Warren's+Online+Portfolio

=**My Portfolio**= || || || This is my second year at Greenpark School and KnowledgeNet was new to me when I arrived. I am always learning new little tricks with the system; which I will be putting to good use in my role as the go-to-person for the Year 4 - 6 teachers. Lucky for me I have a very capable and helpful lead ICT teacher, (Stacey Budd), who is always willing to cheerfully help with aspects of the programme I haven't discovered yet. I am not a computer technician, hacker or code-writer, just a guy who likes to use technology and is willing to learn new skills and then help others. I shifted down from Papakura in 2008, with my family, love Tauranga and would never go back to Auckland! Where I placed myself on the ITeam Learning Journey, first semester 2010: ||
 * < [[image:iteamtauranga/DSC03497.jpg width="114" height="148"]]
 * < ===About Me===
 * < ===The **Greenpark** School===

ICT ActionPlan
|| || ** Process: ** Starting with my own class explore & develop the infrastructure to do this i.e structure of portfolio system. Create samples from your current units sharing how this would work. ||
 * < ===My Role in 2010=== || After discussion with Trevor Bond the following outline was written up to give me direction as part of the school's ICT team: Develop & implement an e-portfolio system that supports teachers in capturing evidence from learning contexts that shows students performance and achievement against: * Literacy (Nat Stds)
 * Numeracy (Nat Stds)
 * Key attitudes
 * Key skills
 * ===My activities in===

the ICT / Tech role
||   || My KnowledgeNet breakout selections for the conference: 1. Getting Me, You and Them in the Know. 2. Online Learning Journals. 3. Interactive student's view of K'Net. 4. New features of K'Net version 6 5. Find It, rate It, Use It. 6. Using K'Net in an inquiry classroom ||
 * < ===KnowledgeNet Conference 2010=== || [[image:http://www.knconference.co.nz/images/knconf2010_Basic_HED.jpg width="629" height="54" align="center"]]
 * < ===KnowledgeNet Conference 2010=== || [[image:http://www.knconference.co.nz/images/knconf2010_Basic_HED.jpg width="629" height="54" align="center"]]
 * || [[image:iteamtauranga/cooltext519515320.png align="center"]] ||
 * ===My activities in===
 * ===My activities in===

the ICT / Tech role
||  ||
 * ===My Portfolio===

[]
|| ====In relation to my classroom teaching for 2011, I had the following sub-goals as my key focuses for Term One of this year.====

__Integration of ICT:__
**Sub Goal: To create student voice by allowing them to reflect and share their engagement in the learning.** **Actions: Create and use forums via the Knowledge Net. Develop student’s use of E-portfolios.**

__e-Portfolios:__
**Sub Goal: School to define role and purpose of e-portfolios, and the physical requirements** **Actions To define the role and purpose of E-portfolios. Create sample pages / portfolios that demonstrate clearly the expectations for teachers and students.** I set about encouraging the children to use MyPortfolio as often as possible to familiarise themselves with the program. With Karen's assistance we got all the chn set up with their own MyPortfolio accounts. This first session of setting up the chn with their new a/c's was not entirely plain sailing, but by the end of the time that Karen had allocated to work with me we had all of the chn registered. They then set about responding to the initial forums that I posted and starting to message each other and set up their own groups. This was done close to the chn's return from their Year 6 school camp so I used a Thinking hats assessment task that I copied from: I copied the template, made some minor adjustments, then showed the chn how pages could be copied and edited with some very pleasing results: The next template I had the chn work on was a self-assessment of the Rachel Olsen inspired art project that they worked on in the school's Art Suite. This template came with a rubric for them to complete but they also had to include a gallery and a picture feature from the page creation toolbar. The next two tasks required the chn to complete their self-evaluation for the term and fill in their learning goals for the year to date. The term goals task was a chance for me to show the chn other features of the page creation toolbar that is available to them such as the video feature and how the page arrangement can be changed to personal preference. All of the tasks in the first term have been aimed at familiarising the chn with MyPortfolio with the intention of guiding them to start creating their own pages to showcase work they wish to share as well as the work that I want them to produce. At the beginning of Term Two the ICT team felt directionless to some degree so we had a meeting to clearly outline what we felt were the priorities for e-portfolios at Greenpark School. The team, consisting of Stacey Fairweather, Kylie Hutchinson, myself, Jason Mischewski (DP) and Karen Mills brainstormed our thoughts and ideas with the above purpose showing the culmination of our session. || . Unfortunately, at the end of our chn's work my colleague discovered that the individual who set the site up was no longer completing the publishing aspect of the work on iTunes as he used to. So after using [|Audacity]to stitch together my students completed excerpts I found another site called [|Podomatic]. Using this site I was then able to get the chn's work published as intended. . Here is the link to Room One's first ever podcast: [] . ||
 * Helen Moran (helenmoran) Camp Thinking Hats - Template**
 * ===Podcasts=== || As part of my desire to incorporate ICT and inquiry learning together myself and one other colleague agreed to have our first go at podcasting. We used a podcast unit entitled Our City: []
 * ===**Teacher Only Day**===

