© commonwealth of australia 2009 laptops for learning in

Laptops for learning in Technology subjects

Presented by:

Julie King

Senior Curriculum Advisor Technology 7-12

Dan Rytmeister

Senior Project Officer Technology 7-12

AimsThe aims of the workshop are to:• Familiarise Technology teachers with the potential of one-to-one computing

in the Technology classroom.• Identify one-to-one computing strategies that would be effective in a

Technology elective subject.• Investigate knowledge management strategies.• Experiment with a new software program: OneNote• Support teachers to increase opportunities for students to develop:

– deep knowledge of their Technology elective– student direction– engagement– student self regulation

NSWIT RegistrationUsing Laptops in Technology 151CUK101

1.2.1 Apply and use knowledge of the content/discipline(s) through effective content-rich, teaching activities and programs relevant to the stage.

1.2.4 apply current knowledge and skills in the use of ICT in the classroom to meet syllabus outcomes…

6.2.3 Engage in professional development to extend and refine teaching and learning practices.

MYPL@DET

Workshop overview

• Workshop materials

• Agenda

• Venue information

• Teacher sign-on

• Evaluation handout

Introductions

• Name• School• In pairs share an opportunity to use the laptops in

your Technology classroom.

Session 1

Overview of the Digital education revolution NSW program

Digital education revolution NSW program

• Commonwealth funded project: By 2012 every student in Years 9-12 will have a wirelessly-enabled laptop computer allowing personal, portable and powerful learning experiences through the Digital Education Revolution.

• All 2009 Year 9 students received a red laptop.• All 2010 Year 9 students will receive a new model blue laptop

between March and the first weeks of Term 2.• Teacher laptops are funded by NSW government. 50% of teachers

received a laptop in 2009.• Laptops do not replace desktop computers.• Technology support officer (TSO) at every site where there are 100+

students years 9-12. Smaller schools share a TSO.

Policy• Developed by DET team including

Principals.

• Includes procedures for loss, damage, theft and misuse of laptops.

• Laptops can be totally disabled if required i.e. “turned into a brick”.

https://detwww.det.nsw.edu.au/deptresources/majorprojects/dernsw/index.htm

The laptops

Windows 7 tips

Hardware (2009: S1, T1, T2)

Processing capabilities:– Intel® 1.6GH Z Atom™

processor

– 2GB of RAM

Memory:– 160GB hard disk drive

– 2x USB2.0 ports

– SD Memory card reader

Connectivity:– 802.11b/g/n Wireless LAN &

– Ethernet

– Bluetooth 2.1 with EDR

Human interaction capabilities:– Audio in & out ports

– Microphone

– Inbuilt webcam

– Standard netbook keyboard & touch pad

– 10.2” WSVGA 1024x576 TFT-LCD screen

– VGA port (video out)

the ICT toolbox: multimedia

expressing

creativity

Software (7 July 2009) https://detwww.det.nsw.edu.au/deptresources/majorprojects/dernsw/features/software/index.htm

• Operating System– Windows 7

• Microsoft Office Enterprise 2007 - Productivity Suite– Word

– Excel

– Access

– OneNote

– PowerPoint

– Publisher

– Multilanguage add-in

– Word Microsoft Math add-in

•Adobe Creativity Suite 4– Acrobat 9 Professional

Extended

– Contribute CS4

– Dreamweaver CS4

– Fireworks CS4

– Flash Professional CS4

– Captivate 4

– Photoshop Elements 7

– Premiere Elements 7

– (to be upgraded to Elements 8 in 2010)

• Audio Editing– Audacity 1.3

• Browser– Microsoft Internet Explorer 8

• Plug-ins:– Adobe Flash– Adobe Shockwave– Java– Microsoft Silverlight– Apple QuickTime

• Interactive Whiteboard Applications– Smart Notebook 10

– Smart Recorder– Smart Video Player

– ActivStudio Viewer• Encyclopaedia & Dictionary

– Microsoft Student with Encarta Premium 2009

• Maths Applications– Microsoft Maths– GeoGebra

• Science Applications– Periodic Table

• Musical Applications– LenMus Phonascus– MuseScore– Notation Player

• Art and Design Applications– Google SketchUp 7

• Other Learning Tools:– Mind Mapping: FreeMind– Flowchart diagrams: Dia– QuickMark Barcode

