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Yawarra Community School is $19.5 million school providing vital educational facilities for Dubbo and surrounding areas. It possesses four new state-of-the-art classrooms for up to 40 special needs students from Kindergarten to Year 12.

Under the leadership of Debbie McCreadie, 35 students with special needs currently attend the converted Dubbo West Infants School. Yawarra Community School assists students with disabilities, providing support via personalised learning, specialist services such as speech and occupational therapists and social benefits.

Yawarra Community School’s state-of-the-art facilities cater for up to 40 special needs students from K- 12, and include:

• four learning spaces

• a gym and outdoor areas

• special programs facility

• administration area

• external play facilities and landscaped grounds.

The new school also has areas to support students who require additional physical therapy and care including a gym and special programs facilities. Soon the construction of a new hydrotherapy pool, for school and community use, with adjoining accessible parking will be constructed.

Yawarra Community School is named after the Wiradjuri word for “care” or “to take care or watch”, a fitting name for the facility, which will meet the needs of a wide range of students from Dubbo and surrounding communities.

Technologically, Yawarra Community School is determined to provide individualised learning experiences by using assistive technologies that are designed to be used by students to perform tasks that might otherwise be difficult or impossible such as switches and aids. These technologies are available for students to access in and outside of the classroom.

Yawarra Community School has utilised the Foundations.T4L team to assist with the development of customisable switches and tools that will benefit their students. They have also worked with staff to develop their ICT skills and learning trajectories so that they can create unique learning experiences for their students. The Foundations.T4L’s Digital Classroom Officers have also worked within the classrooms at Yawarra Community School to co-teach and mentor staff in using the latest technologies.

5 brand new NSW Department of Education schools are selected and recognised for excellence in technological pedagogy transformation and named as Microsoft Showcase Schools.

Microsoft Education Australia and the Foundations.T4L team have partnered together to identify and work with five of the newest New South Wales’ newest Department of Education schools who deliver outstanding technological pedagogy in its schools.

We’re excited to announce Bardia Public School, Bella Vista Public School, Finigan School of Distance Education, North Kellyville Public School and Yandelora School as the newest schools to be added to the exclusive list of Australian Microsoft Showcase Schools.
 

In the short time that these schools have been operational, they have established strong digital curriculum ecosystems. They’ve adopted either a Microsoft tool such as SharePoint or Microsoft Teams as their digital platform and have built their administrative functions and teaching pedagogies using OneNote, Office 365 and more. Moreover, with the support of the Foundations.T4L team, they have succesfully implemented 1:1 device programs through the 21 steps of technology transformation model.

Each school began planning their ICT learning trajectory prior to the school opening. This continued well into 2019. The staff at each school have attended ongoing professional learning to enhance their digital literacy and ensure that consistency, understanding and implementation approaches meets the overall strategic vision of the school. Such professional learning sessions have been facilitated by the Foundations.T4L Digital Classroom Officers and Microsoft Education.

All five schools have employed 21st Century Learning Design into their whole-school teacher programming practice. This permits successful learning activity design that utilise the 21st CLD dimensions of Collaboration, Knowledge Construction, Real-World Problem Solving, Self-Regulation, Real-World Innovation and ICT for Learning.

Principals, Deputy and Assistant Principals participated a Design Deploy and Transform workshop by Microsoft Educations’ Travis Smith, that further supported the envisioning, planning, implementing, evaluation and expanding 1:1 learning in their school. This workshop reinforced that the most successful 1:1 initiatives are concerned with learning, not laptops. Such initiatives create infinitely better opportunities and experiences for students and a more efficient, effective and rewarding experience for teachers and staff. It also reinforced the need to future proof the school by creating sustainable practices so that innovative learning spaces, technologies, leadership and teaching practices as well as curriculum and assessment always remain relevant and applicable to the students’ individual needs.

Teaching staff actively participate in professional learning that covers a range of the technologies available to them through Windows 10 and the Office 365 platform. Led by Megan Townes and the Foundations.T4L Digital Classroom Officers, this PL provides opportunities for staff to showcase their teaching activities and how they have supported student learning and creativity, as well as how they have increased their own productivity. Specific Microsoft tools such as Immersive Reader and digital stylus devices to improve student learning outcome and accessibility tools (to improve reading comprehension and writing) are also examined.

Foundations.T4L’s Digital Classroom Officers work closely with the staff at each of these five schools. They have carefully produced a specialised professional learning plan for each school that aligns with their school vision, culture, technological capacity and overall goals. The Digital Classroom Officers also work side by side with teachers and their students to enrich a positive learning experience where students attain enhanced education outcomes by integrating Microsoft technology into their learning. Students at these schools use Teams and/or OneNote as their key learning platform. Students from K-12 have incorporated these tools to produce evidence of learning, collaboration activities and self-reflection tasks which are at the basis of 21st century learning.

As these new-build schools grow collectively from 1,800 to 4,050 enrolled students over the next few years, our newest schools will continue to create transformational change in authentic learning spaces by empowering students to develop their skills to navigate our emerging, digital, virtual, augmented and mixed-reality worlds.

North Kellyville Public School is located in Sydney’s North West. This school has the capacity to educate up to 1,000 students in both mainstream and support.

Under the leadership of Tom Moth, North Kellyville Public School relentlessly focuses on the formation and maintenance of positive interpersonal relationships. Resilience, persistence and personal responsibility are the key themes of wellbeing programs at this school.