//**Hosted by Tauranga Intermediate**//
|| **Session 1: Inquiry Tools by Sarah Stock:**Sarah shared her journey with inquiry learning and the positives and pitfalls of how she learnt to implement inquiry learning at different levels. The highlight of the session for me was seeing the use of outside experts and learning experiences that are now less common but would have been deemed 'the teachable moment' in previous years. Jamin shared his views and thoughts about the purpose/s of an e-portfolio system and let us view the e-portfolio style system that he is working with at Bethlehem College. Allanah shared her blogging journey and shared examples of blog pages and entries that she and some colleagues have created with various classes. [] After listening to Allanah and seeing the uses of blogging in action I decided to set up a personal blog for myself separate from school activities so that I could practice and familiarise myself with the basics of blogging. I then set up a class blog where the chn will work in pairs and they will have one blogpost to create per term in the week that is assigned to / selected by them. On the days that that the CoW was available we practiced locating the site and made some test entries so that the chn could see how the fundamentals of blogging worked. We used the new underwater camera to film the life-saving skills part of our swimming programme where the chn have to get undressed as if they had fallen into the river or sea fully clothed. The film segments were recorded for future use in the class blog and on MyPortfolio. || Jack is one of the most requested speakers in the world for topics concerning technology and the factors that shape human society. A noted futurist and a technological historian, he has written three popular books entitled "My Grandfather's Clock," "My Stepdaughter's Watch," and “The Parallel Bang,” with many thousands of copies sold of each. . 20 October 2011 in [|educate], [|keynotes], [|ulearn11] by [|Diane Mills] | [|No comments] . The pace of knowledge acquisition today is leading to what he refers to as the parallel bang – **a creative knowledge explosion** that is changing society. Preparing students for life ahead is getting even more difficult. . What has brought this change about? Dr Bacon used the tumbling mile records over the last 50 years to describe this growth in knowledge. What caused mile records to fall? Did we breed different runners? No, what changed was knowledge about nutrition and training. This was captured in mind after mind leading to a creative ‘explosion’. This sort of intellectual achievement leads to change and development. Each time we learn something new we develop as a society. . Change is accelerating. Previously one major change in a lifetime was likely, now we can expect 5 or 6 major shifts and these huge shifts have a sobering effect. This is the parallel bang – the explosive growth of human understanding in the 21st century. What has caused this? . . This growth in technology and networks links diverse minds **//fluidly//** around the globe, benefitting society. One instance of this is the [|World Community Grid]. Dr Jack Bacon threw out the challenge to get students signed up to this so that they can **be a part of changing health worldwide.** . Finally he cautions: Now more than ever students need to learn how to reinvent themselves and this is changing the face of education. Trends are no longer linear making predicting the future impossible. How do we educate students for this? . __**Podcasting:**__ Podcasts are relatively simple to create, don’t require high-priced equipment, and can be hugely beneficial in motivating and assisting students to develop skills in speaking, reading and writing. Podcasting is a great way to build relationships with the community and provide students with an authentic audience. This session introduced the CORE Achieve online course that is now available to give teachers the skills to setup podcasting as part of their classroom programme. . __**Creature Collaborations - Engaging learners with e-learning based writing projects:**__ . http://authenticict.wikispaces.com/Creature+Collaborations . Are you looking for practical writing tasks that encourage collaboration and imagination? Do you want to provide authentic e-learning experiences for your students? This workshop allowed particpants to hear how two motivating writing projects unfolded in an Auckland-based Year 3/4 class. The first idea shared was a ‘Monster Exchange Project’ where the teacher and pupils collaborated via email with a class based in the Kapiti Coast area to create detailed written descriptions. The second was the ‘Travel Buddy Project’; a cooperative blogging project involving classes in several different schools from Auckland to Dunedin. Discussion was then conducted about how these types of projects could be incorporated into a classroom programme. . Project Links: Keypals, Travel Bu[] . __**Ingenious ways to use Google Docs in the classroom:**__ Google Docs provides a FREE online space where students can create, store and share their work instantly