• Multimedia– Apple iTunes– Windows Media Player

Adobe suite• Creative suite:

– All major products in Web, Design, Production and Master Collections

• E-learning suite: – Captivate, Flash, Dreamweaver, Photoshop, Acrobat Pro,

Presenter, Soundbooth

• Elements suite: – Photoshop Elements, Premiere Elements, Soundbooth,

Contribute, Acrobat Pro

www.adobe.com

Why one-to-one computing?• By using digital content and new technologies as part of

everyday teaching programs, teachers are able to alter the status quo and dramatically improve the learning environment.

• Seamless integration of computing allows students to work authentically as in the workplace.

• Benefits are gained from the ability of students to work collaboratively, not just in their own classroom.

• Digital resources when combined with other ‘hands-on’ tasks enabled the effective transfer of knowledge.

21st century skills and software mapping

• Information and media literacy skills• Communication skills• Critical thinking and systems thinking• Problem identification, formulation and solution• Creative and intellectual curiosity• Interpersonal and collaborative skills• Self-direction• Accountability and adaptability• Social responsibility

project-based learning

processinquiry

use the

Listening to young people

Study conducted by Professor Susan Groundwater-Smith: Supporting student learning environments in a digital age: Listening to young people.

Two key concepts:•Cognitive activity: where learner is actively engaged in both the medium and the message of learning;•Social interaction: allows for the development, questioning and analysis of what is being learned through social and machine mediated processes.

What type of user are you?The study drew on the work of Green and Hannon (2006) who identified four user types:•Digital pioneers who were blogging before the phrase was invented•Creative producers who are building websites, posting movies, photos and music to share with friends, families and beyond•Everyday communicators who are making their lives easier through texting and MSN•Information gatherers who are Google and Wikipedia addicts, cutting and pasting as a way of life

DET study asked four questions:

• How is learning understood and constructed by young people?

• What assists and gets in the way of learning?• How do young people learn using digital

technologies in and out of school?• What would young people desire in terms of

supporting and sustaining their learning using digital technologies?

Findings• Young people in the DET study understood learning to be a dynamic

process which best happens when they are substantively engaged, in contrast to being procedurally engaged.

• Four main points assist learning: the way the environment is organised; quality of the resources available; quality of the pedagogy; and accessibility to the Internet.

• At home many students use digital technologies to learn by experimenting, problem solving, modelling and communicating. This takes time, time that is not always available at school.

• Young people saw themselves as information gatherers, but they wanted the tools to be everyday communicators and creative producers(Groundwater-Smith, 2007: 3-4) https://www.det.nsw.edu.au/media/downloads/strat_direction/schools/ccp/aboutccp/stulearnenv.pdf

More researchhttp://delicious.com/Laptops4Learning/Research

curriculum

drivestechnology

backwardsdesign

What support is available?

• Teachers can access ‘training’ in use of software. Provided at Regional level and on-line.

• Technology support officer on-site for technical problems.• Curriculum K-12 Directorate is providing teaching and

learning resources for all KLAs and subjects.

Curriculum Support• Each KLA used a team of teachers to develop

resources specifically designed for the laptops.• Resource for Head Teachers (Leading My

Faculty) is available to assist HTs in supporting staff.

• DER workshops in each region by each KLA.• Reworking existing resources to suit laptops.http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/index.htm

• Technology Unit is presenting Watch this space videoconferences. Enrol as for workshops.

