 |
Home
  About
 The Conference Presenters
Program
Venue
Sponsors
Contact Us
|
Presenter AbstractsManaging Your Digital Resources using Media on Demand How Do We Manage Our Digital Video Resources? - John Bennetts will discuss the benefits of using digital video and other resources on school networks in two sections. • Playing:- How to access the exact area of a video title within four seconds, Using Search functions, Chapter Headings, Exporting sections or clips to Powerpoint Presentations, Teachers Notes, Captions, Capturing Images and Adding Extra Resources. 40 viewers watching at the same time, • Managing:- How to add your own Video titles including News reports, Documentaries and Current events programs, adding footage produced by the school, Creating Teachers Notes, Adding Extra Resources, Subject Headings, Chapter Headings, Stocktake reports, Databases, Creating Catalogues, Quizzes and much more..
ICT in the Health and Physical Education Learning Area Utilising MS Excel The use of MS Excel has predominantly been used in number crunching activities relating to mathematics and can also be used to develop understanding of Health related topics. This session is designed for middle to upper primary school students. It incorporates the use of MS Excel to help develop an understanding of anatomical parts of the body. This activity was designed for the integration of ICT into the curriculum with a group of year six children and the children were required to perform an activity to demonstrate an understanding of different anatomical systems within the body. Children improved their understanding of anatomical parts of the body by producing a quiz which they could then use to test others. Whilst researching information relating to specific human systems, the children were required to demonstrate skills in utilising formulae to display correct answers as well as calculating the percentage correct. The children were also required to implement data validation techniques to assess incorrect answers. Human Systems used for this activity included: the digestive system, the skeletal system and the heart.
Be an Inspiration in the Classroom. Learning to think. Learning to learn. These are the essential skills for student success. Research in both educational theory and cognitive psychology tells us that visual learning is among the very best methods for teaching students of all ages how to think, and how to learn. Inspiration website: www.inspiration.com/vlearning/index.cfm In this session Rod Blitvich will lead you through an introduction to Inspiration , the cross-platform mind mapping software which helps develop ideas and organise thinking. Inspiration provides a powerful and simple-to-use interface that allows students to graphically represent ideas and concepts as well as providing a ready way to clarify their thoughts, prioritise new information and to process their thoughts. The graphical interface of Inspiration allows students to see connections and links between ideas that might not have been noted if Inspiration was not used. Inspiration supports improved achievement for students and strengthens critical thinking, comprehension and writing across the curriculum, in language arts, science, society and environment and anytime students need to structure research or thought processes. Rod has found that students quickly take to using Inspiration and he uses it to improve learning outcomes for his students from Years 8 - 12. Rod will discuss visual learning and its benefits in improving student learning outcomes. He will then demonstrate Inspiration by showing how he uses it in his classroom to plan, prepare subject summaries, mind maps and project reports and to compare and contrast processes. The examples will have relevance to teachers of years 5 - 12 from all learning areas. Rod will feature student work samples from years 8-12 and participants will discuss ways in which they could use this software in their classroom.
Overview of SchoolKit's EDclass and PDpoint This session will particularly interest educators who are charged with assisting/enthusing colleagues and students to use technology well in their classrooms. It will include a demonstration of a selection of SchoolKiT's clearly organised hands-on learning activities from the EDclass Australian library. SchoolKiT EDclass activities are designed to support classroom-learning environments in which the use of technology adds value to students' learning experiences. In addition, this session will also demonstrate the main features of PDpoint ; a complete professional development solution for schools and school districts that is focused on technology integration, quality teaching and sound pedagogy. About EDclass and PDpoint SchoolKiT's EDclass library of K-12 learning activities revolutionises the way teachers and students use Microsoft Word , Excel and PowerPoint by providing hundreds of classroom-ready learning modules that make meaningful use of technology to enhance students' conceptual understandings, higher-order thinking capacities and creativity. The SchoolKiT PDpoint online professional development workshops provide teachers with a clear path for embedding technology into their curricula and instruction, making it easy for them to be successful using technology with their students. The combination of SchoolKiT's EDclass and PDpoint is the enterprise solution for schools, districts and states wanting to achieve both systemic improvements across all organisational levels and realise their investment in technology.
