E-learning, ICT PD and BYOD at EGGS Claire Amos – Director of e-learning [email protected].
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Transcript of E-learning, ICT PD and BYOD at EGGS Claire Amos – Director of e-learning [email protected].
E-learning, ICT PD and BYOD at EGGS
Claire Amos – Director of e-learninghttp://www.vln.school.nz/pg/groups/49720/epsom-girls-grammar-school-ict-pd/[email protected]
Part One: E-learning at EGGS 2011 to 2012Part Two: Introducing BYOD
ICT PD 2011
Transitioning from 2010 to 2011
Overarching Programme Goals stayed the same.To improve student engagement through the integration of ICT strategies to enhance:(a) student centred learning(b) strong learning relationships between teachers, students and caregivers
ICTPD National Goals
1. Students to become successful digital citizens2. Principals to lead the integration of e-learning in their schools
(strategic and operational)3. Teachers to integrate e-learning effectively into their practice
creating an innovative and exciting learning environment for all students
4. Family and whānau to actively participate in their child’s learning
5. 5. Sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning
ICT tools and strategies that we focus on
Moodle
Any other tools!
Using Teaching as Inquiryto produce an ‘E-learning Action Plan’
E-learning Action PlanInquiry Cycle Stage E-learning Action Plan Stage
Focusing Inquiry Selecting a group of students to focus on and ‘Desired Student Learning Outcome(s)’(PLG Focus)
Teaching Inquiry ICT/e-learning strategies that will support DSLO
Teaching and Learning Who/When (Timeline)
Learning Inquiry Evidence that you will collect to measure shift in regards to DSLO
So how does this work?
• E-mentors are Learning Area based• PLGs will have been formed within Learning
Areas to suit specific needs of Learning Area• Learning Areas have produced an ‘E-learning
Action Plan’ led by LADs and e-mentors• PLGs have developed specific ‘E-learning
Action Plans based on desired student learning outcomes’
and…
• Several sessions a term have been allocated to PLG sessions to work on their ‘E-learning Action Plan’ and workshops offered (based on needs highlighted in the action plans) to support e-learning needs.
Transitioning from 2011 to 2012
Overarching Programme Goals stayed the same.To improve student engagement through the integration of ICT strategies to enhance:(a) student centred learning(b) strong learning relationships between teachers, students and caregivers
Transitioning from 2011 to 2012
Three ICT PD foci for 20121. Establishing online classroom environments on
Moodle for all classes2. Encouraging student to bring and use ‘student
owned devices’3. Completing another cycle of a Teaching as Inquiry e-
learning action plan with a greater focus on effective pedagogy (to ensure we continue to reflect and question the effect of integrating e-learning and ICTs)
Student Outcomes to Effective Pedagogy
The focus will change:• 2011 – Student Outcomes informed the ‘e-
learning action plan’• 2012 – Effective Pedagogy/Key Competencies
(thinking, differentiation and collaboration) will inform the ‘e-learning action plan’
Integrating the NZC
E-learning Action Plan 2012Inquiry Cycle Stage E-learning Action Plan Stage
Focusing Inquiry Selecting a group of students to focus on and an area of ‘Thinking’ to focus on(PLG Focus)
Teaching Inquiry Collaborative/Differentiated/ICT/e-learning strategies that will support development of ‘Thinking’
Teaching and Learning Who/When (Timeline)
Learning Inquiry Evidence that you will collect to measure shift in regards to ‘Thinking’
Timeline for 2012Term OneWeeks 1-5 PD focus on Effective Pedagogy/Student Competencies not ITWeeks 6-10 PLGs formed and ‘E-learning Action Plans’ developed Term TwoICTPD Workshops and PLG time Mid-year feedback gathered at end of Term 2 Term ThreeICTPD Workshops and PLG time Term FourSharing and final feedback
E-learning Action Plans
E-learning Action plan exampleTechnology E-learning Action Plans
E-learning Action Plan overviewsOver 40 action research projects happeningPLG Summary Sheet
Linking to Bransford, Hattie and Hook
• Understand Prior Achievement (Prior Knowledge)
• Linking between old and new (Link Relate Extend)
• Think about thinking• Differential Instruction
(Multiple ways)• Feedback
Using Teaching as Inquiryto produce an ‘E-learning Action Plan’
• Prior Knowledge: Identify prior knowledge, skills, competencies, attitudes and or behaviours relevant to goal
• Link Relate Extend: Link prior knowledge with new ideas relevant to goal - relate these ideas in different ways and then extend these ideas to create new mental models (SOLO and constructive alignment).
• Think about thinking: Provide opportunities for thinking about your mental model about goal - what am I doing?, where am I going?, how well is it going?, and what are my next steps?
• Multiple ways: Allow multiple ways of knowing ideas about learning goal, multiple ways of interacting with ideas around learning goal and multiple opportunities to practice skills and behaviours around learning goal.
• Feedback: Allow feedback on learning outcomes around learning goal know we are learning.
Using Teaching as Inquiryto become an ‘Adaptive Expert’
“Adaptive experts also know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” (Darling-Hammond 2006: 11)
Source: Visible Learning for Teachers by John Hattie
Introducing BYODat EGGS
What we expect in our workplace
What if we were given this?
Why is this okay for our students?
What do we want for our students?
vs.
or even better…
and
Then we could avoid this…
and this…
EGGS Online – E-learning at EGGS
Our BYOD Policy
• We invite all students at any level to bring their personal devices to school to integrate their learning both inside and outside of school. Those devices might be a netbook, a laptop, a tablet or a smart phone – any internet capable device can assist learning.
Advantages of student owned devices include:
• Anytime, anywhere access to class resources, support and extension activities through Moodle
• The ability to develop “digital” folders and exercise books for their classes (that can’t be lost, and never need replacing) through Google Apps
• The ability to develop a portfolio of their learning using Google docs Anytime, anywhere access to the school library e-books, database and catalogued web resources through Oliver
• Greater ability to communicate with teachers, parents and peers• Anytime, anywhere access to unlimited resources and information on the
internet• The ability to draft, redraft and publish their work at the click of a button• Allowing students to become active partners in their learning
Research citing the potential benefits of e-learning
Noeline Wright’s (University of Waikato) literature review looking at ‘e-Learning and implications for New Zealand schools’ highlights the following benefits of e-learning afforded by access to internet capable devices:• Improved motivation and engagement• Greater independence and personalised learning• Improved critical thinking and development of multiliteracies• Greater access to information, resources and experts• Greater opportunities for collaboration in wide contexts,
including international ones
How have we supported BYOD?
• Netbook support person/kiosk – full-time support person available to students, to help them connect devices to wifi
• 60+ netbooks available for students to access on loan through the netbook kiosk (using Oliver issuing software
• Making the most of BYOD info• Tech Angels on duty each lunchtime
How is it going?
• 25-30% regularly bringing and using own devices
• 50%+ in Year 9 to -20% in Year 13• Increase in use of Moodle and Google• Shift in student expectation – expectation that
they can have ubiquitous access o resources• Teachers vary from experimentation to wide
ranging integration
Challenges of optional BYOD
• Small numbers of students bringing devices in some classes mean that some teachers can opt out
• Slows shift of pedagogical change
Benefits of optional BYOD
• Gives teachers and students time to adapt -shift has happened without a lot of stress and apprehension
• Promotes differentiation by mode – encourages teachers giving choice about how students manage learning and how they create products
Where to next?
• Compulsory BYOD for Year 9 2013?• To be continued…
"You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."
Seymour Papert http://www.papert.org/