Date Videoconference: demonstration

and teaching ideas

Presenter

8 February Adobe Acrobat portfolios Andrew Murray, Cranebrook HS

22 February Google SketchUp Jolanta Czerwonka, Turramurra HS

8 March Adobe Fireworks Melinda Waddell, Jamison HS

22 March Adobe Presenter Andrew Murray, Cranebrook HS

27 April Adobe Premiere Belinda Stanton, John Edmondson HS

11 May Adobe Dreamweaver Peter Dettino, Bossley Park HS

25 May Adobe Flash Jason Carthew, Crestwood HS

Date Videoconference: demonstration

and teaching ideas

Presenter

8 February Adobe Acrobat portfolios Andrew Murray, Cranebrook HS

22 February Google SketchUp Jolanta Czerwonka, Turramurra HS

8 March Adobe Fireworks Melinda Waddell, Jamison HS

22 March Adobe Presenter Andrew Murray, Cranebrook HS

27 April Adobe Premiere Belinda Stanton, John Edmondson HS

11 May Adobe Dreamweaver Peter Dettino, Bossley Park HS

25 May Adobe Flash Jason Carthew, Crestwood HS

Session 2

Action learning project

Action learning partners

• Cranebrook High School– Agricultural Technology; Industrial Technology: Timber

• East Hills Girls High School– Food Technology; Textiles Technology

• John Edmondson High School– Information and Software Technology; Industrial

Technology: Electronics• Turramurra High School

– Graphics Technology; Design and Technology

Developing resources that:• describe an ICT activity that can be used in class

with laptops• provide examples of student work with identified

links to syllabus outcomes and quality teaching elements

• provide reflections of staff and students on the activities

Technology Unit laptop resources mapping

Resource 21st century skill Quality teaching Software

OneNote design process strategies

Creative and intellectual curiosityCritical thinking and systems thinking

higher order thinking OneNote

Studio E Problem identification, formulation and solution

student self-regulation; student self-direction; engagement; problematic knowledge

Studio E www.enterpriselearning.nsw.edu.au/

Collaborative tool Interpersonal and collaborative skillssubstantive communication TBC

Electronic folio for recording design process

Communication skills explicit quality criteriaOneNote, Word, PowerPoint. Smart Notebook

Energy/water/waste audit resource

Social responsibility connectedness TBC

Session 3

What does it look like in my subject?

How do I start?• Recognise that the content (syllabus) you are

teaching is the same.• Focus on the learning that matters.• Take one unit and find one part that could be

taught more effectively using laptops.

Activity 3A

Purpose: Become familiar with resources developed to support a Stage 5 elective Technology subject.•Open the annotated units folder on the thumb drive and review one of the annotated units: Textiles Technology, Industrial Technology or Design and Technology.

Annotated unit

Activity 3A (continued)

• Open a subject folder relevant to your teaching and review the materials provided. Note the range of materials will increase over time.

• Report on one resource to your group.

Annotated unit

Activity 3BPurpose: Identify opportunities to enhance a unit of work by using the laptops.•What is the learning that matters in a unit of work for Term 3 or 4?•Review the electronic copy of the unit of work you brought with you. •What aspects of the planned unit could be enhanced by using laptops? •Highlight these activities using the highlight tool in Word. Use the Insert Shape menu to insert callouts (Line callout 2) in order to annotate your work with ideas of how the laptops could enhance the activity.•What skills or resources do you need to allow these activities to happen? •What ICT skills will you need to teach explicitly? How do you know?

ICTs and assessment

The digital education revolution offers new and exciting possibilities for effective feedback and quality assessment.

Research has shown the value of effective teacher feedback in improving student learning outcomes.

Some examples of ICT based feedback applications are listed on the following slide.

See Assessment documents on thumb drive.

Application Feedback possibilitiesMicrosoft Word, Excel and OneNote.Sample

Use the ‘Track Changes’ function and /or ‘Add Comment’ to provide feedback and comments on work at different points in the teaching and learning cycle. Voice comments can also be added.

Adobe Captivate 4 allows for generation of multiple e-learning content including interactivity with work submitted by students.

Captivate 4 allows teachers to comment directly on student work using the keyboard or drawing tool, and film it with a voice commentary as a Flash movie.

Adobe Acrobat Professional allows for the generation of student work either individually or as groups as PDF files.

Teachers can use the commenting and text editing tools to provide feedback. Peer assessment of work. Archive PDF files for consistent teacher judgement and work samples for students.

Application Feedback possibilitiesAdobe Photoshop Elements, Premiere Elements and Flash CS4 allow for generation of photos, still images, animations and movies.

Students can film or photograph their own process, task or performance for feedback from teachers or peers.

