tag:blogger.com,1999:blog-77302346206265245712024-03-13T20:40:42.823+13:00Seriously Brilliant ComputingProfessional Development Blog - Digital Technology | Hangarau Matihiko & CSMr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.comBlogger41125tag:blogger.com,1999:blog-7730234620626524571.post-65185630280181004392021-09-24T14:42:00.001+12:002021-09-24T14:42:13.369+12:00DFI - Week 9 - accreditation<p><br /></p><h3 style="text-align: left;">Accreditation opportunities</h3><div>When I did PGCE Applied ICT & QTS teacher training in the UK I gained British Computing Society - ECDL (European Computer Driving Licence) Level 2 </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifXV9w8WV4V_CMVFu4wLhjQINWLQ4HjaehSQg_vyErspLnd3CY1BQocEYVTbcapLVuroDM1kej-sNABtSya-jIGH4t7bENe1RhiClX60ERmMHco4uXHQUqroZd-j1xkh9cpzINm72wqKc/s2048/BCS-LOGO-UK.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="BCS logo" border="0" data-original-height="1486" data-original-width="2048" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifXV9w8WV4V_CMVFu4wLhjQINWLQ4HjaehSQg_vyErspLnd3CY1BQocEYVTbcapLVuroDM1kej-sNABtSya-jIGH4t7bENe1RhiClX60ERmMHco4uXHQUqroZd-j1xkh9cpzINm72wqKc/w200-h145/BCS-LOGO-UK.jpg" title="The Chartered Institute for IT" width="200" /></a><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU7owo26wDct0fAQGyRMnMie96f3UbmKY_ZICmr11MJKrKV07YmRS2LwW3bSZwvqLA7uPLkelJ451LbzWHznm3fOTvjWUOxCHFdeofmDBMJl8BEuDViU_PxGtOEP39H2DN9TgEtkoGuXw/s335/ecdl.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="ECDL logo" border="0" data-original-height="150" data-original-width="335" height="89" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU7owo26wDct0fAQGyRMnMie96f3UbmKY_ZICmr11MJKrKV07YmRS2LwW3bSZwvqLA7uPLkelJ451LbzWHznm3fOTvjWUOxCHFdeofmDBMJl8BEuDViU_PxGtOEP39H2DN9TgEtkoGuXw/w200-h89/ecdl.png" title="European Computer Drivers License" width="200" /></a></div></div><div><br /></div><div>and Certiport's MOS (Microsoft Office Specialist) - Advanced Word, Excel, PowerPoint.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB18-UJvI5YCu7JvPOvtT8eoE7DIEuvg-ojuCz-j5fDlnEqo6DCgyC-rqDMLhts6QxvWEOXgCk_wI2tWrPIV5_rkUfWbJLJGxDz42rjLaezHw3L6Kjselrm69xb-OhVARI-il2PvRGcyg/s888/MOS+logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="406" data-original-width="888" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB18-UJvI5YCu7JvPOvtT8eoE7DIEuvg-ojuCz-j5fDlnEqo6DCgyC-rqDMLhts6QxvWEOXgCk_wI2tWrPIV5_rkUfWbJLJGxDz42rjLaezHw3L6Kjselrm69xb-OhVARI-il2PvRGcyg/s320/MOS+logo.jpg" width="320" /></a></div><br /><div><br /></div><p>I paid the $10 fee myself at the start of this DFI course and have passed the Google Certified Educator Level 1, I am now looking at further accreditation. I found <a href="https://docs.google.com/presentation/d/15QOWlUH2O6UoX7lTBgtu_UeUYUh2K7k1wiXYxeyrU-s/edit?usp=sharing" target="_blank">today's Opportunities slide deck</a> interesting to see the other Educator certs available.</p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Deep Dive: External Recognition Opportunities</span></p><ol style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Google Exam: </span><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">An opportunity to gain a globally recognised award for teachers.</span></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Review </span><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">content from the </span><a href="https://edu.google.com/teacher-center/training/?modal_active=none" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Google Training Centre</span></a><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> Modules. </span></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Apple Teacher Exams</span><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span><a href="https://www.apple.com/education/apple-teacher/" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Apple Learning Centre</span></a></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Screencastify</span><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span><a href="https://courses.screencastify.com/p/master-the-screencast" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Master the Screencast</span></a></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">WeVideo</span><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span><a href="https://pages.wevideo.com/ambassadors" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Education Ambassadors</span></a></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">BookCreator</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span><a href="https://app.bookcreator.com/certification/1" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Certified Author</span></a></p></li><li aria-level="1" dir="ltr" style="background-color: transparent; color: black; font-family: Raleway,sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Hāpara </span><a href="https://hapara.com/get-certified/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Champion</span></a></p></li></ol><div><h3>Google Certified Educator Level 1</h3></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzFUXRjeUHqWKUnXjK2YRTHJHpV8k_U3zPYQZT9adbnGi8N8VsQpxGMpU22d3TMQYoWj_sv0FhHe3KyFFnXx_JBV8WPTNIckbKUYPPc-_0q6Prrl5fxBVRqUmYSZQAq5SYt_6h8kcF_x8/s500/g-cert-ed-badge.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Google Cert Ed Level 1 logo" border="0" data-original-height="495" data-original-width="500" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzFUXRjeUHqWKUnXjK2YRTHJHpV8k_U3zPYQZT9adbnGi8N8VsQpxGMpU22d3TMQYoWj_sv0FhHe3KyFFnXx_JBV8WPTNIckbKUYPPc-_0q6Prrl5fxBVRqUmYSZQAq5SYt_6h8kcF_x8/w200-h198/g-cert-ed-badge.png" width="200" /></a><div class="separator" style="clear: both; text-align: center;"><br /></div><br /></div><h2 style="clear: both; text-align: left;">Level 2 passed</h2><div>I expected the $25 exam to have practical scenarios and to be harder. I think the multiple choice / drag& drop questions would be harder for ESOL students because it was more about reading comprehension and catching the red herrings.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgquMvnIzHSyCjysU25kqcWwqNqzuGEBdgXb1QtRCPQjSgvUNChYfHfQM_stMZl20NmHorw1Xt4ldd9eS7Bvp3V5TE__VrblLPD9KEmF_X-GLb-rZGeEtHtXoQPiBbGZcS7Jb3YelCWaZ8/s642/GoogleCertEdL2-pass.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="logo pending" border="0" data-original-height="399" data-original-width="642" height="124" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgquMvnIzHSyCjysU25kqcWwqNqzuGEBdgXb1QtRCPQjSgvUNChYfHfQM_stMZl20NmHorw1Xt4ldd9eS7Bvp3V5TE__VrblLPD9KEmF_X-GLb-rZGeEtHtXoQPiBbGZcS7Jb3YelCWaZ8/w200-h124/GoogleCertEdL2-pass.png" width="200" /></a></div><div class="separator" style="clear: both; text-align: center;"><b style="font-size: 24px;"><br /></b></div><div class="separator" style="clear: both; text-align: left;"><b style="font-size: 24px;">Microsoft Minecraft Edu PD</b></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><span style="font-size: 24px;"><b><br /></b></span></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2DRxjyd7H6k7L01Whvl52-v263aso9nDagSyyuaa8ShzvWMUUeywJjWgQVWQSvIml6DEu83P9OtITPI6wONXAceND7U1vS7pm5myJoua9K1rSvaP3ZLbYa5j-UEcFZItNSHVDDGhyIDQ/s800/MineCraftEdu.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="800" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2DRxjyd7H6k7L01Whvl52-v263aso9nDagSyyuaa8ShzvWMUUeywJjWgQVWQSvIml6DEu83P9OtITPI6wONXAceND7U1vS7pm5myJoua9K1rSvaP3ZLbYa5j-UEcFZItNSHVDDGhyIDQ/s320/MineCraftEdu.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I have started to experiment with the delivery of Computational Thinking with Minecraft Edu. I've had a discusion with the HoD Maths to swap ideas on how I can integrate our DTEC CT curriculm so that it chimes in with the Y9 (measurement and number) and Y10 (statistics) maths topics. So I was pleased to see Cyclone is doing more PD with teachers for using Minecraft Edu. <a href="https://www.cyclone.co.nz/events/microsoft-webinar-minecraft-maths/" target="_blank">Here is a MinecraftEdu with maths for next Wed</a>. We have an open evening hui at that time for senior subject selection, so hopefully they will share links to a webinar video / resources.</div><div><br /></div>My initial thoughts are to integrate with our Droneblocks.io coding of Tello Drones to measure and calculate perimeter, area and volume (for Y9) and to use drone racing results bivariant data (for Y10 statistics). But the MinecraftEdu will be ideal for Y7-8 students.<br /><div class="separator" style="clear: both; text-align: center;"><br /></div><h3 style="text-align: left;">CS Unplugged @ Home</h3><p></p><div>I'm always impressed by the mahi of UC Computer Science Education with Tim Bell, so I was pleased to see today's tip of <a href="https://csunplugged.org/en/at-home/" target="_blank">CSUnplugged@home</a>. I will share this with our feeder school HPS's DTEC co-ordinator.</div>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-7510417158427556602021-09-17T14:19:00.004+12:002021-09-17T14:19:44.352+12:00DFI - week 8 - Useful Blogger Tip - post from email<div dir="ltr"><br /><div class="gmail_quote"><div dir="ltr">Kia ora,<div><br /></div><div>thanks to Phil for the Blogger Tip to enable posting from email. <b><i>This is a test.</i></b> </div><div><br /></div><div>It's good to know that the 'post as draft' allows you to edit it for more features / functions.<br clear="all" /><div><br /></div><div><b>Reflections on Scratch</b>. </div><div>I liked the intro to Scratch using OMGTech's 'Waka Wero'. I will use this with my Hangarau Matihiko class. For new teachers, it's worth remembering to remind students to 'verify email' so that they can share work.</div><div><br /></div>-- <br /><div data-smartmail="gmail_signature" dir="ltr"><div dir="ltr"><div>Ngā mihi / <font size="2">Kind regards.</font><span style="color: #888888;"><br /></span></div><span style="color: #888888;">--</span><br style="color: #888888;" /><div dir="ltr" style="color: #888888;"><div dir="ltr">Matt Harrison<div>Leader of Digital Technologies & Curriculum Development</div><div>BA Hons, PGCE Applied ICT, Post Grad.Cert Applied Practice (Digital & Collaborative Learning)</div><div><img src="https://api.accredible.com/v1/frontend/credential_website_embed_image/badge/32448834?key=9540606a30776e9eca454291ed95dbd0a10a26e8751c2a389c346e1dadef382d" /><br /><div><div style="font-size: 12.8px;"><font face="trebuchet ms, sans-serif"><img height="86" src="https://docs.google.com/uc?export=download&id=1Ay9vTdadhL2rOh495CzPEpLxUBertPoj&revid=0B2C0Rt1FsZ4yR0FyVG9EQXZyT213NGRGb2l0MmtGQmcxdW40PQ" width="420" /></font></div><span style="font-size: 12.8px;"><p style="color: #175384; margin: 0px; padding: 0px;"><font face="verdana, sans-serif" size="2" style="color: #222222;"><span style="color: #175384;"><br /></span></font></p><p style="color: #175384; margin: 0px; padding: 0px;"><font face="verdana, sans-serif" size="2" style="color: #222222;"><span style="color: #175384;">PO Box <a href="https://maps.google.com/?q=154,+140+Hampden+Street,+Hokitika&entry=gmail&source=g" target="_blank">154, 140 Hampden Street, Hokitika</a> 7842</span><span style="color: black;"> </span><br /></font></p></span><div style="font-size: 12.8px;"><p style="color: #175384; margin: 0px; padding: 0px; text-align: center;"><font face="verdana, sans-serif" size="2"></font></p><div><font face="verdana, sans-serif" size="2">Phone: <a href="tel:+64%203-755%206169" target="_blank" value="+6437556169">+64 3 755 6169</a> | </font></div></div></div></div></div></div></div></div></div></div></div></div> Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-33071654107992444082021-09-17T11:08:00.002+12:002021-09-17T14:50:48.367+12:00DFI - Week 8 - Computational Thinking - Edem626 - UC<h2 style="clear: both; text-align: center;">CT Things that came up today</h2><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I appreciated <a href="https://docs.google.com/presentation/d/1hSuRZ0b_VciIf-opmnM9I9zBB6GUt9qy8gJf-MgkCvE/edit?usp=sharing" target="_blank">the Future of Tech in NZ slideshow</a>. I was aware of many of the ideas but found it refreshing and there were some good new examples of NZ Companies with innovative tech that will be relatable to my rural students.\</div><div class="separator" style="clear: both; text-align: left;"><ol style="text-align: left;"><li><a href="https://happycowmilk.co.nz/" target="_blank">Happy Cow Milk</a></li><li><a href="https://www.startupdaily.net/2021/04/new-zealand-agritech-startup-halter-has-raised-29-million-in-series-b-for-a-cowgorithm-to-create-fenceless-farming/" target="_blank">Halter $29m cowgorithm</a></li></ol><div>We have started to use Trimble SketchUp For Schools (formerly Google SketchUp).</div><div>So it was interesting to see the Trimble work in Port Otago.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/ZzNenUXmNic" width="320" youtube-src-id="ZzNenUXmNic"></iframe></div><br /><div><br /></div></div><div class="separator" style="clear: both; text-align: left;">I was already familiar with the <a href="https://docs.google.com/presentation/d/1eq_JmFU-RYaT7V6saCyihrwlgOu16PQ_da-UIwqOgwo/edit?usp=sharing" target="_blank">DTEC curriculum</a> but the slideshow also had good Te Reo translations for <a href="https://docs.google.com/presentation/d/1iBX2cNi10JzjKvtiHP4x_dHkfh9soJiNm3k_EAGDunU/edit?usp=sharing" target="_blank">Hangarau Matihiko Progress Outcomes terminologies</a>.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Bucky shared some good links for game creation / character design</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/pwRYBXzoruY" width="320" youtube-src-id="pwRYBXzoruY"></iframe></div><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><ol style="text-align: left;"><li><a href="https://hiberworld.com/" target="_blank">Hiberworld </a>which I thought was a nice 3D example of a template based game generator.</li><li><a href="https://www.heroforge.com/" target="_blank">HeroForge </a>- looked like an interesting 3D character creator app</li></ol></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I shared the work of #<a href="https://twitter.com/danmilward" target="_blank">Dan Milward</a> & Gerard McManus - : <a href="https://takaro.gamefroot.com/" target="_blank">Te HikoTāraro</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Dan Milward (working with <a href="http://gamefulpraxis.com/tag/game-design/" target="_blank">Game Praxis</a>) has also produced a <a href="https://make.gamefroot.com/resources" target="_blank">Game Jam Cards</a> - a game concept development card pack which makes for a creative group exercise. Here is a quick random generator app: <a href="http://ygd.bafta.org/resources/game-idea-generator">http://ygd.bafta.org/resources/game-idea-generator</a> </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I shared links to Drone coding <a href="https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/9-10-computing/drones">https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/9-10-computing/drones</a> which uses Tello drones with <a href="http://Droneblocks.io">https://learn.droneblocks.io/</a> for teaching & learning coding. The license cost US$500 could be shared between upto 10 teachers from a collection of schools.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I had registered for the Cyclone "Build Better Worlds" Minecraft Edu competition. I shared my learning site's Minecraft page: <a href="https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/9-10-computing/minecraft-edu">https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/9-10-computing/minecraft-edu</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I shared the folder of resources from the Cyclone teachers webinar: <a href="https://cycloneenable-my.sharepoint.com/:f:/g/personal/danny_bedingfield_cyclone_co_nz/ErRBKv0tVWxGn3tPiFchixAB569n3SkmictRYK2uzZcdDg?e=7sKvBQ">https://cycloneenable-my.sharepoint.com/:f:/g/personal/danny_bedingfield_cyclone_co_nz/ErRBKv0tVWxGn3tPiFchixAB569n3SkmictRYK2uzZcdDg?e=7sKvBQ</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><h3 style="clear: both; text-align: left;">Teachers Pay Teachers</h3><div class="separator" style="clear: both; text-align: left;">I found these two resources are useful for CT with Minecraft Edu</div><div class="separator" style="clear: both; text-align: left;"><ol style="text-align: left;"><li><b>$5 </b>Minecraft Pixel Art worksheets - Image Binary Representation -<a href="https://www.teacherspayteachers.com/Product/Minecraft-themed-BINARY-BUNDLE-Simple-Binary-Encoding-Worksheets-Project-6401524">https://www.teacherspayteachers.com/Product/Minecraft-themed-BINARY-BUNDLE-Simple-Binary-Encoding-Worksheets-Project-6401524</a> </li><li><b>$10</b> Minecraft Edu posters and Lesson Plans <a href="https://www.teacherspayteachers.com/Product/Minecraft-Education-Introduction-Unit-6138907">https://www.teacherspayteachers.com/Product/Minecraft-Education-Introduction-Unit-6138907</a></li></ol></div><div class="separator" style="clear: both; text-align: left;"><br /></div><h2 style="clear: both; text-align: left;">ECE CT etc.</h2><div class="separator" style="clear: both; text-align: left;">I thought the <a href="https://www.primotoys.com/shop/cubetto-playset/" target="_blank">Cubetto </a>looked cool and maybe my wife's early learning centre could get them, however, they are quite expensive and out of stock in Aus : https://www.primotoys.com/</div><div class="separator" style="clear: both; text-align: left;"><br /></div><span><a name='more'></a></span><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><h2 style="text-align: left;">Previous CT PLD</h2><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.pinterest.nz/pin/391250286372035316/" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="CT definition and examples" border="0" data-original-height="1446" data-original-width="2048" height="451" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV0L7TlGUbWTib0kRpgALt78-xn8U56t0WEEMp0_v8d8x7c5M_i40c97ynn_gT6mNJgbqFQxmXRRdaIc3KvUqpTs6S7CFx7gER5s0lxf_14l3bgxNjKTL5ISFA-UkBsLMbszxr9B1TFV8/w640-h451/CAS-barefoot-CT.jpg" title="poster by Computing At Schools - Barefoot" width="640" /></a></div><h3 style="text-align: left;">CT Professional Development with UC</h3><p> I have enrolled in Edem626 with University of Canterbury (UC). At the start of this course we discussed Computational Thinking (CT). </p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.wcpss.net/domain/17003" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Computational Thinking elements" border="0" data-original-height="717" data-original-width="964" height="476" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcWFL3m_aOPGvTgg8fGvr_SShScWgXlMEhs6UGSlN5D6l9bAnQDEm7IUnBY6IitGiD0Hp0GqX2pt8h_5Q-NLxWdXcFH_6U2YcisRMHsQvTDu31EALGEySTA-usKHbtAwDeLPLzjg-pV1c/w640-h476/Computational+Thinking.png" title="Decomposition, Abstraction, Pattern Recognition, Algorithmic Design" width="640" /></a></div><h4 style="text-align: left;">UC Course Material</h4><p>I will post some of the content here for your information.</p>
<p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;">There are two 12-minute videos prepared by Tim on pre-NCEA and NCEA Computer Science in NZ; you can watch the one relevant to the level you teach, although both will be useful for all teachers since you may want to know what students are being prepared for, or what preparation they are likely to have had once the changes settle in.</p><ol id="yui_3_17_2_1_1630882993728_218" style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 0px; margin-top: 0px;"><ul id="yui_3_17_2_1_1630882993728_217" style="box-sizing: border-box; list-style: disc; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><li id="yui_3_17_2_1_1630882993728_216" style="box-sizing: border-box;">Video on PO1-5 (pre-NCEA)</li></ul></ol><p><br /></p>
<iframe allowfullscreen="" frameborder="0" height="400" src="https://player.vimeo.com/video/328997750?h=c7b8af57fa" title="vimeo-player" width="640"></iframe>
<div><br /></div><div><ul id="yui_3_17_2_1_1630882993728_217" style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; list-style-image: initial; list-style-position: initial; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><li id="yui_3_17_2_1_1630882993728_225" style="box-sizing: border-box;">Video on NCEA standards</li></ul></div>
<iframe allowfullscreen="" frameborder="0" height="400" src="https://player.vimeo.com/video/328998411?h=c443483b4b" title="vimeo-player" width="640"></iframe>