Value adding to teaching and learning through ICT (K-12) What is effective teaching and learning with ICT and how can we recognise when it is adding value to the learning experiences and the outcomes of our students? Improved access to ICT resources has been established in most schools but invariably these resources are not used to their optimum. It is imperative that educators are provided with opportunities to recognise the power of ICT to enrich student learning and improve teaching and assessment processes, which can be achieved by: • increasing motivation and engagement (learner-centred authentic programs); • enabling access to timely and up-to-date resources often unavailable to the classroom (increased range, access to experts, current journals, etc); • providing greater purpose and meaning to learning experiences by connecting to the world outside the classroom (online and offline learning, external expert feedback, collaboration and sharing, etc); • improving collaboration within and external to the school (planning, sharing, moderation, etc). This workshop will address the question "What might effective teaching, learning and assessment through ICT look like?" Participants will investigate examples of planning, student activities and assessments along with video of students in action and teachers' reflections of ICT-enriched classrooms. Examples will include two phases of schooling (primary and secondary focus). Using the DET Teaching and Learning with ICT: a self evaluation guide , participants will have the opportunity to map examples and share their findings with a view to addressing the workshop question.
Differentiating the curriculum with ICT (workshop with access to notebooks) Differentiating the curriculum involves modifying the learning environment, the content studied, the process used and the product presented, to cater for the needs of different students. ICT is a dynamic tool in which to do this - if done effectively! Allowing students who finish their work quickly to play on the computer is NOT differentiating the curriculum for gifted students with ICT. So what is? ICT can be used to facilitate student-centred learning, which provides flexibility to learning programs by allowing students to work on activities at their own pace and using information sources at their level. It allows students to select the appropriate ICT tools to process information and those appropriate to present it to others. ICT can motivate underachievers to engage in the learning process, when provided with interesting, challenging and purposeful tasks. This session will explore the use of ICT as a teacher resource and tool to create and scaffold learning experiences for students that target critical and creative thinking skills, problem solving, effective research skills, independent and collaborative investigations and global awareness. As a result, teachers will be integrating ICT into their programs as a powerful student resource and tool. Participants will have the opportunity to explore a collection of useful websites to investigate strategies such as teacher web pages, collaborative online projects, WebQuests and other interactive online resources.
Clery, Martin [View Presentation] Connected Curriculum - Using ICT to integrate and enrich student learning in cross-curricular teams Cross-curricular learning teams have been a feature of middle schooling practice at Como Secondary College since 1999. An ongoing challenge since this time has been to find a way to successfully integrate and enrich student learning experiences that: • reflect the Curriculum Framework's Principles of Teaching, Learning and Assessment; • provide direct links to the Overarching Learning Outcomes; and • support and add value to learning area specific outcomes. One learning team at Como Secondary College has used ICT as an integral tool in successfully meeting this challenge. The presentation will focus on two integrated inquiry projects designed, implemented and evaluated by this team - the Swan River inquiry, and the Worlds Within Worlds inquiry. The two inquiries were structured to provide learning experiences that were authentic, student-directed, and enriched by the use of ICT. The tasks spanned four learning areas, offering students choice of activities that ensured each of the four learning areas was represented, while remaining responsive to the cognitive diversity that existed within the student group. The individual learning tasks that comprise the two inquiries demonstrate how scaffolded, open-ended learning programs can be presented in a collaborative, online learning environment that supports and encourages both student independence and the development of a true sense of learning community. Specific ICT teaching and learning strategies, such as the use of online message boards and video peer tutoring, will be a feature of the presentation. Particular emphasis will be placed on how these strategies reflect the Curriculum Framework's Principles of Teaching and Learning, and directly encourage student demonstration of a number of the Overarching Learning Outcomes.
