What determines your school process for the introduction and implementation of information and communication technologies?

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School review process

Successful choices for ICTs don't just happen

When the choice of technology is driven by the needs of the learners, Information and Communication Technologies (ICTs) have the potential to transform learning and teaching. However, this does not, and will not, just happen. The introduction and implementation of ICTs needs be thoughtfully considered and strategically planned for, executed, and consistently reviewed. In other words the focus needs to be on the WHY.

Self review helps schools understand themselves now for  future self-improvement

Schools where ICTs are making a significant difference to student learning and achievement have undertaken a comprehensive process of self review and strategic planning. These schools have a clear and shared understanding of their educative purpose, their vision, values and beliefs about learning. These are highly visible and enacted as the school operates as a learning organisation, modeling a learning culture where learning programmes are personalised and specifically designed to meet the needs of learners.

These schools know their people and place students at the centre of the learning. They have:

  • debated and explored ‘what is powerful to learn’ and ‘what is powerful learning?’
  • invested time to develop learning, thinking and teaching strategies to align and reflect this in their curriculum design.
  • developed assessment and reporting processes to assist students with learning
  • explored the possibilities of ICTs to assist students with their learning in accessing information, creating new knowledge, sharing, collaborating and communicating
  • have identified the best options available to meet the needs of their students.
  • provided their teachers with the professional learning and support to ensure that the ICTs will be used in a way that will enhance student learning and achievement.
  • worked to develop a culture of learning that recognises and values open-mindedness, informed risk taking, communication, collaboration and critical reflection.
  • examined the necessary organisational, technical and physical infrastructure required to  ensure that ICTs can be used discerningly and integrated seamlessly into learning programmes.

The challenges of self-review are daunting

While this sounds like a logical process, the reality can pose considerable challenges to educational leaders.  How can we ensure that we have a rigorous process to review our current reality and guide our future development?  How can we place the ‘lens on learning’ examining our school as a learning organisation to ascertain whether we really do:

  • have a shared understanding and awareness of our educative purpose, vision, values and beliefs about learning.
  • enact our educative purpose, vision and values and use these to guide and direct decision making.
  • ‘walk the talk’ of our shared beliefs and understandings about learning to guide the seamless integration of ICTs.
  • ‘walk the talk’ of theory in practice
  • have the technical and physical infrastructure to support 21st century learning
  • value and cultivate reflection, collaboration, open-mindedness, communication, and informed risk taking to promote 21st century learning
  • critically reflect on the impact of ICTs on student learning and achievement.
  • critically reflect on our learning and performance

A comprehensive framework for formative self-review

I have found, during my work with schools, that the online Educational Positioning System (EPS) developed by CORE Education in conjunction with Dr Julia Atkin offers a comprehensive framework for formative school self-review. The EPS has been developed following extensive research in NZ, UK and Australia and focuses on 18 key elements that are fundamental to future school growth and development.

This comprehensive framework combined with an online data gathering tool and facilitation support enables schools to identify their ‘current reality’ and assess where they are in relation to the educational landscape. The online survey provides a non-threatening, anonymous method for capturing the perceptions, ‘voice’ of the school community, enabling schools access to ‘rich relevant data.’ The survey results illustrate where the school is positioned in relation to the current educational landscape and can be used interactively to explore data, explore next steps and at a later stage to provide evidence of where progress has been made. An immediate analytical report, both online and in print, identifies relative strengths and areas for development, providing a sound basis for strategic planning and future development.

School leaders have been quick to identify the ‘depth’ of the data gathered from the online survey. They highlight how this data can then be used to engage their communities in professional dialogue about future focused development with the EPS framework acting as a guide for strategic planning and review.

As we look at the ever-changing development of ICTs it is important to have a rigorous review process to guide future development. I believe that the Educational Positioning System provides schools with this process, empowering them to create the future that will best meets the needs of their community, ensuring that the focus is on ‘LEARNING.’

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iPad mini review: The whole package. In a smaller package.

