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28 Nov 08

George's Stuff

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21 Sep 08

Human » Moodle tutorials (2 Minute Moodles)

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moodle_tutorials

Human » Blog Archive » 12th thing and golf balls

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technology&tachers

The staff at our school are currently completing (what looks like) a survey on the current level of their ICT skills, obstacles and aspirations. The ‘survey’ is in fact a fairly simple database activity in Moodle, designed to kill several birds with one stone - we get more than just a snapshot of where we are at and what we need. Through this simple, easily searchable database, people can quickly see who in the school has the skill(s and attitude) they (may) need, sometimes literally on the spot, just-in-time, where there is neither chance or time to attend some PD but simply problem-solve and learn from it. Staff can update their entries, comment, thank each other, inquire and so on in a way true to the 70:20:10 principle underpinning our ICT-related PD efforts this year. It is working really well but I might describe it in more detail in another post - back to the ‘12th thing’.

ICTPD.NET » Things that make a difference

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Teachers_&_Technology

getting teachers up to speed when it comes to using technology in a classroom.
1. Emotional Support
24 more annotations...
- I found it fascinating that the number one things that teachers need in order to integrate ICT is emotional support.
- 2. A Shared Pedagogical Understanding
- But when we start talking about integrating technology it’s crucial to do it from a pedagogical perspective.
- If that’s all you use it for, you’re missing the real benefit. Technology lets you do entirely new things. Things that could not be done previously.
- Bunging a whole lot of computers into a school and using them to do the same sorts of things you’ve always done is a bit like strapping a jet engine onto a horse and cart.
- Having a good understanding of pedagogy lets you make informed decisions about where technology works and where it doesn’t. And when an entire school staff has the same shared vision… that’s when magic happens!
- 3. A Constructivist Philosophy
- It sometimes means teachers have to take their hands off the controls, let go a little, and realise that the best kind of learning happens when students work things out for themselves and not always when they get “taught”.
- Computers and communication technologies are amazing tools for moving the centre of power in a classroom over to the students, and this is a really hard thing for many teachers to get to grips with. As teachers, we are used to “controlling the class”, having “good discipline”, and calling the shots.
- 4. At Least Four Computers per Classroom
- According to research, you need a minimum of 4 computers in a classroom before you start to see a change in the way technology affects learning.
- kids (and teachers) need to be able to get their hands on it if it’s going to have any impact.
- 5. Help to Access Appropriate Material
- You can give them a fish, or you can teach them to fish. I know what I’d prefer.
- 6. Just-in-Time Technical and Skills Support
- 7. Reliable Infrastructure
- Schools really have to ensure that everything works, all the time. Not most of the time; all of the time. Everywhere, for everyone. Until you have that, it’s an awful hard slog to build excitement about the joys of technology.
- 8. Access to Professional Development
- Research found that if you want teachers to get on the technology bandwagon they had to have access to PD, which makes sense. But they don’t want to be forced to participate in it. Sort of like a safety net.
- 9. Links to School from Home
- 10. Leadership
- Putting ICT to work in a school requires leadership and vision. It takes someone to stand out the front and say “We’re going this way! Follow me!”
- 11. Flexible Learning Spaces
- Flexible Learning Spaces has emerged as another critical factor. Are there areas for large groups, small groups, noisy groups, quiet groups? Can students find somewhere to rehearse presentations, make films? Can a large piece of work such as a claymation or time lapse photography project or science experiment be left in place over several periods without disturbance.