Creating the culture for change While computer technology is now a routine sight in classrooms, innovative uses of this valuable resource are much harder to find. Although technology has impacted on almost every aspect of our daily lives, education remains largely unaffected. ICT has the potential to transform the learning environment for students and re-engage teachers. The challenge for schools is to harness this potential - a demanding task given the current climate of constant educational reform and increased demands on schools and teachers. Successful and effective integration of ICT across the curriculum requires changes in school organisation and pedagogy. Attempts to 'fit' ICT into traditional classroom practices usually results in frustration and ineffective uses of this valuable resource. Changing established practices and school cultures however can be a slow and difficult process. School leaders are faced with the task of engaging and motivating staff in what is often initially viewed by teachers as 'something else we need to do'. Research indicates that in schools where administration and curriculum leaders value, model and support ICT integration, students are presented with greater opportunities for learning with ICT. This presentation will focus on exploring the issues associated with creating an ICT enriched learning environment and will provide practical and proven strategies and case studies for: • implementing different collaborative practices; • empowering teachers to change their professional practice by harnessing the potential of ICT; and • managing ICT in the classroom.
Cumming-Potvin, Wendy; Schibeci, Renato; Lee, Libby & Lake, David ICT in schools: Research supporting professional partnerships
Digital pretext and process drama. Educational systems are continuing to prioritise the importance of Interactive and Information Technology in learning. Curriculum guidelines and frameworks from across the globe insist that all learning areas find ways to utilise appropriate technologies in the teaching learning process. It seems that Drama Education is one area where the use of technology seems to be limited to simple research and office applications. The session will explore some understanding of the capacity to utilise digital contexts in process drama, particularly as a form of "digital Pretext" to stimulate in-role engagement using real and virtual spaces.
Gaynor, Ian [View Presentation] Successful ICT integration strategies: Can we learn from others? The adoption and integration of Information and Communication Technology (ICT) into classrooms by teachers is often by trial and error. In many cases, a bad or unsuccessful experience or attempt to use ICT in the classroom will often result in hesitation or unwillingness for further adoption or integration. This presentation will explore the outcomes from recent Australian and International studies on the role of teachers' and students' where ICT has been integrated into classrooms. In particular, there will be a focus on what were the successful strategies and activities that were employed by teachers' when using ICT, within a range of curriculum areas, year levels and contexts. A comprehensive overview will be provided into the lessons that have been learnt from the integration of ICT into classrooms and the pedagogical strategies that have been successfully used to promote student engagement. The presentation will also focus on range pedagogic strategies, activities, ideas and approaches that can promote student engagement, collaboration, reflection and independence. Through discussion, participants will have the opportunity to explore the major outcomes of the explored research and identify a range of techniques, strategies, ideas and activities that could assist in the successful adoption and integration of ICT into their own teaching practice. At the conclusion of the presentation, participants will be provided access to the published research programs and case studies that have informed the presentation.
Learning through ICT - how ICT became part of Campbell Primary School's culture. This session focuses on the impact of providing a school environment rich in Information and Communication Technology (ICT) on the learning and teaching of students attending Campbell Primary School; a newly established primary school in the suburb of Canning Vale, Western Australia. The school's strong technology focus is based on recognition of the potential for ICT to provide students with improved learning opportunities and acknowledges its integral role in empowering students to become independent, lifelong learners. Where possible, ICT is embedded across the curriculum in tasks which are productive and open ended, allowing students to develop skills which support them in their learning - i.e. technology is used when and where it provides opportunities for improved learning. This session will not only outline both whole school management and leadership in ICT implementation, but will demonstrate exemplary practice in the integration of ICT for teaching and learning, monitoring and assessment, as well as strategies for effective eBusiness.