Development of E-portfolios both as product and process to document student learning journeys.

Allows for aggregation of digital artefacts by students in relation to a task ( web links, video clips, podcasts, written responses)

Creation of Wikis and Blogs The generation of a Wiki or Blog allows for both reflection and commentary by peers on work and issues arising. Students can post queries, teachers can both monitor and provide ongoing feedback. Good for students reluctant to engage in classroom discussion.

Email Students can communicate with teachers about their work. Email is a private space and well suited to support students who are less inclined to share their work or ask for assistance.

Early days• Establish roles and expectations.• Non verbal communication is even more important (established,

practised and consistent).• Make the first lesson fun and relevant to your subject.• Assess prior learning of ICT skills. Differentiate where appropriate.• Explicitly teach ICT skills where required.• Plan and prepare engaging lessons. A laptop does not make learning

automatically engaging. • Provide explicit quality criteria.• Develop student- direction by allowing students to support themselves

through simple self-support guides accessed from the device (how to use webcam, etc) and peer tutoring.

• Troubleshoot: things go wrong, it’s just another classroom problem solving exercise.

• 1:1 laptop learning does not require students to spend the rest of their learning lives staring at a 10.2” screen. Non laptop activities are essential for diverse learning experiences.

• 1:1 laptop does not mean the students need to be 1:1 all the time. Group collaboration through a single device is a really powerful reflective experience (think, pair, record, share?).

technologyembedded

connected

global audience

Morning tea

Session 4

Developing skills in new software: OneNote

OneNote is like an electronic notebook

• Reduces scrolling required on the laptop

• Allows notes to be typed anywhere and moved easily

• References anything that is pasted in

• Allows tagging of notes for easier searching

Notebook = Science Section Group = Topic

Section = Topic

Page = Worksheets student work

Sub page

Section Group = Topic

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Notebook = English Section Group = Topic

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Notebook = Maths Section Group = Topic

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Notebook = Subject Section Group = Topic

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Section = Topic

Sub page

Technology

Design process strategies

Designing and producing K–12www.curriculumsupport.education.nsw.gov.au/designproduce/index.htm

• Design process teaching and learning strategies• Grid matching strategies to stages of the design process

StrategiesExploring and

definingthe taskGenerating and

developing ideasProducing solutions

Planning and managing design

projects

Evaluating problemsand

solutionsRetrieval chart

SCUMPS

Y chart

‘So, what's the problem?'Disadvantages/improvementsP.C.Q.

Expert jigsaw

Paired interviews

Activity 4APurpose: Become familiar with a teaching strategy to support working through the design process.•Select a strategy that you are unfamiliar with from the cards. •Open the folder on the USB thumb drive called:

Facilitating_Design

•Double click on the icon– Accept the default settings (click: Next, Next, Create)

•Explore the selected strategy.•Report on the strategy to your table group.•Each table group selects a strategy to share with the whole group.

Activity 4BPurpose: Become familiar with Microsoft OneNote and its potential for teaching and learning in a Stage 5 elective Technology subject.

See page 8, Participant workbook and single sheet.

Using OneNote• Create notebooks, sections and pages• Name sections and pages• Insert images• Take a screen clipping• Tag notes so you can find them again• Create a template• Convert a MS Word worksheet to OneNote• Distributing OneNote documents to students

Getting to know OneNote

Session 5

Knowledge management: managing the toolbox

2nd paradigm shift: Internet based

Google is currently attempting to scan and digitise more than 50 million books from five of the largest research libraries in the world, it ‘is one of the most transformative events in the history of information distribution since Gutenberg.’ Paul Le Clerc New York Public Library CEO

Teacher and student management of content is critical

The emergent 21st century learner: Mark Treadwell

www.i-learnt.com/index.htm

RSS• Real simple syndication (RSS)• Weblogs (blogs) generate xml files = feed

– Therefore you can subscribe

• Use an aggregator to gather information – check one site instead of 30.– Therefore you can read more content from more sources

• Use PageFlakes or Google Reader• Reading and sharing>tagging

RSS feeds in the classroom• Students create RSS feeds in blog, teacher subscribes and receives

updates when they have done something.