20 Sep 08

Human » Blog Archive » An analogue meal with kindred digital educators

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ICT_today leadership_ICT

For my 20 cents - it is because we have not got yet a generation of decision-makers, the real powers-that-be, who have directly benefited from the ways of learning (or I dare say schooling) we talk about and put to work every day with increasingly awesome results and with growing numbers of educators on board. To use an analogy, can you imagine a (prime) minister or head of corporation, for example having a successful organ transplant using an innovative use of new technology in a skilled way that allowed him to live and thrive - and then arguing, funding, even legislating for the older, ‘back to basics’ way of doing these kinds of transplants. I don’t think so!
For my 20 cents - it is because we have not got yet a generation of decision-makers, the real powers-that-be, who have directly benefited from the ways of learning (or I dare say schooling) we talk about and put to work every day with increasingly awesome results and with growing numbers of educators on board. To use an analogy, can you imagine a (prime) minister or head of corporation, for example having a successful organ transplant using an innovative use of new technology in a skilled way that allowed him to live and thrive - and then arguing, funding, even legislating for the older, ‘back to basics’ way of doing these kinds of transplants. I don’t think so!
11 more annotations...
- For my 20 cents - it is because we have not got yet a generation of decision-makers, the real powers-that-be, who have directly benefited from the ways of learning (or I dare say schooling) we talk about and put to work every day with increasingly awesome results and with growing numbers of educators on board. To use an analogy, can you imagine a (prime) minister or head of corporation, for example having a successful organ transplant using an innovative use of new technology in a skilled way that allowed him to live and thrive - and then arguing, funding, even legislating for the older, ‘back to basics’ way of doing these kinds of transplants. I don’t think so!
- For my 20 cents - it is because we have not got yet a generation of decision-makers, the real powers-that-be, who have directly benefited from the ways of learning (or I dare say schooling) we talk about and put to work every day with increasingly awesome results and with growing numbers of educators on board. To use an analogy, can you imagine a (prime) minister or head of corporation, for example having a successful organ transplant using an innovative use of new technology in a skilled way that allowed him to live and thrive - and then arguing, funding, even legislating for the older, ‘back to basics’ way of doing these kinds of transplants. I don’t think so!
- For my 20 cents - it is because we have not got yet a generation of decision-makers, the real powers-that-be, who have directly benefited from the ways of learning (or I dare say schooling) we talk about and put to work every day with increasingly awesome results and with growing numbers of educators on board. To use an analogy, can you imagine a (prime) minister or head of corporation, for example having a successful organ transplant using an innovative use of new technology in a skilled way that allowed him to live and thrive - and then arguing, funding, even legislating for the older, ‘back to basics’ way of doing these kinds of transplants. I don’t think so!
- That’s all good but we act mostly in our own individual spaces, despite creation of large (inter)national networks, so easily afforded by the tools whose usefulness and transformative power we try to unveil to others. We are doing great things but without generating the amount of synergy that would make powers-that-be stand up and go beyond, in the words of Seymour Papert (thank you for correction Bryn) ‘strapping a jet engine [of technology] on a horse and cart [of 18^th century model of education]‘.
- The devil lies in pedagogy not instructional technology.
- We are asked to do old things in new ways, with many not realising that a flashy PowerPoint presentation can be far more disengaging than a well constructed class debate, questioning session or even a well constructed and useful pen-and-paper worksheet. Doing old things in new ways can (and often does) ultimately turn people off technology and completely undermine the possibilities it offers to do new, different and very powerful things that simply cannot be done in any other ways.
- Yes, it has worked but so had mercury and lead fillings in people’s teeth (for a while…).
- but the crusted views and attitudes and systems they underpin remain formidable obstacles for our voices to spill beyond our echo chamber.
- But you know, people put in their best efforts at times of either great adversity or great success - not mediocrity and simply doing things like they have always been done.
- but it’s a fight worth picking and not one to give up easily. For kids’ sake!
- But as readers of history would remind us, such ‘analogue’, grassroots revolutions work better in the long run because they are owned by people and not imposed from top.
  
  Or as a colleague Tony Searl would say ‘that shared beer is going to taste wonderful’. Cheers.

01 Sep 08

Lots of references to research showing technology's influence on learning. - glieux on 2008-09-20

A study of a comprehensive effort to integrate technology into schools shows a increase in test scores related to the use of technology.
n a randomized study in Virginia, use of digital video clips to supplement instruction resulted in increased student achievement (Boster et al., 2002)(Boster et al., 2004).
1 more annotations...
- Teachers observe significant change in student skills and knowledge acquired after their first multimedia project. The Just in Time model for multimedia training enabled university content and instructional design specialists to provide teachers with skills as they were needed for completion of specified products and projects. After student completion of the first multimedia project, teachers reported increased student knowledge in: a) research skills, b) research skills to locate content resources, c) capability to apply learning to real world situations, d) organizational skills and e) interest in the content. (Cradler & Cradler, 1999)

StudentLearning.pdf (application/pdf Object)

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Technology_research

ISTE | Science Units for Grades 9â€“12 - Online Supplement

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ScienceResources

Online Supplement

Science Units for Grades 9–12 is a book full of ideas for
integrating
computer technologies into the secondary science curriculum, to help
students
better understand basic concepts in biology, chemistry, earth science,
and physics.
Naturally, every unit of the book recommends that science teachers
take advantage
of the wealth of information, simulations, and data available on the
Internet.
Since URLs are lengthy and cumbersome to type into a Web browser, we
have created
this site to provide readers with direct links to Internet resources
recommended
in the book. This site also provides links to Excel, PowerPoint, and
image files
used and referenced in specific activity descriptions; click on these
links
to download the files. All resources are listed below according to the
chapter
and section in which they are recommended.