Goyder, Owen [View Presentation] Engaging students with an online learning management system - the Lockridge experience Lockridge Senior High School began developing an online learning management system for a group of 'at risk' students in 2001. The students displayed a range of at risk behaviours including a total disengagement with existing curriculum, truancy and poor behaviour characterised by a high number of behaviour referrals and suspensions. It was decided to provide this group of students with an ICT-rich environment to improvement engagement with the curriculum. A wireless laptop learning environment was established within the science department. The students accessed their entire science program online but were able to complete practical work within the classroom environment and also receive small group tuition and literacy support from the teacher and teacher's aid. A range of offline ICT tools were developed which scaffolded them to use the web and complete common assessment tasks. The results were spectacular with student engagement, work output and behaviour showing dramatic increase. In 2003, a Year 8 science site using Janison Toolbox as the online learning management system was produced. The suite of tools within this application allowed the development of a science program which used message forums, online chat and instant messaging along with a range of online file sharing facilities to provide a rich and engaging science program for all students. A range of open ended software applications such as Inspiration , Half-Baked Software and interactive Acrobat PDF files were also used to provide curriculum rich ICT experiences for the online students. The progress monitoring tools that sat underneath the online management system also allowed the teacher and student to establish a very powerful online dialogue which enriched and supported student learning as well as tracking and monitoring the online behaviour of students.
Hardingham, Steve [View Presentation] Writing and viewing for a range of students In 2002, I began working with a partner teacher on a project fostering multiple learning styles to allow for a range of student abilities in a class setting of 64 year 5 to 7 students. Feedback from parents following previous SAER programs highlighted requests to further engage students and improve their interest in learning. Opinions from the school community were strongly in favour of improving student literacy outcomes. Our initial plan was to develop a program involving student negotiation of the content, allowing their own interests to develop and demonstrate student achievement in English and Mathematics. Catering for individual learning differences required brainstorming ideas with the students during the previous term. Student's were extremely interested in cel animation (cartoons such as Dragonball Z ), computer/web animation ( Shrek, Flash ) and claymation ( Wallace and Gromit, Chicken Run ) so this is where the direction of the program was lead by the students. As the students had a diverse range of abilities and learning styles we explored an approach based on Tom March's online learning model <http://www.ozline.com/learning/theory.html>. With forward planning, this approach allowed us to integrate the english, mathematics, the arts, and technology and enterprise learning areas. The focus for the program was primarily the english and mathematics learning areas but also with a broader focus on improving student control of their own learning. Students felt confident in their ability to self and peer evaluate the work as well as getting immediate feedback from the school community as well as leaders in the animation field. The presentation will demonstrate some of the strategies that were employed in this classroom situation together with the cooperative learning strategies that were successfully used to manage the students as well as the available technology. There will be discussion of the implications for using the school's technology to aid collaborative team teaching, planning and assessment.
Using video and digital images to create electronic portfolios to improve literacy for disengaged and Aboriginal Students and self management skills for education support students As an educator of students with severe to moderate disabilities I have continually searched and experimented with ICT to assist, measure and monitor students working towards achieving outcomes. I have implemented electronic portfolios by using the iMovie and Movie Maker programs. This involves keeping video footage of students, firstly completing tasks with no instructional program being implemented (baseline data) then implementing a program to improve performance and keeping evidence of development via a digital video camera. The aim is to show improvement by editing the performance over a selected time. Once the video has been edited it can be exported to a QuickTime format and burnt onto a CDROM and sent home for parents to view. Alternatively the finished product can be exported to a VHS tape. Teachers can also use this program to tell stories, which develop self-confidence, help with behavioural problems and assist sequencing of events. To collect data and see improvement with students with moderate to severe disabilities can be very difficult, for progress is at the best of times slow and marginal. However, through video editing, advancement can be measured and seen. At Balga this year we have established an integrated program to build literacy and self-esteem through using multimedia. We targeted Aboriginal students from the Swan Nyungar Sports Educational Program (SNSEP). The task was for students to use digital video to capture a series of skills sessions to be used for coaching younger students in primary schools. After discussion, students brainstormed and planned their task using Word, Inspiration and Publisher . Students worked both collaboratively and independently, using technology in each aspect of the task. After filming, the students used Movie Maker to edit, add titles, transitions and finally a voice-over narration. Students were motivated and engaged in the task due to the wide range of technology. The hands-on approach worked well with male indigenous students along with the focus on football, which was motivating and relevant. The use of a self-reflection evaluation tool and peer evaluation was appropriate. The finished production was viewed at several primary schools in the district as a promotional and educational video for the SNSEP program.
