Arataki Cluster

http://puttheeinlearning.wikispaces.com/

Put the e into e-learning

9.00– 9.30

The Traditional Classroom

Computer Centre

One- Two computers

1-3 students on a computer

Word Processing, Math or Reading Games

Broad Internet searches

http://puttheeinlearning.wikispaces.com/Levels+of+Integration

Digital Classrooms

1-1 computing

Teacher lead instruction

Publishing

Internet games

e-Learningclassroom

Self Managing• make choices• manage time

Participators and Contributors• work with the teacher• teach each other• teach themselves• work as a team

Thinkers• higher level thinking• organised thoughts

Conveyors of Information• able to present and articulate• use text and graphics

Collaborators• work with anyone and everyone• sharing

Teacher Level of Integration

Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University Press.

Entry Adoption Adaptation Appropriation Invention

entry

Conventional teaching

style

Teacher desk at front of

room

Furniture randomly scattered around

Very little if any

published work

Desks in rows

Computer is covered

Internet never used

adoption

Conventional teaching style

Furniture randomly scattered around

Some computer

‘Published’ work

Integration is usually in one

curriculum area

Desks in rows

Isolated tasks

Teaches elementary

applications, keyboard

skills

Word Processing

Math games (no direction)

Internet used rarely

Students prefer to

work alone

adaptation

Mostly conventional

teaching style, works with

groupsComputer

centre is set up

Periodically using projector

and IWB

Consciously plans for ICT integration

Word processed work on walls

Maths and Reading software

Some management

systems in place

Teacher directed

activities and planning

Computer and keyboarding skills taught

formally

Students use internet

frequently for broad internet

searches

Students prefer to work alone,

but teacher organises in pairs or 3’s

Desks in groups

Specific areas in classroom

defined

appropriation

Informal practitioner

confidently using technology

Students move freely around the

classroom experimentng

with digital tools

Internet used extensively in all curriculum areas

Tables around the edge of room,

curriculum specific

The room is full of children’s finished work that is both

computer presented and

hand done.Student research

skills well developed

Students work in groups

HOT models are used regularly

Desks swapped for tables, very little

mat area

Activities linked to classroom

teaching and learning

Management systems in place

invention

Teachers and children are using a

variety of digital equipment and

software for both teaching and

learning purposes

There is barely any mat area, enough for a

small group of children.

Projector/IWB/mimio is being used all day by teacher and students.

Classroom is divided up into curriculum

areas with large tables holding resource

material. Learning Centres are being used

freely.

HOT models are integrated

throughout all curriculum areas

Students learn the skills as they

are needed

Teacher is able to recognise when a skill needs to be

taught

Students are highly independent and self

managing and are able to make choices

themselves about what they are going to do and how they are going to go about it

Informal practitioner who involves students

in the planning of programmes and tasks

Discuss with people around you

The levels of

integration

Fill in the Google Form

http://puttheeinlearning.wikispaces.com/Arataki

Session One

Management

9.30 – 10.30

http://ipodsiphonesineducation.wikispaces.com/

WordprocessingGraphic Organisers, Drawing, Recording and Reporting

Multimedia (Music, MoviesPicture Editing)

Browsers

http://puttheeinlearning.wikispaces.com/Digital+Toolkit

Management of ICT

17

Computer monitors

http://puttheeinlearning.wikispaces.com/Resources+for+Adaptation+Stage

18

On the wall

Computer rules

Keyboard shortcuts

Skill cards

Tasks for that particular computer

Timetables

Computer monitors

Troubleshooting tips

http://puttheeinlearning.wikispaces.com/Resources+for+Adaptation+Stage

19

Set the tone

Set the rulesSign them

Set the class signal to stop, look and listen

Most of all emphasise

We are ‘Self Managing’

Respect the equipment (remember it cost a lot of money)Press lightly on the keyboard (thumping it will eventually break the keys and then we may have to do without our computer for a few weeks while we wait for it to be fixed!)No food or drink by any computer equipment (If you have a problem see the computer monitor first before you ask the teacher)Please don’t download games and load it on to any of our equipment as it is illegal Please don’t change the desktop setup without the whole class approvalPlease work co-operatively and collaboratively at the computer centrePlease keep to the roles assigned to you for your session Please don’t take the mouse off the mouse operatorBook specific digital equipment by writing your name on the Whiteboard timetablesRecord tasks that you have completed on individual recording sheets Keep computer centre clear of clutter and unnecessary itemsBe self managing and organised, know what you need to do and how you are going to do it!

http://puttheeinlearning.wikispaces.com/Resources+for+Adaptation+Stage

Keyboarding

http://www.slideshare.net/sharpjacqui/keyboarding-practice-1403910

22

Laminated Keyboards

Keyboarding skills can be taught as the part of the daily programmeStick a photocopied keyboard into the back of Handwriting bookHave a few coloured laminated keyboards in a box for Keyboard gamesWhen you go to the lab, all children open up a Word, AppleWorks or Pages page and practice typing

• Put your Pinky finger on the A• Put your Ring finger on the S• Type out your name

