CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 4

I've used a number of online storage and syncing devices. Given I work across various school systems it gives me the advantage of having all my relevant files in the one central location.

Skydrive is my preferred device at the moment because it is linked to my hotmail account which I use more frequently than other email addresses but also I keep documents in a more confidential setting as well.

However in more professional settings, I have been moving towards Google Drive as I have professional accounts that are hosted by Google. I'm more likely to share files with colleagues and students through Google.

I have hosted files online that I have used for teaching purposes. Yes as a casual teacher I have done it. Recently a teacher went on two weeks long service leave at one school. I took his classes plus other classes that required supervision.  He decided to set the work for the entire period for his Year 10 and 11 Classes. I responded to this by creating a set of instructions including the work in pdf documents. I then hosted the instructions on Google Drive to save time writing the work on the board each lesson but also to allow for constant access to the work, whether in the classroom or school. Because I noticed the urls were so long, I created simple URL's with tinyurl.com to make it even easier to access. These were given to the students. Very quickly they downloaded their own copies straight to their devices whether it was their laptop, classroom desktop, or tablet. Yes I kept up a copy right in front in case on the smartboard.

On an Ipad, there are limitations to accessing Skydrive. You must have an internet connection. Google Drive however will allow you to download whatever files you want for offline viewing, yet remain in the app. Again an internet connection is required for effective

For this module, I've decided to give Dropbox a go and I am keen to explore it a little further.

Syncing an Ipad is fairly straightfoward. It can be a timely process as I update apps, and organise the layout to suit it to my needs.

As for annotating pdfs - I downloaded a free app known as IDocuments. An excellent feature of it is its ability to allow you to download documents straight from a file sharing website. As an amateur photographer, I can find some real use with it if I want to use my photos in any aspect of teaching especially if I want to present them as a pdf file and then be able to let students etc to annotate them. Its weakness is its ability to allow one to type text. That cannot be done just yet. Otherwise its your fingers that will have to do the talking.

I feel at this stage, such apps are still in "development" phase. I felt the options available are a bit limited at the moment.

ACMA Cyber[smart;] PD Day - November 21

Last month I attended an ACMA (Australian Communications and Media Authority) Professional Development Day at North Sydney focusing on Cybersafety.

It is a course that I will recommend to all teachers because you will be surprised at the insights that are provided into Cybersafety and how we should promote it in the classroom and wider school community. You are guided through possible strategies and approaches to deal with responsible digitial citizenship. 

The day also provided an excellent opportunity to reflect on how I and the schools I'm involved with promote Cybersafety. Now it is up to me to implement those ideas. 

It was great to also hear how those at other schools approach the issue of cybersafety (both strengths and negatives). This is not the place to disclose them. It is great food for thought in my teaching. 

Our presenter (Lesley Harrison) clearly identified some of the trends and issues facing our young ones in the use of digital technologies including sexting, cyberbullying, knowledge of technology, underage access to websites and social networking and accessing content. 

Being young, they lack the understanding of what they do online stays with them for life through their digital footprint. Being teachers, we have to help them understand what they do today online will remain with them for life. It can harm them later in life. Thats why effective Cybersafety programs are important. I will have to always remind students of this.  

We as teachers were also reminded of how we should approach technology in our professional relationships with the students and the possible risks associated with using them. Also as professionals we are reminded about protecting ourselves online. Students just need to Google your name and walla all the information about you can be there. Information that you may not want others to know may be in easy reach. So be careful and this will probably be a future blog entry in itself. 

Another aspect that was covered well as how one can incorporate cybersafety and responsible digital citizenship into the classroom in any key learning area and in a pastoral and welfare program. It is very easy to do, believe me. I didn't feel challenged when considering that for a library program. 

Also I was amazed to learn about some of the tools that our children and teens do use that I had not heard of and how popular that they have become. I'll need to explore them much further. 

Waverley College Reflection 2013

This is an opportunity to reflect on the term that was (Term 3) and to list some of my key achievements:

Achievements

• Involved in the setup of the reading list for the NSW Premier's Reading Challenge including stickering listed items. I think I managed to do about 300 items on my own. 
• Facilitating Overdrive E-Book presentations to Year Nine Students - This included the creation and publication of support materials on the library webpage on Haiku. 
• Updating library databases.
• Facilitating the Homework Club after school for four afternoons per week. 
• Responsibility for a roll call group. I got to establish a good rapport with the students in that group. 
• Recommending items for addition to the E-Book collection through Overdrive. 
• Promote the Annual Writing Competition for 2013 including creation of posters and promoting it to English Teachers. 