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Child with iPad mini

Last week we posted a review by CORE's IT Manager, that was published in the NZ Herald, on his experience with the new iPad mini. Over the last week or so, we sent out one of our e-learning facilitators, Tania Coutts to check out what teachers and students thought about the iPad mini experience. Here's the results.

The new iPad mini—described by Apple as ‘Every inch an iPad’, but is it? 

Like many other Apple enthusiasts, I have been eagerly awaiting the release of this product and ‘sitting on the fence’ with my thinking. I jumped at the chance to trial one, and over the last few weeks have had the opportunity to observe the iPad mini in the hands of students in Whangarei primary schools and Early Childhood centres. I have listened in on their conversations, and questioned their thinking. I have enjoyed robust professional discussions with teachers as we reflected on the differences, the similarities, and the reasons why, or why not for the iPad mini.

So, my conclusion…

As with any teaching ‘tool’ there will never be a ‘one-siz- fit- all’ model, and the iPad mini does not appear to be any exception. I am absolutely positive some that have ‘touched’ the iPad mini over the last couple of weeks have been wooed instantly by it’s magic, and will be eagerly awaiting a delivery from Santa. Others have already made the decision that they are sticking with the iPad and there would be no reason to purchase an iPad mini.

Of particular interest was one Whangarei teacher's reaction—as he was walking into the staff room, I let him know I had an iPad mini for him to check out. His initial look said it all—wasn’t at all interested, and his exact words were ‘Why would you?’  But, not being able to resist the temptation to look, he headed over, and I passed him the iPad mini.  He sat down, nestling the iPad mini into his hands—it was love at first touch!  He was sold.  There is something about the way Apple make their products that makes it feel just right… 

iPad mini in the classroom

The reaction of students was also varied. Our younger ECE students weren’t at all phased—for them, size didn’t matter at all, it was all about what it could do for them. It was definitely ‘the whole package in a smaller package’ for them. What I noticed, however, was the ease in which they could manipulate the iPad mini. One of the main purposes of utilising an iPad in an Early Childhood centre is to engage children in literacy experiences. This may include documenting their learning and creating digital stories. Both of these require taking photos, recording their voice, and or typing their words. The iPad mini seemed to be the perfect size for their small hands—they could hold it with ease, and didn’t have to  juggle with moving to manipulate the buttons, as I often see them doing with the iPad. There didn’t appear to be any less collaboration happening because of the smaller size, which is something I was concerned about.

In the primary school context, students were very excited to get their hands on the iPad mini—the advertising hype playing more of a role in their expectations. To get their true view I decided on the PMI approach—using four well-known apps, the students, in groups of four, used both the iPad and the iPad mini to compare the pluses and minuses and think about what was interesting.

Their feedback:

Plus (iPad mini)

  • The camera takes way better photos—when you enlarge the photos in the pic collage app they are really clear and when you print it out it looks way better.
  • It is way easier to take photos with, it is better to hold and click the camera button without having to shuffle your hands.
  • It is easier to type on—you can hold in your hands and type with your thumbs really quickly.
  • It is lots lighter and easier to hold.

Minus

  • Not as easy to play collaborative math games together—it seemed a bit squishy when all four of us were trying to have our turns

Interesting

  • It would be way easier to carry to school, it is heaps lighter! 
  • If I could take a iPad to school – the iPad mini would be awesome.
  • It would be good to have a mixture in class of iPod touches, iPad minis and iPads
  • The iPad seems big and clumsy after holding an iPad mini!

For me, there weren’t many surprises in their feedback. It seemed clear as they were exploring they were going to favour the iPad mini—perhaps the only reason being that it was newer, and as one student said, ‘shinier’. I was most impressed with their thinking that, actually, a mixture of devices would be good. It is very clear that students, when given the opportunity, will pick the right tool to fit the purpose needed to support their learning. 

As with any new device, there will be those who jump in boots and all and line up for hours to be the first to own one, and those who sit back and wait quietly to see if it's worth jumping for. As an educator, making a decision about whether to ‘jump in’ with any device, requires research. We know it’s not about the size, it’s not about the shininess, or even how many apps it can hold. It all really comes down to researching how the chosen device will support teaching and learning. How will it engage and motivate our students to learn, to create, to use their imagination, to foster independence, to collaborate and connect with others, and to share their learning with the wider world.