This new school includes 

• 40 new learning spaces, including three special education learning units, and core facilities
• 3 special programs rooms
• a hall
• a library
• a canteen
• covered outdoor learning areas (COLA)
• semi-enclosed courtyards
• external play, gaming and sporting facilities.

The school will be delivered in two stages: 

• Stage 1 - learning spaces and facilities opened on Day 1, Term 1, 2019 for K-6 students.
• Stage 2 - facilities for up to 1,000 students, including additional play space to be completed by early 2020.

Technologically, North Kellyville is already utilising a plethora of technology such as iPads, 3D Printers, 75 inch interactive panels and more which is a testament to the skilful staff employed at that this school. These dedicated staff are using Microsoft’s 21st Century Learning Design as its pedagogical framework which will underpin not only how curriculum will be delivered, but how teaching staff will collaborate with one another in developing units of work in co-teaching environments.

North Kellyville Public School has utilised the Foundations.T4L team to assist them in determining what are the most purposeful devices for their students in a 1:1 learning environment, provide Teacher Professional Learning on various technological pedagogies and working with staff one-on-one in developing their teaching practice.

Manly Vale Public School is located in Sydney’s North. This school has the capacity to educate up to 1,000 mainstream students.

On Day 1, Term 1, 2019, Manly Vale Public School opened its doors to 527 students from Kindergarten to Year 6. Under the leadership of Mrs Tina Lee, Manly Vale Public School offers students access to 40 state of the art flexible learning spaces, a hall, modern library, canteen, a covered outdoor learning area (COLA) and several enhanced learning spaces.

This project is being delivered in several stages, with Stage 1 opening for Day 1 Term 1 2019. Stage 2, which includes refurbishment of the existing administration building and external works is currently underway. This stage is expected to be delivered by early 2020.

To maximise the teaching and learning opportunities for its teachers and students, Manly Vale PS are working the Foundations.T4L team to enrich the use of technology in flexible learning environments. This is being achieved by delivering Professional Learning opportunities to staff, creating alliances with 3rd party vendors, co-teaching with school teaching staff, embedding technological practice into current teaching programs and more.

Many Vale PS have installed fixed SMART Interactive Displays in all of its classrooms allowing students the opportunity to engage with their curriculum through enhanced technologies and stimulus materials. Opting to use a multi-technological platform, the curriculum offered to students comprises of Apple, Google and Microsoft. In help evaluate and determine the most appropriate technology for their students, staff will collaborate and share their teaching resources via various technological platforms. This approach will help determine the most effective and efficient way to provide the seamless implementation of co-teaching pedagogies.

As part of the school’s ICT strategic direction, Manly Vale PS aims to provide its students with a 1:1 student / device ratio. This program will allow students to personalise their learning by creating innovative work through collaboration and vertical learning opportunities.

Finigan School of Distance Education is located in Queanbeyan (20 minutes west of Canberra). This school has the current capacity to educate 1,000 students in distance education. These students are either travelling, living in remote NSW locations, attend a communal learning hub periodically, or have behavioural or medical conditions that prevent them from attending mainstream school.

Opening on Day 1, Term 2, 2019, Finigan School of Distance Education opened its doors to approximately 1,000 students from Kindergarten to Year 12. Under the leadership of Mr Daniel Rattigan, Finigan School of Distance Education offers a state of the art facility where teachers can provide personalised delivery of content to students individually and in small groups using collaborative technology such as Adobe Connect, Skype for Business and Microsoft Teams. This unique setting is most renowned for the innovative approach it has established to providing quality teaching and learning materials to its students.

To maximise the teaching and learning opportunities for its teachers and students, Finigan are working closely with the Foundations.T4L team to maximise the use of technology in flexible learning environments. This is being achieved through the delivery of Professional Learning opportunities and co-teaching with the schools teaching staff, creating alliances with 3rd party vendors and embedding technological practice into current teaching programs and more.

Finigan have a plethora of unique technologies that provide unique opportunities that are yet to be seen in distance education elsewhere. These permit students to engage and interact with their teachers in real time via video conferencing. Teachers use a range of tools, predominately Microsoft Teams to work with their students allowing continuous communication, immediate access to resources and feedback. Film studios with state of the art cameras, microphones, and green screens have been installed to allow students to create videos that explain content in a personalised context. All of these technologies are led by Microsoft’s 21st Century Learning Design Framework that underpins the pedagogy in both primary and secondary schools as well as in KLAs.

As part of its school strategic direction, Finigan School of Distance Education aims to provide each of its students with a device so that all students can be connected to a teacher and feel supported throughout the duration of their course. The school’s passion is to educate all students regardless of the obstacles they face in gaining an education.

Bella Vista Public School is located in Sydney’s North West. This school has the capacity to educate up to 1,000 students in both mainstream and support.

Opened on Day 1, Term 1, 2019, Bella Vista Public School opened its doors to 139 students from Kindergarten to Year 6. Under the leadership of Mr Derek Danby, Bella Vista Public School offers students 40 flexible learning spaces, a hall, library, canteen, a FIFA approved soccer field (where Australia’s Women’s Soccer Team, the Matildas train) and a basketball court where the XXXX train. The local community will also benefit from the school’s new synthetic sports pitch and double-court indoor sports hall, which has been built in partnership with Hills Shire Council and is available to the public for local community use.

To maximise the teaching and learning opportunities for its teachers and students, Bella Vista PS are working the Foundations.T4L team to maximise the use of technology in flexible learning environments. This is being achieved by delivering Professional Learning opportunities to staff, creating alliances with 3rd party vendors, co-teaching with teaching staff, embedding technological practice into current teaching programs, and more.