The most important aspect of this role would end up taking half of the term. This was the relocation of the library to a temporary site while awaiting construction of a new permanent location. Even before the move, I had begun some tasks including shelf checks of the non fiction collection, some weeding (Term II) and relocation in anticipation of movement. Relocation was aimed for start of term, but the date was pushed back several weeks due to construction delays

There were the general setup duties e.g. shelving collections and shelf checks. As the setup continued, we also had to reconfigure shelf allocations as the numbers of available shelves had changed (particularly non fiction) where more shelves were allocated than planned. As I mentioned back in October, this became challenging and was able to work around it with ease. 

After the store room was ready, I was then given the responsibility to set it up. 

With the library closed (except for study classes and Homework Club), we also managed to do some testing of the new facilities and sort out the teething problems such as our new monitors. I was able to produce a Powerpoint Slide to welcome students to the new facility. 

I was fortuante to attend the official opening on November 14, and was able to explain to those present some of the new features of the new facility. The general feedback was quite good.

Reflection

I look back and I think the most important skill or activity to me was the library relocation. As a Teacher Librarian, I have to be able to effectively setup and manage a learning space, just like a classroom teacher would do for their classroom. I attained skills in how to effectively setup a library space and had to consider the challenges and limitations based on the resources and spaces that were available to my colleagues and myself. This also requires consideration of the latest trends in learning and library management. As the library was slowly opened for student use (though not fully even by terms end), the effectiveness of our setup could be measured based on the library users experiences e.g. seating arrangements for booked classes. Like a classroom, we have to manage student behaviour. I found the new layout actually encouraged better management. The computer areas were not in a classroom like setting anymore and all screens were easily visible. I could keep a presence that looked "minimal" to the student yet I could see what they were doing. If suspicious, I could move closer as needed. 

In the preparation stage, the shelf check made my work much easier down the at the new site, as I had already ensured that the items were in order. 

I still may prefer printed literature but I've slowly begun to embrace it in an electronic format such as viewing school newsletters, magazines and newspapers online through an Ipad which I purchased mid year. Through the Overdrive Sessions and recommending resources for inclusion in that collection, I begun to apprecipate the reading options available through that medium. Students have much more to gain from it because it allows them to read on devices that normally appeal to them like a tablet computer or their smartphone. It removes some of the "baggage" that comes with having to read.  However I felt that Overdrive itself is still limited in the literature available. Australian Literature is limited at the moment and I hope they add more. However it did open me to new items that otherwise may not be available to them. 

As for the Homework Club - I will take this to any school that I work full time in or retain if such a service is already offered. I think having a service like this to students helps them with their learning. Apart from having access to full library services, it gives students a chance to consult me or library staff in a more relaxed setting. We dont have the time limitations that before school or lunch brings. Teachers can come in and do seminars or assist students for instance (It didn't happen in Term 3 but I'd support it). It gives the students an option to complete homework or study in relaxed and familar settings with support right at hand. Even I felt more relaxed for some reason as well. I liked being available to help the students as needed. 

CEO Sydney ILe@rn with Mobile Devices - Ipad 2 - Module 3

This entry is being done on the Ipad which is already jumping a step ahead with the next module. I'll reflect on that a little later.

For my evaluation of an app, I have decided to evaluate Popplet. I have included a copy of the evaluation for your viewing. 

My scan will includes my evaluation and suitability for the app. The limitations of Ipads do let the app down at the moment. I do see potential once such updates to software to support the app are done. Because of these limitations, it has hard to access relevant support pages which cannot be viewed on an Ipad at this stage.

Learning wise, it does have potential for classroom learning and as a Teacher Librarian would recommend it across any Key Learning Area. 

Within the context of the ILe@rn framework, I chose the app because it supports the development of Information Literacy Skills (ILS) relating to the communication of information. Within the framework it addresses communication and collaboration skills through communicating ideas (brainstorming notes). This includes mind mapping, which requires the student to complete notes in their own words to communicate their understanding of the ideas and/or concepts. It can be done either individually or in collaboration with their peers. It also supports critical thinking as mind mapping requires the student to identify linkages and relationships with the content that has been learned. As a teacher it allows me to assess student understanding of content as through use of the app they are communicating their own ideas.

CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 2

I currently have IOS7 installed on my Ipad. This has meant that how you use Safari has changed significantly.
For instance the book icon which has been the bookmark feature is only used to help you find a bookmark. Instead you have to tap the "Share" icon just to the left of the URL:

You are then given options. You can email the link or post it on social media. To bookmark, you tap on the "bookmark" icon on the bottom left. To webclip, tap on the "Add to Home Screen".

With webclips on IOS7, I found a useful video that gives you step by step instructions in case you are not sure of what to do.



I thought web clips were useful because it allows me to be able to tap straight through to a website straight away, particularly a website that I might use frequently. It almost feels like an app on its own.

The chapter in the IOS5 manual that is of most importance to me as a teacher is IBooks (Chapter 22 for IOS5). I checked for IOS7 and its the same chapter. With E-Books on the rise (and other learning resources going electronic), it is important that I am able to guide students that may wish to read books in an electronic format. It is even handy too for viewing pdf files as many learning resources are presented in this format and can be synced into IBooks. In addition, I can guide the students in utilising features that can support their learning such as the inclusion of bookmarks and being able to place notes wherever on the text. Thank goodness that a book cannot be vandalised or wrecked in an electronic format and makes understanding content that little easier. Collections can be organised according to individual subjects and interests. However at this stage it doesn't link into E-Book library collections like Overdrive which I am accustomed to.

CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 1

I've decided to do another E-Learning Course that is being provided through the Catholic Education Office Sydney. This year, I've decided to do the Ipad 2 course. This comes after doing a very interesting and informative Web 2.0 Course which I would recommend to those working in Catholic Schools within the Sydney region.

This also comes on the back of purchasing an Ipad over the past few months and keen to use it for educational purposes. I already have used it as a means of marking rolls in schools through the Sentral Program which is a start or for simple notetaking during staff meetings.

In my casual/temporary work at Waverley College as teacher librarian, I have used Ipad's in providing library services such as searches for OPAC during Wide Reading periods and when a student wishes to borrow a book. Also the school has been encouraging students to embrace E-Books through the E-Book Collection on Overdrive. Last term, I facilitated sessions to several Year 9 classes on how to access Overdrive.

In responding to the first module, this has been easy for me as being an owner of an Ipad, I am already familiar with a number of its key features.

If there were three new things I learn't, this is what I would have for this module:

1. Being able to split the keyboard in two. I do have a wireless keyboard that I tend to use when typing emails, notes etc but for little messages etc, I do use the touchscreen keyboard. It is more a comfort for my hands. Splitting the keyboard allows for better movement of my hands and if I want, I can use the thumbs only. Even being able to move the keyboard around the screen comes in handy as well.
2. Screenshots - I've never seen the need to take screenshots as I have used an Ipad more for recreation but I had no idea that the feature is there if I need it. It will come great for any "How to" guides that I might create or for troubleshooting when the Ipad plays up.
3. Highlighting & taking notes from text - It is nice to be able to highlight and create notes without making a mess particularly if I see something that I think is important. 

Aspergers Syndrome

During the Easter Weekend this year, Good Weekend (The Sydney Morning Herald & The Age) had a feature report on how Aspergers Syndrome is now regarded as "cool" to have and also looked at how this form of Autism impacts on those who suffer the condition and their families.

What has concerned me as of late are plans to classify it as a remove Aspergers Syndrome from the Autism Spectrum and classify it as a "social anxiety disorder". This has implications for sufferers, their families and for us as teachers.

My mother, a teachers assistant has attended inservices on Autism and has amassed a collection of resources relating to Aspergers Syndrome.

I also have done my own research as part of my university studies plus I also have read the book "The Complete Guide to Aspergers Syndrome" by Dr.Tony Attwood. It is a must read.

I do have a huge interest for Special Education hence my interest. If I wasn't going to be a teacher librarian, I'd most likely be a Special Education Teacher.

