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Community of Learners:  The Pegasus Digital Devices project

Posted on July 18, 2014 by Tara Fagan

Pegasus report

E-learning, community, and earthquakes might seem an unusual combination. However during 2013, this was the reality for eleven schools in the Eastern suburbs of Christchurch. Termed the Pegasus Cluster, these schools highlighted the importance of schools’ role in the wider community.

While the thought of 1:4 digital devices might send some of us salivating, the practicalities of device deployment, integration, professional learning and development (PLD), and e-learning was not always as exciting, and at times, it was tiring. Despite this, the commitment of each school to their learners and their willingness to work together saw the success of the wider community. Their story, along with recommendations for deployment, is reflected in the recently released Pegasus report. I have put together here a summary (assisted by my colleague Louise Taylor, who along with Merryn Dunmill prepared the report).

The Pegasus Digital Devices Project began at the end of 2012 when 11 schools in the Pegasus Bay region of Christchurch were gifted digital devices at a 1:4 ratio. This initiative was part of the earthquake recovery focus happening in the area, and was a yearlong collaborative venture between educators, the community, and PLD providers. Those involved were determined that students should not be disadvantaged because of the devastation they had experienced. Underlying the project was a kaupapa of transformation and equity, with teacher and student voice being prominent throughout. While this work is embedded in the context of a community recovering from crisis, the findings are relevant for all schools implementing digital devices into their environment. Here is an outline of the project, findings — and some recommendations.

The rollout

Deploying a large number of devices into any school requires careful thought and planning. Prior to the deployment of devices into the schools, a professional learning plan was designed to support teachers and students with the implementation and the Wi-Fi were upgraded. As part of the rollout, the project developed a mentor network designed to promote sustainability and support within the community of schools, which kept up momentum and was key to devices being integrated more quickly into learning.

Teacher learning and change

The introduction of the digital devices into the classroom challenged practices, not least because many teachers were learning alongside their students. Working with students as co-learners shifted the teacher-student role as teachers and students built their knowledge together. The establishment of teacher networks also supported ongoing learning around the use of the devices in class.

Student learning and change

The introduction of digital devices into the classroom provided multiple learning pathways for students. Students themselves noted how the devices supported them to learn in new ways. The element of provisionality, including the ease of correction, with devices, enabled students to take more risk and try things out because they could restore their work if it was not as they wanted. Self-assessment and peer review provided alternative ways for students to collaborate, to review, and to track their progress, particularly because of the immediacy of replay that the devices offered.

Connecting communities

At the heart of this project was the goal of supporting a community recovering from the devastation of the Canterbury earthquakes. The shared experiences of the community helped to build a number of connections between the schools, and families. In particular, the Digi-Awards ceremony brought together the community from the 11 schools to celebrate the success of students and to reconnect with each other. Along with digital entries from students, schools performed and presented during the evening with a large number of the community attending.

Recommendations from the project:

  1. A commitment by school leadership to the changes required will ensure a quicker and smoother integration into classrooms.
  2. Provide for ongoing IT support — preferably have this in-house and on hand.
  3. Engage in ongoing professional learning and critical dialogue.
  4. Share ideas at staff meetings.
  5. Visit other teachers in their classrooms to observe how they are using the devices.
  6. Encourage teachers to take their devices home so they can play and learn.
  7. Integrate devices as part of the everyday classroom and allow devices to be used inside, outside and across the curriculum.
  8. Allow time to play, especially in the beginning.
  9. Do not be afraid to learn with and alongside students.
  10. Be open and willing to change teaching pedagogy and practice.
  11. Find out what is important to students.
  12. Encourage students to work on issues that are important to them.
  13. Work with students on some community projects.
  14. Plan a community event – with the community.
  15. Share learning with the community (e.g. blogs, evenings).
  16. Invite the community to be part of the school.
  17. Keep transformational change as a goal.

“The Pegasus Digital devices project not only created new pathways for learning, but also new ways to demonstrate care and concern for others. The community came together for a common good, as they did, they helped to rebuild their lives” (Pegasus report, p. 2)

The full research on the project can be read or downloaded here and will be useful to all those considering e-learning. For those schools that are leading transformation through eLearning, we challenge you to think about how you will involve the wider community.

Acknowledgements:

We would like to acknowledge the teachers, leaders, children and wider community at these schools, and the other schools in Christchurch who, despite their significant challenges, remain steadfast in their resilience, determination and desire for learning. Kia Kaha.

We also acknowledge the organisations that supported this project: Greater Christchurch Schools Network, Te Toi Tupu, Ministry of Education and CORE Education.