23

http://puttheeinlearning.wikispaces.com/Resources+for+Adaptation+Stage

http://puttheeinlearning.wikispaces.com/Resources+for+Adaptation+Stage

http://puttheeinlearning.wikispaces.com/Resources+for+Adaptation+Stage

26

Monitoring Charts

Mele

Jack

Lily

Sam

Kelly

Finn

Moana

Tom

Danny

Hans

Sarah

Sonny

Joseph

Angel

Mika

Set before school activity

Today in HistoryWhat’s the Weather?

http://ictprofessionaldevelopment.wikispaces.com/Before+School

Morning Programme• Report back on Morning Task• Handwriting Cards

• Spelling Activity• Keyboarding

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8name not now than that the then there they this

mice milk miss moon more train tree truck tow under

correct country course cousin cricket cries cruel daughter decide describe

chocolate choir coffee comb comfortable committee community complete computer concert

heightherohopinghousehungmodernmonotonousnationnationalnaughty

beneath between bitter blaze blood blossom declaration delightful delivered Department

characteristic chemistry cigarette especially executive exercise exhausted expenses extraordinary fascinating

available abduction contradiction introduction performance sentence cushion aluminium turquoise audience

http://ictprofessionaldevelopment.wikispaces.com/Spelling+Activities+and+Ideas

Writing Task board http://puttheeinlearning.wikispaces.com/Writing+and+e-Learning

METHODS OF DRAFTING, CONFERENCING, PUBLISHING

http://ictprofessionaldevelopment.wikispaces.com/Writing

One

One

No Limit

No Limit

No Limit

Five

Five

Drafting Choices

Where?

When?Who?

What?

Report

What did you

see?

Kathy

Jack

Luke

Sarah

Milly

David

David

Tana

Kirsty

Jordan

Nick

Cam

Fatima

Angie

Lee

Sione

Philip

Lose

Paul

Teina

Sam

Jack

Troy

Louis

Lui

Danny

Max

Lyn

Sam

http://puttheeinlearning.wikispaces.com/Writing+and+e-Learning

Drafting Self Checkhttp://puttheeinlearning.wikispaces.com/Writing+and+e-Learning

What do the children do while they are waiting to conference?

38

http://puttheeinlearning.wikispaces.com/Writing+Management

Conferencing http://puttheeinlearning.wikispaces.com/Conferencing

Conferencing Activities http://puttheeinlearning.wikispaces.com/Conferencing

Conferencing

Choiceshttp://puttheeinlearning.wikispaces.com/Conferencing

42

Example of Recording

These can be kept in a journal box attached to the wall.

Or kept in individual clear files

Publishing Choices 10/40http://www.slideshare.net/sharpjacqui/publishing-writing-ideas-november-2009

http://puttheeinlearning.wikispaces.com/Resources+for+Appropriation+Stage http://mathsandelearning.wikispaces.com/Organisation

Organisationhttp://mathsandelearning.wikispaces.com/Organisation

Maths

• Pre-test• Analyse• Decide• Organise

• Do

Do…

• Self trackingexamples

Full Unit is available http://www.jsharp.co.nz/thegardensresources/studenttracking.htmhttp://www.jsharp.co.nz/thegardensresources/perimeter_and_volume_maths_unit.htm

Reading

Some of the Reading Choices

Organisationhttp://ictprofessionaldevelopment.wikispaces.com/Reading

Break into 10 groups

Talk about what you

have heard so far

Discuss how you can use

it in your teaching

Curriculum Areas

Putting e-Learning into Curriculum areas, how does this link to to the curriculum document.

How can this be assessed, how is this

all integrated?

10.55 – 12.00

e-Learningclassroom

Self Managing• make choices• manage time

Participators and Contributors• work with the teacher• teach each other• teach themselves• work as a team

Thinkers• higher level thinking• organised thoughts

Conveyors of Information• able to present and articulate• use text and graphics

Collaborators• work with anyone and everyone• sharing

Recall all basic multiplication facts http://mathsandelearning.wikispaces.com/

http://literacyandict.wikispaces.com/Reading

http://literacyandict.wikispaces.com/Reading

Assessment

http://www.tki.org.nz/r/assessment/exemplars/eng/matrices/matrx_trans_deep_e.php

Use exemplars on TKI

http://elearningclassroom.wikispaces.com/Measurement

http://elearningclassroom.wikispaces.com/Digital+Capabilities+Matrix

http://elearningclassroom.wikispaces.com/Digital+Capabilities+Matrix

Example of how Planning reflects ICT Integration

Summative

• e-asTTle• Probe• Spelling• Gloss• Digital Capabilities

Formative

• Observations• Discussions• Forums• Feedback and Feed forward

Ipsative

• Measuring yourself against yourself

• Where was I? Where am I now? Where am I going to?

KEY COMPETENCIES

National Standards

Move into year group levels and have a look at the websites from this

session (5 x Yr 5-8)(3 x Yr 3-4(2 x Yr 0-2)

Mindmap how you have

integrated so far

Itemise the ideas you will

use from today

http://www.mindmeister.com or https://bubbl.us/

One personsign up forfree accountAnd mindmapyour ideas

Each group

2 minutes

Sharing back

12.45 – 1.10

Digital Toolkits

http://puttheeinlearning.wikispaces.com/Digital+Toolkit

1.15 –2.00