Harrison, Yvonne [View Presentation] Weather - a student centred approach, integrating ICT in the curriculum. Finding different ways to engage students in learning is often difficult, especially when motivation for studying a particular topic is lacking. It was with this in mind that I attempted to develop a teaching-learning program which would draw more heavily on the talents and preferred presentation styles of my Year 4 students. The students in this class had a mixture of abilities and talents which I had noted over the years at assemblies and other school events. I was determined to offer them a program which would enhance outcomes across the curriculum. I therefore attempted to develop a student-centred focus through Arts outcomes as a vehicle for creative activity. In order to share their work, students required a presentation medium which was portable and ICT across a school network was ideal. I will give delegates an account of the process through which students worked, and the outcomes from this project - not only student learning outcomes but also as a catalyst to later work I have carried out with digital portfolios and other assessment projects.
Holland, Janice & Kanganas, Alec [View Presentation] Superman, Shrek and the taming of ICT - releasing creativity through comic strips, animation and video Until now there has been limited opportunity for visual learners to demonstrate outcomes and express themselves creatively within the traditional practice of text-dependent learning programs. With high-end software and hardware becoming more readily accessible, students now have a variety of expressive tools at their fingertips with which they can explore and demonstrate learning outcomes. During this hands-on session participants will trial one of five activities ranging from: exploring the literacy potential in comic strips and stop-motion animation movies to adding new dimensions to text and visual presentations by recording sound and voice. The session will conclude with a look at ways of adapting existing learning programs to provide creative outlets for all learning styles. Participants are required to work as pairs and need to choose one of the following activities prior to the beginning of the session. • Donkey - Create a comic strip using Clipart from a prepared storyboard with text, in Microsoft Publisher . • Shrek - Turn a comic strip into a multi-media presentation by recording the dialogue using PowerPoint . • Princess Fiona - Create an interactive comic strip using Clipart from a prepared storyboard and dialogue using PowerPoint . • Puss in Boots - Create a stop motion animation movie using a webcam and freeware. • Superman - Combine still images with video to create a movie using Movie Maker 2 video editing software.
Enhancing Mathematics Learning in the Primary School Years Using Computer Technologies This presentation offers primary and middle school teachers the chance to explore and critique the use of computer technologies in mathematics learning. The presenters will share practical learning activities for use in the classroom, enabling delegates to develop their understandings about how to embed ICT into everyday lessons. The delegates will be introduced to and have the opportunity to use a 'toolkit' of analysis questions. These questions will support delegates to critique the learning activities presented during the session, in particular: • What specific mathematics learning is intended in the learning activity? • How does ICT enhance the learning activity beyond what is possible with traditional materials and teaching/learning strategies? • How can learning activities support students to be active, critical users of mathematics and ICT? • Is the Internet used to its potential to access relevant, up-to-date information and data from primary, authentic sources? • Is ICT is used as a productivity tool to free up time for students to develop deep understandings? The learning activities presented during the session will be drawn from across the range of mathematics strands and will be linked to the Curriculum Framework , the Mathematics learning area outcomes and the Progress Maps. The learning activities will include the use of: • The Internet - to engage students in online collaborative projects, to source authentic data, and use online mathematics learning objects. • Open-ended software - such as word processors, spreadsheets and presentation software.
Graphics in the ICT learning environment: Are they worth a thousand words? Static and animated graphics are a distinctive feature of current ICT learning resources. Both web-based and stand-alone multimedia materials are increasingly reliant on images, pictures and diagrams to present key information to students. Traditionally, educators have relied primarily on the spoken and written word in their teaching. In contrast, today's students live in an information environment that is dominated by graphics. For them, graphicacy is becoming as important as literacy and numeracy were for students of the past. Advances in ICT have revolutionised the place of graphic information in the world. Graphics are cheaper to produce, far more varied, and much easier to distribute than ever before. However, the way graphics are currently used in ICT learning resources leaves much to be desired. Too often, these graphics are designed and used on an intuitive basis rather than in accordance with research-based principles. As a result, the educational potential of graphic components in ICT resources can remain largely unfulfilled. Forward-looking teachers realize that their approaches to learning must be adapted to suit the current generation of more graphically-oriented students. However, there is little readily available guidance for them on how to use graphics effectively. This presentation will survey what the latest research on learning from illustrations and animations has to say to the practitioner wishing to maximise the effectiveness of ICT in teaching and learning.
