adobe, Apple, Microsoft, Oracle, to name but a few. It would appear that some of the best a brightest have contributed to this document/site.

The Partnership for 21st Century Skills - Framework for 21st Century Learning

The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American Global education.

Download this page as a PDF.

Putting it all Together with Intel Teach.

This is a fantastic resource. It brings together current thinking and research on thinking skills,and strategies teachers might use to develop those skills in their classrooms.



From project design, to thinking, to planning, stategies and assessment. Lots here.



Intel Education: Designing Effective Projects

This program emphasises curriculum development that aligns to Australian state standards and syllabus outcomes. It promotes higher-order thinking using Curriculum-Framing Questions, authentic project tasks, effective instructional strategies, and performance assessment. Designing Effective Projects provides a foundation for good planning and supports you in adapting these project-based units – or developing your own from scratch.