<div><br /></div><div><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;">Links used in the videos are:</p><ul style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; list-style-image: initial; list-style-position: initial; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><li style="box-sizing: border-box;"><a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Learning-area-structure" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">Technology learning area structure</a> </li><li style="box-sizing: border-box;"><a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible1" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">Progress outcomes</a></li><li style="box-sizing: border-box;"><a href="http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/Technology/Digital-technologies" style="background-color: transparent; box-shadow: none; box-sizing: border-box; color: #006bae; outline: transparent solid 0.2rem; text-decoration-line: none;">NCEA Digital Technologies Matrix</a></li></ul><div><span face="-apple-system, BlinkMacSystemFont, Segoe UI, Roboto, Helvetica Neue, Arial, Noto Sans, sans-serif, Apple Color Emoji, Segoe UI Emoji, Segoe UI Symbol, Noto Color Emoji" style="color: #373a3c;"><span style="font-size: 15px;"><br /></span></span></div><div><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;">The main reading for this segment is one of your readings from week 1:</p><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;"></p><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;">Curzon, P., Bell, T., Waite, J., & Dorling, M. (2019). Computational thinking. In S. Fincher & A. Robins (Eds.), <i style="box-sizing: border-box;">The Cambridge Handbook of Computing Education Research</i> (pp. 513–546). Cambridge University Press.</p><p id="yui_3_17_2_1_1630882993728_238" style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;">An <a href="https://qmro.qmul.ac.uk/xmlui/handle/123456789/57010" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">open access version of the chapter is available online</a> (free).</p></div><div><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;"><span style="box-sizing: border-box;">Links used in this week's session are:</span><br style="box-sizing: border-box;" /></p><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;"></p><ul style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; list-style-image: initial; list-style-position: initial; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><li style="box-sizing: border-box;"><a href="https://csfieldguide.org.nz/en/chapters/data-representation/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">The CS Field Guide chapter on Data Representation</a>, where many of these ideas are explained</li><ul style="box-sizing: border-box; list-style-image: initial; list-style-position: initial; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-size: 0.9375rem;"><a href="https://csfieldguide.org.nz/en/interactives/binary-cards/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">The online binary card activity</a></span></li><li style="box-sizing: border-box;"><a href="https://csfieldguide.org.nz/en/interactives/binary-cards/?digits=25&start=BBBBBBBB&offset=-24" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">The online binary card activity with more digits and fractional bits</a> (you can change the numbers in the URL to get more bits!)</li><li style="box-sizing: border-box;"><a href="https://csunplugged.org/en/topics/binary-numbers/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">The binary card activity unplugged</a></li><li style="box-sizing: border-box;"><a href="https://csfieldguide.org.nz/en/interactives/rgb-mixer/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">The RGB mixer (for 24-bit colour, i.e. 3x8 bits)</a></li><li style="box-sizing: border-box;"><a href="https://csfieldguide.org.nz/en/interactives/image-bit-comparer/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">Comparing images with different numbers of bits per pixel</a></li><li style="box-sizing: border-box;"><a href="https://csfieldguide.org.nz/en/interactives/pixel-viewer/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">Interactive pixel viewer</a> (you can drop your own photos into this viewer)</li></ul><li style="box-sizing: border-box;"><a href="https://csunplugged.org/en/topics/binary-numbers/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">Unplugged activity on binary representation</a></li></ul><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;"><br /></p><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;">We talked about what <em style="box-sizing: border-box;">computation</em> is; you can find a bit more about it from <a href="https://qmro.qmul.ac.uk/xmlui/handle/123456789/57010" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;">the reading for this module</a> - section 17.1.1 addresses the question of what computation is, but also search the document for mentions of "Turing" for concepts around what a formal definition of computation is. S<span style="box-sizing: border-box; font-size: 0.9375rem;">ection 17.1.5 ("An Evolving Definition")</span><span style="box-sizing: border-box; font-size: 0.9375rem;"> talks about how there isn't a fixed definition in use.</span></p><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;"><span style="box-sizing: border-box; font-size: 0.9375rem;">We also talked a lot about curricula outside NZ; here are some links to approaches to Computational Thinking from overseas</span></p><br style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px;" /><p style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; margin-bottom: 1rem; margin-top: 0px;"></p><ul style="background-color: #eff1ed; box-sizing: border-box; color: #373a3c; font-family: -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, "Helvetica Neue", Arial, "Noto Sans", sans-serif, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 15px; list-style-image: initial; list-style-position: initial; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><ul style="box-sizing: border-box; list-style-image: initial; list-style-position: initial; margin-bottom: 0px; margin-inline-start: 0.2rem; margin-top: 0px; padding-left: 1.5rem; padding-right: 1rem;"><li style="box-sizing: border-box;"><a href="https://www.computingatschool.org.uk/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">Computing at School</a></li><li style="box-sizing: border-box;"><a href="https://community.computingatschool.org.uk/resources/2616/single" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">CAS on Computational Thinking</a> (CT) - UK <span style="box-sizing: border-box;"><span style="box-sizing: border-box;">Computing</span> At <span style="box-sizing: border-box;">School</span></span> community</li><li style="box-sizing: border-box;"><a href="https://www.iste.org/explore/Solutions/Computational-thinking-for-all" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">ISTE and CT</a> - ISTE is largely based in the USA with roots in ICT/e-learning</li><li style="box-sizing: border-box;"><a href="https://id.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf?sfvrsn=2" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">ISTE and CSTA operational definition of CT</a></li><li style="box-sizing: border-box;"><a href="https://edu.google.com/resources/programs/exploring-computational-thinking/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">Google's Exploring CT</a></li><li style="box-sizing: border-box;"><a href="https://edu.google.com/resources/programs/exploring-computational-thinking/" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">Google CT overview</a></li><li style="box-sizing: border-box;"><a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Progress-outcomes#collapsible1" style="background-color: transparent; box-sizing: border-box; color: #006bae; text-decoration-line: none;" target="_blank">CT in the New Zealand Curriculum (NZC</a>)</li></ul></ul></div></div><div><span face="-apple-system, BlinkMacSystemFont, Segoe UI, Roboto, Helvetica Neue, Arial, Noto Sans, sans-serif, Apple Color Emoji, Segoe UI Emoji, Segoe UI Symbol, Noto Color Emoji" style="color: #373a3c;"><span style="font-size: 15px;"><br /></span></span></div>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-47643225969811367852021-09-06T14:09:00.016+12:002021-09-10T14:52:29.166+12:00DFI - Week 7 - Ubik Devices - DDDO - 3D VR & AR<p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEObw0UrVUxuLa_le-xMRcyk2Y5BWz1Ye4ifqdVHd4lsFAqUERn10bq9_hKHiUA5yBsRkJmT8gLtk1NzzeUH8PQBrHTLlhsr6Q6G4XMISsTAdnL3E-m0yZwgyXbJLE_YjSHv0GOfr1zTw/s357/220px-Ubik%25281stEd%2529.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img alt="Ubik - by Phillip K Dick" border="0" data-original-height="357" data-original-width="220" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEObw0UrVUxuLa_le-xMRcyk2Y5BWz1Ye4ifqdVHd4lsFAqUERn10bq9_hKHiUA5yBsRkJmT8gLtk1NzzeUH8PQBrHTLlhsr6Q6G4XMISsTAdnL3E-m0yZwgyXbJLE_YjSHv0GOfr1zTw/w123-h200/220px-Ubik%25281stEd%2529.jpg" title="image from: https://en.wikipedia.org/wiki/Ubik" width="123" /></a></p><h2 style="text-align: left;">UBIK</h2><p></p><p>In terms of <b><i><a href="https://en.wikipedia.org/wiki/Ubik">ubiquitous </a></i></b>apps for accessible and always on learning that is device agnostic, I have been using <a href="http://Aframe.io" target="_blank">Aframe.io</a> for students to code VR 3D spaces and 360 VR Tours. This can be used with any device that has internet access because it is an online IDE with links to <a href="https://github.com/" target="_blank">Github </a>called <a href="http://Glitch.com" target="_blank">https://glitch.com/</a>. It involves writing HTML with extra <a href="https://aframe.io/">AFrame.io</a> tags, such as <a-sphere>, which can be referenced from the <a href="https://aframe.io/docs/1.2.0/introduction/" target="_blank">documentation</a>.</p><p>For differentiation I have introduced non-coders to <a href="https://cospaces.io/edu/">CoSpaces.io/edu/</a> which is a proprietary block based visual IDE. To make /view the 3D work people can use a platform specific app for <a href="https://play.google.com/store/apps/details?id=delightex.cospaces.edu&hl=en_NZ&gl=US" target="_blank">Android</a>, <a href="https://apps.apple.com/us/app/cospaces-edu/id1224622426" target="_blank">iOS </a>or on desktop/Chromebook they can login to the <a href="https://cospaces.io/edu/" target="_blank">main website</a>. </p><h3 style="text-align: left;">3D for the Samsung - Solve for Tomorrow Competition</h3><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2JSVCopOXy1YMLmD-cOfzyBxdh1yLKv5Bh2y5QTCNt4oF8jNcg5mfnHAW8wWKG4rDF9ssGJM6QATMROCJ74DMHQtX0LvvtRYeEhfXWK8lg6hwmY3bpV0fXByVC7OKdD3x5D24hnmfI5A/s284/tinyhouse.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="TinkerCAD Tiny House" border="0" data-original-height="177" data-original-width="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2JSVCopOXy1YMLmD-cOfzyBxdh1yLKv5Bh2y5QTCNt4oF8jNcg5mfnHAW8wWKG4rDF9ssGJM6QATMROCJ74DMHQtX0LvvtRYeEhfXWK8lg6hwmY3bpV0fXByVC7OKdD3x5D24hnmfI5A/s16000/tinyhouse.jpg" title="example 3D view" /></a></div><br />My <b>7-8 STEM</b> class has been designing 'tiny houses' to solve the housing crisis using <a href="https://www.tinkercad.com/">TinkerCAD.com</a>. Some have asked about using <a href="https://www.floorplanner.com/">FloorPlanner.com</a> which is a great way to visualise the interiors. They can easily drag and drop / move and resize walls, windows and furniture.<p></p><p>My <b>9-10 Computing</b> class also has been trying to use Design Thinking to enter the competition. They have been working on <a href="https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/9-10-computing/3d-modelling/sketchup" target="_blank">SketchUp for Schools</a>. SketchUp also has available furniture through the 3D Warehouse marketplace.</p><p>My <b>1213DTHM</b> class has used TinkerCAD and <a href="https://ephtracy.github.io/" target="_blank">MagicaVoxel </a>(not suitable for Chromebook). Today, whilst looking for a Chromebook app to do 3D modelling and animation I stumbled across <a href="https://www.vectary.com/" target="_blank">Vectary.com</a>. </p><p>This looks promising but has an expensive license if you want AR. So much so that it makes CoSpaces licenses seem affordable by comparison.</p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/lhTRRTLpNIQ" width="320" youtube-src-id="lhTRRTLpNIQ"></iframe></div><br /><p><br /></p><p>Here is something I tested and tried to export with iframe embed. Vectary charge more money for publishing publicly which is another negative. In comparison, CoSpaces does allow you to archive student work and move the licenses to a new cohort of students for Tech option rotation classes.</p><p><br /></p>
<iframe frameborder="0" height="480" id="9f173f18-b8ac-48ff-94a0-2d2c60f227fa" src="https://www.vectary.com/viewer/v1/?model=9f173f18-b8ac-48ff-94a0-2d2c60f227fa&env=studio3" width="100%"></iframe><div><br /></div><h3 style="text-align: left;">Digital Dig: <a href="http://bit.ly/DFIdigitaldig" target="_blank">bit.ly/DFIdigitaldig</a></h3><div>My Slides:</div><div><a href="https://docs.google.com/presentation/d/1XtVmQqi0LtyHsQx3AVEXwjskwqRko4DdGjwWuDuLAXI/edit?usp=sharing" target="_blank">https://docs.google.com/presentation/d/1XtVmQqi0LtyHsQx3AVEXwjskwqRko4DdGjwWuDuLAXI/edit?usp=sharing</a></div><div><br /></div><span><a name='more'></a></span><div><br /></div><h2 style="text-align: left;">Hāpara: Cyber Smart Online Resources</h2><div><a href="https://sites.google.com/westlandhigh.school.nz/technology/HOME/cyber-safety">https://sites.google.com/westlandhigh.school.nz/technology/HOME/cyber-safety</a></div><div>I've created a page of resources. For the<a href="https://j.mp/3C13xV0" target="_blank"> Hāpara Workspace</a> I've searched shared sites and will copy one of these and adapt it. I liked how you can copy multiple items into a library of clipboard items and add them to another workspace quickly.</div><div>
<iframe src="https://j.mp/3C13xV0" width="100%"> </iframe>
<br /></div><div><br /></div><div>I had always found the way the Hāpara added images in an arbitrary way from links and uploads to be annoying. So I was pleased to hear that I can edit these to be bespoke images, so thanks Vicky for mentioning that. </div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/eIJrvE-w4Nc" width="320" youtube-src-id="eIJrvE-w4Nc"></iframe></div><br /></div><div> This YT Video shows how and to help other teachers to create card images there is this slide deck: <a href="https://docs.google.com/presentation/d/1PPHpoTIYoHgn1-j3k1Xx72VHvB4z6kQMUxN92rotW4s/edit?usp=sharing">https://docs.google.com/presentation/d/1PPHpoTIYoHgn1-j3k1Xx72VHvB4z6kQMUxN92rotW4s/edit?usp=sharing</a> </div><span><!--more--></span><span><br /></span><h3 style="text-align: left;"><span>Blog Spot Side Bar Gadget</span></h3><div><span>I've thought this to be useful so I've added my Google Sites Learning Sites sub pages links (see right - Class Links)</span></div><div><br /><span><!--more--></span><div><br /></div></div>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com2tag:blogger.com,1999:blog-7730234620626524571.post-58487334813437995602021-09-03T12:32:00.010+12:002021-09-10T10:26:37.722+12:00DFI - Week 6 - Google Learning Sites Accessibility<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRsf5WktDy2TuIQ31YC2SvqZNrdu5m5sRVsDI-4K_YXIV8EhGuhi-xP5eQLsBk2VLY4vKzhI9-UnHzMtOVIg1BLPkF5YNHZq_fxiEm7g9B9GO4FyhTF_Izqa5voNzAc-3ENrJQ9x33rT4/s898/accessibility.PNG" style="margin-left: auto; margin-right: auto;"><img alt="Accessibility Poster" border="0" data-original-height="636" data-original-width="898" height="284" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRsf5WktDy2TuIQ31YC2SvqZNrdu5m5sRVsDI-4K_YXIV8EhGuhi-xP5eQLsBk2VLY4vKzhI9-UnHzMtOVIg1BLPkF5YNHZq_fxiEm7g9B9GO4FyhTF_Izqa5voNzAc-3ENrJQ9x33rT4/w400-h284/accessibility.PNG" title="Use low vision / colour blind friendly colours. Don't rely on colour to relay information (e.g. red = error) use an icon & text as well. Consider learning needs (Dyslexia) by considering fonts / colours. Always use alt tags on website images. Consider Dos and Don'ts for Design" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Accessibility Poster of DTEC Relevant Implications</td></tr></tbody></table><h3 style="text-align: left;"><br />Important info - <i>Relevant Implications</i> - Accessibility</h3><p>This week has been about improving our Google Learning Sites. Apart from content and structure, Teachers, as part of <a href="https://www.inclusive.tki.org.nz/guides/universal-design-for-learning/">UDL </a>(Universal Design for Learning), need to understand <b>web accessibility standards</b>, for example having info / text inside images / banners without readable text / ALT tags. It is a <a href="https://www.digital.govt.nz/standards-and-guidance/design-and-ux/accessibility/" target="_blank">NZ legal requirement</a> for public buildings and webs sites to be accessible (e.g. ramps / lifts for wheelchair users in schools), however, we are blocking low vision users if text cannot be read aloud be screen readers. </p><p>As a web designer, we stopped creating web buttons in Photoshop when we started using CSS 2.0. Apart from being less efficient, graphical text buttons hurt a website. This is due to the issue of <a href="https://www.quanzhanketang.com/website/web_search.html" target="_blank">SEO </a>(search engine optimisation). Web spiders cannot crawl and parse text inside images. </p><p>Teachers could be ignorant of the needs of low vision users perhaps thinking that they know their class students, however, we are trying to have visible learning for whanau - and so we need to accommodate the needs of elderly or vision impaired.</p><p>This is an NCEA requirement for Digital Technologies Levels 1-3. I've made a learning site page with Relevant Implications posters: <a href="https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/12-13-dthm/implications">https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/12-13-dthm/implications</a></p><p><b>Two excellence Accessibility tips</b></p><p></p><ul style="text-align: left;"><li><a class="XqQF9c" href="https://drive.google.com/file/d/1HdwFLB6obvV8vzP8FJTmuJ9speIMFFkV/view?usp=sharing" style="box-sizing: border-box; font-family: Lato, sans-serif; font-size: 14.6667px; font-variant-ligatures: none; pointer-events: all; text-decoration-line: none; white-space: pre-wrap;" target="_blank">Clear Print Accessibility Guidelines</a></li><li><a class="TqzB8b Ebdwsc" href="https://www.google.com/url?q=https%3A%2F%2Fgithub.com%2FUKHomeOffice%2Fposters%2Fraw%2Fmaster%2Faccessibility%2Fdos-donts%2Fposters_en-UK%2Faccessibility-posters-set.pdf&sa=D&sntz=1&usg=AFQjCNH-zjDc5UxmyoNqQ00FIKdhBoHhQQ" style="background-color: rgba(255, 255, 255, 0.12); box-sizing: border-box; font-family: Lato, sans-serif; font-size: 14.6667px; font-variant-ligatures: none; outline: 0px; position: relative; text-decoration-line: none;" target="_blank">github.com/UKHomeOffice/posters/raw/master/accessibility/dos-donts/posters_en-UK/accessibility-posters-set.pdf</a></li></ul><div><h3>Positives of Today</h3><p>Lots of Good advice shared in the slideshow resources. Nice tip for teachers to use Google Drawing because I would have used Photoshop or <a href="http://Pixlr.com/e/">Pixlr.com/e/</a> but using G. Drawing is more accessible for staff.</p><p>I was happy to share my site and resources because we all stand on the shoulders of others.</p><h3>Today's Take Away</h3><p>Personally thought it was a great tip to create Learning Site banners at W1000 x H 250 px. Learning Sites are responsive so the banner will sometimes crop when bigger. I tend to use them as a texture and then add text over the top. Setting them as <b>2000 x 500px</b> produces a better non-pixelated result.</p><p>I also worked on improving the new topics. Since we are in lockdown I have had to change my plan from teaching Computational Thinking with Tello <a href="http://Droneblocks.io">https://www.droneblocks.io</a> to using Minecraft Edu on students Chromebooks.</p><span><a name='more'></a></span><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlQyrm9mZwLhPALZflvc0rjckwv5c9FGqjHFtjRPYJpDLPX9Bo0O_WSL-jgtcoXXXChVr6Zm_MbL5fHoXq1z0jMml99dikFm-I8Q7Lc4bPSjGI1Mtq5rl12ax4hnIxj099CYIzKGy5CaU/s350/original-7205865-1.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Preview of my slideshow "Getting Started on Minecraft Edu with Chromebook"" border="0" data-original-height="197" data-original-width="350" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlQyrm9mZwLhPALZflvc0rjckwv5c9FGqjHFtjRPYJpDLPX9Bo0O_WSL-jgtcoXXXChVr6Zm_MbL5fHoXq1z0jMml99dikFm-I8Q7Lc4bPSjGI1Mtq5rl12ax4hnIxj099CYIzKGy5CaU/w320-h180/original-7205865-1.jpg" title="cover slide of "Getting Started on Minecraft Edu with Chromebook" slideshow" width="320" /></a></div><h3 style="text-align: left;">Learn / Create / Share</h3><p>I'm in the process of learning how we can best use <a href="https://education.minecraft.net/en-us/homepage" target="_blank">Minecraft Edu</a> for an NZ localised DTEC curriculum. I worked with Sima to share my <a href="https://sites.google.com/westlandhigh.school.nz/technology/new-dtec/9-10-computing/minecraft-edu" target="_blank">Year 7-8 DTEC content and look to add to the Minecraft Edu</a>. </p><p>I found some good value resources for <a href="https://www.teacherspayteachers.com/Product/MINECRAFT-Themed-Simple-Binary-Encoding-Decoding-Worksheets-Seesaw-Activity-6401512" target="_blank">Minecraft Binary Encoding on Teachers Pay Teachers</a>. So I created an account on TpT and shared a free copy of my <a href="https://www.teacherspayteachers.com/Product/Minecraft-Edu-Getting-Started-on-Chromebook-7205865?st=ca188b44d3ebc2f30db849eeaf96a2e0" target="_blank">'Getting Started on Chromebook' slideshow</a> to help my students and other staff.</p><span><!--more--></span></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/EDah5flVV6I" width="320" youtube-src-id="EDah5flVV6I"></iframe></div><div><h3 style="text-align: left;">Authentic Contexts - Cyclone Lockdown Minecraft Competition:</h3></div><div>As a serendipitous (coincidental timing), just as I setup my class with Minecraft for their Chromebooks (because of Lockdown I changed my Scheme of Work plan of teaching Computational Thinking with Coding Tello Drones to teaching CT with coding in Minecraft Edu's Make Code) - I saw this <a href="https://twitter.com/Cyclonenz/status/1433284874400460806" target="_blank">Twitter post by a- fellow Mind Lab alumni Jo Nicol</a>. Cyclone have just announced a <b>Minecraft Lockdown competition</b> for students to design safe & sustainable housing in a pandemic:</div><div>See: <a href="https://tinyurl.com/lockdownminecraft">https://tinyurl.com/lockdownminecraft</a> </div><div><br /></div><span><!--more--></span><div class="separator" style="clear: both; text-align: center;"><br /><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/W3wmzvI3GFY" width="320" youtube-src-id="W3wmzvI3GFY"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div style="text-align: left;"><h3 style="clear: both;">Ngā Motu | The Islands</h3><p>When I did Minecraft PD with Cyclone a couple of years ago, I was impressed by Whetu Paitai's Piki Studio's <b><i>Nga Motu | The Islands. </i></b> My previous school didn't want to introduce Minecraft, however in my new role as <i>Leader of Digital Technologies Curriculum Development</i> I will introduce this world to help students to improve their Te Reo Māori language skills: <a class="DbQRg" href="https://education.minecraft.net/content/minecraft-edu/language-masters/en-us/lessons.html/nga-motu-the-islands" rel="nofollow noopener noreferrer" style="-webkit-tap-highlight-color: transparent; background-color: white; color: #3367d6; font-family: Roboto, arial, sans-serif; font-size: 13px; white-space: pre-wrap;" target="_blank">https://education.minecraft.net/content/minecraft-edu/language-masters/en-us/lessons.html/nga-motu-the-islands</a></p><span><!--more--><br /></span></div></div><br /><h3 style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://drive.google.com/file/d/1MNcb2smEk__dNETUfTN1RipMEoF-h4rp/view" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Te Reo Maori Technology vocab poster" border="0" data-original-height="594" data-original-width="743" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik0JZDsDC4VETxsBAV7WjCTm53X3TXt7NMKAG8ddO7hBI8PQQd3VCCiWXHMVDQr4fjN9GCH9Xg2IlusA65mPxXLDGfmV8MSW6qOeqtOok3SDZ0_xSMSXlDT-dkTDcgQB6nsOhH0h877DQ/w320-h256/image_2021-09-03_131524.png" title="Hangarau Matahiko terminology posters" width="320" /></a></div><br />Te Reo Māori Displays - Hangarau Matahiko</h3><p>I went through a Te Reo dictionary to learn the correct digital technology keywords. Many modern terms were missing so I did my best to use synonyms to trans-literate the terms. I created a set of posters which I shared with the NZACDITT / DTTA teachers. <a class="DbQRg" href="https://drive.google.com/file/d/1MNcb2smEk__dNETUfTN1RipMEoF-h4rp/view" rel="nofollow noopener noreferrer" style="-webkit-tap-highlight-color: transparent; background-color: white; color: #3367d6; font-family: Roboto, arial, sans-serif; font-size: 13px; white-space: pre-wrap;" target="_blank">https://drive.google.com/file/d/1MNcb2smEk__dNETUfTN1RipMEoF-h4rp/view</a></p><p>I created these posters before Google Translate included Māori. There are more up to date resources like this so if anyone has corrections / errors feedback, then I'd welcome them. </p><h3 style="text-align: left;">Māori Dictionary Online:</h3><p> <a href="https://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=computer">https://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=computer</a></p><h3 style="text-align: left;">Paekupu</h3><p><a href="https://paekupu.co.nz/" target="_blank">https://paekupu.co.nz/ </a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjymh8ltN-DXrJr5TgDHhONrdyMSPaNOD75AoLF0VSR4Dlt6IyeKM10h9ABh7vDBCW3DlQboJ40381K0aNUy6DBunR9g9c4sEhBqX50NCra9d5gKkDSvpEgCH2P8FFaIF_Ru3aVHYtUULQ/s600/Papaki-Hangarau-Matihikok-Kupu-Card-Website-Images.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="Core Ed DTEC Snap in Te Reo Māori - Papaki Hangarau Matahiko" border="0" data-original-height="600" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjymh8ltN-DXrJr5TgDHhONrdyMSPaNOD75AoLF0VSR4Dlt6IyeKM10h9ABh7vDBCW3DlQboJ40381K0aNUy6DBunR9g9c4sEhBqX50NCra9d5gKkDSvpEgCH2P8FFaIF_Ru3aVHYtUULQ/w320-h320/Papaki-Hangarau-Matihikok-Kupu-Card-Website-Images.jpg" title="good value card pack resource to learn Te Reo for DTEC keywords" width="320" /></a></div><p></p><p>I recently found the Core Ed Te Reo Māori Papaki Hangarau Matihiko Cards (DTEC Snap Cards) were good quality and I'd recommend: <a class="DbQRg" href="https://core-ed.org/shop/te-reo-maori-resources/papaki-hangarau-matihiko/" rel="nofollow noopener noreferrer" style="-webkit-tap-highlight-color: transparent; background-color: white; color: #3367d6; font-family: Roboto, arial, sans-serif; font-size: 13px; white-space: pre-wrap;" target="_blank">https://core-ed.org/shop/te-reo-maori-resources/papaki-hangarau-matihiko/</a>. I will use these as a resource for students to create an interactive Scratch game.</p><span><!--more--></span><p><br /></p><h3 style="text-align: left;">Te Reo Māori - Mācrons & Keyboards</h3><p>Writing this blog post forced me to confront my laziness around copy/pasting macrons. So I searched for the 'correct' solution to add a Māori language pack to Windows then use the keyboard shortcuts ~+a to apply macrons: Thanks to Ara Institute of Canterbury for sharing that tip: <a href="https://tekete.ara.ac.nz/file/fa9a9b38-aa9d-44a6-8464-e2e64ddd3842/4/Formatting-Maori-keyboard.pdf">https://tekete.ara.ac.nz/file/fa9a9b38-aa9d-44a6-8464-e2e64ddd3842/4/Formatting-Maori-keyboard.pdf</a> </p>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com3tag:blogger.com,1999:blog-7730234620626524571.post-278115776631763812021-08-27T14:23:00.010+12:002021-09-03T14:52:21.043+12:00DFI - Week 5 - UDL multi-modal<h2 style="text-align: left;"> Google Learning Site</h2><p>I feel familiar with using Google Sites for sharing UDL content. I think that it makes sense to reuse content each year so that we are not re-inventing the wheel. My current school tech Department site is:</p><p><a href="http://sites.google.com/westlandhigh.school.nz/technology">sites.google.com/westlandhigh.school.nz/technology</a></p><span><a name='more'></a></span><p><br /></p><h2 style="text-align: left;">Multi-text database</h2><p></p>I thought the Multi-modal spreadsheet was a good way to share scaffolded texts and an interesting way to conceive of the structure: <a href="https://docs.google.com/spreadsheets/d/1T1Opw4jZza5tsLuzGMrZE6Yah6gBX_KFfTcJc0kSBjE/edit#gid=2118652465" style="text-decoration-line: none;"><span face="Raleway, sans-serif" style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Multi-text Database sheet</span></a><p></p><h2 style="text-align: left;"><span><!--more--></span><div class="separator" style="clear: both; text-align: center;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://sites.google.com/westlandhigh.school.nz/fake-news/home" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="739" data-original-width="1226" height="350" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEo0wSXOV8gpgetzB5P11d9E7-8FE1LnTJA9Yca_d2X48JLM5HIG-qwGOejuvDyz0wiBkz6KQ6zOdvIraItz3nluhHGOEqYutbqBcyOVRejvJYlq9vTNOD7uwRqUvkrKDONwqI_jIX9Cs/w581-h350/fake-g-site.PNG" width="581" /></a><br /><br /></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjew34pK2rLSy09ZWg3dIOAy96X1avZH2RMpnjgZ2G1DfD0ZNOkFwJshHLhoQTMItb6rnvjsolJO8Z12EtKaHaGZqZOVD4pNvCMD_1lj6nTFl8f6skxpzuoAVRtq0fI-ogEAIdTZctUg_g/s669/spot.PNG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="137" data-original-width="669" height="66" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjew34pK2rLSy09ZWg3dIOAy96X1avZH2RMpnjgZ2G1DfD0ZNOkFwJshHLhoQTMItb6rnvjsolJO8Z12EtKaHaGZqZOVD4pNvCMD_1lj6nTFl8f6skxpzuoAVRtq0fI-ogEAIdTZctUg_g/s320/spot.PNG" width="320" /></a></div>Spot Fake News<br /></h2><p>I chose Kerry's bubble group because it was related to Smart Media - Fake News which I find fascinating. We collaborated and shared a range of sources and I made a Google Form Quiz for students to test their skills in spotting a fake site<br /></p><p>I found copying the table straight from the Google Doc created a whole heap of HTML mess and it was fixed rather than responsive. So I've rewritten it in an HTML editor then copied the code into here.</p><p><br /></p>
