Competition for kids

As you may be aware Christchurch has been hit by a series of devasting earthquakes over the last two years (we had a 3.9 one on Monday this week). The Central city and East Christchurch were badly hit. Many of the schools in these areas suffered and have now got smaller rolls. The Minister of Education announced, late last year, a lot of changes for some of the Christchurch schools. This has been very unsettling for all concerned as many teachers are losing the jobs. What changes go ahead will be announced soon.

It is great to see a great competition for Christchurch School children.

Hey kids! We need your help to make Christchurch the coolest little city in the world. We’re running a competition this year to get you thinking – and creating. There are fantastic prizes up for grabs for you and your school. Plus you’ll have bragging rights forever that you helped make the new central city an amazing place.

It is really apposite as many of our schools are rebuilding their grounds and while they are designing the city playground (older children have other projects to work on).

How wonderful to include the children of our city in our city rebuild.

Power My Learning

Power My Learning is a portal to games, activities, videos etc for children. The site is free and sorts the content by American grades as well as by subject matter; math, language arts, science, art & music, computer programming, using technology and your life.

The Power My Learning web site details (below) what a free account gives you access to.

A free account grants access to a world of smart and engaging resources…

• 1,000+ thoroughly vetted academic games, interactive simulations, and videos

• Easy-to-find activities tagged by subject, grade, and Common Core Standards

• “Playlist” feature to sequence activities and individualize learning by student or class

• Lesson plans to incorporate activities into instruction

• Detailed reports for teachers, parents, and students

• Badges and Playpoints to reward student usage

• Flexible platform that can be used in school, after-school, at home, or anywhere in between

There are many 'How to' guides available in the Educators section including such things as creating a class, assigning a playlist (check them out).

Before being able to use the site, children must register; and if they are under 13, they must provide an email from their parent or guardian. A parent can also sign up; then the site is able to provide usage reports so parents can see what kind of things their children are exploring. 

Children earn points by exploring the learning games, simulations and videos. They can also say how good something is by voting on the material that they just played. If they like an activity, the site offers up suggestions for others activities that are similar.

A great site to use in the classroom 

The flipped classroom

The flipped classroom is being talked about on lots of web sites and blogs at the moment. This diagram gives a great overview of the concept.

This is fantastic for higher education but I am not so sure that it is the 'be all and end all' for education with younger children.

While I love certain aspects of this I am also concerned that children/students need to 'smell the roses' and 'get dirty'. We don't want them to have too much to do at home - they need to enjoy life as well.

Created by Knewton and Column Five Media

ICT in schools

Due to positioning theories of learning with ICT in cognitive and social processes we need to carry out research that investigates how students learn with ICT in contexts of curriculum with technology imbedded in them (Kozma 1994). Yelland (2001) feels that this is crucial as many believe that ICT will only have impact on learning if it is integrated into social and cultural contexts. She also feels that this can only happen through school reform in curriculum and pedagogy as traditional forms of instruction were not designed to cope with such issues as complex interrelationships. Johnson (2000) states that we need to take into account two factors in order to be relevant, computers need to be available and accessible to teachers and students and teachers should be confident and competent with the range of applications that are available to support the teaching and learning.

Although some research by Lally and Macleod (1984) suggested that computer aided instruction types of programs had limited use due to applications not leading to improved teaching procedures but merely computerising existing techniques, many still believe this process will work.

