1. ICT & Creativity Karen.yager@det.nsw.edu.au

2.  Goal 1: Australian schooling promotes equity and excellence: promote personalised learning that aims to fulfill the diverse capabilities of each young Australian.  Goal 2: All young Australians become:  successful learners  confident and creative individuals  active and informed citizens National Curriculum Goals

3. CREATIVITY  FLUENCY - generating many ideas  FLEXIBILITY - shifting perspective easily  ORIGINALITY - conceiving something new  PURPOSE- Vision  AUDIENCE - Context  ELABORATION - building on other ideas  EVALUATION: Critical reflection

4. The Research  “Technology can become an obstacle to learning, especially when a student is first exposed to a new and/or novel technology. The student may become too focused on the technology and neglect the need for developing creative ideas” (Mohler).  “Technology is best seen as another tool in the repertoire available to learners and teachers for expression and communication” (Andrews et al., 2006)  http://cunningham.acer.edu.au/dbtw- wpd/textbase/NSWIT/NSW_Digest_1_0 9.html#Availability http://cunningham.acer.edu.au/dbtw- wpd/textbase/NSWIT/NSW_Digest_1_0 9.html#Availability  Begin with the essential knowledge and skills  Focus on one or two software programs such as:  Power Point  OneNote  Smart Notebook  Premier  Freemind  Captivate

5. Focus Topic/Subject/Context/Outcomes Concept + Key Question or Essential Learning Statement Overarching idea of the unit (Deep knowledge) Key Ideas + Question What students will learn by the end of the unit (Deep knowledge) Key Ideas + Question Reflect intent of the outcomes and concept (Deep knowledge) Key Ideas + Question (Deep knowledge) Assessment for, as and through learning (Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria) Demonstration of key learning ideas Pre-testing/Pre-assessment (Background knowledge - connections to prior learning) Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz Teaching Strategies Learning Activities Scaffolds / Models – annotated Teaching Strategies Learning Activities Connected & Scaffolded Teaching Strategies Learning Activities Explicit / Systematic Building the Field Teaching Strategies Learning Activities Explicit Literacy & Numeracy Strategies Teaching Strategies Learning Activities Integrated ICT Resources: Could be placed in OneNote Conceptual Model

6. A Concept:  A significant notion that reflects the core ideas of the content being taught and enables students to comprehend and create meaning The Design Approach

7. Deep knowledge  Knowledge is deep when it concerns the central ideas or concepts of the KLA/s and when the knowledge is judged to be crucial to the topic or subject being taught.

8. “Focus tasks on relating central concepts and ideas with other concepts, or to particular contexts. Linking the task to previously addressed ideas (from either prior class work or other tasks) or to new, as yet unexplored, concepts or contexts are two ways to strengthen the deep knowledge of a task. Ensure that the task connects and supports the key concepts being addressed.” -QT Framework Assessment for Deep understanding

9. Planning for learning  Ask the key questions: What do I want my students to learn and how can the laptops assist? Why does it matter? What do they already know about the unit concept/focus and the software? How could they demonstrate learning through technology? How will they get there using the technology?

10. Imagery  Essential Learning Goal: Students to appreciate why and how imagery has been crafted in writing.  Overarching Question: How and why do you enrich writing through imagery?  Outcomes: 1, 2, 3 & 4

11. Imagery Key Learning Ideas:  The power of language to create evocative images  How poets craft and use imagery to convey meaning and provoke feelings  How technology can be used to enhance the meaning of a text

12. Imagery Assessment:  Composing original multimedia text featuring imagery: 1, 3 & 4  Critical response to use of imagery and evaluation of the medium of production: 1, 2 & 4

13. Imagery Week 1:  The crafting of imagerycrafting  A concept map using Freemind or a word cloud using Wordle - http://www.wordle.n et/ http://www.wordle.n et/  Visuword - http://www.visuword s.com/ http://www.visuword s.com/

14. Imagery  Imagery through visual pictures: -Embarking from a train at a crowded station -An escaped balloon and a distraught child  Imagery through sound: -Heavy rain pounding into puddles at night under a street light -The last few minutes of a major examination that you sat for without studying

15. Crafting Imagery Week 2:  Select one of your descriptions and create a 50-word flash fiction text featuring imagery that appeals to the sense of sight and hearing. Record a reading of your text in One Note using the record button.  Haikus – Adobe Presenter  Podcasts - http://www.abc.net.au/rn/ poetica/features/pod/ http://www.abc.net.au/rn/ poetica/features/pod/

16. Imagery in Poetry Week 3:  Robert Gray: critical response to his use of imagery – ‘Flames and Dangling Wire’ On a highway over the marshland. Off to one side, the smoke of different fires in a row, like fingers spread and dragged to smudge. It is the always-burning dump.  OneNote for all work

17. Imagery to Persuade Week 4:  Famous speeches: podcasts and vodcasts  Write and record an original speech no longer than two minutes – use Audacity  Formal essay placed in OneNote

18. Characterisation  Essential Learning Goal: Students to appreciate how characters are crafted  Overarching Question: What are the essential tools of characterisation?  Outcomes: 1, 2, 3, 4 & 9