<table width="90%" border="1">
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Links to Bubble's
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<td><a data-original-attrs="{'data-original-href':'http://meet.google.com/ygc-gobc-ncr','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Kerry</a></td>
<td colspan="6">TOPIC: <a data-original-attrs="{'data-original-href':'https://sites.google.com/manaiakalani.org/smartmedia-fake-false/home','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Smart Media - Fake or real? </a> Reading age: Yr 9 - 11</td>
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<td><a data-original-attrs="{'data-original-href':'https://docs.google.com/document/d/1SmgEhyvq3qiQZEO7jOoaTCQel00mvlqnPploZXNoGX0/edit?usp=sharing','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Planning Doc</a></td>
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<td data-original-attrs="{'style':'border-bottom: solid #000000 1pt; border-left: solid #000000 1pt; border-right: solid #000000 1pt; border-top: solid #000000 1pt;'}"><p data-original-attrs="{'style':''}" dir="ltr"><a data-original-attrs="{'data-original-href':'https://sites.google.com/d/1w_KbQxVwOIEuzate4OHfp2AaIiw7Y1TU/p/1FzTt5VQBJ1L81_C2ODTJujJfObCd7DR6/edit','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Ben Sapwell-West</a></p></td>
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<td data-original-attrs="{'style':'border-bottom: solid #000000 1pt; border-left: solid #000000 1pt; border-right: solid #000000 1pt; border-top: solid #000000 1pt;'}"><p data-original-attrs="{'style':''}" dir="ltr"><a data-original-attrs="{'data-original-href':'https://sites.google.com/westlandhigh.school.nz/smart-media/page-2','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Maryke Diplock</a></p></td>
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<td data-original-attrs="{'style':'border-bottom: solid #000000 1pt; border-left: solid #000000 1pt; border-right: solid #000000 1pt; border-top: solid #000000 1pt;'}"><p data-original-attrs="{'style':''}" dir="ltr"><a data-original-attrs="{'data-original-href':'https://sites.google.com/greyhigh.school.nz/nm-dfi/main-text','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Nisha Mitesh</a></p></td>
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<td data-original-attrs="{'style':'border-bottom: solid #000000 1pt; border-left: solid #000000 1pt; border-right: solid #000000 1pt; border-top: solid #000000 1pt;'}"><p data-original-attrs="{'style':''}" dir="ltr"><a data-original-attrs="{'data-original-href':'https://sites.google.com/stpatricksgm.school.nz/realorfake/home?authuser=0','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Lisa Shannahan</a></p></td>
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<td data-original-attrs="{'style':'border-bottom: solid #000000 1pt; border-left: solid #000000 1pt; border-right: solid #000000 1pt; border-top: solid #000000 1pt;'}"><p data-original-attrs="{'style':''}" dir="ltr"><a data-original-attrs="{'data-original-href':'https://sites.google.com/westlandhigh.school.nz/fake-news/home','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Matt Harrison</a></p></td>
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<td><a data-original-attrs="{'data-original-href':'https://sites.google.com/papakurahigh.school.nz/smart-media/scaffolding-text','style':'','target':'_blank'}" href="https://www.blogger.com/blog/post/edit/7730234620626524571/27811577663176381#">Anusha Nirene Soupen</a></td>
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</table>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com1tag:blogger.com,1999:blog-7730234620626524571.post-20771168924931711282021-08-20T09:59:00.022+12:002021-08-27T14:24:01.606+12:00DFI - Week 4 - Dealing with Data<h2 style="text-align: left;">Google Forms</h2><p>Here is a <a href="https://forms.gle/meDB5dnCUGDBheMW6" target="_blank">simple Google Form for students to sign-in to our online classes</a>. The timestamp in the Responses Google Sheet will help show when they arrived. The form has a simple Yes/No option to upload work to be shared / reviewed. If they choose yes it progresses to the section with two ways of uploading, via G Drive or add a text share link. </p><p>I cannot embed this form here because it has an upload option. </p><p>The branching sections options based on the user's input (e.g. if they choose a particular radio button) has given me an idea to create a <b>finite state automata</b> like a <i>choose your own adventure</i> branching narrative. I have previously asked students to use <a href="https://code.org/educate/applab">Code.org App Lab</a> to make these. But perhaps a Google Form could be easier. They could plan it with a <a href="https://www.lucidchart.com/pages/examples/flowchart-maker" target="_blank">LucidChart </a>which could also to teach flow charts. I know this has been popular to do in Google Slides.</p><p>I found this video on Youtube: <a href="https://youtu.be/creCud8dbFk">https://youtu.be/creCud8dbFk</a><br /></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/creCud8dbFk" width="320" youtube-src-id="creCud8dbFk"></iframe></div><br /><p></p><h2 style="text-align: left;">Hapara Hot Tips - </h2><p>I appreciate the <a href="https://docs.google.com/presentation/d/1Dd_FxguUtWJ_JJMAhjSzpmNey8D5p3xvZe81FApfPp0/present?slide=id.g91d072c4f2_0_245" target="_blank">slideshow</a> still want to work through a range of <a href="https://hapara.com/hapara-tutorials/">Hapara Tutorials</a></p><h2 style="text-align: left;">MyMaps - Drones Airshare</h2><p><a href="http://Mymaps.google.com">Mymaps.google.com</a> is very useful. Here is a <a href="https://www.google.com/maps/d/edit?mid=1bAOhmdcm6_WkBwGgqa6JT9N0bCGsuw11&usp=sharing" target="_blank">drone flight map</a> I made which has approximately the same info for safe drone flight, which I found using the AirShare app. I had to go through a process to allow the Mavic Air 2 drone to be able to fly within the school area (under Shielded Operation).</p><p><br /></p>
<iframe height="480" src="https://www.google.com/maps/d/embed?mid=1bAOhmdcm6_WkBwGgqa6JT9N0bCGsuw11" width="640"></iframe>
<h2>Drones & AI</h2><div>I am currently using <a href="https://learn.droneblocks.io/p/membership">Droneblocks.io</a> with a Tello Drone. This is useful because they have a simulator for students to practice and test out their coding first before they launch the missions on the real drones. My big hairy audacious ambitious project is to get senior NCEA students to code AI with OpenCV so the drones can use facial recognition. This <a href="https://youtu.be/LmEcyQnfpDA" target="_blank">Youtube video</a> covers similar content to the paid DroneBlocks curriculum.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/LmEcyQnfpDA" width="320" youtube-src-id="LmEcyQnfpDA"></iframe></div><br /><div>The YT algorithm then fowarded me to a cool open source project to 3D print an open source robot and use arduino and RaspberryPi to make an AI robot with the <a href="https://inmoov.fr/finger-starter/">inMoov Project</a>.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/7KV5489rL3c" width="320" youtube-src-id="7KV5489rL3c"></iframe></div><br /><div>These would be cool applied Computational Thinking projects. My WHS STEM colleagues already do a cardboard robot hand and Aleta Chowfin at Grey High already has a focus of coding and making something like this. However, I still have a challenge of repairing / servicing our school's 3D printer.</div><h2>Google Sheets </h2>
<p>I thought the intro to sheets was quick and comprehensive. For my own analysis of student NCEA data I was given a good tip to try <b>Google Data Studio</b>. <a href="https://datastudio.google.com/">https://datastudio.google.com/</a></p><p><a href="https://docs.google.com/spreadsheets/d/1x1LsAjFm4X2AeVEtS3OGFnFOsfgk0xBNMeBzZQSZDrg/edit?usp=sharing" target="_blank">Super Spreadsheets 4 - share link</a></p><h3 style="text-align: left;">Blog Posts Analysis of Molly's Blogs from 2016-2021</h3><div>based on Molly's blog <a href="http://pbsmelel.blogspot.com/2019/03/blog-post-data-analysis.html">http://pbsmelel.blogspot.com/2019/03/blog-post-data-analysis.html</a></div><h4 style="text-align: left;">Sheet data</h4><div><br /></div>
<iframe frameborder="0" height="371" src="https://docs.google.com/spreadsheets/d/e/2PACX-1vSsI-4p-Z_nghVEz57OKUDJMaxi1nbdSBUNfOxAylPGx14eVQVYgUsCITGWRqkgLm9GC5YV8tXgr0JY/pubhtml?gid=1393034462&single=true&widget=true&headers=false" width="600"></iframe>
<h4 style="text-align: left;">Column Chart</h4><div><br /></div>
<iframe frameborder="0" height="371" scrolling="no" seamless="" src="https://docs.google.com/spreadsheets/d/e/2PACX-1vSsI-4p-Z_nghVEz57OKUDJMaxi1nbdSBUNfOxAylPGx14eVQVYgUsCITGWRqkgLm9GC5YV8tXgr0JY/pubchart?oid=383490572&format=interactive" width="600"></iframe>
<div><br /></div><div>
<h4 style="text-align: left;">Stacked Column</h4><div><br />
<iframe frameborder="0" height="371" scrolling="no" seamless="" src="https://docs.google.com/spreadsheets/d/e/2PACX-1vSsI-4p-Z_nghVEz57OKUDJMaxi1nbdSBUNfOxAylPGx14eVQVYgUsCITGWRqkgLm9GC5YV8tXgr0JY/pubchart?oid=1708762458&format=interactive" width="600"></iframe>
</div><h3 style="text-align: left;"><br /></h3><h3 style="text-align: left;">Blog Posts Comments - Feedback Tips<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg36KunAgs5K6IlTlDPVYsOeWpaORkluatppZa1lrbTT-5E78HBKf_iRGaA-BdaftzzeAJWMXdpyCGtPzKSdjWhczMGA-H-v9tGWRiS9sbsIT6MmkqrGWQZPoOZJwJi4hzEKWEGEptP9nM/s295/think.jpeg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="295" data-original-width="221" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg36KunAgs5K6IlTlDPVYsOeWpaORkluatppZa1lrbTT-5E78HBKf_iRGaA-BdaftzzeAJWMXdpyCGtPzKSdjWhczMGA-H-v9tGWRiS9sbsIT6MmkqrGWQZPoOZJwJi4hzEKWEGEptP9nM/s0/think.jpeg" width="221" /></a></div><br /></h3><div>Positive, Thoughtful, Helpful - Constructive feedback to encourage discussion, </div><div>Compliment Sandwich - 2 Likes and a wish.</div></div><div><br /></div><div><span id="docs-internal-guid-7ba19cc6-7fff-ea58-7638-e5ca0211ccb9"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Raleway, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Blogging -</span><a href="https://docs.google.com/presentation/d/1H9Y8ougnegvrzQASuW3ij0v8yJ0kVl7M5Y_8FYeiDLE/edit#slide=id.p" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Raleway, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"> </span></a><a href="https://drive.google.com/file/d/0B-zY_OaPbm9KQkpRZXZsdnZXczA/view" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Raleway, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Writing quality blog comments</span></a><span style="font-family: Raleway, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"> - Kerry</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://docs.google.com/drawings/d/1KWqG2P0YYmluXZJxY_723egrn4mNQzTDdiVM0A0BWVE/edit?usp=sharing" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Raleway, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Ngā tākupu papai - Quaility blog comments - te reo</span></a></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">Uses standard HTML hyperlink tag structure:</p><p dir="ltr" style="line-height: 2.00004; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="color: #212121; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><a href="insert URL here">Insert display text here</a></span></p><div><span style="color: #212121; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span></div>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com1tag:blogger.com,1999:blog-7730234620626524571.post-77743497245858577332021-05-25T09:34:00.002+12:002021-08-27T14:30:11.936+12:00DFI - Week 3 -- Media <ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px; text-align: left;"><li aria-level="1" style="background-color: transparent; color: black; font-family: Raleway, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Raleway, sans-serif" style="background-color: transparent; color: black; font-size: 12pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?</b></span></p><p style="display: inline; font-size: 12pt; font-weight: 400; white-space: pre-wrap;"><b></b></p></li></ul><span face="Raleway, sans-serif"><span style="white-space: pre-wrap;"><b><br /></b></span></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px; text-align: left;"><b>The Hook </b><p></p><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitcekAB05CH5-5OWcILTdSebvmJvqKRJVk4_ctA93RXDLLBLVQE3FSYyLkezLP_31w1rq6D2otYveqgV-knGiWgFSs2JzYFnqGJnKTkZdCg4020DLP_eDjAXTyoExEQvfeymq3VgtZRAg/s400/sisimo.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="SISOMO book cover" border="0" data-original-height="400" data-original-width="327" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitcekAB05CH5-5OWcILTdSebvmJvqKRJVk4_ctA93RXDLLBLVQE3FSYyLkezLP_31w1rq6D2otYveqgV-knGiWgFSs2JzYFnqGJnKTkZdCg4020DLP_eDjAXTyoExEQvfeymq3VgtZRAg/w164-h200/sisimo.jpeg" width="164" /></a></span></div><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><br />I bought a copy of the SISIMO book by <a href="http://www.saatchikevin.com/kevin-video/sisomo-sight-sound-motion/" target="_blank">Saatchi & Saatchi</a> about 8 years a ago. I do think we risk burn out if we try to compete with the eye candy of AAA game / $m budget Hollywood production standards. But I agree that good design is key and sight, sound, motion gather students' attention<span face="Raleway, sans-serif"><span style="font-size: 12pt; white-space: pre-wrap;">. </span></span></span>The other maxim is K.I.S.S. keep it super simple.<p></p></ul><p></p><b><span> </span><span> </span>Thinking with Hands</b><br /><p></p>I often say to students that I want them to listen with their eyes, because it focusses their attention and reinforces learning to have multi-modal, multi-sensory learning. In the last few Digital Technology Hangarau Matihiko classes I've been using digital tools of <a href="http://Trello.com">Trello.com</a> to make project management KANBAN boards and <a href="http://Coggle.it">Coggle.it</a> to may shareable mind maps. However, a good supple of post-it notes, marker pens and big pieces of paper would be better for an immediate hands-on result. <br /><span face="Raleway, sans-serif"><span style="white-space: pre-wrap;"><br /></span></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px; text-align: left;"><li aria-level="1" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Raleway, sans-serif" style="background-color: transparent; color: black; font-size: 12pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>What did I learn that could improve my confidence, capability or workflow as a professional?</b></span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"><span face="Raleway, sans-serif"><span style="font-size: 12pt; white-space: pre-wrap;"> </span><span style="white-space: pre-wrap;">
</span></span></span><span face="Raleway, sans-serif"><span style="white-space: pre-wrap;"><br /></span></span><b>YouTube Playlists in Google Sites: <br /></b>As a workflow I pick specific videos and tutorials to add to my Google Learning Site and arrange them, e.g. 2 columns, 3 columns or grid of 4 videos. This can be time-consuming so using Youtube Playlists would be potentially quicker. However, I like making the sequence of videos explicitly clear. I see that you can sort the order of the playlist by date, popularity etc, but there doesn't seem to be a bespoke option. E.g. I may wish to change the order to support <a href="https://www.simplypsychology.org/Zone-of-Proximal-Development.html#:~:text=The%20zone%20of%20proximal%20development%20refers%20to%20the%20difference%20between,is%20%E2%80%9Cclose%E2%80%9D%20to%20mastering." target="_blank"><b><i>proximal </i></b><i>learning </i></a>of topics. <br /><br /></p></li><li aria-level="1" style="background-color: transparent; color: black; font-style: normal; font-variant: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><b><span face="Raleway, sans-serif"><span style="font-size: 12pt; white-space: pre-wrap;">What did I learn that could be used with my learners? </span></span>
<br />2D & 3D Planning</b><br />I think the basic shapes and drawing tools in Google Slides and Google Drawing will be useful for my Seniors who have to plan their 3D VR apps. This could be an easy way for them to pre-visual a bird's eye view of their 3D space.<br /><br /><b>Smart marking<br /></b></span></p><div class="separator" style="clear: both; text-align: center;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRYBfJ3RVTjsRC-D_rUYU0sX0cHKFMPyQsei9P_pkAEnJkIW_yFFd6U6aza16I3HoRgU7GwLSJ_0pNWM_qBfdySusq1jDA5wzbFmB93uons6Z-kL7U3dxnvvLu4rAgZ16F19K_jEIp4I8/s500/g-cert-ed-badge.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="495" data-original-width="500" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRYBfJ3RVTjsRC-D_rUYU0sX0cHKFMPyQsei9P_pkAEnJkIW_yFFd6U6aza16I3HoRgU7GwLSJ_0pNWM_qBfdySusq1jDA5wzbFmB93uons6Z-kL7U3dxnvvLu4rAgZ16F19K_jEIp4I8/w200-h198/g-cert-ed-badge.png" width="200" /></a></span></div><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><br />I have also been thinking about easy ways to create drag and drop exercises and quizzes. I already know how to use Slides & PPT and self-marking Google Forms. However, when I sat the Google Educator exam I liked how they had drag and drop quiz items that also self-marked. So I will look into making some of these, perhaps for my Computational Thinking course.<br /><br /></span><p></p></li><li aria-level="1" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Raleway, sans-serif" style="background-color: transparent; color: black; font-size: 12pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>What did I learn that could improve my confidence, capability or workflow in my personal life?
</b></span>I will revisit using <a href="https://courses.screencastify.com/p/screencastify-genius" target="_blank">Screencastify </a>and editing with <a href="https://www.wevideo.com/hub" target="_blank">weVideo</a>. I have previous experience with non-linear video with my degree in Digital Media. I am familiar with iMovie and Adobe CC apps. I do suffer from procrastination / perfection bias as I only want to publish polished videos to a high standard. Also it seems daft to reinvent the wheel if a professional Youtuber has already spent hundreds of hours creating an animated After Effects video on a topic. This inertia means I haven't yet created my series of self-published re-windable video tutorials ( like a Coursera or Udemy course). I think this would be a personal goal to create some high level original content</p></li></ul>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com1tag:blogger.com,1999:blog-7730234620626524571.post-75287836442599072572021-05-13T14:06:00.002+12:002021-05-14T12:19:34.385+12:00DFI Week 2 - Meetup Recording Exercise & Reflection<h3 style="text-align: left;">Intro</h3><p>Ray and I reviewed two students' blogs and recorded our Google Meetups to post here. This isn't polished and is unedited. </p><h3 style="text-align: left;">Video 1</h3><div><a href="https://drive.google.com/file/d/1RR75zh3sfEkT51eVVrigDGoKhLW_nzo4/view?usp=sharing">https://drive.google.com/file/d/1RR75zh3sfEkT51eVVrigDGoKhLW_nzo4/view?usp=sharing</a></div><div><br />
</div>
<iframe height="480" src="https://drive.google.com/file/d/1RR75zh3sfEkT51eVVrigDGoKhLW_nzo4/preview" width="640"></iframe>
<p><br /></p><h3 style="text-align: left;">Video 2</h3><div>
<iframe height="480" src="https://drive.google.com/file/d/1RR75zh3sfEkT51eVVrigDGoKhLW_nzo4/preview" width="640"></iframe></div>
<div><br /></div><h3>Useful Links:</h3><a href="https://docs.google.com/presentation/d/1H9Y8ougnegvrzQASuW3ij0v8yJ0kVl7M5Y_8FYeiDLE/edit?usp=sharing">https://docs.google.com/presentation/d/1H9Y8ougnegvrzQASuW3ij0v8yJ0kVl7M5Y_8FYeiDLE/edit?usp=sharing</a><br /><h3>Reflection Questions</h3><div><span id="docs-internal-guid-04508e91-7fff-d863-103b-0598426c1646"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Raleway, sans-serif" style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Blogging - </span><a href="https://docs.google.com/presentation/d/1H9Y8ougnegvrzQASuW3ij0v8yJ0kVl7M5Y_8FYeiDLE/edit#slide=id.p" style="text-decoration-line: none;"><span face="Raleway, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Embedding Video</span></a><span face="Raleway, sans-serif" style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> in Blogs: Makaore</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://drive.google.com/file/d/1y-XqG8fO3udWmPz6mt49SZ_wIGxaikDd/view?usp=sharing" style="text-decoration-line: none;"><span face="Raleway, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Embedding a video in a blog</span></a><span face="Raleway, sans-serif" style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> (in te reo)</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Raleway, sans-serif" style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Time to reflect and share with colleagues</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px; text-align: left;"><li aria-level="1" style="font-family: Raleway, sans-serif; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b>What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?
