1. DER Learning with Laptops

2. 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 ICT programs such as beginning with Word then moving into:  Captivate  Premier  Power Point  OneNote  Smart Notebook

3. 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

4. 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 KLA topic and the software? How could they demonstrate learning through technology? How will they get there using the technology?

5. Suggestions  A stage 5 assessment task  A learning object that the students could create to teach their peers  A teaching resource/s  A lesson or teaching sequence  A platform for sharing a unit of work and resources

6. Assessment Tasks  If you do want to focus on the use of technology in a task, you could assess: -selects and uses appropriate forms of communication to present information to an audience -plans, implements and evaluates the effectiveness of the medium of production or form -Students develop, select and use a range of strategies, including the selection and use of appropriate technology, to explore and develop solutions in solving problems

7.  Geography Topic: Investigating Australia’s Physical Environments  Concept: Interaction  Task: Investigate one recent natural hazard; pose a research question you would like answered; locate, analyse and evaluate information, and present in any medium of production such as: an E-portfolio using OneNote with interviews, news footage and factual information or a Podcast using Audacity. Inquiry-based Research Task

8. Science:  http://www.globe.gov /projects http://www.globe.gov /projects  To promote the teaching and learning of science, and enhance environmental literacy and stewardship Inquiry-based Research Task

9. Inquiry-based learning Science:  Outcomes: 5.4, 5.11.2, 5.13, 5.16, 5.18, 5.19  Concept: Sustainability  Question: Why do so many Australians believe that they do not need to reduce their global footprint?  Online survey: http://www.zoomerang.com/ http://www.zoomerang.com/  The Product: Wiki, Power Point, Ning, short film, digital report, Captivate, podcast, OneNote, Presenter…

10. Digi-texts English Topic: Personal Stories  Outcomes: 1, 4, 5 & 6  Concept: Craft  Key Ideas: 1.The power of imagery and figurative devices in writing to engage and move the reader 2.How the structure of a narrative can enhance the quality of a narrative  Tasks: 1.Digital Narrative (Premier, Word, Audacity) 2.Critical response to a short story (Word document/Peer feedback using insert comment):

11. Learning Objects  Students creating objects to teach others: -Quizzes in Captivate -Summaries, research, etc in OneNote -Presentations in Smart Notebook -Mind maps in Freemind -Short films and advertisements in Premier -Podcasts in Audacity or Soundbooth -Angles in GeoGebra

12. Programming with DER: Stage 5 English  Outcomes: 1, 4 & 6  Naplan Data: Audience and structure noted as a concern  HSC Feedback: Boys struggling with Paper Section II - Writing  Concept: Craft: The qualities of an effective narrative – “Stories are the lifeblood of a nation” (Garth Boomer).  Key Question: How do we craft a narrative that is engaging and affective?  Key Ideas: 1.The power of imagery and figurative devices in writing to engage and move the reader – “Words are like ants...nothing can penetrate into the cracks and gaps of life as thoroughly or as fast as words can” (Orhan Pamuk). 2.How the structure of a narrative can enhance the quality of a narrative 3.The importance of close editing

13. Programming with DER: Stage 5 English  Lesson delivery: -All notes, hyperlinks and sample digital narratives in One Note -Narrative typed in word and all editing done through spell check, synonym check (right click on the word) -Drafts uploaded to class wiki or ning for peer comments -Students access online module on how to use Premier or Power Point/Adobe Presenter or Audacity to make digital narratives (can be already loaded to One Note from TaLe) -Published in any medium such as a podcast using Audacity

14. Programming with DER: Stage 5 English  Assessment Tasks: 1.Critical response to a text (Word document/Peer feedback using insert comment): Outcomes: 1 & 4 2.Digital Narrative (Adobe Premier, Power Point, Audacity or Word): Outcomes: 1, 4 & 6 – Focus on craft and structure  Resources: -Extracts from Winton, Gail Jones and Lanaghan -Annotated exemplars -A range of websites with models and exemplars -TaLe resources to support Naplan

15. Programming with DER : Stage 4 Geography  Outcomes: 4.2, 4.3, 4.7, 4.8, 4.10  Naplan Data: Audience and structure noted as a concern  HSC Feedback: Boys struggling with Paper Section II - Writing  Concept: Persuasion: How we can use geographical data and information to raise global awareness  Focus: Indigenous people of the Mentawai Islands  Key Question: Why and how should we persuade others to care about and empathise with others?  Key Ideas: 1.The interrelationships between people and environments 2.How geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship 3.The importance of understanding others’ perspectives about geographical issues

16. Programming with DER: Stage 4 Geography  Assessment Tasks: 1.Persuasive Essay (Uploaded to a Class Wiki for comment): Outcomes: 4.2, 4.3, 4.7, 4.8, 4.10 2.Persuasive Campaign (Power Point & Adobe Presenter or Podcast using Audacity or Spreadsheet, Word, etc): Outcomes: 4.2, 4.3, 4.7, 4.8, 4.10 - You and your team are seeking a license to run a charter boat company that provides transport and support for different interest groups that visit the Mentawai Islands, such as surfers, tourists, health workers, botanists, marine biologists, environmentalists or logging companies. You need to persuade the authorities that your company will respect the local Indigenous Mentawai people’s rights and care for the natural ecosystems of the Mentawai Islands if your company is to be granted the license.

17. Software  GeoGebra: Create and share dynamic demonstrations of mathematical ideas  Adobe Presenter in PP/Captivate: Create interactive quizzes  PDF Portfolio: present a wide range of content to students including Microsoft Office documents, photos, sketches and diagrams, Flash video and movies, MP3 audio files and many 3D objects

18. 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

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

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

21. 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

22. 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

23. Web20 Resources  http://www.tale.edu.au/tale/live/teachers/shared/tool s/schools.jsp - TaLe where teachers can access pedagogy focused support on the DER-NSW software and hardware http://www.tale.edu.au/tale/live/teachers/shared/tool s/schools.jsp  https://detwww.det.nsw.edu.au/deptresources/major projects/dernsw/proflearn/index.htm-- Intranet site that provides an overview of the resources and links for how to access them https://detwww.det.nsw.edu.au/deptresources/major projects/dernsw/proflearn/index.htm-  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  http://www.irvingisd.net/one2one/main.htm - ideas for project-based learning using laptops for learning http://www.irvingisd.net/one2one/main.htm

24. 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

25. 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/?resp onseToken=08d40fc592f425e0609f7b90a024fde2 2 http://cooltoolsforschools.wikispaces.com/?resp onseToken=08d40fc592f425e0609f7b90a024fde2 2  Technology tools for Science: http://www.kn.pacbell.com/news/CAschools/scie nce.htm http://www.kn.pacbell.com/news/CAschools/scie nce.htm

26. 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?