It is important that we continue to collaborate and share our thoughts as educators.  Conversation around the iPad mini has started on the Virtual Learning Network. We would love others to join us in this discussion and look forward to hearing your thoughts. 

On a personal note, as an avid reader and online learner, I am hoping Santa will bring me an iPad mini—I am  impressed with the size, the clarity of the display, and the feel. I can just imagine myself relaxing in the shade of a tree reading a good book, having the option to check out twitter, catch up on the news online, and jump up every now and again to take a photo of my kids enjoying the Northland summer. :-) 

We welcome your comments and questions below.

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iPad Mini: Review

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iPad Mini

Glen Davies, CORE’s IT Manager and a member of the New Zealand Institute of IT Professionals, couldn’t wait to get his hands on the new iPad Mini when it hit the stores on Friday 2 November. The following review was printed in the New Zealand Herald on Saturday 3 November.

Initial scepticism

I was sceptical about the new iPad mini, and have had a few debates with my son, who was convinced it was a good thing when Apple released it recently.

I couldn't see the need for a smaller version. Why wouldn't you pay a little extra and get the full size one?

Today I purchased one for work, as CORE is obviously involved in the integration of technology into education, and we wanted to evaluate how the iPad mini might compare with the full-sized iPad as far as a student-owned device goes.

How it stacked up..

I am now in the unfortunate position of having to admit to my son that he was right. The smaller form factor just seems much less cumbersome – not that a normal iPad seemed all that cumbersome before having a play with the mini. As it was passed around the office the response was that it seemed much easier to hold and use than a regular iPad.

Speed and responsiveness are not noticeably different to a full sized iPad, and the built-in speakers are pretty impressive. The one downside is the lack of a retina display, if you are moving from an iPad 3 you will notice the difference – if not you will probably think it is just fine. The strange thing is that when you are working with it you don't really notice that the screen is significantly smaller than a full size iPad.

It looks like Apple may have slipped on standards slightly in the rush to get these out of the door though. The final finish on the first one tested is not quite up to Apple's usual standards, with the very edges of the screen appearing just slightly unfinished and sharp. However, looking at another unit the finish is what you would expect, so maybe the first one was a Monday or Friday model!

Although these units come in at about $100 cheaper than an iPad 2 and $250 cheaper than the retina iPad, I think it is the size rather than the price that is going to make these a hit with students if the reaction from my teenagers is anything to go by. "This is way cooler than an iPad" was the response after 30 seconds of playing with it.

Although I would like to spend a bit more time working with different apps, my initial view is that the reduced size in no way reduces the usability or usefulness of the device. From a school perspective this means you can potentially look at getting more devices into students’ hands for the same money. For example, for $10,000 you can get 13 retina iPads or 20 iPad minis.

Others agree, but we're taking the Mini into schools to test it there

It appears that others are agreeing with me,  if the Business Insider review is anything to go by!

But, how well will the Mini go in schools? Over the next week we are hoping to get an iPad mini into the hands of some students and teachers in early childhood and primary settings, so watch this space for a follow up post written by e-Learning Facilitator Tania Coutts in the coming weeks with some more feedback from the coalface.

We'd love to hear from you about your experiences with the iPad Mini

Have you had a chance to try out the new iPad Mini yet? What are your initial thoughts?

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Whakarauikatia mai Aotearoa:  ECEONLINE Early Years Conference

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Early Years online conference

I’m really excited by our team’s ECEONLINE Conference coming up in November. So is the rest of the CORE Early Year’s team. Here’s why:-

Facilitating a two-day online conference is something new for us, but builds on the success of our online workshops. We have been thrilled to have had such a good response to the workshops. Now, we hope to replicate this, and even more in an online conference.

We’ve called it Whakarauitakia mai Aotearoa— ECEONLINE Conference – an online conference for anyone interested in early years education. We are therefore inviting parents, early childhood teachers, primary teachers, health nurses, teachers in training and administrators. With a mix like this, there will be some great discussion happening!