Bella Vista PS have installed fixed and mobile Promethean Interactive Displays in all of its classrooms so that students can engage with their curriculum in enhanced learning opportunities and stimulus materials. Opting to use a Microsoft platform, much of the curriculum offered to students in stages 1-3 is delivered using OneNote. Administratively, teachers collaborate and share their teaching resources via Microsoft’s Sharepoint. This provides the school with a seamless approach to implementing co-teaching pedagogies.

As part of its school strategic direction, Bella Vista PS aims to provide its students with a 1:1 device program which enables students to personalise their learning by creating innovative work through collaboration and vertical learning opportunities. This will be achieved via the school’s philosophy ‘to learn to unlearn, to be literate and numerate’.

Hunter Sports High School is located 20 minutes south of Newcastle in Macquarie Lakes’ Gateshead. This school currently has 750 students, enrolled in both mainstream and support classes.

Hunter Sports High School is a partially selective public high school that has personalised academic curriculums including:

• Aboriginal Education
• Big Picture Academy
• Vocational Education
• Talented Sports Program.

Under the leadership of Rachel Byrne, Hunter Sport High School offers a unique learning environment that caters for both academic and sporting excellence. It caters for students with special needs with a dedicated Support Unit for 38 students, as well as a world-class Big Picture Academy which has expanded this year to include students from Year 8 through to Year 12. Their senior class will be studying for their HSC via a compacted curriculum model which is delivered online with staff and students from the Cooks Hill Big Picture Campus. Further, their Talented Sports Program continues to provide elite coaching to talented athletes as well as an academic framework that enables them to reach both their academic and sporting goals.

This new school includes:

• new state-of-the-art education facilities including a movement complex with space for assemblies and presentations
• a canteen
• a weights gym
• various store rooms and amenities.
• 26 general classrooms and 13 specialist classrooms (for food technology, wood and metal work, science, visual and performing arts)
• front reception and administration building
• staff offices
• student and staff amenities
• a library.

The school learning environments offer greater access to technology and gives students and teachers' flexibility where students can work independently and cooperatively in small or larger groups and where learning can be personalised, relationships built, and students inspired to learn.

Technologically, Hunter Sports High School are using a range of devices providing their students access to specialised sports software, eportfolios and STEM tools. Using Google as the whole-school learning platform allows students to collaborate, create and connect with each other to produce evidence of learning regardless of the learning program that they are enrolled in.

Hunter Sports High School has engaged the Foundations.T4L team to lead them in providing professional learning face to face and via Brekkie with a Tekkie sessions, ensuring staff are continuously upskilled and are supported in their technology journey. Foundations.T4L Digital Classroom Officers are also working closely with digitalising student work so that they can create interactive electronic portfolios that document their high school career.

Glenwood High School was selected to participated in the Minecraft Education Edition pilot program by the NSW Department of Education in 2017. The program will see 30 Year 10 students learn curriculum content using Minecraft Education Edition during class time.

More specifically, students created a new suburb for the Stage 5 Geography topic 'Urbanisation'. 10 HSIE 2 was fortunate to participate in the MEE trial under the supervision of Ms Callaghan. 

There are numerous benefits of using game-based learning in class to facilitate teaching and learning. At Glenwood High School, Minecraft was able to;

• give students the freedom to create, pushing their imaginations to the limit and allowing them to be creative in ways not possible in the real world.
• inspire students’ higher-level, problem solve and think critically.
• Minecraft is also a very social game, where students can rely on other players for help in the sometimes-unforgiving Minecraft world. When students work together, it builds positive classroom climate, teaches the benefits of collaboration and facilitates teamwork in a way that’s more organic than, say, being assigned to work together on a project. Students who might not get along in the real world can become allies in the Minecraft world.

Be a Part of Something Big-4 Reasons to Join the Microsoft Educator Community

You visited us at the Microsoft Educator Network and we want to invite you to come join us over at our new home, the Microsoft Educator Community. Join a global community of educators and gain access to free professional development, lesson plans, discussion groups, digital badges and more. Educators keep coming back to this ever-growing community. Whether it’s to learn tricks for using OneNote in the Classroom, or to participate in Skype in the Classroom activities, there is something for every educator.

We invite you to join the Microsoft Educator Community and begin your journey to becoming a Microsoft Innovative Educator and join a global movement to engage learners with cutting edge strategies.

1. Engage learners with Skype in the Classroom

Skype in the Classroom is an online community that enables thousands of teachers to inspire the next generation of global citizens through transformative learning over Skype. Play Mystery Skype, take a virtual field trip or connect with a guest speaker – we have lots to choose from, including events like Skype-a-Thon.

On November 29th and 30th, Microsoft is hosting a Global Education Skype-a-Thon. Over the 48 hours, classrooms will connect to other classrooms and guest speakers around the world using Skype and contribute to help reach the goal of three million virtual miles travelled.

Need Help?

Take a look at the Sway which shares the excitement from last year and ideas to get you started. Contact the Skype-a-Thon team for more information at [email protected]

2. Get a dose of inspiration with a quick tip video

These short, handy videos are designed to show you ways to save time and teach more efficiently with technology. From how to create infographics with PowerPoint to the Basics of Windows 10, take a few minutes to get a major boost in productivity for the months ahead!

3. In-depth training courses

Serious professional development awaits you on the Microsoft Educator Community. From Microsoft in the Classroom to the new and updated 21st Century Learning Design (21CLD), those looking for professional development have come to the right place. While some courses focus on how to use tools like OneNote, Sway, and Office Mix, others are more pedagogy based and designed to teach you how to integrate technology into your instruction.