In order for ICT to be integrated into the curriculum Yelland (2001) states that changes in the learning process occurs which are characterised by (CEO forum 1999):
 Problem or project oriented – whereby investigations are authentic and where there are many solutions to the problem
 Student centred – students feel empowered by their work and participate in developing their own investigations. Teachers act as guides, facilitators, and provide the materials to support their learning. While teachers remain the cornerstone of the educational process a partnerships is formed with students, parents, peers and other professionals. The teachers’ role is less authoritarian and more one of encouraging and guiding the students towards their goals.
 Collaborative – since learning with authentic tasks is an interactive experience between teaches and students and as students acquire and use information they need to exchange ideas and create relationships with each other and with professionals relevant to their work
 Relevant – learning with ICT has the potential to create educational opportunities to meet the needs of individuals and groups in diverse ways and allows them to work according to their needs and interests. Teachers can use digital devices to record and report on students’ performance in enhanced ways, tracking achievement through databases or using video for observation of skill development.
 Productive – the use of ICT encourages both teachers and students to become ‘content producers’

The characteristics of exemplary teachers who integrated computers into their classrooms as found by Becker (1993) included that they created an environment for learning in which the computer directly related to the curriculum goals as well as incorporating a wide for variety of uses which were relevant to knowledge building across the curriculum. These teachers also had greater access to formal professional development and also had smaller class sizes. In this work Becker states that his ‘assumption of the exemplary teaching label was based on the important academic outcomes which result from systematic and frequent use of computer software for activities which involve higher order thinking, such as interpreting data, reasoning, writing, solving real world problems and conducting scientific investigations (p. 316).

Another study by Swan & Mitrani (1993) found that many studies that had been conducted concentrated on how the computer reinforced or enhanced basic skills and measured by testing outcomes in standardised tests. Another point that they made was that many studies found that when such skills were presented on the computer that they were learned more effectively. However they maintained that such use of computers was detrimental to a broader use which would impact on the actual processes of teaching and learning. They maintain that when computers are effectively integrated into the curriculum and are a natural part of the teaching process that the learning is more student-centred and collaborative than in the more traditional classroom settings. In this setting they found that the dynamics between the teacher and students changed with the teacher taking a facilitators role. From this work they stated that ‘technology alone will not change schools’ as they felt that there also needs to be a change in the classroom climate and pedagogy for the use of ICT to have an impact.

I wrote this some years ago - have things changed much since then?

3D technology in the classroom

I have just been watching a video from Fox television about a school in Colorado where they are using 3D technology in the classroom.

This is a biology class where the students are full of praise for the technology e.g. "I think it's awesome! In my past biology classes I've always had a really hard time understanding what a molecule looks like and how it can be rotated and how it changes. But, with the 3D movie it shows it rotating," and "It makes me really interested in the topics that we are studying about. It's a new way to see things,".

That sounds like a gimmick however the teacher says her students have a better understanding of the subject and their test scores are up 10% which is pretty impressive. Obviously a serious drawback to the use of the technology is the expense - this report mentions that a projector and 30 pairs of glasses is about ten thousand American dollars!

For those interested to find out more about the benefits of 3D technology there is a white paper available. This paper suggests that benefits of using the technology are:

• Test results
• Higher retention rates
• Enhanced learning experience and excitement

Frankly I seriously doubt that the technology will become available in many schools for some time and I would see limited use for it with primary aged pupils especially given the cost. Having said that another article discusses a pilot test third, fourth and fifth grade students. During this time the students participated in classes using the technology in maths (calculate the volume of unusual shapes through objects that could be viewed or moved around to show different angles), science (a tour of the solar system, life cycle of a plant, dissecting a frog) and health (going inside the human body to see how antibiotics work). Benefits of using the technology included:

Those who tended to be disruptive or inattentive during traditional instruction were so enamored they uttered nary a peep. Those with limited English proficiency suddenly had a visual that helped them grasp concepts where mere words had failed. Gifted kids were making so many new connections and asking such provocative questions that the lessons often mined territory far beyond teachers had anticipated.

I would be interested in what others feel about the technology and particularly if you have used it in the classroom.

Classroom of the future?

The New York Times has an online article (a version has also appeared in print) about whether the use of technology in the classroom does in fact improve the education for the students.

