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E-learning, ICT PD and BYOD at EGGS Claire Amos – Director of e-learning

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Presentation on theme: "E-learning, ICT PD and BYOD at EGGS Claire Amos – Director of e-learning"— Presentation transcript:

1 E-learning, ICT PD and BYOD at EGGS Claire Amos – Director of e-learning Part One: E-learning at EGGS 2011 to 2012 Part Two: Introducing BYOD

2 ICT PD 2011

3 Transitioning from 2010 to 2011 Overarching Programme Goals stayed the same. To improve student engagement through the integration of ICT strategies to enhance: (a) student centred learning (b) strong learning relationships between teachers, students and caregivers

4 ICTPD National Goals 1.Students to become successful digital citizens 2.Principals to lead the integration of e-learning in their schools (strategic and operational) 3.Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students 4.Family and whānau to actively participate in their childs learning 5.5. Sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning

5 ICT tools and strategies that we focus on Moodle Google Any other tools!

6 Using Teaching as Inquiry to produce an E-learning Action Plan

7 E-learning Action Plan Inquiry Cycle StageE-learning Action Plan Stage Focusing InquirySelecting a group of students to focus on and Desired Student Learning Outcome(s) (PLG Focus) Teaching InquiryICT/e-learning strategies that will support DSLO Teaching and LearningWho/When (Timeline) Learning InquiryEvidence that you will collect to measure shift in regards to DSLO

8 So how does this work? E-mentors are Learning Area based PLGs will have been formed within Learning Areas to suit specific needs of Learning Area Learning Areas have produced an E-learning Action Plan led by LADs and e-mentors PLGs have developed specific E-learning Action Plans based on desired student learning outcomes

9 and… Several sessions a term have been allocated to PLG sessions to work on their E-learning Action Plan and workshops offered (based on needs highlighted in the action plans) to support e-learning needs.

10 Transitioning from 2011 to 2012 Overarching Programme Goals stayed the same. To improve student engagement through the integration of ICT strategies to enhance: (a) student centred learning (b) strong learning relationships between teachers, students and caregivers

11 Transitioning from 2011 to 2012 Three ICT PD foci for Establishing online classroom environments on Moodle for all classes 2.Encouraging student to bring and use student owned devices 3.Completing another cycle of a Teaching as Inquiry e-learning action plan with a greater focus on effective pedagogy (to ensure we continue to reflect and question the effect of integrating e-learning and ICTs)

12 Student Outcomes to Effective Pedagogy The focus will change: 2011 – Student Outcomes informed the e- learning action plan 2012 – Effective Pedagogy/Key Competencies (thinking, differentiation and collaboration) will inform the e-learning action plan

13 Integrating the NZC

14 E-learning Action Plan 2012 Inquiry Cycle StageE-learning Action Plan Stage Focusing InquirySelecting a group of students to focus on and an area of Thinking to focus on (PLG Focus) Teaching InquiryCollaborative/Differentiated/ICT/e- learning strategies that will support development of Thinking Teaching and LearningWho/When (Timeline) Learning InquiryEvidence that you will collect to measure shift in regards to Thinking

15 Timeline for 2012 Term One Weeks 1-5 PD focus on Effective Pedagogy/Student Competencies not IT Weeks 6-10 PLGs formed and E-learning Action Plans developed Term Two ICTPD Workshops and PLG time Mid-year feedback gathered at end of Term 2 Term Three ICTPD Workshops and PLG time Term Four Sharing and final feedback

16 E-learning Action Plans E-learning Action plan example Technology E-learning Action Plans E-learning Action Plan overviews Over 40 action research projects happening PLG Summary Sheet

17 Linking to Bransford, Hattie and Hook Understand Prior Achievement (Prior Knowledge) Linking between old and new (Link Relate Extend) Think about thinking Differential Instruction (Multiple ways) Feedback

18 Using Teaching as Inquiry to produce an E-learning Action Plan Prior Knowledge: Identify prior knowledge, skills, competencies, attitudes and or behaviours relevant to goal Link Relate Extend: Link prior knowledge with new ideas relevant to goal - relate these ideas in different ways and then extend these ideas to create new mental models (SOLO and constructive alignment). Think about thinking: Provide opportunities for thinking about your mental model about goal - what am I doing?, where am I going?, how well is it going?, and what are my next steps? Multiple ways: Allow multiple ways of knowing ideas about learning goal, multiple ways of interacting with ideas around learning goal and multiple opportunities to practice skills and behaviours around learning goal. Feedback: Allow feedback on learning outcomes around learning goal know we are learning.

19 Using Teaching as Inquiry to become an Adaptive Expert Adaptive experts also know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges. (Darling-Hammond 2006: 11) Source: Visible Learning for Teachers by John Hattie

20 Introducing BYOD at EGGS

21 What we expect in our workplace

22 What if we were given this?

23 Why is this okay for our students?

24 What do we want for our students? vs.

25 or even better… and

26 Then we could avoid this…

27 and this…

28 EGGS Online – E-learning at EGGS

29 Our BYOD Policy We invite all students at any level to bring their personal devices to school to integrate their learning both inside and outside of school. Those devices might be a netbook, a laptop, a tablet or a smart phone – any internet capable device can assist learning.

30 Advantages of student owned devices include: Anytime, anywhere access to class resources, support and extension activities through Moodle The ability to develop digital folders and exercise books for their classes (that cant be lost, and never need replacing) through Google Apps The ability to develop a portfolio of their learning using Google docs Anytime, anywhere access to the school library e-books, database and catalogued web resources through Oliver Greater ability to communicate with teachers, parents and peers Anytime, anywhere access to unlimited resources and information on the internet The ability to draft, redraft and publish their work at the click of a button Allowing students to become active partners in their learning

31 Research citing the potential benefits of e-learning Noeline Wrights (University of Waikato) literature review looking at e-Learning and implications for New Zealand schools highlights the following benefits of e-learning afforded by access to internet capable devices: Improved motivation and engagement Greater independence and personalised learning Improved critical thinking and development of multiliteracies Greater access to information, resources and experts Greater opportunities for collaboration in wide contexts, including international ones

32 How have we supported BYOD? Netbook support person/kiosk – full-time support person available to students, to help them connect devices to wifi 60+ netbooks available for students to access on loan through the netbook kiosk (using Oliver issuing software Making the most of BYOD info Tech Angels on duty each lunchtime

33 How is it going? 25-30% regularly bringing and using own devices 50%+ in Year 9 to -20% in Year 13 Increase in use of Moodle and Google Shift in student expectation – expectation that they can have ubiquitous access o resources Teachers vary from experimentation to wide ranging integration

34 Challenges of optional BYOD Small numbers of students bringing devices in some classes mean that some teachers can opt out Slows shift of pedagogical change

35 Benefits of optional BYOD Gives teachers and students time to adapt - shift has happened without a lot of stress and apprehension Promotes differentiation by mode – encourages teachers giving choice about how students manage learning and how they create products

36 Where to next? Compulsory BYOD for Year ? To be continued…

37 "You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it." Seymour Papert


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