Techlearning > > The Digital Tipping Point: The Future of Education Assessment and Reporting > September 1, 2008

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FurterQuote WorldisFLAT

In the knowledge economy of the 21st Century, a wholesale shift is taking place in the skill sets required for people to participate and succeed. This has tremendous implications for both individuals and nations. The ability to digitize content and send it around the globe at the speed of light means that many high paying jobs can now be performed anywhere in the world.

31 Aug 08

Adobe - K-12 Education Leaders Profiles : Rob Zdrojewski

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"Like any tool, technology can create or solve problems. How we choose to use the tools of technology depends on us."
"Like any tool, technology can create or solve problems. How we choose to use the tools of technology depends on us."
3 more annotations...
- "Like any tool, technology can create or solve problems. How we choose to use the tools of technology depends on us."
- "Like any tool, technology can create or solve
- "Like any tool, technology can create or solve

Wordle - Credits

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wordle pictureWords

looks like great stuff - glieux on 2008-08-31

Web2.0 is real, people. | Sliced Bread

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web2.0 SlicedBread

SchoolTVmadeEASY.com Adobe Visual Communicator Resources, Workshops, and Training DVD Videos

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visual_communicator schoolTVmadeEasy

27 Jul 08

Children's Internet Protection Act

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InternetProtectionAge

07 Jun 08

Techlearning > > Four Web 2.0 Collaborative-Writing Tools > June 1, 2008

Collaborative writing is useful for projects, for peer-editing, and for many other writing tasks limited only by teacher/student imagination. Web-based collaborative writing tools may be used by teachers to provide feedback on student assignments, to make

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writing collaborative

Techlearning > > Simple and Complex Machines > June 2, 2008

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machines

03 May 08

Fort Smith Schools

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district_website

<script language="JavaScript1.2">mmLoadMenus();</script>

District Calendar

District Calendar

Athletic & Activities

Athletic & Activities

School Meals

School Meals

School Websites

School Websites

Instruction Services

Instruction Services

Student Services

Student Services

Student Activities

Student Activities

Special Education

Special Education

Nutrition Services

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About Our Schools

About Our Schools

Board of Education

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Partners in Education

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FSPS Foundation

FSPS Foundation

City Council of PTAs

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Children's Service League

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Association Links

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Recognizing

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Points of Interest

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Goal: An Education of Choice
Success is defined in 13,000 ways in Fort Smith Public
Schools . . .
Among the more than 13,000 students who attend FSPS,
secondary students select from a variety of Advanced Placement (AP), traditional
and career courses, and activities. [More

tiestrategies / FrontPage

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strategies

George Lieux's Public Library

George's Stuff

Human » Moodle tutorials (2 Minute Moodles)

Human » Blog Archive » 12th thing and golf balls

ICTPD.NET » Things that make a difference

Human » Blog Archive » An analogue meal with kindred digital educators

Google Reader in Plain English

Woodbridge-Jerry-NECC04.pdf (application/pdf Object)

CARET

StudentLearning.pdf (application/pdf Object)

ISTE | Science Units for Grades 9â€“12 - Online Supplement

Online Supplement

Techlearning > > The Digital Tipping Point: The Future of Education Assessment and Reporting > September 1, 2008

Adobe - K-12 Education Leaders Profiles : Rob Zdrojewski

Wordle - Credits

Web2.0 is real, people. | Sliced Bread

SchoolTVmadeEASY.com Adobe Visual Communicator Resources, Workshops, and Training DVD Videos

Children's Internet Protection Act

Techlearning > > Four Web 2.0 Collaborative-Writing Tools > June 1, 2008

Techlearning > > Simple and Complex Machines > June 2, 2008

Fort Smith Schools

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