4. Connect and share with other educators

Connect with others around the world or in your own backyard. Browse our communities and engage with educators and experts of all types. Share your knowledge, find answers, and grow with our network of educators. Find hundreds of educators from around the world on a wide variety of subjects

5. (We are too excited to stop at 4 reasons to join!)

There are way too many great resources in the Microsoft Educator Community to stop at four reasons. You can publish lesson plans, attend webinars, learn new technologies and so much more!

Asking for new and innovative ways of receiving assessment tasks for students can be a little tricky and with 30 students submitting powerpoint presentations for every assignment, it is easy for students to use the same creative decisions that they continuously make when using animations and transitions. Using new tools such as infographics allows students to create data based posters that are both informative and creative.

What is an infographic?

An infographic is [a visual representation of information or data, e.g. as a chart or diagram]

How to use infographics in the classroom?

• Teachers to present information

• Students to collaborate and present information

• Students to complete as a task (non-assessable and assessable)

When students create infographics, they are using information, visual, and technology literacies. This page includes links to help you develop formative or summative assessments that have students creating infographics to showcase their mastery of knowledge.

Which one do I use?

There are so many infographic websites available, it purely comes down to personal choice. You may want to perhaps consider the templates that each of them provide and determine their relevance to the topic that you are learning in class to ensure that it is simple for your students to adapt into a masterpiece. As a teacher, I personally don’t spend too much on the background design but ask students to spend ample time in collecting their information whilst ensuring its accuracy. The design element should come naturally to them and not dominate the overall activity.

• Piktochart

• Venngage

• Vizualise.me

• Google Developers

• Easel.ly

• Infogr.am

• Visual.ly

• InFoto Free • Dipity

• Get About

• What About Me?

• Many Eyes

• iCharts

• StatSilk

• Photo Stats

Why use an infographic?

The goal of infographics is to help students distill the most important pieces of information from any given text and form a conclusion. A good graphic can fit these standards by reinforcing to students that their conclusions should be grounded in evidence and by challenging their ability to organize their information hierarchically. Infographics can also offer a rare chance for crossover between math and language arts, something that many teachers find difficult to do.

How to ensure validity and accuracy of information presented by students

It is important that students have the skills to validate the accuracy of the information that they are presenting on their infographic. This can be done by showing them good and poor samples of infographics and have the class to critique it together. These skills will enable them to critique their own and encourage them to check their own work. Teachers can also opt for students to work in groups and ask for each group to share the narratives and conclusions they drew from each other’s infographic. This way, they are able to support their conclusions with evidence. This can also prompt a classroom discussion on the differences and similarities between each group’s findings.

Finding an LMS that suits your class can be difficult and time consuming. Moreover it can be confusing to students if we switch from one to another mid-term. Google Classroom is a great online LMS that is suitable for all students of any age that allows them to access and submit their classwork. Available as an app on both android and iOS (for free) permits Google Classroom to be accessed anywhere at anytime. What makes this a great teaching and learning app is that it provides its users with notifications so that both teachers and students know of any announcements being made so everyone is kept in the loop all the time.

What the concerns, the obstacles, the myths?

BYOD – Bring Your Own Device. A pedagogical practice that many schools have integrated. Albeit that many schools are at different stages of implementing this new technological program to support 21st century learning in their own schools, they have all overcome similar obstacles and experiences that schools whom are about to implement BYOD could learn from. Overall, BYOD in Australian high schools has been highly successful. Those schools whom have implemented it, are continuing their programs with few refinements. BYOD has proven to increase student learning by providing real-time access to information and the ability for students and teachers to collaborate and communicate with other.

From the Principals Desk

As a Principal of a rather large high school, there are a number of factors that must be considered. Implementing a BYOD program is not as simple as asking all students to purchase a computer to use in the classroom. A number of stakeholders must be consulted prior to the implementation and their input must be considered and used to formulate the correct BYOD program that will best accommodate the needs of our students and teachers. I place great faith in my staff and their level of expertise and in doing so, rely on them to inform me of the best practice and the best way to proceed with going forward with implementing BYOD.

In addition to working with my staff, I was also required to ensure accessibility to resources by all staff and students. Creating an equity program is pivotal to ensure that all students are able to partake in the program. My key role is to ensure that the program is coordinated and implemented efficiently and effectively and to assist the school community, namely parents and students to be accurately informed of the schools’ requirements when purchasing a new device that can be used.

From the ICT Integrators Desk

Whilst BYOD has been successful in our school which is measured by the overall number of students who has commissioned a device, a key obstacle that we are continuously trying to overcome is students purchasing a device that is not compatible with our technical specifications. Along with a Privacy Policy, a BYOD Policy, we also created a Technical Specification Sheet that all parents and students needed to abide by when purchasing a device. We have taken into consideration that families may already own a device so have incorporated measures to enable them to bring in these devices, however, we are still finding that parents are purchasing newer devices (primarily in tablet/iPad form) that will not connect to our schools wifi. Unfortunately, in these instances, parents are also claiming that sales staff at local stores are informing them that the chosen device does fit the technical specification which is incorrect.

Apart from this, the overall process of commissioning and using devices in the school has been seamless. Students rarely experience a technical problem when using their device at school.

From a Professional Development point of view, teachers have really embraced using BYOD in the classroom. They are seeking for assistance when needed and are taking more and more risks in the classroom. We are not finding any teachers reluctant to introduce and use technology in their classrooms which denotes that teaches recognize the importance of BYOD.