</b>I had previously read the slide deck on Manaiakalani's history and background and I enjoyed speaking with Dorothy when she visited my school.
</span></p></li><li aria-level="1" style="font-family: Raleway, sans-serif; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b>What did I learn that could improve my confidence, capability or workflow as a professional?
Bookmarks / Tabs - nested folders</b> to store them in folders when I have a class set of websites / portfolios - this would be handy rather than having to go back into Code.org dashboard to navigate between them. Also to group and catagorise.
</span></p></li><li aria-level="1" style="font-family: Raleway, sans-serif; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b>What did I learn that could be used with my learners?
</b>Encouraged to use Hangouts to record rewindable learning content (rather than Screencastify / Loom)
</span></p></li><li aria-level="1" style="font-family: Raleway, sans-serif; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What did I learn that could improve my confidence, capability or workflow in my personal life?
On Wednesday morning I sat the Google Cert Ed Exam before school. I liked how the questions had interactive movable definition / answer and think I will try to make these as opposed to using Google Forms</span></p></li></ul></span></div><div><br /></div>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com1tag:blogger.com,1999:blog-7730234620626524571.post-42671148066558526532021-05-12T12:45:00.004+12:002021-08-27T14:32:42.324+12:00CyberSafety<h1 style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEFPW8D_mkLzk_pzN-xcOzmw2rlXSukY0uL4_Fk0B2jVoeR9ET0AFSHBMCf2ZJjy5MLpCKwvGDC-8L3WCn87b5ZTWFfIT99UYAFhR_zjS2AVKYFjlSRPPiwd2YQvcx1iFLUQ0UYGep2ek/s831/cover.PNG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img alt="Don't Get Phished - be wary of SPAM SMS & MMS scams" border="0" data-original-height="464" data-original-width="831" height="362" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEFPW8D_mkLzk_pzN-xcOzmw2rlXSukY0uL4_Fk0B2jVoeR9ET0AFSHBMCf2ZJjy5MLpCKwvGDC-8L3WCn87b5ZTWFfIT99UYAFhR_zjS2AVKYFjlSRPPiwd2YQvcx1iFLUQ0UYGep2ek/w648-h362/cover.PNG" title="Cover of Slideshow for how to setup safer accounts with stronger passwords and 2 Factor Authentication" width="648" /></a><br />Don't Get Phished</h1><p>I have prepared a Google Slideshow on basic steps to protect yourself and your whanau with Cybersecurity to prevent you accounts being hacked. Check this out and update your <b>passwords </b>and <b>setup 2FA today!</b></p><p><a href="https://docs.google.com/presentation/d/17qLPgjkThCx1BWbw-yfk9bK7pTXWNTzaGhW96b5yQL0/edit?usp=sharing">https://docs.google.com/presentation/d/17qLPgjkThCx1BWbw-yfk9bK7pTXWNTzaGhW96b5yQL0/edit?usp=sharing</a></p><h3 style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3B1eU62ERJBftWN6OTz0Mn5JIHYfyWagQPFl3s3GVoP6RVwafo6Kk3U60aINGKFDrxX8wYslsPf95uRPVhG1J1RSM9CaqVLWFi__SSInOc759o4aLV4Wh8bqMA5pNMCOT-WmjUrdqFgo/s178/daily-podcast-cover-art-cw-178.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="CyberWire Daily" border="0" data-original-height="178" data-original-width="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3B1eU62ERJBftWN6OTz0Mn5JIHYfyWagQPFl3s3GVoP6RVwafo6Kk3U60aINGKFDrxX8wYslsPf95uRPVhG1J1RSM9CaqVLWFi__SSInOc759o4aLV4Wh8bqMA5pNMCOT-WmjUrdqFgo/s16000/daily-podcast-cover-art-cw-178.jpg" title="Security podcasts to learn the hackers tips and tricks" /></a></div><br />Latest Security Updates</h3><p>If you want an entertaining look at the latest scams and hacks, listen in to the <b>CyberWire</b> <b>Podcast</b>: <a href="https://thecyberwire.com/podcasts">https://thecyberwire.com/podcasts</a> </p>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-51841874815720874172021-05-06T14:15:00.010+12:002021-08-27T14:38:01.788+12:00New developments in Digital Tech<p></p><h4 style="text-align: left;">The more it changes the more it stays the same</h4>I've taught ICT, Computing, CS, DTEC and now DTHM (Digital Technology | Hangarau Matihiko).<p></p><p>Whilst the names change to reflect new developments, the one thing that stays the same is you need to be a life long learner with a growth mindset.</p><p></p><h4 style="text-align: left;">Former SBC Computing Learning Site<br /><p style="text-align: left;"><a href="https://sites.google.com/site/sbcwebsitedesign/" style="font-weight: 400;" target="_blank">https://sites.google.com/site/sbcwebsitedesign/</a></p><p style="font-weight: 400;"></p><p style="text-align: left;"><span style="font-weight: 400;">My Google site from St Bernard's seems very dated. I seems like a lifetime ago since I trialled Moodle and setup SBC with Google Education Suite as the Admin. They say One Internet Year = 10 years IRL and this website is cringe now because it's the old style (non-responsive) Google Site.</span></p></h4><p>This blog itself is looking shabby because it hasn't been updated in a while, not since I completed the Post Grad Cert in Applied Practice (Digital & Collaborative Learning) with The Mind Lab by Unitec. </p><p><a href="https://themindlab.com/digital-collaborative-learning/" target="_blank">https://themindlab.com/digital-collaborative-learning/</a></p><p>I really enjoyed teaching & learning at The Mind Lab by Unitec with Matt & Malcom. It was a great experience learning about 3D printing, robotics and physical computing with Arduino. Since working for the Mind Lab I have been busy teaching at HVHS. Those five years were a wonderful experience. I learnt so much, both within my large department and with the pastoral teams. </p><h4 style="text-align: left;">HVHS Technology Learning Site</h4><p><a href="https://sites.google.com/hvhs.school.nz/technology" target="_blank">https://sites.google.com/hvhs.school.nz/technology</a><br />This site is the product of many years work from the whole Technology Dept (with special kudos to my colleagues Bryan, John & Katie).</p><p>In moving to the West Coast recently, my challenge is to cherry pick the best bits and localise them to suit our community here. The aim is to grow a new Digital Technology Curriculum from the ground up. This brand new Technology Department Learning site is a work in progress.<br /><b><a href="https://sites.google.com/westlandhigh.school.nz/technology" target="_blank">https://sites.google.com/westlandhigh.school.nz/technology</a></b> </p><p><br /></p><h3 style="text-align: left;">Future Focus<br /><p style="text-align: left;"><span style="font-size: 18.72px;"><a href="https://sites.google.com/westlandhigh.school.nz/technology">https://sites.google.com/westlandhigh.school.nz/technology</a></span></p></h3><p>I am going to update the WHS Computing Room with new equipment and am planning to introduce more 3D modelling and game development with Unity and Blender. We are currently exploring creating VR / AR (virtual and augmented reality) and robotics / drones (Microbit / LEGO / Tello) to teach Computational Thinking.</p><h3 style="text-align: left;">Professional Development</h3><p>I am appreciating the opportunity to be a life long learner. For example the awesome DFI (Digital Fluency Intensive) course from Manaiakalani & Toki Pounamu Trust has some excellent links and resources. For example:<br /><br /><a href="https://docs.google.com/presentation/d/1XnkRMN6gagSPa3W152ZMFx-izLJfsa9-fA8BFkKtiUA/edit?usp=sharing" rel="nofollow" target="_blank"><b>DFI Chrome Add-Ons and Extensions</b></a><br />This has many examples of Google Chrome Extensions and add-ons which will be really useful for many staff and I will be keen to share the knowledge to support our community of learning.</p><p><br /></p><h3 style="text-align: left;">Future PD Goals</h3><p></p><ul style="text-align: left;"><li>To complete <a href="https://www.canterbury.ac.nz/courseinfo/GetCourseDetails.aspx?course=EDEM626&occurrence=21W(D)&year=2021" target="_blank">EDEM626 with University of Canterbury</a><b> Implementing Computational Thinking </b>- with a focus on how I can best support our local Primary schools in the Community of Learning.</li><li>To continue Drone pilot training and gain Part 101 and 102. </li><li>To get accreditation for Google Certified Educator Level 1 & Level 2. </li><li>To gain Unity Certified Educator.</li></ul><p></p>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-58816296754579238222016-07-04T23:33:00.002+12:002016-07-04T23:33:57.399+12:00Agile Methodology in EducationI originally thought about teaching Agile as an effective process of project management to enable students to land projects on time. However, this blog makes me rethink the fundamentals of the content and processes of my Digital Technology projects:<br />
<br />
<a href="http://www.opencolleges.edu.au/informed/features/agile-based-learning-what-is-it-and-how-can-it-change-education/">http://www.opencolleges.edu.au/informed/features/agile-based-learning-what-is-it-and-how-can-it-change-education/</a><br />
<br />
The blog encapsulates the student first approach through collaboraboration and rapid prototyping of fail fast and fail often to fail smart, This links in with Carol Dweck's "Growth Mindset" research of embracing setbacks as part of the iterative process of learning and improvements - rather than the fixed and static judgement of 'failure'.Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-23284725078627762882016-05-08T23:22:00.001+12:002016-05-08T23:22:18.470+12:00L2 & 3 Database assessmentsL2 & L3 students,<br />
<br />
Old Skool DATABASES!!!<br />
<br />
Back in the noughties, like 2009, we taught databases using software like Excel & Access - rather than web apps in the cloud that run on PHP & MySQL. However, many of the basic fundamentals are the same, so there is still much to gain from them.<br />
<br />
Here are the help files you will need for Databases, don't forget you will need to attend lunchtime and after-school tutorials to complete your work. <a href="http://sites.google.com/site/sbcwebsitedesign/home/computing/databases">Use these database links to do homework.</a>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-61041807569085958202016-05-08T23:18:00.001+12:002016-05-09T01:27:29.711+12:00PHP & MySQL resources for 2.41 / 3.41<span style="font-family: "arial" , "helvetica" , sans-serif;">Dynamic DB driven websites with PHP / MySQL need a web server. There are options such as: </span><br />
<br />
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://codeanywhere.com/">https://codeanywhere.com/</a> - cloud based IDE</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">000webhost.com - free hosting</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Dreamspark Azure - free for students - ask about a serial no.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">XAMPP - you can run local web server on your PC / Mac etc.</span></li>
</ul>
<h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>YouTube Video Tutorials:</b></span></h3>
<br />
<ul>
<li>Phil Adam's PHP & MySQL - Level 2<br /><a href="https://www.youtube.com/playlist?list=PLC67539D5463C0BF6">https://www.youtube.com/playlist?list=PLC67539D5463C0BF6</a></li>
<li>NZdZeni PHP & MySQL - Complex DB Level 3<br /><a href="https://www.youtube.com/playlist?list=PLwll6mdTmnFGApCI3eBHRJlMpbNz8oBMK">https://www.youtube.com/playlist?list=PLwll6mdTmnFGApCI3eBHRJlMpbNz8oBMK</a></li>
</ul>
<br />
<br />
<br />
<h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Other Resources:</b></span></h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;">3 years ago, when I did the teacher PD with Andy Able from Yoobee (Natcoll) and read through their book on PHP & MySQL I was struck by the thought that it would too difficult for the average Y12/13 student and they may lose interest with the textbook / lecture format. So I put PHP/MySQL on a back burner to concentrate on teaching web dev, relational database management and programming separately.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">However, having studied Blended Learning and flipped classroom models I now think that this could work really well to combine these three areas of web dev, programming and relational database management - if they are supported by good interactive resources. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">This list is by no means exhaustive - but I think these resources are more than sufficient to support teaching Y12 & Y13. I don't expect all of these will work for all of your students' preferred learning styles and I don't expect you should scare them off by tring to do all of them, however, I think combining some of them will work well.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>1) Watch & Do these REALLY good Video Courses from Codeschool.com with interactive quizes </b>(BTW these ones are FREE but you can subscribe for all courses)</span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">ALL FREE ones: https://www.codeschool.com/free</span></div>
<blockquote style="border: none; color: #222222; font-size: small; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Try SQL : <a href="https://www.codeschool.com/courses/try-sql">https://www.codeschool.com/courses/try-sql</a></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">The Sequel to SQL: <a href="http://campus.codeschool.com/courses/the-sequel-to-sql/contents">http://campus.codeschool.com/courses/the-sequel-to-sql/contents</a></span></li>
</ul>
</blockquote>
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>2) </b>Do these<b> interactive courses</b> on <b>CodeCademy.com</b></span></div>
<blockquote style="border: none; color: #222222; font-size: small; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">SQL 3hr - <a href="https://www.codecademy.com/learn/learn-sql">https://www.codecademy.com/learn/learn-sql</a></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">PHP 4hr - <a href="https://www.codecademy.com/learn/php">https://www.codecademy.com/learn/php</a></span></li>
</ul>
</blockquote>
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>3)</b> Support the learning with <b>SOLO Learn Interactive mobile</b> learning quiz <b>apps for iOS or Android etc</b></span></div>
<blockquote style="border: none; color: #222222; font-size: small; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.sololearn.com/Play/PHP/#">http://www.sololearn.com/Play/PHP/#</a></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.sololearn.com/Course/SQL/">http://www.sololearn.com/Course/SQL/</a></span></li>
</ul>
</blockquote>
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<h4>
<b style="color: #222222; font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">MORE INFO: </span></b></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b style="color: #222222; font-size: small;">Bucky Roberts is awesome! </b><span style="color: #222222; font-size: x-small;">is Youtube channel and website The New Boston are packed with CS goodness:</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #222222; font-size: x-small;">PHP: </span><span style="color: #222222; font-size: x-small;"><a href="https://www.thenewboston.com/videos.php?cat=11">https://www.thenewboston.com/videos.php?cat=11</a> </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #222222; font-size: x-small;">SQL database: </span><span style="color: #222222; font-size: x-small;"><a href="https://www.thenewboston.com/videos.php?cat=49">https://www.thenewboston.com/videos.php?cat=49</a></span></span><br />
<b style="color: #222222; font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<br />
<div style="color: #222222; font-size: small;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">For <b>Online reference tutorials</b> on PHP and MySQL check out:</span><br />
<blockquote style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.w3schools.com/php/php_mysql_intro.asp">http://www.w3schools.com/php/php_mysql_intro.asp</a></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.tutorialspoint.com/php/php_and_mysql.htm">http://www.tutorialspoint.com/php/php_and_mysql.htm</a></span></li>
</ul>
</blockquote>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div>
<br />
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>FREE UDEMY COURSES:</b></span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b> </b>(you can filter your search to FREE courses)</span></div>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Thorough Video based courses (passive learning):</span></div>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<blockquote style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Free 10.5hr course on <b>Udemy - </b><a href="https://www.udemy.com/php-mysql-tutorial/learn/#/">https://www.udemy.com/php-mysql-tutorial/learn/#/</a></span></li>
</ul>
</blockquote>
<blockquote style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">PHP Fundamentals (2hr) - <a href="https://www.udemy.com/learn-php-fundamentals-from-scratch/learn/#/">https://www.udemy.com/learn-php-fundamentals-from-scratch/learn/#/</a></span></li>
</ul>
</blockquote>
<blockquote style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">MySQL for Beginners (6hr) - <a href="https://www.udemy.com/mysql-db-for-beginners/learn/#/">https://www.udemy.com/mysql-db-for-beginners/learn/#/</a></span></li>
</ul>
</blockquote>
</div>
Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-36890719341000323482016-03-01T14:08:00.001+13:002016-03-01T14:08:16.065+13:00Javascript Programming PostersI found a series of programming posters on ComputingAtSchools which showed programming concepts visually with Python code and The Simpsons. I have updated these posters for my students who are learning JavaScript for Y11-Y13 via <a href="http://www.codeavengers.com/">www.CodeAvengers.com</a>.<br />
<br />
<a href="http://tinyurl.com/js-posters">http://tinyurl.com/js-posters</a>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-12156149493743916472015-12-07T15:50:00.001+13:002016-05-09T01:30:54.191+12:00The Mind Lab by Unitec Blog: Teachers learning how to make the best use of tech...So much Social Media to choose from... :)<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHtmY0SVVgGrEt5xtNZrXtcRjsGCHX471QIyNh-SkLRPzPiIv65Wovqo8OwAMSXl7J90uhKiqiTogZ-C-OIMc6IaLqZjlrGFbgUrfyZDpDA_zsNj-euDDNQVGVZ-KgXEsXh1DebCNOgbs/s1600/TMLBlogBanner.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="142" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHtmY0SVVgGrEt5xtNZrXtcRjsGCHX471QIyNh-SkLRPzPiIv65Wovqo8OwAMSXl7J90uhKiqiTogZ-C-OIMc6IaLqZjlrGFbgUrfyZDpDA_zsNj-euDDNQVGVZ-KgXEsXh1DebCNOgbs/s640/TMLBlogBanner.jpg" width="640" /></a></div>
<br />
<a href="http://themindlabbyunitec.blogspot.com/2015/09/teachers-learning-how-to-make-best-use.html?spref=bl">The Mind Lab by Unitec Blog: Teachers learning how to make the best use of tech...</a>: Tablets, smart phones, applications, animation and building games like Minecraft are ubiquitous in households..... but how do teachers get t...Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-62894002582285313242015-12-03T13:13:00.000+13:002015-12-03T14:44:53.252+13:00Activity 10: Summarising your Postgraduate Learning Journey and your planning for the future<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">I wrote and published an extensive answer to these criteria. For some strange reason the Blogger software timed out and my post was only saved in its draft form. I only realised this after I had made a PDF of the blog and uploaded it to the portal for marking.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Once the other work is uploaded I will rewrite this post from memory. Perhaps the learning experience is that I should write offline and copy & paste into the blog software.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning" target="_blank">The 12 Teacher's Criteria are listed here:</a></span><br />
<br />
and are as follows:<br />
<h3 style="background-color: white; font-family: arial, helvetica, clean, sans-serif; font-size: 16.64px; line-height: 20.8px; margin: 0px 0px 0.5em; padding: 0px;">
Practising Teacher Criteria</h3>
<h5 style="background-color: white; font-family: arial, helvetica, clean, sans-serif; font-size: 14.04px; line-height: 20.8px; margin: 0px 0px 0.5em; padding: 0px;">
<b>Professional relationships and professional values</b></h5>
<ul style="background-color: white; font-family: arial, helvetica, clean, sans-serif; font-size: 13px; line-height: 20.8px; list-style-position: inside; margin: 0px 0px 10px; overflow: hidden; padding: 0px 0px 0px 20px;">
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-1" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 1">Criteria 1</a>: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-2" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 2">Criteria 2</a>: Demonstrate commitment to promoting the well-being of ākonga.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-3" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 3">Criteria 3</a>: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-4" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 4">Criteria 4</a>: Demonstrate commitment to ongoing professional learning and development of professional personal practice.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-5" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 5">Criteria 5</a>: Show leadership that contributes to effective teaching and learning.</li>
</ul>
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Professional knowledge in practice</h5>
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<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-6" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 6">Criteria 6</a>: Conceptualise, plan, and implement an appropriate learning programme.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-7" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 7">Criteria 7</a>: Promote a collaborative, inclusive, and supportive learning environment.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-8" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 8">Criteria 8</a>: Demonstrate in practice their knowledge and understanding of how ākonga learn.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-9" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 9">Criteria 9</a>: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-10" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 10">Criteria 10</a>: Work effectively within the bicultural context of Aotearoa NZ.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-11" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 11">Criteria 11</a>: Analyse and appropriately use assessment and information, which has been gathered formally and informally.</li>
<li style="list-style: disc outside; margin: 0px; padding: 0px;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criteria-12" style="color: #1b63c5; margin: 0px; padding: 0px; text-decoration: none;" target="_self" title="Criteria 12">Criteria 12</a>: Use critical inquiry and problem-solving effectively in their professional practice.</li>
</ul>
<a href="https://www.blogger.com/null" id="eztoc9935_0_1_0_1" name="eztoc9935_0_1_0_1" style="background-color: white; font-family: arial, helvetica, clean, sans-serif; font-size: 13px; line-height: 20.8px; margin: 0px; padding: 0px;"></a><a href="https://www.blogger.com/null" id="eztoc9935_0_1_0_2" name="eztoc9935_0_1_0_2" style="background-color: white; font-family: arial, helvetica, clean, sans-serif; font-size: 13px; line-height: 20.8px; margin: 0px; padding: 0px;"></a><br />