Kahootz in the Primary and Secondary Curriculum This workshop will outline how students across the primary and secondary curriculum are using the 3D Kahootz software. Whether a concept needs to be displayed, a story told, a process demonstrated or a dialogue initiated, Kahootz allows students to demonstrate their learning in an engaging way. The power of Kahootz is not just in the creation of engaging and innovative content; it is in the shared stories, collaborations, incidental learning and knowledge transfer that occurs when you engage students to challenge each other. This presentation will showcase how Kahootz has been used in innovative ways across the curriculum in schools around Australia and overseas.
LOTE Online- harnessing ICT to create self directed learners In Joe Millimaci's LOTE classroom, students have the opportunity to view and listen to authentic learning materials including music, Italian TV programs, and video recordings of Italians in different regions of Italy. Students communicate the concepts and ideas negotiated at the start of the learning program and write about topics that interest them. By sending their work to students in Italian schools, they have a real target audience and a real purpose for communication. The modelling of thinking and learning processes and strategies includes the explicit teaching of collaborative learning strategies and multiple intelligences which allows students to witness effective learning techniques which they can adopt not only in the LOTE classroom but in any learning situation. Joe uses a large-screen TV connected to a computer in his classroom as a Learning Pad. PowerPoint presentations that are colourful and informative keep students interested, while immediate use of the Web to answer questions that come up demonstrates research techniques to use the Internet more effectively. Joe's teaching reflects the needs and interests of his students. He collects and uses resources to make his students' learning richer through the use of authentic materials, including video footage of life in Italy. Videos of Italian TV programs, including Grande Fratello (Big Brother) and Chi Vuole Essere Un Miliardario (Who Wants To Be A Millionaire) are also used to engage students in active listening. Students use software programs, especially PowerPoint and FrontPage to demonstrate their learning, utilising presentation skills and appropriate design principles. Their creations develop into teaching tools incorporating digital images that help other students learn. The presentation will explain how ICT is used to motivate students and present learning concepts in an interesting and informative way. These principles work effectively with primary, secondary and tertiary learners.
Enhancing Learning Through ICT? - Research results are in Does the use of ICT improve learning outcomes for children in schools? The jury is no longer out on this question, the answer is YES! An increasing quantity of international research is concluding that, when used appropriately, computers do contribute to improved learning outcomes for children. It would be convenient to be able to make a direct connection between the uses of computers and learning outcomes, however, most reputable educational researchers today would agree that there will never be a direct link because learning is mediated through the learning environment and computer technology is only one element of that environment. However, the weight of evidence now clearly shows that indirectly the use of computer technology can have a significant positive impact on learning outcomes. Over the past 30 years there has been an increasing amount of research conducted to investigate this impact with increasingly clearer findings of positive impacts when computer technology is used appropriately. Therefore the question becomes much more a question of identifying the appropriate uses and balancing between inputs (resources) and outputs (learning outcomes). Will using computers in a particular way provide better learning outcomes than the equivalent investment in other educational resources? This session will present a summary of the recent major research findings showing how the use of computer technology improves learning outcomes. Then practical examples, using a range of types of software, will be presented to illustrate the types of appropriate use supported by this research.