At least 1 % of children have Asperger Syndrome. Some of the characteristics found in those with the syndrome include:

• Obsession with routine and order.
• Special interests which can be obsessive.
• Difficulty understanding non verbal communication.
• Poor social skills.
• Difficulty controlling emotions.
• Academically they perform at average or above average levels.
• Difficulty with fine motor skills.
• Can be clumsy.
• Hypersensitivity with their senses (taste, sight, smell, touch, hearing)

There is not just a social or mental impact, but there is a physical side too.  If it was to be classed as a "social anxiety disorder", then how is one to account for the broader characteristics of Aspergers Syndrome within the definition?

To move Asperger Syndrome away from the Autism spectrum I feel will impact on students with the condition within the classroom because I feel that they will be denied the support that they might have under the current definition.

Flickr - A photographers dream?

I love my recreational photography and enjoy sharing photos on the Ozscrapers forum of cityscapes, architecture and more.

Until recently, I had been using Imageshack but had found for instance that you could not organize photos effectively with a 100 photo limit per album nor your edits with the images would be recognized. I found I would rotate an image and then the photo was "out of service" with the change or edit not accepted.

I enjoy the relative freedom that Flickr gives you in terms of editing your images and organizing them into sets. There is no limit to how many photos can be placed in a set for instance and hundreds of photos can be viewable on the one page. Few clicks are needed to reach your image.

The 1TB of storage space (and its free) should serve me well for a long time. My ten years of photography has only taken 100GB of my hard drive unless I opt for bigger photos. Even if you are not an active photographer, the 1TB is extremely generous compared to your rivals. You could easily fit a lifetime of photos within the 1TB.

Another big advantage is the fact that it allows for third party apps that allow you to control how you use flickr and even let you use the desktop to do so. The options are completely endless. The apps also allow you to be creative with the images. You can make albums, create effects and mosaics. For those like me who have many photos, desktop managers allow the albums to be managed on the desktop and are automatically synchronized. Upload managers allow you to upload a countless number of photos, much more effectively than the website upload feature (200 photos max per upload).

As a classroom resource, I would highly recommend it for photo hosting or to host any visual files that might support ones learning. I think the fact that the user can have a lot of control and flexibility allows it to be use effectively as well,

I'm obviously continuing to learn about its features and obviously if anything of interest pops up, I'll comment on them.

A few links of interest are included if you are interested in downloading apps to support the Flickr experience. However you may find that some are no longer available for download.

The App Garden (Flickr hosted)
Hongkiat.com
"Flickr Toolbox"

My Fix to shelving books in setting up a library

One challenge faced in the setup of the library last term was how to allocated shelves for items belonging to a collection.

My colleagues and I were given a list of shelves and bays to be allocated to items within the fiction collection. It based on the allocation of items within the former site We stuck to it to begin with, but as we worked along, we found that some letters required fewer bays. Other letters required more bays. We were making changes using pen and paper.

Then we finding that there was no balance. Sometimes we would end up with empty bays or sometimes there were none left. Pen and Paper amendments were not going to work at all for me. It only made me and colleagues more confused.

I went to Excel and wrote the original list, then our list with amendments, The numbers had to balance on both columns (in filling the total number of bays available) otherwise I had to start again. I also did this for a set of letters that needed to be re shelved.

The numbers balanced and we had our shelf allocation done with no fuss. I was happy and everyone was happy.

I decided to repeat the approach for the Non Fiction Collection because we ended up with more bays allocated than originally planned. We actually got the room to fit some more in. I applied some mathematical formulas (basing it on original percentages) and again done with little stress. 

We did make some changes along the way but it was never going to be an issue.

If your stuck with allocating shelves and bays, never be afraid to use excel and let it do the number crunching for you.

Store Room Setup

During this past week, my main focus has been to set up our library stack or storeroom. It has seen me work in isolation away from the hum-drum of school life but has allowed me a chance to really learn something in managing a library collection.

This is the first time and the first school where I have been involved in the setting up of a library stack. Being in a temporary location does have it's setback; that there isn't necessarily the full space to stock a full collection as in the past on the main floor of the library. Weeding is not really a fair solution to a space problem as it does consign rather useful resources to their "death".

But then big libraries have faced that challenge. I know from my Study Tour last year the limitations in making a full collection available like the State Library of NSW, where most items are stored in a library stack or offsite and only bought up into the public areas when requested by a person.

I am happy at the fact that a large collection is still being maintained and that the access will be instant. A student or teacher merely has to request the item from the catalogue and within minutes would be located and one can borrow the item.