Aggregators

Google Reader is free, easy and includes ways to begin publishing and connecting the news and information it collects.

Main advantage is you can access from anywhere you have an Internet connection.

PageFlakes is a tool that allows you to collect or aggregate urls, RSS feeds in one place. You can share a PageFlake.

•Subject-specific PageFlakes on DER - NSW Technology•Students could set up a PageFlake for projects.

Session 6

How do we connect and collaborate?

the ICT toolbox: blogs

personalreflection

seekingfeedback

the ICT toolbox: wikis

collaborativeknowledge building

the ICT toolbox: social networking

making connections

Collaborative development of content and use of ICTs is widespread in the community:

•shared workspaces for research

•open source development of operating systems

•sharing data on rainfall

•sending data via Internet for prototyping

•virtual mixing sessions for musicians

•sending data via mobile phone for advice

•ordering and billing systems

•digital media emailed for printing

Connective writing

• Tim Berners-Lee had a grand vision for the Internet when he began development of the World Wide Web in 1989. ‘The original thing I wanted to do was to make it a collaborative medium, a place where we could all meet and read and write.’

New literaciesEditors as well as readers• Scanning skills needed: “separating signal from noise” • Model and teach these skills• Be your own editor: students need to be critical readers• Investigate accuracy of information• Problematic if everything you read affirms your view• Need to listen to people with different viewpoints

Publishers• Teach and model how information can be published.

Collaborate and communicate with others

Manage information

Creating a web presence• Write an article and publish on web• Contribute to a blog• Create an exhibition and publish online

https://detwww.det.nsw.edu.au/curr_support/technology/culture_design/index.html

Activity 6APurpose: Create a collaborative document using a shared OneNote section.

See page 14, Participant workbook.

Discuss the following topic: Managing laptops in the Technology classroom.

Resources

DER-NSW Support for Technology

Curriculum Support Using laptops in my classroom

More info: Curriculum-Technology

Professional Learning Technology workshops

More info: Curriculum K-12 website

Macquarie ICT Innovations Centre More info: Macquarie ICTIC

Laptop wraps for Technology

• developed to support student learning with a range of Microsoft and Adobe software as well as tools such as Google SketchUp.

• features a mix of online and offline tasks for Stage 5 electives including Agricultural Technology, Food Technology, Graphics Technology, Information and Software Technology and Textiles Technology. This list will expand over time to include further subjects and stages.

• Search for DERNSW on www.tale.edu.au to find a range of Laptop wraps for all KLAs. On the Tools+ tab you will also find a range of resources available to support skills development in using the laptop software.

Digital Learning Resources

Technology Wraps Available: End term 2 and continuing to be developedAccess: TaLe

Technology learning resourcesAvailable: Now and continuing to be developedAccess: TaLe

Software Integration Tools4U and Tools+

Available: From end term 2 and continuing to be developedAccess: TaLe

Studio Ewww.enterpriselearning.nsw.edu.au/Studio E is located on the Enterprise Learning web site under the Middle Years button. The Enterprise Learning web site is a focal point for the development of an enterprise culture in schools K–12.

Teaching and learning exchange (T@LE) www.tale.edu.au

• Textiles Technology Resources

• Architectural drawing

• Growing an idea

• Design Café

• Draw it

Connected Learning Advisory Service (CLAS)http://enterprisewin.det.nsw.edu.au/schoolsclas/clas/index.shtm

CLAS has two main parts:

• Using ICT Framework and online self-assessment tool (MyMap)

• Learning pathways provide links to examples of what other teachers are doing, online resources and professional learning activities.

LAW (Learning Activity Wizards)

• LAW is a product from CLI (Centre for learning innovation)

• Will be accessible through the DET Portal on the My Applications page.

• LAWs are a flash application that allow you to create activities for students without programming knowledge.

• LAWs are accessed online and the final product can be downloaded and given to students to use.

Range of LAWs• Categorising• Cloze passage• Cartesian chart• Drag and drop• Highlighter• Image viewer• Jigsaw• Matching• Memory• Photo cover flow

• Photo album• Photo Viewer• Quiz• Sequencing• Show and tell• Survey• Timeline• Flash video player• Virtual tour

Portal

Where to from here?

