Andrew Churches - Keynote
Technology and thinking skills in the classroom
Technology is changing the face of teaching and learning. Our classrooms are expanding beyond the boundaries of the physical four walls and as our classrooms seem to grow the boundaries and borders in our world disappear. Actions and features that were once the domain of a desktop computer are now an "app" on a cell phone. Information is growing at an exponential rate and has never been as easy to access. How our students learn has changed and how we teach has changed. This presentation investigates these trends and looks at how we can harness these to improve the learning outcomes of our students.
Andrew Churches - Workshop
Title: Growing Digital Citizens
This is a 1 hour workshop on developing and implementing an ethically based digital citizenship program with the collaboration of the school community and the students.
Denis Goodrum - Keynote
Leading for Change
The role of leadership in scaffolding change and supporting growth within an educational team will be examined using an innovative digital source. The presentation will cover in a practical manner a repertoire of leadership understandings, skills and competencies that help all members of a professional learning community work together to improve pedagogy and student learning.
Title: Learner-generated Learning: Student-developed learning resources
Most teachers can affirm the adage that one learns best what one teaches. Yet how often are learners given the chance to get involved in the teaching process, especially in an institutional context? In the last few years the 'flipped classroom' has gained attention as a mode of teaching that de-emphasises teacher-centred content delivery and replaces it with learner-centred active discussion and involvement in the learning context. In what might be called the pedagogy of learning, teaching itself is flipped. Just as teaching spaces have become learning spaces, learners may also become teachers, and teachers learners. This paper calls for teachers to step aside from the traditional roles and facilitate student development of learning resources. In some traditional contexts this approach is not new: student classroom presentations have been a part of assessment models for years. With the advent of read-write Web technologies and user-created virtual worlds, they can design the learning space as well. This paper provides examples of students collaborating to design learning content for both Web 2 and 3D Web environments, and maintains that such an approach can be an effective teaching and peer-learning strategy.
Affiliation: Victoria University, School of Language and Learning, Melbourne, Victoria
Biography: Keith Kirkwood is a Lecturer in the School of Language and Learning at Victoria University in Melbourne. In this role he has developed participatory peer learning platforms and resources for student engagement, as well as established The Writing Space, a peer-assisted writing centre. He has delivered conference papers, including plenary talks, in Australia and overseas. With a background in online educational design and linguistics, Keith has published academic articles on language revitalization, participatory learning, communities of practice and peer learning in virtual learning spaces, as well as creative writing both in Australia and overseas.
Mrs Tamara Sullivan and Mr Drew Semple
Title: Using Microsoft OneNote™ to facilitate asynchronous collaboration in the development of curriculum material in the move to the Australian Curriculum
As with schools across Australia, the Junior School at Brisbane Boys' College is in the process of rewriting units of work to meet the requirements of the National Curriculum. As a part of this process, a project has been developed to use Microsoft OneNote™ as an asynchronous collaboration tool to draw together teachers' professional knowledge in this unit writing process.
In previous years, teachers and administrators created units using traditional paper-based methods involving notes being distributed during staff meetings. In due course, this gave way to digital documents being shared via the email system. Both were time consuming processes requiring continuous face to face meetings with generally one teacher responsible for collating and then distributing material.
In 2011, a successful pilot project was run involving the use of Microsoft OneNote™ and DyKnow to create a collaborative phonics work program, lesson plans and student workbook based on the Soundwaves program. This project involved six Year 7 classes and their English teachers. The experiences gained have enabled the expansion of collaborative development practices to a group of 20 Junior School teachers across all year levels from Prep to Year 6. In 2012, all Junior School staff will be trained in the use of Microsoft OneNote™ as a collaborative development tool to streamline the introduction of the Australian Curriculum.
Biography: Tamara Sullivan is ICT Co-Coordinator for the Junior and Middle schools at Brisbane Boys' College. She works with boys from Prep through to Year 8 developing their ICT skills to enable them to achieve in all subject areas of the Australian Curriculum. Tamara also works in the area of Assistive Technology for boys working on an Independent Education Profile. She runs regular ICT Professional Development workshops for teaching staff in the Junior School. In addition to developing a broad base of digital pedagogy skills, these workshops are specifically targeted at enabling staff to plan, prepare and deliver the Australian Curriculum through online collaboration.
Drew Semple is Head of Information Technology at Brisbane Boys' College teaching Senior Information Technology Systems. As Head of Department, he is responsible for the delivery of academic IT subjects and ICT training for students from Prep to Year 12. BBC is in the fourth year of a 1 to 1 tablet program with approximately 1,200 students from Year 7 through to Year 12. Drew is responsible for oversight of digital pedagogy and student engagement aspects of this program. In particular, he is working with Tamara Sullivan on two projects to enhance the use of digital tools to advance the introduction of the Australian curriculum in the Junior School.
Title: Integrating ICT into a pre-service teacher mathematics course: Supporting teachers and changing pedagogies
Increasing the amount of information and communication technology (ICT) that is integrated into pre-service education courses is a big task and one that had strong focus within the Teaching Teachers for the Future project. This project focused on enabling pre-service teachers to achieve and demonstrate competence in the effective and innovative use of ICT to improve school student's learning. In order to achieve this at The University of Queensland an individual course was targeted with both lecturers and pre-service education students having the benefit of an ICT expert attend all classes and assisted with the integration of ICT throughout the course. Thus, this study focused on a third year pre-service teacher education mathematics course with approximately 60 students enrolled. Students were enrolled in a program to become primary teachers with mathematics one of the required areas they learn to teach. This paper describes how a systematic approach to the integration of ICT was conducive to both lecturer and student skill development and how students are now able to take these skills into their classroom teaching.
Affiliation: The University of Queensland, Lecturer in ICT Education
Biography: Chris Campbell currently lectures in ICT Education at The University of Queensland. Previously, Chris has been involved in an ARC Linkage Grant investigating students' capacity for self-regulation and has conducted research in other areas such as in robotics implementation in primary schools, iPods in secondary schools and using online journaling to promote self-regulation. Her skills in implementing and trialling new technologies are documented in various publications including online tools in educational settings, Second Life and Assistive eXtra Learning Environments. Last year Chris worked on the Teaching Teachers for the Future project and was able to assist lecturers in integrating ICT into their courses.