The article discusses Kyrene School District where digital classrooms are the norm. Here the aim is to transform the classrooms with the teachers facilitating the students' learning. However standardized tests of student performance in reading and maths have stagnated here while they have risen in other areas. They suggest that there is little convincing data to show that spending the money on technology is improving basic learning.

Teachers need some research which clearly shows the effect of technology on teaching and learning.

A question plaguing many education researchers is how to draw broader inferences from such case studies, which can have serious limitations.

Educators would like to see major trials years in length that clearly demonstrate technology’s effect. But such trials are extraordinarily difficult to conduct when classes and schools can be so different, and technology is changing so quickly.

And often the smaller studies produce conflicting results. Some classroom studies show that math scores rise among students using instructional software, while others show that scores actually fall. The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.

I would be interested in what other teachers think of the article and their ideas of the use of technology in schools.

Quadblogging

Today I was in an online session with Terry Freedman. I have always admired the work Terry does - he is the editor of The Amazing Web 2.0 Projects Book.

Doug, who was also in the session mentioned quadblogging. I had never heard of it before but have now investigated it and what a wonderful global tool for schools to use.

Schools register and are then put into groups of four. One of the four teachers becomes the co-ordinator for the quad. In the first week all of the people in the quad will visit the blog of one of the schools in the quad and leave comments etc. In the second week another school will be the focus and so on. Children will see a boost in traffic on their blog as well as comments - this gives the children the impetus to have their post ready and online.

Here is a video to explain quadblogging.

The classroom using ICT to enhance the teaching and learning

Scott McLeod (video - Shift Happens fame) is currently visiting from Iwoa University. He has been saying that classrooms need to change and that the days of pupils sitting at desks listening to the teacher have gone. This is something I have been saying for over ten years and yet as I go round in schools I still see the traditional style of teaching in the classrooms.

Scott advocates that we must transform our classrooms into collaborative, technology driven, interactive teaching spaces. He argues that today's learners should be working with others from around the world on real inquiry or problem based issues, pursue topics they are interested in and be content creators rather than regurgitators. He says:

In a really robust, collaborative classroom where kids have good technology you often can't tell where the front of the room is, as teachers roam around helping small groups and the kids help each other. There is a lot of learning power that comes with these new technologies and we need to help teachers understand that power and how they can take advantage of it.

Christchurch Press Saturday Feb 21

He acknowledges that the transformation will be expensive but asks the question: What happens if you don't do it? He suggests that the schools who don't will be left behind in the global economy.

Mission Heights, a school in Auckland is teaching in this way. This is a new school which was set up to take advantage of the technologies.

VoiceThread

VoiceThread has an interesting presentation about using Web 2 tools in the classroom. There are some great ideas in here. There are several different slides to the presentation so make sure you look at them all. You might like to make some comments on different pages especially if you have had experiences in with the tools.

Voicethread 4 Education wiki has some great ideas for using VoiceThread in the classroom.

ICT conference for kids

I went to Star of the Sea in Sumner, Christchurch, New Zealand this morning. How exciting to see what these children are doing.

The children in the Senior School (Year 8 - around 12 years old) organised the whole thing.

They planned the conference for the school with a 'futures' theme. These children formed groups and planned various topics around the theme. They wrote lesson plans for the work they are doing over the two days of the conference, designed a logo for the conference, issued invitations to various people and organised a welcoming committee for visitors (with a map and name tag for visitors).

Today they had set the conference up and were teaching, facilitating and mentoring the other children.

They set up teaching posts, video cameras, digital still cameras, laptops (with microphones) in various areas around the school for the conference.

Planning

Year 8 children teaching a group

Concentrating on a task - using PowerPoint - notice the storyboard they have completed prior to starting this

Using Sim City to find out about the effects of water levels rising due to global warming

The conference will conclude with a celebration of their learning tomorrow afternoon. What a fantastic experience for all these children.

The children are to be complimented on their organisation the did a wonderful job and it was fantastic to see all the children involved in their learning in an authentic and meaningful context.