From the Teachers Desk

From a teaching perspective, BYOD has worked better in some classes than others. It can get frustrating when students either don’t have a commissioned device or have not brought their device to school. Although there are school policies in place to encourage students to be ready for learning with their device, as a teacher, I often have to prepare worksheets as an alternative for those students who don’t have their computers with them.

When all students do have their devices, the lessons work so well. I am able to do Project Based Learning with my students and they are so engaged. My students have been able to increase their skills and demonstrate their understanding of the content to a very high degree. BYOD has definitely changed the way that students learn and how I teach. It is definitely something that I have and will continue to embrace.

From the Students Desk

I am a year 8 student and so far I have mixed feelings about BYOD. This is because it is still pretty new in my school which means that some teachers use BYOD and others do not. What makes it difficult is that I still have to carry books in my bag as well as my computer which makes my bag quite heavy to carry (especially when I need to carry my PE uniform and schools).

I love it when we use BYOD in the classroom, because it’s a fun and an easy way to learn. We learn how to use new tools every day and all of my teachers show me something new which is great. I really like that I get to use my own computer and not a school computer because it makes it even easier to be consistent in my learning because I’m confident when using my computer and know how it works without asking for help. I think the best part about BYOD is that I can access my homework on the Internet so I don’t have to worry about writing my work down in my diary or in my books. Everything is online and if I need help from my teachers, I can just email them and they will usually reply to me pretty quickly.

From the Parents Desk

As a parent of four children, it is a concern when schools introduce BYOD programs namely because of the costs involved. However, our school has been very good in allowing us to purchase any type of computer provided that it meets a basic technical specifications guide. This allowed me to buy relatively cheap devices that would provide my children with the best learning experience that they could gain when using a computer at school. Although it feels like my children are always on the computer at home, I have noticed that they have changed the way they complete their work. They don’t just use Word, but a lot of tools that I have never heard of and when they show me what they have created, I am always impressed with their abilities. I cant believe how much that they can achieve academically by using their computer and can already see the benefits of them using it to learn.

The use of robotics is becoming a key resource that is being used in classrooms from K-12. No longer is this subject area limited to just Stage 4 students as the new curriculum allows its integration into numerous teaching and learning activities in all stages. Using robotics is more than simply just building a moving toy whilst having a lot of fun. Using robotics permits data computation which means that students can use coding techniques based on how they would like the robot to move. This develops student higher order thinking skills as well as their critical and creative thinking skills. But how does a teacher who has never used robotics before get started?

Why implement robotics into your teaching and learning program?

It may be necessary to convince your colleagues that a robotics kit is a necessary tool to use if you are in a school whom is yet to use them. The best feature about the latest robotics tools is that they can be used on any technological platform that you already use in your school. This meaning, if you are an iPad school or a PC or MAC school, the majority of robotics kits will be compatible and work with the technology that you already have.

More importantly, robotics supports 21st century learning as it promotes active, self-directed, goal orientated, authentic, interest driven and just-in-time learning. It supports collaborative learning spaces that are agile and student centered which encourages students to challenge one another as well as value independence.

Which robot should we use?

There are a plethora of robots on the market today. Ranging from the traditional NXT models to spheros to drones, there are many, many types of robots that you can select for students to use. In order to determine the best robot for your school/class, it is best to ascertain the learning outcomes that you wish to attain and then determine which robot is most appropriate. However, teachers must realize that these kits can be costly and it may not be financially feasible to invest in all types of robots. Some robotics kit for 30 students could cost from $1,000. So, it is important to remember that there are a range of kits available and the most advanced (and expensive) robotics kit doesn’t need to be purchased and will still work with your student.

What do I need to consider when buying a Robotics kit?

Conversations need to be had regarding the storage of the robotics kits. Where will they be kept when not in use, who will complete an inventory before and after its use and what will the school process be to check them in and out of a class? Although basic considerations, it is essential that this is worked out prior to its first use and some kits have very tiny pieces and without proper inventory control, you could be replacing robotics pieces very early into your investment.

Staff development is always a key consideration when introducing something new into a school. It is imperative that all staff feel safe and confident in using the new robotics kits and are given a platform to gather and share their ideas of how they will use the robots in their classrooms. It is also a great way to ensure that all staff understand the curriculum and remember how to make quality teaching links with lesson outcomes.

More importantly, remember to have fun. It is ok if your students know more than you and you are allowed to learn with your students. Document your fun and share with your colleagues.

As ironic as it sounds, Snapchat is one of the fastest growing app being used by teenagers and it is for this reason that schools are jumping on board to use it as a means of communicating with their students. High schools in particular are using Snapchat to converse with their students in determining what activities their students would like to participate in as well as well as gaining more feedback about certain school events such as the Athletics Carnival, Harmony Day and even the school play. This free app which is available on both Android and iOS is a great way to capture stories about the school in real time which could be used as historical files in the future.

Virtual Reality is quickly becoming a tool that individuals are enjoying for leisure use and businesses are using professionally (in-house and as a professional development tool). Within education, Virtual Reality is taking the classroom experience to a whole new level.

What is Virtual Reality (VR)?

The technical definition of VR is that it is an artificial environment that is created with software and presented to the user in such a way that the user suspends belief and accepts it as a real environment. On a computer, virtual reality is primarily experienced through two of the five senses: sight and sound. It is essentially experiencing a real-life experience through the use of a computer which makes you feel like you are actually standing in the room and actually seeing and touching the things that you see. Its almost like watching a 3D movie that projects objects at you.

How can Virtual Reality be used in the classroom?