• Concentrate on the teaching and learning and not the management of the laptops.

• Self evaluate using CLAS http://enterprisewin.det.nsw.edu.au/schoolsclas/clas/index.shtm

• Learn one piece of new software. • Learn about Web 2.0 using your own interests as

motivation.

Northern Sydney Semester 1professional learning

• Watch this space videoconferences

Google SketchUp 22 February Adobe Fireworks 8 March

Adobe Presenter 22 March Adobe Premiere 27 April

Adobe Dreamweaver 11 May Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support North Sydney 15th March

• Spacewise: Enhancing built environment education in Technology 7-8Ryde 15th June

• Stage 6 Agriculture syllabus support

Campbelltown 13th May Richmond 28th May

ContactsJulie King

Senior Curriculum Advisor Technology 7-12

9886 7623

Julie.king@det.nsw.edu.au

Dan Rytmeister

Senior Project Officer Technology 7-12

9886 7542

Dan.rytmeister@det.nsw.edu.au

Presentation resources: http://21stcentury-classroom.wikispaces.com/

Image Sources (Creative Commons License) listed in slide order: Escalator: http://flickr.com/photos/jikomanzoku/299377737/Type: http://www.flickr.com/photos/anemoneletterpress/2348598230/Sandcastle: http://flickr.com/photos/n0thing/1515832447/Curiosity: http://www.flickr.com/photos/ponasniekas/266778442/Bike: http://flickr.com/photos/cactusmelba/169623777/Connected: http://flickr.com/photos/erica_marshall/2885783824/Global Audience: http://www.flickr.com/photos/joschmaltz/527403657/Toolbox: http://flickr.com/photos/mamabarns/747588843Human Pyramid: http://www.flickr.com/photos/25802865@N08/3178448986/Paint: http://www.flickr.com/photos/mybloodyself/3076291330Studio: http://www.flickr.com/photos/libaer2002/1053084444/

South Western Sydney Semester 1professional learning

Google SketchUp 22 February Adobe Fireworks 8 March

• Stage 6 Design and Technology syllabus support Campbelltown 4th march

• Spacewise: Enhancing built environment education in Technology 7-8Bankstown 18th May

Hunter/Central Coast Semester 1professional learning

Adobe Fireworks 8 March Adobe Presenter 22 March

Adobe Premiere 27 April Adobe Dreamweaver 11 May

Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support Newcastle 28th April

• Spacewise: Enhancing built environment education in Technology 7-8Gosford 24th June

Maitland 16th June Richmond 28th May

Riverina Semester 1professional learning

Adobe Fireworks 8 March Adobe Presenter 22 March

Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support Wagga Wagga 23rd March

• Spacewise: Enhancing built environment education in Technology 7-8Albury 27th May

Wagga Wagga 20th May

Sydney Semester 1professional learning

• Stage 6 Design and Technology syllabus support Kogarah 5th May

• Spacewise: Enhancing built environment education in Technology 7-8Petersham 1st June

Illawarra and South Coast Semester 1professional learning

• Stage 6 Design and Technology syllabus support Shellharbour 6th May

• Spacewise: Enhancing built environment education in Technology 7-8Shellharbour 3rd June

Goulburn 9th June Campbelltown 13th May

New England Semester 1professional learning

• Stage 6 Design and Technology syllabus support Armidale 30th March

• Spacewise: Enhancing built environment education in Technology 7-8Tamworth 10th June

Tamworth 26th May

North Coast Semester 1professional learning

Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support Coffs Harbour 11th March

• Spacewise: Enhancing built environment education in Technology 7-8Taree 23rd June

Lismore 11th June

Western Sydney Semester 1professional learning

Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support Penrith 30th April

• Spacewise: Enhancing built environment education in Technology 7-8Penrith 8th June

Western NSW Semester 1professional learning

Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support Orange 12th May

• Spacewise: Enhancing built environment education in Technology 7-8Dubbo 17th June

Dubbo 2nd June

© commonwealth of australia 2009 laptops for learning in

technology teachers

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technology subjects

technology 151cuk101

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