Reports:

  • The full Pegasus report
  • An abridged version of the Pegasus report
  • A summary of the Pegasus report

Videos:

The following videos are found on the TKI's Enabling eLearning site:

Avondale 1 (Julia 1) — Renewed enthusiasm for reading:

Avondale 2 (Julia 2) — Learning with iPads in the classroom:

Avondale 3 (Julia ) — Don't be afraid:

Rae 1 (Avondale School) — Working together: writing with iPads:

Rae 2 (Avondale School) — Discover for yourself:

South New Brighton — John — Work as a team:

South New Brighton — Ryan 1 — iPad set-up and deployment:

South New Brighton — Ryan 2 — Introducing iPads into the classroom:

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Preschoolers addicted to smartphones and tablets-Is it a bad thing?

Posted on June 27, 2013 by Tara Fagan

Adult teaching use of iPad to toddlers

'Four-year-old addicted to iPad' 
‘Preschoolers treated on digital detox diets’
'Shocking rise in children hooked on using smartphones and tablets'

— read the headlines of articles featuring in newspapers around the world during April following reports of a British preschooler spending up to four hours a day on her iPad.

Should we be concerned about device-use or how we let children use the device?

Should we be concerned? And if so, do these concerns arise from the iPad or the way adults allow children to use the device?

Certainly, if tablets are only being used as ‘iBabysitter’ devices, where children watch videos and e-books are ‘read’ aloud, then referral to ‘screen-time’ research is relevant. We need, however, to move past the notion of ‘screen-time’ when these devices are used in ways that encourage interaction and creativity, as this level of interaction demands more of the user than just watching the screen.

Research shows the benefits of tablets

Modern mobile devices, such as iPads and tablets, have been around for just over three years, so research around their use in early childhood education has been relatively limited. Early research is showing that when used well, and in moderation, there are benefits to iPads as a tool for learning, even with young children. Quality open-ended applications afford young children early learning opportunities when they engage, interact, and create in new ways on these devices, particularly when offered as part of a well-balanced environment.

In 2010, UNESCO reported that new technologies (such as tablets) are important in supporting the creativity of young children. In part, this is because technology is changing the way we operate as a society. We see this change reflected in young children’s play. How often do you see young children playing with a phone and putting it up to their ear to speak? Instead, children generally press the buttons to ‘text’, imitating the actions of the adults they see around them. This is an important point: if we want children to be technologically healthy we need to think about their exposure to these tools.

How children use these devices starts with us

This exposure starts with us:

  • How do we interact with our technology?
  • What messages are we sending to children through the way we interact with these devices?
  • How often do we sit and text others instead of engaging with those in the same room?
  • Do we model healthy use of technology?

Further exposure occurs in the range of mobile devices and accessories that are marketed to parents of young children that suggest that these are ‘must-have’ items for early learning. An example of just how extreme some of this marketing is can be seen in the ’i-Potty’ – a toilet training potty that incorporates an iPad stand. This device might suit some, but I would question just how much valued learning would come from the iPad in this situation.

Balance—like anything in life—is essential to being healthy.

For young children (and even older ones), four hours a day is a significant chunk of time to be spent on any one tool or activity—particularly if there is little interaction.  It is up to us to ensure our young children are healthy and have a range of experiences.

it is up to us to ensure that young children are healthy and have a range of experiences.

Tara, along with Tania Coutts have completed a small research report into iPads in ECE, and together they co-author the Exploring Apps blog.

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Thinking differently and pushing the boundaries of learning

Posted on December 6, 2012 by Tara Fagan

Early Years Conference

Sometimes, we need to try things differently, to explore alternatives and to trial new ways.  Sometimes, this experimentation works, sometimes it doesn’t but it is important that we try, that we question and that we reflect on why we do things the way we do.

Doing things in a new way was an approach our Early Years Team took when organising our recent conference. We wanted to reach our online community members who are spread across New Zealand.  A face-to-face conference was not going to be an option that would attract many because of travel, accommodation, and time required. An online conference seemed right, even though this was a new way of conferencing for most of us.

Benefits of an online conference

Just like any conference, connections and discussions were an essential element. Being online enabled people to attend from all around New Zealand; people who would not normally be able to connect because of distance, travel, or time. Our audience included a range of people including community health, teachers, parents, and educators. Some of the connections formed online are continuing still as people share with others with similar interests – this is exciting and something that may not have been possible without the online conference.

The online option meant we were not limited by travel budgets for bringing together our team of presenters. Our presenters were as far north as Whangarei and as far South as Dunedin. They were all able to attend and present from their office. Using a video camera at the beginning of each session meant the attendees could ‘see’ the presenter so there was a sense of knowing who was speaking.   During each presentation, the chat box meant attendees could add their thoughts and resources as the session was happening. And, of course, there was opportunity for the attendees to talk and ask questions. 

The online approach provided flexibility. Attendees could attend sessions that suited them—whether this was because of interest, need, or time requirements—so they could come and go as wished. Some attended the full two days, others attended one or two workshops. While attending, some had lunch, coffee, or during the evening session, even a glass of wine.