and in real time. It provides the opportunity for collaboration, feedback and feed forward between students, peers and teachers without downloading any software. The exciting part being that it can be accessed from any computer anytime! Never again will the excuse “The dog ate my homework” work! Come along and hear some of the ways you can utilise Google Docs to: • Promote group collaboration • Facilitate the process of using Google docs • Create and analyse quizzes using spreadsheets forms • Encourage collaborative presentation skills • Collaborate on a document with fellow teachers . __**Considering ICT in Science:**__ This presenter has been involved as a teacher/researcher for the past three years with SCIAnTICT. SCIAnTICT – Science Classroom Investigations of the Affordances in Teaching with ICT. The research has been funded through Teaching and Learning Research Initiative (TLRI).The researchers, from the University of Waikato, Kathrin Otrel-Cass, Bronwen Cowie and Elaine Khoo. The facilitator has specifically looked how ICT can provide opportunities for students to engage in Science in an interactive manner and bring certain aspects of Science into the classroom. The presentation looked at considerations for planning for ICT in Science and the ICT tools that I have found to enhance a classroom programme and improved learning for students. . __**Keynote - Graeme Aitken:**__ GRAEME AITKEN is Dean of Education at The University of Auckland. He has a background of more than 30 years as a secondary school teacher and teacher educator, and more recently as a researcher on curriculum design and teaching effectiveness. He aims through his research to offer insights into practice that help decision-making by policy makers, schools and teachers in the best interests of learners and learning. . __**Earlybird Breakout:**__ __**eCompetencies 1 -breaking eLearning into 5 manageable chunks and linking them to the Key Competencies:**__ How do we know we are covering all the aspects of eLearning that our students will need in their future? This facilitator shared the eCompetencies (e-awareness; technological literacy; informational literacy; digital literacy and media literacy) as set of concepts to enhance eQuality Teaching in the classroom. She shared how to break the eLearning into more manageable chunks and explore ways to link eCompetencies and web2.0 tools to authentically unlock the NZ Key Competencies in the classroom by linking it to the new Zealand Curriculum and eLearning action plan (Enabling the 21st century learner: Ministry of Education, 2006). This presentation posed some provokative questions/thoughts as it revealed the research done into developing eSkills internationally and introduces ways to make it Noo Zilland-ish. “e-Learning can contribute directly to the development of all of these competencies, and increasingly, these competencies are applied in ICT-rich contexts for all students.” (Enabling the 21st century learner: Ministry of Education, 2006). . Dr Jan Herrington is Professor of Education at Murdoch University in Perth. The last 20 years of her professional life have been devoted to the promotion and support of the effective use of educational technologies in learning in schools and universities. Jan's recent research focuses on mobile learning, design-based research, authentic learning, and the use of authentic tasks as a central focus for e-learning courses. 21 October 2011 in [|educate], [|innovate], [|keynotes], [|ulearn11] by [|Diane Mills] | [|No comments] What are the characteristics of effective mobile learning? **Set an authentic and complex task for students** to create a genuine product. Move from teaching ‘how ’ – to using technology to create. For example students could create their own app to demonstrate some concept. Giving learners the confidence to try things has the best outcomes. It is the task that matters most! . This workshop will explore blogging as an extended tool for professional development and / or team collaboration. It will detail various platforms and techniques which expand current thoughts on what blogs can actually be used for. This pacy session is for those new to blogging who need more ideas, encouragement and examples to remix. Includes cross sector examples of use, building audiences, creating engaging content, professional development etc.. __**The Complete Classroom:**__ It is what students do in the classroom that makes all the difference, rather than the equipment they use. A classroom is not complete just because it has all the latest technologies, IWB, ipad, laptops, etc. What is important is quality of the activities that those in the class undertake, discussing, thinking, collaborating, sharing, learning and teaching. In this session delegates will be walked through how a simple range of technologies can be used to enhance the key activities within a classroom; interacting student-student, teacher - student; involving all members of the class; and most importantly making the learning interesting and relevant. Various pedagogical models, including the Inquiry model will help guide the