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Ākonga is inclusive of all learners in the full range of settings.</div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Question:</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Activity 10: Summarising your Postgraduate Learning Journey and your</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">planning for the future</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Create a blog post where you reflect on your personal 32 week learning</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">journey through the whole postgraduate programme with regard to the <a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning" target="_blank">12</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning" target="_blank">Practising Teacher Criteria (RTC) in e-learning</a> . Think about which of the</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">criteria you have met and briefly give examples from your practice. You</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">can also refer to previous (DCL, LDC, R&C or APC) assessments that you</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">now have as evidence. Plan and justify two main goals for your future</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">development.</span>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-40304439482786763962015-12-02T01:42:00.000+13:002015-12-02T07:15:35.311+13:00Activity 9: Evaluations of cultural responsiveness in practice<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAWk4iJy8KUqMp9-65ZKU7FHkRiOti-RqdyM88U6MBrkXZYanH-8UHGJoVg9pRJWcKAqXAvFnFEGWljxk2bI7An0xNsthyphenhyphenEEz5tjdkmP77Yk8ynFze-q7nXneElmTA0ab-Biwbl4xxMOI/s1600/head_banner_bluewave_L.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="86" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAWk4iJy8KUqMp9-65ZKU7FHkRiOti-RqdyM88U6MBrkXZYanH-8UHGJoVg9pRJWcKAqXAvFnFEGWljxk2bI7An0xNsthyphenhyphenEEz5tjdkmP77Yk8ynFze-q7nXneElmTA0ab-Biwbl4xxMOI/s640/head_banner_bluewave_L.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A koru banner I designed for SBC to reflect their commitment to multi-cultural akonga in Te Awa Kairangi,</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">St Bernard's College has been proactive with staff PD. This excerpt from the Strategic Plan covers diversity and inclusivity:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"</span>Cultural Diversity St Bernard’s College is a multicultural city college comprising 15.7% Māori, 18.7% Pasifika, 14% Asian 4.1% other, 47.4% European.... </div>
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Our Catholic character is reflected in the commitment to fostering positive cultural relationships...</div>
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The College values cultural diversity and treats all students equally and equitably. The Management Procedure on Equity Regarding Learning Programmes ensures this for students of all cultures. <br />
The college has well established and effective whanau/parent consultation groups for Māori, Pasifika and Filipino. Tikanga Māori & Te Reo Māori The school works to support instruction in tikanga Māori and te reo Māori for full time students whose parents ask for it.... <br />
The college management procedure on Treaty Goals and Objectives ensures that the intent of the Treaty of Waitangi is fulfilled and that knowledge of and respect for Māori values are fostered.<span style="font-family: "arial" , "helvetica" , sans-serif;">"</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">(St Bernard's College, 2015) </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My own input:</span></h4>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><a href="https://drive.google.com/file/d/0B8Y6VSck6YjCYTQ0MTNhN2MtYTcwNy00NjYxLTljMGItMjEwYzU0Zjg5MzI3/view?usp=sharing" target="_blank"><img alt="Maori ICT poster" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCWiretaHGI7Zuk3c2TT952RaFHwdOquFqkdYf6Re5bcxY2cudLy0F-v0yXM8nlABkJpSfj_5N4s0KatzwEy-Mxg0u1VSvtCQjs6mdGne4FdvH4-w3ddDl83R-E8_gyHSR23ugFVB_xY4/s320/maori-posters.png" title="click to download the Maori ICT posters I made" width="228" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://drive.google.com/file/d/0B8Y6VSck6YjCYTQ0MTNhN2MtYTcwNy00NjYxLTljMGItMjEwYzU0Zjg5MzI3/view?usp=sharing" target="_blank">One of seven Bi-lingual Te Reo Maori & English ICT Vocabulary posters which I made and shared to schools across NZ via NZACDITT</a></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-weight: normal;">I attempt to pronounce all Maori words and names correctly. I have tried to incorporate Maori and Pasifika topics into my lessons naturally. For example, when doing a project of PC systems vocabulary I research the bi-lingual equivalent and made posters of </span><i><a href="https://drive.google.com/file/d/0B8Y6VSck6YjCYTQ0MTNhN2MtYTcwNy00NjYxLTljMGItMjEwYzU0Zjg5MzI3/view?usp=sharing" target="_blank">Te Reo Maori ICT vocabulary posters</a> </i><span style="font-weight: normal;">which I shared to all schools in New Zealand via the NZACDITT listserve email.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I helped SBC to rebrand as multicultural and inclusive with a koru pattern (see above) which symbolises our place in the Lower Hutt valley near to the rive <i>Te Awa Kairangi </i>and updated the website and yearbook with the koru banner and tagline <i>Te Kura Tuarua o Hato Perenara. </i>In the <a href="http://sbc.school.nz/whats_new/docs/2014-SBC-YearBook-WEB.pdf" target="_blank">SBC school yearbook</a> I made sure the typography would correctly include macrons in Maori words.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjFo8PZQgFzEVgZ4oBGNGctupDwfW1EtAmtp2PNFszmnhzZuD-EcRP8bUPLn8tvrPMh5gV2OIlRyIf8NPRfxvBq6NVUte64Kc7cdHa5TSOuPw8d0OjuwHm-Gt5J7miJHTIYlc3BHuTeWI/s1600/gordon-walters.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjFo8PZQgFzEVgZ4oBGNGctupDwfW1EtAmtp2PNFszmnhzZuD-EcRP8bUPLn8tvrPMh5gV2OIlRyIf8NPRfxvBq6NVUte64Kc7cdHa5TSOuPw8d0OjuwHm-Gt5J7miJHTIYlc3BHuTeWI/s320/gordon-walters.png" width="229" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Gordon Walters' art lesson <br />
using Adobe Illustrator</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In terms of learning activities I attempted to promote positive cultural identity by paying homage to the artwork of kiwi artist Gordon Walters</span><span style="font-family: "arial" , "helvetica" , sans-serif;">, whose work combines European modern abstract art illustration and Maori koru designs, in an <a href="https://drive.google.com/file/d/0B8Y6VSck6YjCNm45WUE1UldJNms/view?usp=sharing" target="_blank">Gordon Walters Adobe illustrator exercise worksheet. </a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For a desktop publishing activity, I also encouraged them to make bi-lingual websites and posters with Maori proverbs (<i>whakatauki</i>) with English translations. The best of these posters would be printed and displayed throughout the school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Maori pedagogy<span style="font-weight: normal;"> - I try to foster collaboration, team work, modelling a shared learning space where the ako can teach / learn with the teacher with respect and co-operation. I encouraged student peer review and encouraged the akonga to do project based learning for a client from their whanau or communtiy so their work will be authentic, and valued</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My wife is currently studying a Postgraduate Diploma in Sustainability and Permaculture from Otago University. As a result of this she has become involved in The<a href="https://www.facebook.com/epunifoodforest/"> Epuni Food Forest</a> project which is part of the <a href="http://www.commonunityproject.org.nz/">Common Unity Project Aotearoa (CUPA)</a>. I have bceome aware of what they are doing by helping her with their social media marketing and graphic design.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The CUPA charity organises community gardens and up-cycling of resources. They also aim to improve diet and nutrition of the socio-economically deprived communities which have suffered from obesity and diabetes. This has involved teaching <i>tamariki (children) </i>and <i>ako </i>(students) from the local <i>iwi (</i>groups of people<i>) </i>about sustainable hortculture (or permaculture) to reconnect the school children with their parents' and grandparents' knowledge of living off the land, cooking and preparing their own food. The abundance of <i>kai (food) </i>created is shared through the <i>koha </i>(donation) kitchen. Local food businesses are encouraged to donate their short dated food which would otherwise be thtrown away. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">This is similar to the <a href="http://www.gardentotable.org.nz/">Garden to Table project</a> in its aims to get students to taken an active role in the growing, preparation, cookin and most importantly eating of healthy seasonal food.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These projects are growing in popularity, however, due to economic and time pressures of the working <i>whanau</i>, they are not actively supported by the local parents of the Epuni school children, who are busy keeping down multiple low paid jobs. The volunteers who participate are often from outside of the community and are commonly <i>pakeha</i>. The aim is that the local community can get involved and gradually take control and stewardship. One of the activities is for elders in the Maori and Pasika community to teach traditional making, cooking and medicine skills. A key message of this is the herblore of indigenous plants for food and medicine. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Whilst Western reductionist science perspective tends to ignore that which it has not studied. It may be tempting to dismiss herb lore as 'old wives' tales', however, the observed efficacy of certain plants leads them into being used in medicine. That being said, not all herbal remedies are real and efficacious.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I am skeptical of most things, including the claims of 'big Pharma' which has been shown to have a positive publication bias towards only publishing favourable peer reviews of drugs trials which skew the apparent efficacy of new medicines. This has been adroitly explained by Ben Goldacre in his book "Bad Science", (Goldacre, 2008) which on balance also warns the reader of being wary of bold (and unsubstantiated) claims from alternative medicine and homeopathy. Goldacre makes a clear case that Western science is not a complete body of knowledge but a process of checking and testing for repeatable evidence that can be tested and verified. He explains how robust experimental methods can test for significant effects to compare results against chance or the placebo effect. We should be wary of claims which are supported by the reputation of person wearing the white coat and should instead review the evidence.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Richard Dawkins argues in <i>The God Delusion</i> that humans are 'pattern seeking' and by our very nature we try to make sense of the world. Part of this process of understanding is to create narratives and to infer cause and effect. The consequence of this is humans are (like many other creatures) susceptible to superstition, such as the post war John Frum movement 'Cargo Cults'. (Colishaw, 2015) Even pigeons have been shown to be superstitious. (Dawkins, 2006) So, we need to be aware of our our biases and temptations to make mental shortcuts or lazy thinking.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For example, I am aware of the popular dichotomy of Western World view vs Indigenous World view. It is clear that the free market capitalist system is a major contributing factor in climate change and environmental damage. However, we should be wary of painting a black and white image of one good / one bad. It is a popular idea to recognise Maori guardianship and conservation of the land (<i>tangata</i>) with a concept called <i>Kaitiakitanga.</i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is also a popular trope to think of the sins of the modern world as being new. It would be a mistake think that the grass was always greener in 'The Good Old days'. We should be wary of viewing (reconstructed) history with rose tinted spectacles. For example, whilst we can recognise the abhorent treatment of African slaves in the industrial revolution, and recognise the many abuses of colonialism, we should not consider slavery to be unique to Western 'civilisation'. Nor should we imagine that just because knowledge was indigenous that it was <i>all </i>better and <i>all </i>'in balance' with nature. For example, it has been claimed that in Aotearoa, the indigenous moa were hunted to extinction by the Maori tribes 600 years ago. (Morell, 2014). It would also be a mistake to imagine that before colonialism all indigenous peoples lived in peace. This would be to ignore evidence inter tribal warfare. (Te Ara, 2015)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">However, please do not take the observations above as a sign that I am disrespectful of Maori custom and tradition. I am aware of my responsibilities to the Treaty of Waitangi and the bi-cultural nature of New Zealand Aotearoa. I am aware of <i>Kaupapa Maori </i>and <i>Te Noho Kotahitanga </i></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; font-size: 13px; line-height: 19.5px;">"The elements of Te Noho Kotahitanga are:</span></div>
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<em style="background-color: white; box-sizing: border-box; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19.5px;"><em style="box-sizing: border-box;">Rangatiratanga : Authority and Responsibility</em></em></div>
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<em style="background-color: white; box-sizing: border-box; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19.5px;"><em style="box-sizing: border-box;">Wakaritenga : Legitimacy</em></em></div>
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<em style="background-color: white; box-sizing: border-box; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19.5px;"><em style="box-sizing: border-box;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small; font-style: normal; line-height: normal; text-align: start;">(Keelan J, 2015)</span></em></em></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>References:</b></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Colishaw, S. April 19 2015. Vanuatu Cargo Cults see cyclone aid as a sign. Retrieved from <a href="http://www.stuff.co.nz/world/south-pacific/67729752/Vanuatu-cargo-cults-see-cyclone-aid-as-a-sign">http://www.stuff.co.nz/world/south-pacific/67729752/Vanuatu-cargo-cults-see-cyclone-aid-as-a-sign </a></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Common Unity Project Aotearoa, November 2015. Retreived <a href="http://www.commonunityproject.org.nz/">from http://www.commonunityproject.org.nz/</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #333333; line-height: 20px;">Dawkins, R. (2006). </span><span style="background-color: white; box-sizing: border-box; color: #333333; font-style: italic; line-height: 20px;">The God delusion</span><span style="background-color: white; color: #333333; line-height: 20px;">. Boston: Houghton Mifflin Co..</span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Epuni Food Forest, retreived from <a href="https://www.facebook.com/epunifoodforest/">https://www.facebook.com/epunifoodforest/ </a><a href="https://www.facebook.com/epunifoodforest/"> </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Goldacre, B. 2008. Bad Science. Published by Fourth Estate, UK. Retreived from<a href="https://en.wikipedia.org/wiki/Bad_Science_(book)"> https://en.wikipedia.org/wiki/Bad_Science_(book)</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Kaupapa Maori, 2015. Retrieved from <a href="http://www.kaupapamaori.com/theory/5/">http://www.kaupapamaori.com/theory/5/</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Keelan, J. Teaching and Te Noho Kotahitanga. Unitec wiki.spaces Retrieved from </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://new2unitec.wikispaces.com/3.+Teaching+and+Te+Noho+Kotahitanga">https://new2unitec.wikispaces.com/3.+Teaching+and+Te+Noho+Kotahitanga </a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Morell, V. March 17, 2014. Why did New Zealand's moas go extinct? Retieved from <a href="http://news.sciencemag.org/biology/2014/03/why-did-new-zealands-moas-go-extinct">http://news.sciencemag.org/biology/2014/03/why-did-new-zealands-moas-go-extinct</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">St Bernard's College. 2015. Strategic Plan. Retrieved from <a href="http://www.sbc.school.nz/2015-Mailout/strategic-plan-2015-preparation-comm-cons-vers.pdf">http://www.sbc.school.nz/2015-Mailout/strategic-plan-2015-preparation-comm-cons-vers.pdf</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Te Ara, The Online Encyclopedia of New Zealand. Kaitiakitanga. Retrieved from <a href="http://www.teara.govt.nz/en/kaitiakitanga-guardianship-and-conservation">http://www.teara.govt.nz/en/kaitiakitanga-guardianship-and-conservation </a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Te Ara, The Online Encyclopedia of New Zealand. Pre-European Society. <a href="http://te%20ara%2C%20the%20online%20encyclopedia%20of%20new%20zealand.%20kaitiakitanga.%20retrieved/">Retrieved http://www.teara.govt.nz/en/maori/page-2</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Activity 9: Evaluations of cultural responsiveness in practice</span></h2>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Create a blog post where you share your own views on your indigenous</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">knowledge and culturally responsive pedagogy and then evaluate how you</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">or your school addresses cultural responsiveness in practice in two of the</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">following areas:</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● vision, mission, and core values</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● policies,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● goals,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● communication methods,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● decision-making,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● planning and assessment,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● learning activities,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● school-wide activities,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● resources</span>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-41094966517859301082015-12-01T22:41:00.003+13:002015-12-02T07:15:35.317+13:00Activity 8:Legal contexts and digital identities<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
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<tr><td style="text-align: center;"><a href="https://farm7.staticflickr.com/6045/6322051654_d88cdf7c31_o_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="288" src="https://farm7.staticflickr.com/6045/6322051654_d88cdf7c31_o_d.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dilemma image, Creative Commons Image courtesy of https://farm7.staticflickr.com/6045/6322051654_d88cdf7c31_o_d.jpg</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Dilemma: How to deal with the following incident...?</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Student's perspective</b></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">A normally good student posts a satirical self-made video which parodies a teacher's (over)reaction to other students with exaggerated and hyperbolic claims. The student intended the video as a cathartic and humorous response to what they perceive (in their immature perspective) to be a overly strict or draconian teacher's consequence to a classroom incident. The satirical and hyperbolic dramatisation surreal departure from the facts of the incident, which the student observed, and could potentially defame the teacher who was identified or (if taken literally) make false allegations to the teacher's behaviour.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Teacher's Perspective</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">A student posts a video online which makes defamatory remarks about a teacher's actions in class and appears to make claims and false allegations about the teacher's behaviour. This is done a form of cyberbullying against the staff member. The teacher is concerned than their reputation has been brought into disrepute with false allegations, which could affect their teacher's registration and employment. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The teacher contacts the school, Netsafe and PPTA for legal advise. The teacher wants to be exonerated, the video destroyed, the child to be expelled as a punishment and deterent (to send out a strong message) but does not want to draw any more attention to it as they fear it could go viral.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The School's Response</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">The school becomes aware of the social media video through student chatter. The teacher targeted is understandably distressed. This constitutes 'harm' caused to the staff member through 'serious emotional distress' and they take the incident seriously. Netsafe have recently published a guide to <a href="https://www.netsafe.org.nz/cyberbullying-and-online-harassment/">Cyberbullying and Online Harrassment </a> (Netsafe, September 22, 2015) which recognises 'harm' as include 'serious emotional distress'.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The school immediately contacts the parents of the child who posted the video. In the interim, the child is removed from class and separated from peers. That evening the parents are invited into school for a conference with SLT to discuss the serious nature of the incident. The parents were not aware the video had been made. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The parents discuss the incident with the child. The video is removed from social networks and deleted from home PCs. The teacher is concerned that once it is 'out there' it cannot be properly deleted as it is easily copies or shared. The school, the teacher and the parents contact Netsafe. Netsafe had not received a complaint like this before and there was no clear precedent. Netsafe now have a page which addresses defamation <a href="https://www.netsafe.org.nz/defamation-and-false-allegations/">https://www.netsafe.org.nz/defamation-and-false-allegations/ </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Netsafe now state: "</span><span style="background-color: white; color: #666666; font-family: "droid sans"; font-size: 14px; line-height: 21px;">Taking a defamation case is a big undertaking, and you will need to engage a lawyer. Defamation is the publication of a statement about someone that lowers him or her in the estimation of right-thinking members of society, where no legal defence is available. Defamation Law applies to publications on the internet.</span><span style="font-family: "arial" , "helvetica" , sans-serif;">"</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The teacher seeks advise from a lawyer. This is outside the lawyer's normal practice. The child is too young to prosecute. The parents were legally responsible but were unaware of the incident until it was reported. Whilst supportive of their child, the parents are able to see the school's dilemma.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The school does not wish to take legal proceedings, which would demand evidence to be presented which would only further highlight the allegedly defamatory online video publication.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The student is stood down internally in school as a consequence. This limits the attention drawn. The parents meet with a representative of the Board and SLT. The parents and staff talk to the student to explain how serious it is and that the child could be expelled BUT... (in a restorative justice approach to teach empathy) they explain how the consequences of publishing online are far more serious than if an offensive poster had been put up in the corridor or than if a student had stood up in class in front of peers to offend the teacher. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The school keeps the teacher and child apart for the duration of the week. The child writes, under guidance from their parents, a letter of apology to the teacher. The child is instructed to not discuss this further with their peers. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At the time of the incident the school had not anticipated this sort of incident, which occurred outside of school time using the student's own equipment. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a result, the school's internet use policy is reviewed and rewritten to include the prohibition of recording staff or students without their permission, cyberbullying or the negative use of social media / online publishing to bring the school, staff or other students into disrepute.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>For consideration of all of the parties concerned this incident will remain anonymous and I cannot identify the school. </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In reference to the Teacher's Code of Ethics, 'the shoe was on the other foot' in the case study above it was the student's behaviour towards the teacher and the schools actions to safe gaurd the staff member that were called into the spotlight. It was because the school sought to make this student's mistake / poor choice a learning opportunity, mindful of the individuals age and ability that they can be seen to exemplify the opening aims of the Code of Ethics:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"</span>Teachers registered to practice in New Zealand are committed to the attainment of the highest standards of professional service in the promotion of learning by those they teach, mindful of the learner's ability, cultural background, gender, age or stage of development.<br />