I began using VR over a year ago when Google Cardboard came out. I didn’t purchase the kits, but found some great websites that should me how to make the Cardboard head piece which was both cost effective and easy to do. My students and I had a great time making them and then using them (http://www.noelenecallaghan.com/maker-spaces). More importantly, these could be modified to suit the size of each students’ mobile phone.

Today, as technologies advance, I purchased a rather inexpensive VR headset which led to the purchase of a class set for students to experience a number of learning opportunities.

My Stage 6 Multimedia (Industrial Arts) class use the VR headsets to learn about and develop their own animation and motion pictures. By using the headset, students are able to grasp a clearer idea of how to create their own work that would support cinema vision viewing. They are also able to develop their skills in creating action movements such as explosions and other special effects.

The VR headset is also being used in my Year 9 IST (Information Technology) class so that students attend virtual excursions. Coinciding with the topics learned in class, my students can visit any location in the world as though they are actually there. There are thousands of apps that can be downloaded onto iOS and Android phones that each have hundreds of locations that your students can visit. In this class, my students are spending some visiting locations where technology is prominent such as places that include roller coasters, high tech computers and much more.

In our French classes, students have visited the Eiffel tower. They have claimed that the experience was so life like, that they could see the view from the top of the tower and had the feeling of actually being there.

The benefits of using Virtual Reality in the classroom.

There is a lot of supporting data that states that Virtual Reality is of benefit in the classroom. Studies show that a virtual environment can “stimulate learning and comprehension, because it provides a tight coupling between symbolic and experiential information”. This is great way to increase knowledge and understanding.

Additionally the use of Virtual Reality experiences can be used to achieve the “feel” and “understanding of the qualitative dimensions of the phenomena they study, providing a foundation for students' conceptual and higher-order learning.

I personally have discovered that VR allows students to learn from a non-symbolic first-person experience. As they are able to ‘experience’ the excursion or activity as though they are actually there, students are capable of mastering the concepts that lie at the heart of ICT they that could not possibly learn in the classroom without such technology. It also encourages in this particular subject for students to think outside the square and consider how they too can create virtual reality experiences for their peers as part of their classwork or assessment tasks. This can be accomplished by students allowing extreme close-ups of their projects, for instance, a microscopic insect or technical component of a computer.

I have also found that virtual reality motivates students. The attitude of students towards virtual reality as a tool in the educational process, and towards virtual learning environments in these various KLA’s are extremely favourable. This is perhaps because it requires interaction and encourages active participation rather than passivity. This could be due to the fact that it permits students to work through an experience during a broad time period not fixed by a regular class schedule, at their own pace. In a collaborative space, virtual reality can assist with text access providing equal opportunity for communication with students in other cultures and allows the student to take on the role of a person in different culture.

Researchers who have used virtual reality in their own teaching experiences such as Mantovani (2001) discusses these potential benefits of the use of VR in education and training: visualization and reification, an alternate method for presentation of material; learning in contexts impossible or difficult to experience in real life; motivation enhancement; collaboration fostering; adaptability, offering the possibility for learning to be tailored to learner’s characteristics and needs; and evaluation and assessment, offering great potential as a tool for evaluation because of easy monitoring and recording of sessions in a virtual environment.

I used the Google Maps app when using the VR headset and found that students could go into more detail about the terrain and the locations that they were to research. Additionally, the maps that they were to recreate using Adobe Photoshop were a lot more comprehensive than those students that I taught in the past whom completed the same activity but used Google Earth as downloaded on a typical PC. The VR headset in this instance permitted my students to go inside the location, walk around, and become familiar with its parts. It also provided students with a different perspective on the interconnections between buildings, streets, and open areas.

VR can change the way a learner interacts with the subject matter. The participant who interacts with the virtual environment is encouraged to continue interacting by seeing the results immediately. VR provides an opportunity for the learner to make discoveries previously unknown. New perspectives are made possible by modeling the real world, and studying the model can provide insights never before realized.

Attaining classroom and course outcomes using Virtual Reality.

Not only does virtual reality allow the attainment of syllabus outcomes, but I have found that it also permits students to develop their literacy and numeracy skills as well as attain other cross-capabilities. This is because the type of instruction associated with using this technological tool develops the cognitive skills and attitudinal skills of students. This is perhaps due to the fact that the simulation that virtual reality provides are authentic and relevant scenarios, make use of pressure situation that tap users’ emotions and force them to act, they provide a sense of unrestricted options and they can be replayed.

It has also been found that virtual reality contexts contends that “students should know that simulations make it possible to explore new domains, make predictions, design experiments, and interpret results”.

My recommendation is that if you have access to a VR headset, whether it is a Google Cardboard or an authentic device, as an educator, you should try it. At least once. You will quickly realise the potential of this fantastic technology and be able to use it regularly to support the teaching and learning of your students regardless of their age, ability level or KLA.

With an emphasis on BYOD and meeting the ICT National Capabilities, may teachers are now dreading the mammoth task of digitalizing their resources and more critically, modifying the way in which they deliver content to maximize learning in their classroom.

This entire process is actually not difficult however it may add some time to your planning to get it right until you get into the groove. The first thing to do is start. By adding one technological tool into your lessons a day, you will soon build a library of technological tools that you can use on an ongoing basis. These tools that I am referring too are different than just ‘’teaching tools’’. It is not determining which tools you should use to deliver content. Teachers need to be introducing technological tools that can be used WITH their students collaboratively. That is, all students and the teacher on the one site at the one time.