19. Characterisation Key Learning Ideas:  The power of language to craft a character  How a writer crafts a character to convey the rich meaning of a text  How writers create characters whose voice, values and attitudes resonate  How technology can be used as an engaging medium to publish a prose text

20. Assessment  Composing an original multimedia text featuring effective use of characterisation: 1, 2, 3 & 9  Critical response to own text and evaluation of the medium of production: 1, 2 & 9

21. Characterisation Week 1:  Tools of characterisation  http://www.wordle.net/ http://www.wordle.net/  Create an avatar in Voki that is based on the character you will be using in your text - http://www.voki.com/. Design the clothes, appearance and record the voice they would employ. Google a background that resembles the setting you will be using in your text. You could even use one of your own photographs. You will need to sign up to Voki. http://www.voki.com/  Conceptualisation through Freemind

22. Cold Skin Week 2:  Interior monologue: OneNote or Audacity  Character representation in Adobe Photoshop or Adobe Presenter

23. Cold Skin Dad mixed concrete and poured the foundations in the hot sun while Mum washed our clothes in the old tub, hanging them over the wire stretched between two poles along the boundary to our yard. We lived in a tent loaned from Mr Paley, the mayor. He said, "Anything for a supporter." And for six weeks me and Larry didn't go to school. We built this three-room log house that looks like a squat brown toad sitting on a rise about to jump into Jamison River.

24. Cold Skin Activities  Read the extract from the verse novel – Activity Sheet 4 - that introduces the main character Eddie. Record through OneNote at least six of the lines so that you hear his voice: the colloquial register, the slang, the drawl...  Discuss in one paragraph your immediate response to this character. Refer to at least four language features that are the main tools of characterisation.  Your original text can be in any genre or form; including verse. Using the verse novel form, compose at least 15 lines delivered by your character that introduce them to your reader. These lines must reflect your character’s world and experiences through an interior monologue. Focus on capturing a realistic voice.  Select one other character in Cold Skin and in no more than 300 words analyse how Herrick has used language features to craft the character. Post your response into OneNote so that it can be shared with others.

25. Bog Child Week 3:  Create a class wiki on 1918 in Ireland  Adopt a character and create a learning object using ICT  Characterisation Book Club on wiki  Critical response

26. Bog Child  In a team of three adopt a character and create a learning object using ICT for the class that teaches the students about how Dowd has used the tools of characterisation.  You create a mind map, a podcast, a flash movie…the possibilities are endless but the object must be accessible, informative and engaging !

27. Software  Office OneNote 2007: gather and organise text, pictures, digital handwriting, audio and video recordings, and more — all in one digital notebook  Develop and track a unit of work: -a unit overview -individual lesson plans and lists of lesson resources -embedded resource files, worksheets and assessment tasks -links to internet and other resources -records of student assessments -Share work and peer mark

28. Software Audacity:  Podcasts  Oral tales  Interviews  Speeches  Advertisements  Performance poetry  News/Weather presentations

29. Captivate  Quizzes  Convert power point to Adobe Flash file  Software demonstrations  Tutorials  Podcasts  Design interactive multimedia and Adobe Flash® Player compatible presentations

30. Power Point and Adobe Presenter  Convert PP into a Flash self-running multimedia presentation and a compact web-ready format  Import and capture audio and video  Publish content as a PDF file, preserving all animations  Create a range of interactive quizzes

31. Freemind  Mind maps in any KLA  http://freemind.source forge.net/wiki/extensi ons/freemind/flashwin dow.php?initLoadFile= /wiki/images/9/9c/Wri ting_an_essay_with_Fr eeMind.mm&startColl apsedToLevel=5&mm_ title=Writing_an_essay _with_FreeMind.mm http://freemind.source forge.net/wiki/extensi ons/freemind/flashwin dow.php?initLoadFile= /wiki/images/9/9c/Wri ting_an_essay_with_Fr eeMind.mm&startColl apsedToLevel=5&mm_ title=Writing_an_essay _with_FreeMind.mm

32. Web20 Resources  Brain Research – National Academy of Science ‘How People Learn’: http://www.nap.edu/cata log.php?record_id=6160 – http://www.nap.edu/cata log.php?record_id=6160  http://www.adobe.com/e ducation/instruction/adsc / http://www.adobe.com/e ducation/instruction/adsc /  http://digiteen.ning.com/ forum?page=4 – Digital citizenship site for secondary students http://digiteen.ning.com/ forum?page=4

33. Great Web20 Resources  Visuword: http://www.visuwords.com/?word=connected http://www.visuwords.com/?word=connected  Box of tricks – A-Z of internet sites: http://www.boxoftricks.net/?page_id=29 http://www.boxoftricks.net/?page_id=29  Cooltoolsforschools Wiki: http://cooltoolsforschools.wikispaces.com/?responseT oken=08d40fc592f425e0609f7b90a024fde22 http://cooltoolsforschools.wikispaces.com/?responseT oken=08d40fc592f425e0609f7b90a024fde22  http://etc.usf.edu/plans/default.htm - No Strings Attached: videos of sample lessons taped in Florida schools with a description of the lesson objectives and procedure http://etc.usf.edu/plans/default.htm

34. The Learning Environment  In an ideal world how should the classroom look when the students are using laptops?  Does it need to change?  What needs to change?  How could the school move towards creating an engaging and appropriate learning environment?