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This complex professional task is undertaken in collaboration with colleagues, learners, parents/guardians and family/whānau, as well as with members of the wider community.<br />
The professional interactions of teachers are governed by four fundamental principles:<br />
<strong>Autonomy</strong> to treat people with rights that are to be honoured and defended,<br />
<ul>
<li><strong>Justice</strong> to share power and prevent the abuse of power,</li>
<li><strong>Responsible care</strong> to do good and minimise harm to others,</li>
<li><strong>Truth</strong> to be honest with others and self.</li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>References:</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Code of Ethics, 2004. Retrieved from </span><span style="font-family: arial, helvetica, sans-serif;"><a href="http://www.educationcouncil.org.nz/required/ethics/codeofethics.stm">http://www.educationcouncil.org.nz/required/ethics/codeofethics.stm</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Netsafe, September 22, 2015. Cyberbullying and Online Harrassment. Retrieved from <a href="https://www.netsafe.org.nz/cyberbullying-and-online-harassment/">https://www.netsafe.org.nz/cyberbullying-and-online-harassment/</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Netsafe, September 22, 2015. Harmful Communications - Defamation and false allegations</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Retrieved from </span><a href="https://www.netsafe.org.nz/defamation-and-false-allegations/" style="font-family: Arial, Helvetica, sans-serif;">https://www.netsafe.org.nz/defamation-and-false-allegations/ </a><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Question:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Activity 8:Legal contexts and digital identities</span></h2>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Create a blog post where you identify an ethical dilemma in your own</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">practice linked to digital or online access or activity. Explain the dilemma</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">and discuss either:</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● how you would address the potential issue if it occurred in your</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">own practice</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">or (if relevant):</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● an actual situation that you have knowledge of, and how it was</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">resolved.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">The discussion should be in relation to either the guidelines of your</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">organisation on online practice or the code of ethics for registered</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">teachers.</span>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-87782308864186478522015-12-01T19:37:00.001+13:002015-12-02T07:15:35.334+13:00Activity 7: Social media in learning and teaching and professional development.<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How do/would I use social media to enhance my professional<br />development?</span></h3>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ2gp-0vuqzsNaz24dyv003thOEnHPx1LWBEoe30438b_7bXDe_dr5Wqk3bSL8ZLfGnhxTsJ7yqAL07M8bDaN3ivh73NR9O4YwdleHLE3ufdUzJQkNRa5i_v5-WrDwty4uT4YRfhvz_4c/s1600/wtf-wordpress-twitter-facebook-logos.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="108" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ2gp-0vuqzsNaz24dyv003thOEnHPx1LWBEoe30438b_7bXDe_dr5Wqk3bSL8ZLfGnhxTsJ7yqAL07M8bDaN3ivh73NR9O4YwdleHLE3ufdUzJQkNRa5i_v5-WrDwty4uT4YRfhvz_4c/s320/wtf-wordpress-twitter-facebook-logos.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The choice of social media, e.g. Wordpress, Twitter and Facebook can lead some to information overload. </td></tr>
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<tr><td style="text-align: center;"><a href="http://nzacditt.org.nz/sites/nzacditt.org.nz/themes/nzacditt2012/logo.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" src="http://nzacditt.org.nz/sites/nzacditt.org.nz/themes/nzacditt2012/logo.png" height="73" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">NZACDITT logo</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>NZACDITT site & Google group</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I have been involved with the Computing listserve since 2009, which is now a Google group which I have to subscribe to annually: NZACDITT.org.nz</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I find the discussion interesting and valuable, however, I initially found the emails I received over whelming so I discontinued receiving email alerts in favour of a daily summary. I like how you can read back over the threads, which are also searchable. It has vibrant discussion between digital technology teachers across New Zealand who happily share, contribute, ask for help and support each other. Other subject area teachers do not seem to have this collaborative collegiality.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>CSTA Blog</b></span><br />
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<tr><td class="tr-caption" style="text-align: center;">CSTA logo</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have been a member of CSTA for four years. This organisation puts out an email newsletter of latest industry and education news. Whilst it is focussed on the US, most of the issues raised are relevant. The discussion boards allow teachers and administrators to pose questions and discuss the relative benefits of a range of new courses and resources. It was here that I first discovered the Hour of Code resources from Code.org which I have used for my own professional development as well as introducing them to my students in introductory classes.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Twitter:</span></h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;">I have subscribed to Twitter. My handle is <b>@mharrisonict</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I have used Tweetdeck.com on my laptop to help organise my posts and threads.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have found that I have been able to share good resources easily with a range of people on computer science, tutorials, 3D printing and animation technology. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have mixed feeling about Twitter, partially because there is a lot of people using it for spam. However, interesting and eclectic tweets have led me to diversify my reading of latest cutting edge content in 3D printing and coding.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have used Twitter to pass on links to resources such as mobile app development and web coding to a chap in Africa who wants to use the technology to learn new skills and transform his circumstances. This is an admirable use of Twitter, I think.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I dislike the asinine use of self aggrandizing posts and I also dislike the inane retweets. There seem to be a lot of BOT accounts that are paid to boost profiles.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What are some key features of social media that you have </span><span style="font-family: "arial" , "helvetica" , sans-serif;">identified as beneficial for teaching and learning?</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Some of the obvious benefits of social media used appropriately for teaching and learning are:</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">it is immediate, mobile, asynchronous and available 24/7, so students / whanau can access content at a time and place which suits them</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">wide ranging - experts from across the net can contribute to a discussion via specialist forums</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">able to involve the whanau and wider community in authentic learning contexts.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Multimedia Content can be reviewed multiple times</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What are potential challenges that teachers need to be aware of</span><span style="font-family: "arial" , "helvetica" , sans-serif;">when integrating social networking platforms into teaching</span><span style="font-family: "arial" , "helvetica" , sans-serif;">activities?</span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Facebook vs Moodle:</b></span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I use FB to follow interesting groups as I do on Twitter, but following <a href="https://www.netsafe.org.nz/digital-citizenship-in-schools/">Netsafe advice</a> and school policy I keep all of my personal social media persona separate from my work persona. I prefer to use FB to connect with whanau and friends, where as professional colleagues, maker pace tinkers etc use Twitter. I think it is a potential issue if teachers blur the lines between their work and family spaces becuase information taken out of context or an inside joke spread widely could be misconstrued. They say I didn't like the tone of your email, however, this is egregiously incorrect as text does not have an implied tone. The tone is always inferred by the reader's subjective point of view.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This is an important thing for teachers to consider in light of "safeguarding" issues. Students also need to be aware of appropriate behaviour and the risks of privacy / over sharing </span><span style="font-family: "arial" , "helvetica" , sans-serif;"> / cyberbullying and grooming. Whilst it seems quite common for NZ schools to publish students' successes with photos, all too often it is possible to identify the students. This creates data protection and safeguarding issues. In the UK, where I was trained, schools had the policy of never publishing a photo of a child which identified them in case of inappropriate attention from paedophiles. Another consideration is the uploading of photos from smartphone. Many people are unaware than unless the settings have explicitly stopped GPS tagging then photos from staff/students may inadvertently reveal personal location information or metadata. Taken collectively this could be used to predict where someone lives, works or their typical route.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I teach students netiquette and digital citizenship and cybersafety. In addition to setting secure passwords, their Facebook privacy settings are also oft overlooked or not understood. There is low levels of cyberbullying that I am aware of, which we deal with inside of school through restorative practice. As a school, we have an <a href="http://www.sbc.school.nz/2014_Mailout/SBC-BYOD-Acceptable-Use.pdf">Acceptable Use Policy which outlines school wide expectations of the use of BYOD and school equipmen</a>t. Currently FB is blocked by our filters because it is potentially highly distracting for staff and students and a compelling case for its inclusive has not yet been made.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In terms of comments and posts, a risk that needs to be managed is exposure to the net as a whole risks trolls and flaming. The closed garden of a closed FB group could be beneficial as most student have access to FB. However, whilst there is some advantage to the school managing / maintaining their own closed group via Moodle (e.g. seperation of work/personal spaces) that is also a drawback too. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">In my experience students access FB more frequently than they access the school LMS or Moodle. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">At the end of the year I audited the amount of time the students had collectively spent on my Moodle class page and it was less than the time I had spent afterschool in the evening setting up the pages, resources and self-marking activities.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>LinkedIn</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I have mixed feelings about LinkedIn. It really seems to be the Facebook for business people networking. Whilst it is probably very useful for recruiters to see the wider business communities opinion of you via endorsements. These endorsements are similiar to ebay / Trademe seller feedback. I expect that for many it improves their self-image and mana, and it can feel nice to receive such endorsements. However, I have a cultural reserve, being British, that means one does not like to brag and I expect kiwis do not appreciate 'tall poppies' who are 'up themselves'. So I do not feel comfortable putting too much information out there. Also I object to their business model of having to upgrade to a premium account to see who has looked at your profile. It seems seedy like some online dating site.</span><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Wordpress vs Blogger</span></b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am impressed with the ease of setup and customisation of Wordpress (the famous 5 minute installation). On the other hand I have opted to use Blogger because of the powerful data analytics which Blogger offers. I was impressed with my daughter's intermediate school's use of students' writing portfolios. The students appreciated the public publishing platform which exposed their work to a global audience which included whanau from all arounf the world, such as a Grandmother in Spain, who were able to read and respond by leaving comments. This provided a massive motivational boost for students to improve their literacy and writing. However, I interviewed the teacher who said in hindsight they wished to move away from doing online writing portfolios because they felt they had spent too long on them and wanted the students to have a broader ICT experience than spend all their ipad time typing and editing.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>What social media platform do you feel best supports engagement</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>with your professional development? Why?</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Google+</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Whilst Google+ has struggled to compete with FB I use them to seperate my work and personal social media. I think that social media aspects of Google+ & Google Classroom integrate well with Youtube and have clear pedagogical uses. I think that if used well the Google Apps for Education combos will best serve the teaching staff as a whole. This is because of the ease of setup, the interoperability and the current wealth of resources. This overcomes the setup overhead found which bespoke platforms and LMSs such as Moodle.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>POND</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I applaud the efforts of the POND however may of the 'resources' which are relevant to me are effectively reposts of other online material. I have been considerably underwhelmed by the POND and struggle to see why it won an award. Perhaps with time it will gain traction, but currently it is not worth my effort. If other staff feel this way then they may need to rethink their content creation model as they have teachers reuploading their resources which exist elsewhere in other formats.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Overall Evaluation</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">I do not think there is a 'best' platform, I think it depends on who is in your professional network and the current trends of who is using what. For that regard, I currently find Twitter very useful but there is a high signal to noise ratio, e.g. there is a lot of non-relevant stuff I have to scroll past because I have followed too many popular tags. I expect that if a school is using GAfE then their ease of use would mean that Google Classroom and Google+ would be best. However, Google+ cannot be used in a school with students under 13 years of age so that creates a technical / administrative task to setup different groups. Speaking personally, I found the Google Apps Admin was clunky because, whilst it allowed group uploads for account creation, it did not easily allow the use of CSVs for managing / deleting multiple users. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>References:</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">CSTA, 2015, csta.org</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Netsafe (September 23, 2015) Digital Citizenship in schools. Retrieved from </span><span style="font-family: arial, helvetica, sans-serif;"><a href="https://www.netsafe.org.nz/digital-citizenship-in-schools/">https://www.netsafe.org.nz/digital-citizenship-in-schools/ </a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">NZACDITT, 2015 nzacditt.org.nz</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">St Bernard's College, 2014. BYOD and Acceptable use policy, Retreived from <a href="http://www.sbc.school.nz/2014_Mailout/SBC-BYOD-Acceptable-Use.pdf">http://www.sbc.school.nz/2014_Mailout/SBC-BYOD-Acceptable-Use.pdf</a></span><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">This post was in response to the Question: Create a blog post where you discuss your views on social media use in</span></b><br />
<b><span style="font-family: "arial" , "helvetica" , sans-serif;">learning and teaching and in professional development. The following</span></b><br />
<b><span style="font-family: "arial" , "helvetica" , sans-serif;">provocations can be used for your thoughts:</span></b><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Provocations</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● How do/would you use social media to enhance your professional</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">development?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● What are some key features of social media that you have</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">identified as beneficial for teaching and learning?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● What are potential challenges that teachers need to be aware of</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">when integrating social networking platforms into teaching</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">activities?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">● What social media platform do you feel best supports engagement</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">with your professional development? Why?</span>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-47030093791806375192015-11-30T19:34:00.004+13:002015-12-02T07:15:35.320+13:00Activity 6: Contemporary issues or trends in New Zealand or internationally<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="line-height: 1.6;">I was asked to create a blog where I identify and evaluate two contemporary issues or trends that are influencing or shaping NZ or international education which I find most relevant to my practice. </span></div>
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<span style="line-height: 1.6;">I will elaborate in my own words how I would address those issues or trends in my context within my learning community or professional context.</span></div>
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<span style="line-height: 1.6;"><b>Issue 1: The need for a new and robust Computer Science Curriculum - </b></span></div>
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CS + X?</h2>
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The main problem of CS is one of image. For many staff and parents who may be ignorant of recent ICT developments, they may perceive CS as gloried typing and use of office apps. Or they may think it is about geeky boys playing games in their bedrooms. But CS is far more pervasive and far more important to the NZ economy.<br />
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In this blog: <a href="http://google-au.blogspot.co.nz/2014/06/cs-x-whats-your-x.html">http://google-au.blogspot.co.nz/2014/06/cs-x-whats-your-x.html</a></div>
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Alan Noble, Engineering Director of Google Australia, basically states the obvious that CS is in everything - so the potential map of interdisciplinary professional connections is almost infinite. The link below in the image caption takes one to an interactive map.</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://d1o50x50snmhul.cloudfront.net/wp-content/uploads/2011/02/mg20928002.100-2_800.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="472" src="https://d1o50x50snmhul.cloudfront.net/wp-content/uploads/2011/02/mg20928002.100-2_800.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #333333; font-family: "lato"; font-size: 12px; font-weight: 600; line-height: 12px; text-align: left;">Science is a complex business, as this </span><a href="http://www.idr.gatech.edu/maps" style="background-color: white; border: 0px; box-sizing: border-box; color: #179cce; font-family: 'PT Serif'; font-size: 12px; font-weight: 600; line-height: 12px; margin: 0px; padding: 0px; text-align: left; text-decoration: none; vertical-align: baseline;">map of journal cross-citations</a><span style="background-color: white; color: #333333; font-family: "lato"; font-size: 12px; font-weight: 600; line-height: 12px; text-align: left;"> (click link for interactive map) shows. Each node represents a subdiscipline and the lines represent the strength of similarity between the nodes. </span><br />