Step 1. Keeping track of what you do

When I began incorporating these digital tools into my lessons, I began making a note in my day book. This was the best way for me to keep a record of all of the work that I had done. At the end of the year, when it was time to program, I simply referred to my daybook and added all of the tools that I used to the following years teaching program. Keeping your programs flexible and open to change, as we all know, is a key to success. Today, I produce stickers to teachers who stick these in their books. This is now a school-wide procedure that all teachers have fully embraced.

Step 2. Make mistakes and be ok with that!

Try, try, try. It is ok to make a mistake and admit to our students that something hasn’t worked. I have found that when I do this, my students will either tell me of a similar tool that I can use or our students will plan an alternative activity. This collaboration is just as important as the lesson that you were planning to deliver.

Step 3. Share the tools that you use with your colleagues.

Whether you are using Kahoot.it, padlet, Google Sites, Office 365, Slideshare, popplet or many, many more, it is important to share the tool with your colleagues. The more exposure a student has to a particular tool, the more developed their digital skills will be in accessing and using any technological tool.

_______________________________

Noelene Callaghan

Noelene is a teacher at Glenwood High School, the Honorary Treasurer of The Teachers Guild of NSW and a Microsoft Innovative Expert Educator

With more students getting online and using either an LMS or a cloud based website to complete their school work or home work, it is imperative that students have a selfie on their account that they are confident to showing their friends and classmates. A great activity for students is to take the selfie and then alter the photograph using an App such as FotoRus - Photo Editor Pro. This free app that can be downloaded on Android and iOS allows students to manipulate pictures without the complexities that Photoshop and other tools offer. This is an easy to use tool that can be applied to many types of images and not just the classical selfie.

With an emphasis on BYOD and meeting the ICT National Capabilities, may teachers are now dreading the mammoth task of digitalizing their resources and more critically, modifying the way in which they deliver content to maximize learning in their classroom.

This entire process is actually not difficult however it may add some time to your planning to get it right until you get into the groove. The first thing to do is start. By adding one technological tool into your lessons a day, you will soon build a library of technological tools that you can use on an ongoing basis. These tools that I am referring too are different than just ‘’teaching tools’’. It is not determining which tools you should use to deliver content. Teachers need to be introducing technological tools that can be used WITH their students collaboratively. That is, all students and the teacher on the one site at the one time.

Step 1. Keeping track of what you do

When I began incorporating these digital tools into my lessons, I began making a note in my day book. This was the best way for me to keep a record of all of the work that I had done. At the end of the year, when it was time to program, I simply referred to my daybook and added all of the tools that I used to the following years teaching program. Keeping your programs flexible and open to change, as we all know, is a key to success. Today, I produce stickers to teachers who stick these in their books. This is now a school-wide procedure that all teachers have fully embraced.

Step 2. Make mistakes and be ok with that!

Try, try, try. It is ok to make a mistake and admit to our students that something hasn’t worked. I have found that when I do this, my students will either tell me of a similar tool that I can use or our students will plan an alternative activity. This collaboration is just as important as the lesson that you were planning to deliver.

Step 3. Share the tools that you use with your colleagues.

Whether you are using Kahoot.it, padlet, Google Sites, Office 365, Slideshare, popplet or many, many more, it is important to share the tool with your colleagues. The more exposure a student has to a particular tool, the more developed their digital skills will be in accessing and using any technological tool.

Virtual Reality is quickly becoming a tool that individuals are enjoying for leisure use and businesses are using professionally (in-house and as a professional development tool). Within education, Virtual Reality is taking the classroom experience to a whole new level.

What is Virtual Reality (VR)?

The technical definition of VR is that it is an artificial environment that is created with software and presented to the user in such a way that the user suspends belief and accepts it as a real environment. On a computer, virtual reality is primarily experienced through two of the five senses: sight and sound. It is essentially experiencing a real-life experience through the use of a computer which makes you feel like you are actually standing in the room and actually seeing and touching the things that you see. Its almost like watching a 3D movie that projects objects at you.

How can Virtual Reality be used in the classroom?

I began using VR over a year ago when Google Cardboard came out. I didn’t purchase the kits, but found some great websites that should me how to make the Cardboard head piece which was both cost effective and easy to do. My students and I had a great time making them and then using them (http://www.noelenecallaghan.com/maker-spaces). More importantly, these could be modified to suit the size of each students’ mobile phone.

Today, as technologies advance, I purchased a rather inexpensive VR headset which led to the purchase of a class set for students to experience a number of learning opportunities.

My Stage 6 Multimedia (Industrial Arts) class use the VR headsets to learn about and develop their own animation and motion pictures. By using the headset, students are able to grasp a clearer idea of how to create their own work that would support cinema vision viewing. They are also able to develop their skills in creating action movements such as explosions and other special effects.

The VR headset is also being used in my Year 9 IST (Information Technology) class so that students attend virtual excursions. Coinciding with the topics learned in class, my students can visit any location in the world as though they are actually there. There are thousands of apps that can be downloaded onto iOS and Android phones that each have hundreds of locations that your students can visit. In this class, my students are spending some visiting locations where technology is prominent such as places that include roller coasters, high tech computers and much more.

In our French classes, students have visited the Eiffel tower. They have claimed that the experience was so life like, that they could see the view from the top of the tower and had the feeling of actually being there.

The benefits of using Virtual Reality in the classroom.

There is a lot of supporting data that states that Virtual Reality is of benefit in the classroom. Studies show that a virtual environment can “stimulate learning and comprehension, because it provides a tight coupling between symbolic and experiential information”. This is great way to increase knowledge and understanding.