session. . How are you bringing life into learning whilst moving towards a “21st Century Learning Environment”? We have all heard a lot about how this new networked age demands from us a new pedagogy, but what does it actually look like?I believe a 21st century learning environment requiresa flexible approach to learning; where children manage their own time by planning their week autonomously. Students organise themselves to collaborate or work individually, depending on what the task demands, to carry out relevant, useful learning engagements. They are required to formatively assess their learning by goal setting and reflecting on their learning through the use of individual student blogs and frequent conversations with the teacher. Learning is individualised as much as possible to ensure each child is extended and motivated. Commitment, proactivity and a mature approach to learning are key skills that students develop in this learning environment.This presentation will detail how this system works in reality, how it is managed (both in terms of behaviour and learning), how students and parents have reacted to the system, the benefits I have seen, solutions I have found to alleviate issues that may arise, the classroom environment, the infrastructure required and the system from a management perspective.The art of teaching in a 21st century learning environment is not so much about equipment or software (although this does help!) but learners taking back ownership and making choices about their own learning. However, no Ulearn presentation would be complete without a play with key online tools that allow this flexible approach to teaching and learning run smoothly and continue to engage the learner. . Teaching for many years has seen my teaching develop in leaps and bounds especially in the last 5 years. Blogging, movie making and integrating Google Apps and Google Dashboards into classroom progammes so much that now all the students use their own netbooks through the Manaiakalani Project. There are so many questions about what we are doing…How do you start Blogging? What are Google Apps and how can they be used in my classroom? also what is the journey to get me to helping 21st century learners? Being part of the Maniakalani Project both as a classroom teacher and facilitator has allowed me to answer these questions through the work that I have done. Enabling students to be motivated learners and collaborate with the wider community and world. Come along and see for yourself. ||
 * Session 2: e-Portfolios by Jamin Lietze:**
 * Blogging with Allanah King:**
 * ===New Underwater Miniflip=== || An underwater miniflip was trialled with my class initially to gauge the usefullness and clarity of the picture and video footage for use in MyPortfolio pages and then shared with a junior class for later use in KnowledgeNet. The camera was used by teachers and students to see how simple it would be for adults and students alike to gather video evidence. ||
 * ===Ulearn11=== || **__Keynote 1: Dr Jack Bacon__**
 * __Dr Jack Bacon – The Parallel Bang__**
 * Ulearn** started with a bang – **a parallel bang** according to **Dr Jack Bacon** in his keynote address.
 * The sheer number of people on the planet provide more ‘brains’ to call on
 * Global communications give greater understanding about societal needs
 * Technology has provided personal access to the ‘library of the world’ and
 * People have access to more data than ever before
 * __Keynote - Dr Jan Herrington:__**
 * Mobile Technology keynote**
 * Mobile phones in the classroom? Banned in your school?** Dr Jan Herrington started her keynote with Rupert Murdoch’s challenge – let's bring classrooms into the 21st century. Most mobile phone policies in schools are couched in negative language – ‘//banned, sanctioned, disruption, no need to have in school//…’
 * Mobile phones are tools for learning** and what’s more most students have one or even two in their pockets. Mobile technologies are everywhere. They enable teachers to bring the abstract alive, and to be innovative educators. Dr Herrington provides two examples. Take a look at the [|funky school's article]or teaching the [|Bernoulli’s principle] using YouTube.
 * Questions to ask as you consider the next unit of work:**
 * What does the student do?
 * Who uses the technology?
 * How long does it take? Authentic tasks go on for weeks
 * Is there collaboration – this helps to grow understanding
 * Is there a polished product? – it is the crafting of the product that truly gets students engaged
 * Is there somewhere where work can be shown – in school, on the web, or for different occasions
 * Authentic learning involves students using mobile devices as cognitive tools in a participatory manner with their environment.
 * For more on mobile learning, check out Jan's website: []**
 * __Masterclass: Blogging for Bloggers - Beginner:__**
 * __The Art of Teaching in a 21st Century Classroom:__**
 * __Motivating Learning Online:__**
 * ===ULearn 11 Reflection=== || [[file:ULearn review tables.docx]] ||
 * ===Teacher Only Day;===
 * ===Teacher Only Day;===