<span style="background-color: white; color: #333333; font-family: "lato"; font-size: 12px; font-weight: 600; line-height: 12px; text-align: left;">Image: Rafols, I et al., Science overlay maps (taken from: </span><span style="color: #333333; font-family: "lato";"><span style="font-size: 12px; font-weight: 600; line-height: 12px;"><a href="https://www.newscientist.com/article/mg20928002-100-open-your-mind-to-interdisciplinary-research/">https://www.newscientist.com/article/mg20928002-100-open-your-mind-to-interdisciplinary-research/</a> )</span></span></td></tr>
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A recent article in New Scientist did a better job than I could to map the multitude of interdisciplinary nodes with an interactive map: (see <a href="https://www.newscientist.com/article/mg20928002-100-open-your-mind-to-interdisciplinary-research/">https://www.newscientist.com/article/mg20928002-100-open-your-mind-to-interdisciplinary-research/</a> )</div>
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<span style="line-height: 1.6;">How I would hope to support the adoption of CS if to work with other departments in school to create project based learning in a multi-disciplinary way in schools. Some ideas off the top of my head - these could be a combination of :</span></div>
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<li><span style="line-height: 1.6;">Music, Science & CS to understand sound, create digital instruments and to perform. Or to data log and represent the biometric physiological responses to music.</span></li>
<li><span style="line-height: 1.6;">Or English, Drama and Digital Media to create virtual sets and to record a dramatic short film using media studies and computing. </span></li>
<li><span style="line-height: 1.6;">Or Art and Programming.to explore the creation of generative art using programatic structures, e.g. art from code. </span></li>
<li><span style="line-height: 1.6;">Or </span><span style="line-height: 1.6;">Languages</span><span style="line-height: 1.6;"> / Social Sciences and coding to create learning apps to revise vocab or do formative testing of knowledge.</span></li>
<li>Or PE with GPS gaming with orienteering</li>
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<span style="line-height: 1.6;">Obviously if I can get SLT support and buy-in from other staff then they could probably create a whole raft of ideas. The process then would be for us to use design thinking and involve the students in the process to co-construct the projects. It is important that the subjects are "integrated where they are relevant and useful" (Ryan K, 2015)</span></div>
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<span style="line-height: 1.6;">The issue needs to include teachers from other subjects and painlessly introduce them to Computational Thinking in ways which they can see the benefit to them and their students. The CAS (Computing at school) have published a guide to Computational Thinking and Google has made an online short course</span></div>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; line-height: 1.6;"><a href="http://www.computingatschool.org.uk/news_items/26">http://www.computingatschool.org.uk/news_items/26</a></span></div>
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The position of the Digital Technology as a seperate subject is well discussed in the online podcast with Prof Tim Bell and Radio New Zealand: http://www.curiousminds.nz/discover/article/6/4/review-of-digital-technologies which states</div>
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"The education system has failed to recognise its importance and value to the NZ Economy. Currently there is no requirement to teach it. They say the place of digital technology in schools is adhoc and reliant on interested teachers who get little or no professional support."</div>
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<span style="line-height: 1.6;"><b>Issue 2: The lack of students from minorities taking STEM</b></span></div>
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Promoting STEM via my work at The Mind Lab by Unitec. I actively promote STEM and coding to all of the students (especially girls) so that they can see it is a fun and interesting career. I use resources such as Code.org Hour of Code videos and activities. At SBC I have been keen to point out the similarities from US studies which note the lack of Hispanic and African American students studying STEM & CS at University level to the NZ lack of Maori and Pacifika students studying STEM, CS and Engineering.</div>
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I supported students engaging with the Awhina programme from VUW (<a href="http://www.victoria.ac.nz/science/Awhina/">http://www.victoria.ac.nz/science/Awhina/</a>) which models Science and technology courses as viable career pathways, helping and mentoring students from Maori and Pacifika backgrounds. I have also encouraged a group of high school students to attend the Weltec Vex robotics clubs and competitions.</div>
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<span style="line-height: 1.6;"><b>Issue 3: The no. of qualified digital technology teachers in NZ - </b></span><span style="line-height: 1.6;"><b>Supply / </b></span><b style="line-height: 1.6;">Demand</b></div>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">Hopefully the </span><span style="font-size: 15px; line-height: 24px;">universities</span><span style="font-size: 15px; line-height: 1.6;"> (with Ministry support) will create teacher training programmes which address the skills and knowledge required to deliver the new digital technology curriculum, as is being done in the UK - where it is positioned as a compulsory core subject for schools.</span></span></div>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;"><br /></span></span>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">Teaching salaries are far less than those that can be gained by those with a Computer Science degree via industry. In the UK they have created bursaries of $40,000 for CS graduates however they have far too few, meeting less than 70% of their target. (Jones, M. 2014).</span></span></div>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;"><br /></span></span>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">I cannot effect much change here. Through my work at The Mind Lab by Unitec I have supported postgraduate teachers in their learning how to use new digital and collaborative tools. It is a shame that this is merely approximately one hour per week. Whilst teachers may cascade this learning back to their own schools it will not address the current need to develop staff at a senior level. </span></span></div>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;"><br /></span></span>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">I have been a vocal advocate for change in SBC and have promoted the Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning). </span><span style="font-size: 15px; line-height: 24px;">Unfortunately</span><span style="font-size: 15px; line-height: 1.6;"> many of the staff who are keen to develop themselves are already committed to either Catholic or Maori studies.</span></span></div>
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<span style="line-height: 1.6;">References:</span></h4>
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<span style="line-height: 1.6;">Ryan, K, (April 17, 2005) </span><span style="background-color: white; color: #310c04; font-family: Arial, Helvetica, sans-serif; font-size: 15px; line-height: 1;">Review of teaching of digital tech in schools, Radio Zealand podcast. Retrieved from </span><span style="color: #310c04; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 15px; line-height: 15px;">http://www.radionz.co.nz/national/programmes/ninetonoon/audio/20174948/review-of-teaching-of-digital-tech-in-schools</span></span></div>
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Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-63890390628479691242015-11-30T03:21:00.000+13:002015-12-02T07:15:35.325+13:00Activity 5 - Professional Connections MapQuestion: <span style="color: #333333; font-family: "open_sansbold" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">Activity 5: Professional connection map</span><br />
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Draw a map which demonstrates your current and potential professional connections. Based on the map, make goal(s) for extending your professional connections. </div>
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<li style="box-sizing: border-box; line-height: 1.6;">What other professional communities intersect with or lie at the borders of your own profession? What impact do these communities have on your practice and professional community?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are or what would be the benefits and challenges of working in a more interdisciplinary environment?</li>
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You need to explain the map of professional connections and evaluate one or two connections you have. This can be done in written form or using embedded media (presentation, video, etc,..)</div>
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<span style="font-size: x-large; line-height: 1.6;">My own Professional Network</span></div>
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My PREBBLE Map </h3>
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<li style="box-sizing: border-box; line-height: 1.6;">What other professional communities intersect with or lie at the borders of your own profession? What impact do these communities have on your practice and professional community?</li>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">The Royal Society NZ runs the CREST Challenge</span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> in </span><span style="font-size: 15px; font-weight: normal; line-height: 24px;">conjunction</span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> with the IITP TechHub in Schools (formally ICT-Connect). The CREST challenge allowed Y10 students to work in groups to design an app whilst being mentored by industry experts, which they then presented in a 'Dragon's Den' style to a panel of expert judges.</span></span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> </span><span style="font-size: 15px; line-height: 1.6;">The IITP TechHub in School </span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;">also brought industry experts into schools to talk to the students and tell them about the benefits and challenges of careers in the wide ranging IT fields. The impact of inviting these speakers in to my classes was to give the students a deeper and broader appreciation for how the subject may be relevant to their future aspirations. This in turn boosted morale and student engagement and so reduced </span><span style="font-size: 15px; font-weight: normal; line-height: 24px;">behavioral</span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> issue as students enjoyed the course more. More students chose the subject for their options. This increase in numbers permitted me to sway the senior leadership to allow more classes and, most significantly, to split 4 multilevel classes (Y11-13) into 5 </span><span style="font-size: 15px; font-weight: normal; line-height: 24px;">separate</span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> year level classes ( 3 x Y11, 2 x Y12 and 1 x Y13). The impact of this was to improve teacher/student contact time and in doing so improve grades. This </span><span style="font-size: 15px; font-weight: normal; line-height: 24px;">virtuous</span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> cycle</span></span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">Computer Science for High Schools by Google @ Victoria University Wellington and @Unitec<br /><span style="font-weight: normal;">These CS4HS conferences are some of the most valuable Professional Development (PD) throughout the year. They connect high school teachers and encourage the sharing of experience. The CS university professors from Cantrebury, VUW and Unitec give invluable insight and advice and help to upskill teachers through theory and hands-on workshops. The impact of these CS4HS have been I have redeveloped the curriculum in school and supported other staff to deliver the new achievement standards to Levels 1-3 (Y11-13). I have also scaffolded this by rewriting the courses for junior digital technology students to introduce basic CS and coding to Years 7-10.</span></span></span></li>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="font-weight: normal;">Individual sessions / workshops have included:</span></li>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="font-weight: normal;">codeavengers.com with Mike Walmsley</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="font-weight: normal;">Gather Workshops by Tanya Gray</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="font-weight: normal;">Arduino robotics with Elf Eldridge @ VUW ECS</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="font-weight: normal;">Mobile app development by Mahsa Mohahhegh @ Unitec</span></li>
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<li style="color: #333333; font-family: open_sansregular, 'helvetica neue', helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 22.5px;"><span style="line-height: 1.6;">What are or what would be the benefits and challenges of working in a more interdisciplinary environment?</span></li>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">Benefits:</span><br /><ol style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22.5px;">
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<li style="color: #333333; font-family: open_sansregular, 'helvetica neue', helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 22.5px;"><span style="font-weight: normal; line-height: 1.6;">removes siloed approach an allows cross-curricula project based learning that can foster students' and teachers' interests. Students can combine interests in other subjects an take a more Renaissance approach, e.g. combining Arts and Science or STEM, or music and digital technology. </span></li>
<li style="color: #333333; font-family: open_sansregular, 'helvetica neue', helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 22.5px;"><span style="font-weight: normal; line-height: 1.6;">encourage student collaboration through modelling best practice of staff collaboration</span></li>
<li style="color: #333333; font-family: open_sansregular, 'helvetica neue', helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 22.5px;"><span style="font-weight: normal; line-height: 1.6;">staff will gain a better overview of the students' experiences in other subjects and how they relate to them</span></li>
<li style="color: #333333; font-family: open_sansregular, 'helvetica neue', helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 22.5px;"><span style="font-weight: normal; line-height: 1.6;">students will have opportunity to experience more realistic multi-disciplinary teamworking as this is the 'norm' in industry.</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 1.6;">staff will benefit from up-skilling in </span><span style="font-size: 15px; font-weight: normal; line-height: 24px;">tangential</span><span style="font-size: 15px; font-weight: normal; line-height: 1.6;"> subjects</span></span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 1.6;">students can explore their interests and passions and make real world links with their community through project based learning.</span></span></li>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">Challenges: </span><br /><ol style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22.5px;"><ol>
<li><span style="font-weight: normal; line-height: 1.6;">time allowance for planning, moderation, </span></li>
<li><span style="font-weight: normal; line-height: 1.6;">time pressures from timetables currently split into sigle lessons</span></li>
<li><span style="font-weight: normal; line-height: 1.6;">resistance from existing siloed stakeholders, parents, students</span></li>
<li><span style="font-weight: normal; line-height: 1.6;">to balance the project so that the other disciplines are not used tokenistically, as is sometimes the case when other subjects use ICT non critically, e.g. "make a poster" or use wikipedia for research.</span></li>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></h4>
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Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from <a href="http://www.albany.edu/cela/reports/mathisonlogic12004.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">http://www.albany.edu/cela/reports/mathisonlogic12004.pdf</a></div>
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<span style="font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Noble, </span><span style="font-family: "arial" , "helvetica" , sans-serif;">A (2014, June 13). <a href="http://google-au.blogspot.co.nz/2014/06/cs-x-whats-your-x.html" itemprop="url" style="color: #444444; line-height: 2em; text-decoration: none;" title="CS + X: What's your X?">CS + X: What's your X?</a> </span><span style="font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">Retreived from </span><a href="http://google-au.blogspot.co.nz/2014/06/cs-x-whats-your-x.html" style="font-family: open_sansregular, 'helvetica neue', helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 1.6;">http://google-au.blogspot.co.nz/2014/06/cs-x-whats-your-x.html </a></div>
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TEDx Talks (2001, April 6). TEDxBYU - David Wiley - An Interdisciplinary Path to Innovation. [video file].Retrieved from<a href="https://www.youtube.com/watch?v=5ytjMDongp4" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration: none;">https://www.youtube.com/watch?v=5ytjMDongp4</a></div>
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Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-4096820067307201842015-11-30T03:03:00.000+13:002015-12-02T07:15:35.314+13:00Activity 4 - Communities of Professional Practice<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<i><b>I was asked to proved answers to any three of these provocations:</b></i></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Who are the stakeholders of your professional community? In what ways do they influence your practice?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are the current issues in your community? How would you or your community address them?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What is the purpose and function of your practice? In what ways do you cater for the community of your practice?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are the core values that underpin your profession and how?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are key theories that underpin your practice and how?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What are the challenges that you face in your practice?</li>
<li style="box-sizing: border-box; line-height: 1.6;">What changes are occurring in the context of your profession? How would you address them?</li>
</ol>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">---</span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><b>I have chosen the following to expand upon:</b></span></span></div>
<div>
<ol style="box-sizing: border-box; color: #333333; font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 22.5px;">
<li style="box-sizing: border-box; line-height: 1.6;"><span style="color: #e69138;">Who are the stakeholders of your professional community? In what ways do they influence your practice?</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="color: #e69138;">What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="color: #e69138;">What changes are occurring in the context of your profession? How would you address them?</span></li>
</ol>
<div>
<h4>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">1) Who are the stakeholders of your professional community? In what ways do they influence your practice?</span><br /><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">Within the college my department team which includes myself a FT specialist digital technology teacher and three other part time digital technology teachers who have other teaching commitments in Languages, Mathematics, Art and Technology. This provides a good cross-curricular perspective. My HoD is also network manager and in the Senior Leadership Team so I am lucky that he is a good Transformational leader who facilitates what we need.</span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><br /></span></span>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">The school is a decile 6 catholic state integrated Marist boys' school so other stakeholders include the students, parents, teachers, SLT, the principal and the Board of Trustees.</span></span></h4>
<h4>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">The school roll is currently 660 boys from Y7-14. The Ethnic composition is as stated in the previous ERO document (<a href="http://www.sbc.school.nz/2014_Mailout/SBC-ERO-15-01-2014.pdf">http://www.sbc.school.nz/2014_Mailout/SBC-ERO-15-01-2014.pdf</a>):</span></span></h4>
<h4>
<ul>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Māori - </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">15%</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">NZ European / Pākehā - </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">48%</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Pacific - </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">20%</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Asian - </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">13%</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Other ethnic groups - 4%</span></li>
</ul>
</h4>
<h4>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">The Cardinal is the proprietor of the school. As a function of the school's special character my practice is influenced to support the ethos and charisms of the school through the Five Marist Pillars: </span></span></h4>
<h4>
<ol>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Love of Work, </span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Family Spirit, </span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">Simplicity, </span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">In the Way of Mary </span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;"> Presence. </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">T</span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">his manifests through a Servant Leadership model. (Greenleaf, 1970). </span></li>
</ol>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><br /></span></span>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">Within the digital technology realm of tertiary education I am grateful for the support of the NZ universities and Google through their involvement in Computer Science for High Schools (CS4HS). This has provided invaluable professional development in the new digital technology achievement standards, for example I am grateful to Prof Tim Bell of Canterbury, who wrote CS Unplugged (</span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><a href="http://csunplugged.org/">http://csunplugged.org/</a>) and the CS Field Guide (<a href="http://www.csfieldguide.org.nz/">http://www.csfieldguide.org.nz/</a></span></span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">) and Elf Eldridge's Engineering Outreach (</span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><a href="http://wgtnengroutreach.blogspot.co.nz/">http://wgtnengroutreach.blogspot.co.nz/</a></span></span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">).</span></h4>
<div>