Benefits from social media

Early Years Conference (ECE Online) trending on Twitter
ECE Online conference trending on Twitter

Connecting online happened in ways we weren’t expecting as well.  Social media, particularly Twitter and Facebook, enabled others to participate even though they weren’t attending. People hooked into us trending on Twitter for the two days and contributed their thoughts and spreading the conversations.
 

The risks were well worth it

We took some risks and we weren’t sure what the response would be, as this was a new approach for many of our Early Years Teachers. Our community took risks themselves as they explored this new way of learning together, noting:

  • Thank you to everyone involved for making this opportunity available. I love learning, and on-line is a cool way to participate.
  • The interaction, convenience of blackboard right then and there! Connecting with the wider community through multi media.
  • Absolutely fab conference – we have experienced a team conference! One we could all attend at no cost to ourselves for a change. Thank you so much for the opportunity – would definitely be keen for a future one

We did something differently, and took new ways of learning and connecting to our community. We have a heap to reflect on and, overall, are thrilled we took the opportunity to try something new.

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Whakarauikatia mai Aotearoa:  ECEONLINE Early Years Conference

Posted on November 1, 2012 by Tara Fagan

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?

  • Want to know more about Whakarauikatia mai Aotearoa? Visit our ECE Online conference page
  • Want to know more about ECE Online? Visit the ECE Online website
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Ahoy me hearties! It’s a good day for findin’ treasure.

Posted on December 14, 2011 by Tara Fagan

Whangarei Primary treasure hunt team

The Story of ‘QR Codes Treasure Hunt’ at Whangarei Primary
by Tara and Tania

Planning: setting up the QR code treasure hunt with the senior students

There was great level of excitement at Whangarei Primary School at the end of Term 3, 2011 as the students shared their learning about QR Codes with the junior class. Lots of planning and initial work had gone in to this event which focused around the school inquiry on Pirates. You can read more about the planning in our earlier blogpost.

Preparation involved five groups of Room 23 students collaborating and designing a treasure hunt that would lead from clue-to-clue around the whole school. The end result, in true treasure hunt style, was to find some treasure, in this case chocolate money! The students planned their treasure hunt, wrote their clues, created their QR codes, walked around the school to ensure it all worked smoothly, and finally printed out their codes and laminated them ready for the big day.

The application: senior students run the event for the juniors

After morning tea, the junior class were led into Room 23 and greeted by Pirate Lass, Mrs Moore. Poppy, one of Room 23’s students, gave a brief introduction to QR codes and how to read them. Students were then supported in using iPod touches to scan the already prepared codes that revealed their names. As this was happening, another group of senior students were busy setting up the clues. Finally, the time arrived to used the skills we had gained and ‘go forth’ for the authentic experience of a true treasure hunt with a 21st century twist!

pirates seeking treasure modern-day style

Students were divided into small groups and led by senior students on their discovery. The treasure hunt began!

As groups arrived at the first clue, there was an alarming look from the senior students. What had gone wrong? The students suddenly realised that the sequencing of the clues wasn’t right. They had put the clues one step ahead. For example, the clue ‘Your ship just sank, swim to Monkey Island but watch out for sharks’ was at the monkey bars rather than at the clue before, which would have then led the group to the monkey bars.

When disaster strikes…

Problem solving in action and on the run! Students had different ways of overcoming this challenge, and were quick to solve their problems. One group sent a ‘runner’ off to move the clues as the students were moving from clue to clue. Others sat the students down, and took time to “get to know them better” as someone started the clue placement again! Great fitness as well as mathematical sequencing. As teachers, we noted the positive learning from this challenge, and while we hadn’t anticipated this particular aspect being a learning moment, it turned out to be highly beneficial for the senior students.

A successful treasure hunt ended with the students discovering a bounty of chocolate with lots of laughter and learning along the way.

All good learning requires reflection—juniors and seniors gathered around to discuss the highlights and challenges of the day. We were amazed at the feedback from the students—check out the short video below.

Reflections:

Highlights

  1. The excitement of the students as they found the clues
  2. The opportunity for junior and senior students to build relationships
  3. Senior students taking on a leadership role—overhead one senior student saying to junior, “Walk beside me, I’m supervising you!”
  4. Senior students acknowledge that they felt proud supporting the junior students and sharing their skills
  5. The respect the students showed for the equipment. One junior student, while running, fell and grazed both of his knees, HOWEVER, the teacher’s iPhone was held in the air and no damage sustained :-)
  6. Junior teacher reflected that it encouraged reluctant “reading out loud” readers to do so in a safe and different environment.
  7. The weaving of the key competencies throughout the treasure hunt—preparation and on the day.

Students' ideas for next time

  1. Individual clues were not ‘tagged as such’ so, if more than one clue was in same place, it was hard to know which group it belonged to. Students’ ideas included having colour-coded clues or stickers that corresponded to each group.
  2. Ensure ‘the treasure’ for each group isn’t buried in different places, as there was confusion when groups chose the same ending spot. Whose treasure was whose?

Students tell the story

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0800 267 301