Additionally the use of Virtual Reality experiences can be used to achieve the “feel” and “understanding of the qualitative dimensions of the phenomena they study, providing a foundation for students' conceptual and higher-order learning.

I personally have discovered that VR allows students to learn from a non-symbolic first-person experience. As they are able to ‘experience’ the excursion or activity as though they are actually there, students are capable of mastering the concepts that lie at the heart of ICT they that could not possibly learn in the classroom without such technology. It also encourages in this particular subject for students to think outside the square and consider how they too can create virtual reality experiences for their peers as part of their classwork or assessment tasks. This can be accomplished by students allowing extreme close-ups of their projects, for instance, a microscopic insect or technical component of a computer.

I have also found that virtual reality motivates students. The attitude of students towards virtual reality as a tool in the educational process, and towards virtual learning environments in these various KLA’s are extremely favourable. This is perhaps because it requires interaction and encourages active participation rather than passivity. This could be due to the fact that it permits students to work through an experience during a broad time period not fixed by a regular class schedule, at their own pace. In a collaborative space, virtual reality can assist with text access providing equal opportunity for communication with students in other cultures and allows the student to take on the role of a person in different culture.

Researchers who have used virtual reality in their own teaching experiences such as Mantovani (2001) discusses these potential benefits of the use of VR in education and training: visualization and reification, an alternate method for presentation of material; learning in contexts impossible or difficult to experience in real life; motivation enhancement; collaboration fostering; adaptability, offering the possibility for learning to be tailored to learner’s characteristics and needs; and evaluation and assessment, offering great potential as a tool for evaluation because of easy monitoring and recording of sessions in a virtual environment.

I used the Google Maps app when using the VR headset and found that students could go into more detail about the terrain and the locations that they were to research. Additionally, the maps that they were to recreate using Adobe Photoshop were a lot more comprehensive than those students that I taught in the past whom completed the same activity but used Google Earth as downloaded on a typical PC. The VR headset in this instance permitted my students to go inside the location, walk around, and become familiar with its parts. It also provided students with a different perspective on the interconnections between buildings, streets, and open areas.

VR can change the way a learner interacts with the subject matter. The participant who interacts with the virtual environment is encouraged to continue interacting by seeing the results immediately. VR provides an opportunity for the learner to make discoveries previously unknown. New perspectives are made possible by modeling the real world, and studying the model can provide insights never before realized.

Attaining classroom and course outcomes using Virtual Reality.

Not only does virtual reality allow the attainment of syllabus outcomes, but I have found that it also permits students to develop their literacy and numeracy skills as well as attain other cross-capabilities. This is because the type of instruction associated with using this technological tool develops the cognitive skills and attitudinal skills of students. This is perhaps due to the fact that the simulation that virtual reality provides are authentic and relevant scenarios, make use of pressure situation that tap users’ emotions and force them to act, they provide a sense of unrestricted options and they can be replayed.

It has also been found that virtual reality contexts contends that “students should know that simulations make it possible to explore new domains, make predictions, design experiments, and interpret results”.

My recommendation is that if you have access to a VR headset, whether it is a Google Cardboard or an authentic device, as an educator, you should try it. At least once. You will quickly realise the potential of this fantastic technology and be able to use it regularly to support the teaching and learning of your students regardless of their age, ability level or KLA.

As teachers, we all spend a great amount of time teaching and reiterating the key concepts of literacy to our students. Regardless of the subject matter that we teach or the age or learning ability of our students, learning literacy is critical to brain development and overall educational success.

I have seen many primary teachers spend countless hours teaching young children components of literacy, key terminology and encourage them to practice those techniques over and over again until they are mastered. Such learning is necessary in order for our students to progress through the school stages and to possess the skillset that is necessary to learn the content learned in other KLA’s such as Maths, Science and PDHPE.

When students arrive in High School they have been drilled with reading and comprehension skills and can more than likely define every key literacy term including what a pronoun is. Unfortunately, much of this is lost throughout high school as there is very little space in the teaching timetable for students to solely learn literacy as its own subject area. Many teachers in various KLA’s (and in particularly, English) spend considerable time discussing the necessary literacy skills that are needed to complete particular class work tasks and assessment tasks.

With a huge emphasis now on NAPLAN tests, teachers are also studying the story behind the schools results and are working tirelessly to create and implement strategies that will assist their students beyond the national test and better prepare them for the HSC and future education.

As a stage 6 teacher, I have spent countless hours and lessons observing my students, asking them to write task after task in order to determine what literacy skills they need to work on. Within a matter of weeks, it was quite observable of what I needed to do to push my students from a band 4 to a band 5 or 6. And all they needed was to was be guided in a few key areas. I chose to do with some scaffolds that they could modify to suit their own personal needs.

Step 1.

I recorded all of the areas that all students in my class required assistance with. Even if there is just one student who doesn’t proofread their work, I still included this in my resources as I believe that all students would benefit from the skill. I then used Microsoft Powerpoint to create my Literacy Cards.

Step 2.

This is a really easy step, but just so long to complete. I simply printed enough of each Literacy Card for my 30 students (I chose a different colour paper for each literacy concept), laminated them all and cut them up.

Step 3.

I bought shower curtain rings from Bunnings (a Hardware store) for about $2 for a package of 8 rings. I simply hole punched the cards and inserted the ring. Now the cards are ready to be used by students.

My students are very positive about the cards and now ask me to provide them with the cards when they are working on their writing tasks (in particular, their extended responses and their reports). I have observed that my students are more conscientious of their work and are more determined to improve in their own writing each time they complete a task.