I am also influenced by the resources, advice and support of my peers, fellow teachers in <span style="background-color: white; color: #545454; font-family: "arial" , sans-serif; font-size: x-small; line-height: 14.56px;">The New Zealand Association for Computing, Digital and Information Technology Teachers</span> (<a href="http://www.nzacditt.org.nz/">www.NZACDITT.org.nz</a>) </div>
<div>
<br /></div>
<div>
From further afield I am able to listen to the podcasts and follow the news from The Computer Science Teachers Association in the US (<a href="http://www.csta.acm.org/"><span style="background-color: white; color: #006621; font-family: "arial" , sans-serif; font-size: 14px; line-height: 16px; white-space: nowrap;">www.</span><b style="background-color: white; color: #006621; font-family: arial, sans-serif; font-size: 14px; line-height: 16px; white-space: nowrap;">csta</b><span style="background-color: white; color: #006621; font-family: "arial" , sans-serif; font-size: 14px; line-height: 16px; white-space: nowrap;">.acm.org</span></a>) and Computing at Schools in the UK (<a href="http://community.computingatschool.org.uk/door">http://community.computingatschool.org.uk/door</a>)</div>
<h4>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><br /></span></span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">2) What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?</span></h4>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-weight: normal;">I worked professionally as a web designer / graphics designer and editor and I thought I understood the IT industry, however, it wasn't until I retrained as a specialist ICT teacher that I properly learnt about spreadsheets, relational database management, programming and computer science. Since my involvement with CS4HS I have gained a deeper understanding of Computational Thinking (<a href="https://www.blogger.com/goog_1864882943">see CAS for a teachers' guide - </a></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://community.computingatschool.org.uk/resources/2324"><span style="font-weight: normal;">http://community.computingatschool.org.uk/resources/2324</span></a><span style="font-weight: normal;"> </span></span><span style="font-family: "arial" , "helvetica" , sans-serif; font-weight: normal;">)</span></h4>
<h4>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">The broader professionnal context includes the issue that NZ needs to develop its information economy and this is hampered by falling numbers of students choosing Science Technology Engineering and Mathematics (STEM) subjects at university. Global initiatives in the USA, UK, Germany and Australia mirror those in NZ to promote CS and STEM. (see the Hour of Code at </span><a href="http://www.code.org/" style="font-size: 15px; font-weight: normal; line-height: 24px;">www.code.org</a><span style="font-size: 15px; font-weight: normal; line-height: 24px;">) and to promote these to students of increasingly young ages.</span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><br /></span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">In NZ we are lucky to have corporate involvement to rectify the issue through the Institute of IT Professionals (IITP) 'TechHub in Schools' programme (</span></span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><a href="http://techhub.nz/">http://techhub.nz/ </a></span></span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">) and the Institute of Professional Engineers NZ (IPENZ) 'Future in Tech' programme (</span><a href="http://www.futureintech.org.nz/" style="font-family: open_sansregular, 'Helvetica Neue', Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">http://www.futureintech.org.nz/</a><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; font-weight: normal; line-height: 24px;">)</span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;">Both of these programmes give students access to IT & Tech professionals' experience and expertise, enabling them to make informed career choices. I have accessed these to bring industry speakers in to the classroom so that students can gain authentic insight into the benefits and realities of IT & STEM careers, such as remuneration, international travel, challenge of upskilling, reward of doing valuable work</span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><br /></span></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://blog.shara.co/wp-content/uploads/2014/09/08_LeGrandBalcon05.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://blog.shara.co/wp-content/uploads/2014/09/08_LeGrandBalcon05.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A picture from The Little Prince, which shows the difference between childlike perception and adult perspectives, e.g. adults see a hat, but the Little Prince sees a snake that has swallowed an elephant.</td></tr>
</tbody></table>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; font-weight: normal; line-height: 24px;"><br /></span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><br /></span></div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">3) What changes are occurring in the context of your profession? How would you address them?</span></h4>
</div>
</div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I am reminded of an expression, "Q) How do you eat an elephant? A) one bite at a time".</span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">The biggest (seemingly insurmountable) change which is </span><span style="font-size: 15px; line-height: 24px;">occurring</span><span style="font-size: 15px; line-height: 1.6;"> is the implementation of the new digital technology achievement standards which has required teachers to upskill and school to totally rewrite the curriculum and assessments. I have addressed this challenge through a three phase development plan, upskilling in a new area each year:</span></span></div>
<div>
<ol>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">web design with HTML 5, CSS 3, computer science (CS)</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">relational database management and Level 1 & 2 programming (Scratch, Python & Javascript)</span></li>
<li><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;">Level 2 & 3 programming (Python), jQuery web development, mobile app development</span></li>
</ol>
</div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;"><br /></span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">I am currently learning basic electronics and Arduino (programming in BlocklyDuino & C) to allow students to combine hardware and software in robotics and the application of coding and programming. The only way to address them is with a growth mindset (Dweck, ) and patience.</span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;"><br /></span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 1.6;">From the quote above in reference to a CS context I would adapt to "Q) how does a Python eat an elephant? A) one byte at a time"</span></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;"><br /></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 1.6;"><b>References:</b></span></div>
<div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">https://www.greenleaf.org/what-is-servant-leadership/</span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">SBC ERO Review, 2014 retrieved from http://www.sbc.school.nz/2014_Mailout/SBC-ERO-15-01-2014.pdf </span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="color: #333333; font-family: open_sansregular, helvetica neue, helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 24px;">http://www.flyertalk.com/the-lobby/the-little-prince-beckons-at-le-grand-balcon</span></span></div>
Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-6908179180817786062015-11-30T01:56:00.001+13:002015-12-02T07:15:35.328+13:00Activity 3 - Reaction to Linda Finley's "Reflecting on ‘Reflective practice’ "<h2>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></h2>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/5/54/A_mirror_Droste_effect_20140211181417.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="426" src="https://upload.wikimedia.org/wikipedia/commons/5/54/A_mirror_Droste_effect_20140211181417.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Droste mirror effect - https://commons.wikimedia.org/wiki/File:A_mirror_Droste_effect_20140211181417.jpg</td></tr>
</tbody></table>
<h2>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></h2>
<h2>
<span style="font-family: Arial, Helvetica, sans-serif;">Recursion: my reflection on her reflection on 'reflective practice'</span></h2>
<span style="font-family: Arial, Helvetica, sans-serif;">It is all cyclical. What goes around comes around... like karma. Right thought, right speech, right action. What I read in that journal reminded me of my initial teacher training, which was to consider learning as a four stage process and we should strive to improve and refine the experience, much in the way of agile development.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/thumb/7/7a/PDCA_Cycle.svg/350px-PDCA_Cycle.svg.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="217" src="https://upload.wikimedia.org/wikipedia/commons/thumb/7/7a/PDCA_Cycle.svg/350px-PDCA_Cycle.svg.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Deming Cycle, image under CC license Wikimedia</td></tr>
</tbody></table>
<span style="font-family: Arial, Helvetica, sans-serif;">To be fair I think I am lucky because when I studied for my Postgraduate Certificate in Education in Applied ICT (Y7-14) at Sheffield Hallam University. I found my first placement school (Yewland's Technology College) provided excellent professional development. I went on to get my first teaching position there and I recall the Head presented a session on PDSA (Plan, Do, Study, Act) which is essentially a model of reflective practice which mirrors the <a href="https://en.wikipedia.org/wiki/PDCA">Deming cycle</a>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Since this was one of my formative teacher training experiences I have found it to be an ingrained approach, one which I had (wrongly) assumed all teachers did as either a formal inquiry or at least as a thought exercise throughout their teaching practice.</span><br />
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<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Triadic Coaching</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif;">I was also fortunate to be involved in coaching triads which were non-hierarchical (e.g. not with a HoD or line manager so you would not be restricted by insecurities of an appraisal process) and involved teaming up with staff from other departments (even admin) who non-judgmentally observed my lesson with a co-constructed aim and helped facilitate reflective practice by only offering questions rather than comments or judgments, this helped us to question our own assumptions with the benefit of an impartial observer's 'other' perspective. For example, I may have been initially overly self-critical of the success of a lesson by focusing on the negative behaviour of one or two students but the buddy would ask, "how many students were on task at that point?" which would help to direct your reflection to other areas of success, or they may ask, "how did you feel at that point and how could you deal with that differently in the future". This essentially mirrors <b>Gibb's Reflective cycle</b> (Gibbs, 1988) as described in the journal (p8, </span><span style="background-color: white; color: #222222; font-size: 13.2px; line-height: 18.48px;"><span style="font-family: Arial, Helvetica, sans-serif;">Finlay, L., 2008)</span></span><br />
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">The Dark Side of Reflective Practice is tempting</span></h3>
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<tr><td><a href="https://farm8.staticflickr.com/7189/6900760165_87ca4fa5be_o_d.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="229" src="https://farm8.staticflickr.com/7189/6900760165_87ca4fa5be_o_d.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;">"Come to the Dark side - we have cookies"<br /> licensed by CC from https://www.flickr.com/photos/zizzy/6900760165<br /></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">I think that the comments on the dark side of reflective practice are substantively true. I have witnessed staff derisively avoid reflective discourse as irrelevant 'navel gazing' and to somewhat arrogantly dismiss the failures in their classroom as being merely the fault of the student or the student's circumstances. Their thinking follows the logic that they consider themselves as teachers to be powerless to affect a changes. This failure to examine their own assumptions effectively disengages them from the whole process and they see their role to tell the student what to do and the student's to merely follow instructions.. I have also heard other staff use it as a blame game and a tick box routine. Thankfully there is "A New Hope" through teaching inquiries. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I have used my HoD as a sounding board for the solitary reflections I have done in response to student feedback, observation and results data and my suggestions in how to improve the course have largely been agreed upon and actioned. We have brought about systemic change that has gone through multiple iterations of PDSA.</span><br />
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References</h3>
<span style="background-color: white; color: #222222; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13.2px; line-height: 18.48px;">Finlay, L. (2008). Reflecting on ‘Reflective practice’. Open University, Practice-based professional learning centre. Retrieved June 16, 2015, from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf</span>Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0tag:blogger.com,1999:blog-7730234620626524571.post-30531370534349531322015-11-30T00:45:00.001+13:002015-12-02T07:15:35.308+13:00Activity 2 - Reflective Practice<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/4/4e/Flat_metal-coated_beamsplitter.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="291" src="https://upload.wikimedia.org/wikipedia/commons/4/4e/Flat_metal-coated_beamsplitter.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #333333; font-family: sans-serif; font-size: 20px; line-height: 36px; text-align: start;">Aluminum coated beam splitter.</span> <a href="https://en.wikipedia.org/wiki/Beam_splitter#/media/File:Flat_metal-coated_beamsplitter.png" target="_blank">wikimedia </a>(Zaereth 2011)</td></tr>
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<h2>
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span></h2>
<h2>
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">Reflection on my last 24 weeks of study. </span></h2>
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<tr><td style="text-align: center;"><a href="https://c1.staticflickr.com/3/2439/4031039030_008c293773.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="285" src="https://c1.staticflickr.com/3/2439/4031039030_008c293773.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The spiral model of reflective practice <br />
(based on Clements, 1999). <a href="https://www.flickr.com/photos/43413412@N03/4031039030" target="_blank">Image CC from Flickr</a><br />
(Soma, 2009)</td></tr>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I have really enjoyed this course. To be fair the course design was covering many of the topics I was already interested in, however, in doing this course I have researched the theory behind them and feel I can back them up as evidence-based practice, rather just a hunch.</span><br />
<h4>
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">Three things you have learned about yourself as a learner (metacognitive process)</span></h4>
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I used to see my perfectionism as a strength, however, now I see it as a challenge to overcome. I struggled to accept work that was not polished and refined so I did not enjoy the short time constraints of collaborative class activities because for me the satisfaction was not in the completion, but it completing a piece to a high standard. This has been difficult for me to adjust to in terms of 'just in time" teaching or handing in work (even in a rough state) was better than not handing it in. These last two assignments are testament to this.<br /> </span><br />
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I now consciously adopt Carol Dweck's "growth mindset" (Dweck, 2013) in order to accept my failings as temporary setbacks rather than summative confirmations of 'talent' or lack thereof. I believe I can learn just about anything with enough resources, time and focus. I am enjoying learning things like Arduino which I used to consider 'too hard'.</span><br />
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span>
<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">I realised that I was on the right lines with my experiments with blended learning and flipped learning models. I can now more effectively use online learning resources such as <a href="http://www.codecademy.com/">CodeCademy </a>or <a href="http://codeavengers.com/">CodeAvengers.com</a> in my teaching and have strategies to use summative quizes to guage learners progress. I also realise that whilst I like to learn visually from a wide range of resources, much like a sketch artist or watercolourist painter who uses broad brush strokes to get the big picture and iteratively build in detail. I realise that that doesn't work for others who may feel over whelmed by too much information if there is an embarrassment of riches from too many possible sources.</span></span></span><br />
<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">I realise the need to apply <a href="http://inclusive.tki.org.nz/guides/universal-design-for-learning/">UDL </a>(Universal Design for Learning) principles as digital natives are not lazy but lack attentions spans from the overwhelming abundance of information in the digital realm and social media. Multi-tasking is a coping mechanism. I have learnt that it is not terribly effective and I need to monotask and set myself personal Kanbans to work through tasks,</span></span></span><br />
<h4>
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span><span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">Three key changes in your own practice:</span></h4>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I no longer feel that I must be the "Sage on the Stage". I am prepared to learn from the students too - akonga can teach / learn together. I am better able to facilitate rather than teach. To pose questions rather than supply answers. I can emotionally deal with lack of certainty and feel happier seeing the students struggle and fail. </span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">In order to better manage the students' learning I am using data from online teacher dashboards like in <a href="http://code.org/">Code.org</a> so that I can help those who are trying to fly under the radar. I have encourage students to enter competitions such as the IITPTechHub & RSNZ CREST Team Bronze Awards.</span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I have encouraged 20% time, student agency and choice of projects and encouraged peer programming and project based learning and teamwork.</span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;">I have adopted <a href="https://en.wikipedia.org/wiki/Agile_software_development">agile </a>methods with frequent customer feedback (with pivots if necessary) rather than a strict waterfall approach to planning the curriculum. I used to use Design Thinking through an <a href="https://en.wikipedia.org/wiki/ADDIE_Model">ADDIE </a>approach, however the waterfall method meant there was no going back and reflection at the end of the teaching learning was too late for changes in the current cohort's experience.</span></div>
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px; line-height: 24px;"><br /></span></div>
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<tr><td style="text-align: center;"><a href="http://farm9.static.flickr.com/8262/8698130752_4259ea0a9e.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://farm9.static.flickr.com/8262/8698130752_4259ea0a9e.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Creative Commons - <a href="https://www.flickr.com/photos/pictoquotes/15036483126" target="_blank">Flickr </a>from http://www.speedofcreativity.org (Hinckley, 2014)</td></tr>
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<div>
<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">I encourage students to persevere. I used to see this as essentially a question of character or lack of gumption. I used to think students were too often predisposed to give up. But now I see it is important for me as the teacher to model the framing of failure as an important step in the process.</span></span></span></div>
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<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><br /></span></span></span></div>
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<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">I now actively encourage the F.A.I.L. acronym: <b>F</b>irst <b>A</b>ttempts <b>I</b>n <b>L</b>earning. I also encourage more Constructivist exploratory learning rather than teaching and lecturing. However, I don't think that this works for all students for deep and detailed content (infinite failure and barking up the wrong tree is wasteful of resources - not everyone is an autodidact) unless it is carefully guided scaffolded.</span></span></span></div>
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<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><br /></span></span></span></div>
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<span style="background-color: white;"><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">I have reflected that the key to good teaching is more than just subject knowledge it is also knowledge of your students and having positive relations with them. It is summed up nicely in this blog: </span></span></span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><a href="http://www.speedofcreativity.org/2015/11/26/students-need-teacher-relationships-not-just-adaptive-software-videos/">http://www.speedofcreativity.org/2015/11/26/students-need-teacher-relationships-not-just-adaptive-software-videos/</a> which posits that <a href="http://khanacademy.org/">KhanAcademy.org</a> algorithms alone cannot replace teachers because as social creatures we need socialisation in education.</span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><br /></span></span>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;"><b>References:</b></span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">Hinckley, G.B. August 29, 2014. You have not failed until you quit trying. Retrieved from <a href="https://www.flickr.com/photos/pictoquotes/15036483126">https://www.flickr.com/photos/pictoquotes/15036483126</a></span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 15px; line-height: 24px;">Soma, D.J. OCtober 20, 2009. Reflective Practice Spiral. Retrieved from <a href="https://www.flickr.com/photos/43413412@N03/4031039030">https://www.flickr.com/photos/43413412@N03/4031039030</a></span></span><br />
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;">Zaereth, March 23, 2011. </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;">"Flat metal-coated beamsplitter" </span><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif;">- Own work. Licensed under CC0 via Commons - Retrieved from <a href="https://commons.wikimedia.org/wiki/File:Flat_metal-coated_beamsplitter.png#/media/File:Flat_metal-coated_beamsplitter.png">https://commons.wikimedia.org/wiki/File:Flat_metal-coated_beamsplitter.png#/media/File:Flat_metal-coated_beamsplitter.png</a></span></div>
Mr Harrisonhttp://www.blogger.com/profile/11949308287003549927noreply@blogger.com0