Sneyd, Sue [View Presentation] Computers have arrived in MY classroom - Help! Over the past few years there has been a move away from placing computers in specialised computer classrooms into placing at least one and often up to six computers in all teaching areas. Our students live in a world teaming with technology and accept it as part of learning but our schools often have difficulty assimilating it into the normal classroom program. This can be for a variety of reasons, often because teachers lack confidence when working with technology and are unsure about how to manage it within a busy school day. At other times teachers struggle to find links between ICT and the demands of implementing an outcome based curriculum in their classroom. This session looks at concepts which teachers need to consider as they begin the process of utilising the power of the technology to enhance and support the learning in their classroom. It will cover management ideas and strategies for using the computers to develop collaborative learning tasks as well as independent learning skills. You will examine some methods for ensuring that all students have the necessary skills to complete the work efficiently or how to problem solve to find a solution without disturbing the class. As well as simple activity ideas which demonstrate that you don't have to be a computer 'whiz kid' to develop learning activities which support and motivate students as they extend their opportunities for learning. Participants will leave the session with a range of simple practical ideas which can be used in any classroom where the teacher has a positive attitude towards the use of ICT as an integral part of the learning environment.
Tools for change - from 0 - 800 laptops 1:1 in a state middle school Are you responsible for initiating significant school cultural and educational ICT change at your school or in your classroom while providing your schools' students, teachers and administrators with the motivation to use new technologies? The landscape of education, as we know it, is changing to meet the diverse needs of our school, teachers and students. Effective integration of ICT across the curriculum is synonymous with effective leadership issues and creating the environment necessary for change while enhancing real, rich and relevant student learning outcomes. This professional learning session will address pedagogical, policy and cultural change issues relating to rolling out laptops 1:1 to our students in a challenging culturally diverse state middle school, funded by the State Government, to enhance students' learning outcomes, increase the capacity of teacher's pedagogical practices and engage in community partnerships to support student's lifelong learning. Effective professional learning processes that enhance the development of an ICT-enriched school will also be discussed. Currently in the initial 8 months of a three-year trial, we agree Curriculum ICT as a cognitive, productivity and presentation tool for the intellectual development of our students can take their ideas further than they could have taken them on their own. This presentation will address how JWC is creating this culture for change focussing on pedagogical practice, curriculum thinking and learning outcomes for our students, staff and the school community as a whole. Our challenges and triumphs to date while developing a culture for change will be the focus of this presentation. Further points of discussion will include: • background to JWC in terms of ethos, culture, staff morale, sense of purpose and direction teamwork, and change orientation • what professional learning initiatives' are working best for us, what aren't • personal sense of efficacy, the extent of belief in one's own skills and competencies • identifying current outcomes for our staff, the students and the community as a whole • lessons learning and advice to others on a similar journey
Vickers, Iyleen; Healy, Juanita & Brophy, Margaret [View Presentation] Language Suits: ICTs connecting students and teachers to the English Course of Study This presentation will address how WestOne, K-12 Curriculum Resources and Schools of Isolated and Distance Education (SIDE) have developed curriculum resources for the delivery of the new post-compulsory English Course of Study. The examples will demonstrate how ICTs have been used to enhance the learning and teaching process. The course gives students a choice of online, CD, hybrid and print modes, with most students opting for online delivery. The roles of the project manager, writer and teacher in conceptualisation, development and delivery of the course will be discussed. The electronic delivery of the course ensures flexibility, maximum convenience and portability, through the use of a learning management system. This has provided students in a wide variety of geographical locations with an unprecedented opportunity to communicate and collaborate, and has given teachers the flexibility to customise the course to fit the needs of individual students, as well as to provide students with timely feedback. Other benefits have been the positive motivational impact of the engaging, high-quality interactive resources and students' improved skills in using the technologies, as they respond to the modelling of good practice in file management, email and online discussion protocols. Learning objects have been used to support the development and reinforcement of key concepts. The technology has made it easier to accommodate the open-ended, inclusive and flexible nature of the outcomes-based English course, ensuring that choice, relevance and opportunities for negotiation are integral to students' learning.