Lane Clark:
|| April 26, 2012

Greetings Greenpark Team,

Lane here...

I want to thank you for the opportunity to continue to work with you. I really enjoy our time together and hope that you found it worthwhile.

Day 1

We spent a good deal of our time focused on Cognitive Load Theory and its relationship to the tools and stages of the think!nQ inquiry model. I hope that time helped to reinforce the importance of schema construction, which can be obtained through the design and implementation of your thinkchart organisers; the importance of reducing intrinsic and extraneous cognitive loads by strategically designing your immersion to address prerequisite schema and set foundational schema.

If you need to better understand the immersion stage, task card and organiser design, task sequencing and layering, then visit the powerpoint presentation that I have included in your new dropbox. This presentation is comprised on 71 screens and I have taken pain staking time to be detailed in directing you in the subtleties of this all important stage.

If you need more information on thinkcharts, I have also included a powerpoint presentation on this tool. It is similar to the one I left you the last time we were together but I have updated a little to make more subtle points that were missed in my last one. Spend some time exploring the presentation. It will support you in developing your understanding of the tool and prepare you for more strategically designing it for your students in conjunction with your curriculum.

Our day ended with you ‘living’ the thinkitgreat process to some degree. I hope this experience helped you to better understand how important it is to be specific in your recording. I tried to illustrate the importance of not only looking at the similarities and differences when using the venn diagram, but more importantly, ensuring specificity in your records so that generalisations could be generated. We focused on the thinkitgreat development and the importance of learners revisiting the elements they likes and disliked so that they were able to create the all important ‘itgreat’ list of features that were personal to them.

If you require a little more support, I have left you a powerpoint presentation that focuses on this tool. Spend some time exploring the ‘presentation’ as it will likely highlight anything that you may have missed; or simply clarify and reiterate important aspects of this process.

Day 2

I have included my notes from our planning sessions on Day 2 along with the tasks I invited you to complete. While I am happy to plan the entire unit with your team, I would at least like you to commit to the task we agreed upon.

Have a read of our planning and remind yourself of your task and then get back to me should you have questions or concerns.

Finally, I have included folders that contain bits and pieces that might support your units that we began to plan.

Cheers! Lane

PS I added a folder called language features so that you can begin to organise the immersion centres you need to put together for your thinkitgreats – I didn’t want you to have to reinvent the wheel! ||