Our facilitators are speaking on their areas of expertise with topics including:

  • Digital storytelling
  • Meaningful maths
  • PMP programmes supporting the transition to school
  • Identity, language and culture
  • Social competence
  • Teaching boys
  • Working theories

We are also extremely fortunate to have Naketa Ikihele from Play and Learn speaking about their Kiwi Explorer’s outdoor education programme, which has proved to be a popular workshop.

The conference is going to offer opportunity for teachers to connect with other teachers from around New Zealand and the world.  We anticipate that these connections and conversations will continue long after the conference though our ECEONLINE community and discussions with our colleagues.

So you can see why our team is buzzing with excitement from the feedback we have had so far in regards to our conference.

Come and join us at our first online conference and be part of the conversations!

Want more information?

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Ten Trends 2012: Thinking 3D

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Ten Trends 2012: Thinking 3D from EDtalks on Vimeo.

We live in a 3D world but represent it in 2D. But that’s changing…

We live in a 3D world. This is not new – it has been the case since the creation of the earth. The X-Y-Z axes have been a foundational part of our understandings of and approach to mathematics, architecture, art – and air traffic control!

While we’re surrounded by the reality of 3D, there have been limitations, however, to the ways in which we can represent our 3D view of the world. An artist may use the vanishing point in a painting to create the impression of 3D, but is still essentially working in 2D – you can’t see ‘behind’ the objects in the picture, for instance. Similarly, an air traffic controller has traditionally viewed his 3D view of the airspace above the control tower as a series of flashing dots on a 2D screen using x-y-z axes.

The 3D options are expanding, so we are starting to think in 3D

3D movie glasses
Source: Wikipedia

What is changing now is our ability to represent 3D views of the world in more accurate 3D forms. The emergence and advances made in 3D movies, albeit with special glasses, has become fashionable, and provides a good example of how we are now beginning to ‘think’ in 3D as we are viewing.

Another example of how we are beginning to ‘think’ in 3D has its origins in many forms of games and puzzles that were around long before computers, but are now emerging in the ways we interact with objects on screen and in the virtual world. A program such as Trimble Sketchup (was Google Sketchup) brings tools to the user's fingertips that enable them to quickly and easily extend simple 2D objects into 3D objects, which in turn can be rotated and viewed from all angles – including the ability to enter ‘inside’ them.

The web's ubiquitous Google supplies a range of 3D options that are becoming a part of every day life. Google Maps in Street View (or Satelite view), is now an "every day" option around the world. And Google Earth is developing its range of options to explore the Earth, the oceans, the moon, mars, and  the galaxies. Google's new MapsGL (in beta, and it's offered if you're logged in), using WebGL technology is improving the experience so that transitions are smooth and realistic in Google Maps.

What ‘thinking in 3D’ means

This ability to engage with the 3D world requires the ability to think in 3D, i.e. to ‘see’ behind and through objects in our imaginations – and in reality – in the same ways that air traffic controllers have done for decades. Increasingly the technologies at our disposal are providing opportunities to create, visualise and represent our ideas in 3D.

A further example can be seen in the development and use of 3D printers. Until just a few years ago these were the domain of very high-end manufacturers and research labs – but now you can buy them off the shelf from most electronics retailers. Schools are investing in them to enable students to take the 3D objects created in virtual environments and turn them into physical objects they can hold and use.

Future 3D development

Future scenarios for 3D printing include the ability to make purchases online, which are then ‘printed’ on your printer (as opposed to being physically shipped to your address.) Already this technology is expanding into areas beyond the solid objects we may think of, to combining with the biological sciences to ‘print’ human organs for transplant, or food that you can eat.

Some links to explore:

3D implications for schools

As this world of 3D becomes more prevalent, we need to be thinking about the implications for what we are doing in our schools to encourage the ability to ‘think’ in 3D as a dimension of what it means to be literate in the 21st century.

  • What priority do you give to providing 3D learning experiences for your students?
  • What sorts of experiences could you provide right now… and into the future?
  • What challenges does thinking in 3D raise in terms of assessment? How can these be resolved?
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