The Power of ICT in Music Education ICT in 21st Century music creation are as pen and paper were to the making of music in the past. With the current availability of digital music resources and some inspiration, motivation and creativity, high quality digital music can be produced with ease. When integrated effectively into the process of music education, students are able to develop their musical intelligence autonomously and enhance higher order thinking skills. ICTs are an integral part of the 'Technological Age' and are powerful learning resources in student education. Digital Music Technologies (DMT) are highly motivating and cater for open-ended learning tasks in a way that empowers students as risk takers into taking more responsibility for their own learning. The connection between music making at school and in the real world is sometimes a challenge for students to understand but with the integration of DMT this connection can be observed more easily. At Spearwood Primary School students use DMT such as MIDI keyboards and music computer software to produce musical compositions. They also perform interactive music web quests designed by Brendon Wade. Let's investigate some of the DMT available today and the potential of these towards enhancing student learning. Let's unlock the mystery of the world of digital music and see how it can be integrated into the classroom. Also, let's observe some digital music technologies in action and see some basic recording techniques.
Ward, Susan; Luketich, Mirella & Loftus, Jan [View Presentation] SIS Curriculum Manager; A hands-on workshop In creating an environment necessary for change, teachers need to be supported with a reliable and easy to use information management system. SIS Curriculum modules support learning and teaching consistent with the Curriculum Improvement Program, phase 2. Teachers plan for, monitor and evaluate student outcomes from the Outcomes and Standards Framework and monitor achievement targets using Curriculum Manager module. This workshop will look at using Curriculum Manager as a tool to record monitoring and evaluation data and monitor achievement targets in Years 3, 5, 7 and 9. Processes supporting making consistent judgments and the analysis of student outcomes to enhance classroom planning will be investigated. Susan will be joined by SIS Curriculum team members, Mirella Luketich and Jan Loftus who will facilitate a hands-on computer workshop and inform participants of the current and future development of the Curriculum Manager software.
The creation of a system-wide online learning environment: the Department's Portal and Online Teaching and Learning System As part of the plan to build the capacity of teachers to engage and motivate students through the use of ICT, the Department of Education and Training in Western Australia is in the process of developing a Portal and an Online Teaching and Learning System. The Portal will provide schools with single point access to curriculum materials and tools to enhance the delivery of curriculum and learning opportunities for teachers and students in an online environment. The Online Teaching and Learning System will enable teachers to plan and create lessons, collaborate with other teachers, monitor the performance of students and assess student learning online. It will enable students to collaborate with others in learning activities, engage in online learning and create and submit assignments. This presentation will explain some of the features of the Department's Portal and Online Teaching and Learning System.
Westlake, Michelle & Harrison, Mark IT Happens! How Margaret River PS fused ICT integration, information literacy and the curriculum framework to make IT happen. Margaret River Primary School is in its fifth successful year of a five-year plan, collaboratively written and committed to by whole staff, towards the achievement of a new culture of teaching and learning in which ICT is an integral factor. The goals of the plan have all been achieved and the school is moving well beyond its initial aims to higher-than-expected outcomes. More than thirty visits have been made by other schools to see how we're doing it. How has this happened? And why? The almost simultaneous introduction of the Curriculum Framework and the Learning Technologies Project presented an unsettling challenge to our highly experienced staff. Teachers who had demonstrated long-standing success and expertise through traditional curriculum delivery were hesitant about, and in some cases hostile to, the requirements for change detailed in these documents. Many were uncertain where to start, how to start, and whether to start. The task was overwhelming. Clear planning, unflagging support, inspirational motivation, quantities of fun, no-fail ICT provision, and consistently high expectations; combined with Michael Fullan's imperatives of quality relationships, quality knowledge, and moral purpose, have been used to full advantage to negotiate a very steep learning curve with no casualties whatsoever. The 'IT happens!' workshop gives the story of how and why school-wide change happened, describes a range of successful strategies and shares some failures, and lets class teachers speak to you through video clips. Whole-school planning, meaningful ICT integration, higher order thinking skills, information literacy, common assessment and emotional intelligence factors are integral components of the change that has been achieved, and ways in which these can be combined are discussed during the presentation.
Wood, David; Aldridge, Jill & Murray, Kath [View Presentation] Students speak, teachers hear: Evaluating the use of ICT in Curriculum Delivery Does it Work? But has it made a difference to student learning outcomes? Has it made a difference to teaching and learning styles? |
Presenters 