Also it has allowed me a chance on something that I can be proud of especially at this early stage of my career. Even though I was working mostly in isolation during the week, I enjoyed "building" something even though it was just unpacking boxes and placing it onto the shelves. I recall just a few weeks ago, the rooms were dusty, dirty, stuffy and empty and lacking soul. Now its become apart of the library. A collection of items is now available for use. With my period of employment at the school coming to the end, I can leave feeling that I have done something very positive for the school apart from the other duties which I have fulfilled as part of my role.

I've also made sure that the yearbook collection which had been merely kept in shelves in back of the old AV room were labelled on the shelves just in case someone wants read them. I remember in Year 12 that I was part of a group that enjoyed viewing old school yearbooks mostly to see photos of our teachers as they may have looked in the years gone by. Apart from the school's yearbooks, it also tells me which other schools have provided yearbooks. Labelling makes their location and retrieval much easier.

This week I will have to do a shelf check to make sure all items are at their precise location. I for one want everything in their exact place.

I hope to reflect on some other aspects of the past ten weeks as well.

Library Maps - Easy As

I was asked to do a map of the new library this week and place this on OLIVER. I'm no CAD expert (software you can use to make maps) but I decided to do it on Microsoft Word.

I could not believe that even though it takes a bit of time to draw it (using shapes to represent shelves etc) it was straightforward.

After converting the map to a jpeg file, I then placed markers using the Softlink software in which to do so. I tested it with a few titles using the OPAC and could not believe the accuracy of the markers in determining a books location.

I have to admit that the map feature is probably one of the most underutilised features of OLIVER & the OPAC because it can tell someone where a book can be found and this cuts out the time searching through many shelves.

It will even tell you too if the book is on loan through the map as well (and if you forgot to read the "status" listing!!!

Given we are at a new location, the students and teachers will need to rely on that map. I hope it helps them and I will aim to encourage them to make use of come the time they want to borrow a resource.

I've retained a copy of the word version because if the layout changes, I can move the shelves etc to reflect those changes. The shelving itself is largely movable especially those for the DVD collection. Some shelves are fixed but whats on them can change easily.

I'm looking forward to drawing some more library maps in the future!!!

Premiers Reading Challenge

I'm working at Waverley College this term reliving a Teacher Librarian who has taken long service leave. This is my second block at the school.

This term, I will continue to log my thoughts and experiences as any journal or blog and what I have learn't from it. Even in full time work, this is a learning journey and a place for me to reflect.

One task that I've been doing this term has been the cataloguing of the items featuring in the Premiers Reading Challenge. I've been a supporter of it because it gives kids an incentive to read and the titles on the list cater to all reading abilities and all reading interests.

I wish it had been around when I was at school because reading was treated as chore. We had to read because our teachers made us do it with designated periods to do so in the library. I loved to read and as a adult love to read, but I was not allowed to read non fiction books for instance. It had to be fiction. There were no reading lists and if you didn't read a certain amount, there was the possibility of detention. Some items were also studied in English and you had to read the book whether you liked it or not. I think it turned me off from reading until I was at University, when I rediscovered the marvels of reading a book.

The Premiers Reading Challenge actually gives incentive for kids to read. A challenge is set for them to read a certain number of books of their choice (from a list) within a specified time frame. Even magazine articles and newspaper articles can be counted if they come across an item that interests them. I was  amazed to see them listed (under various). People love to work towards a goal, and the Premiers Reading Challenge does that.

LibraryThing

Recently, I was impressed to see St George Girls High School in Kogarah, NSW embracing this tool as means of sharing books that are available to their students. Students can add tags according to genre, topics, themes etc. Other features allow students to rate the book and provide reviews.

Not only can they view information provided by their peers but of others, whether they are at another school, other libraries or anyone who simply wants to share what they have been reading with others.

There is still alot to learn about it and how they can be used as a means of sharing read items. 

Website: www.librarything.com 

National Library Week 2013

This week (May 20-26) is National Library Week. Libraries across the nation will be organising special activities to mark the week.

Contact your local library for further information relating to activities and events.

Hurstville Library where I volunteer has a few events of interest including a presentation by 2013 Australian of the Year - Ita Buttrose on Wednesday Afternoon. Author Tim Bowden will also speak on Thursday evening.

Sleep Deprivation, learning and children

One common observation I see in the classroom is the tiredness that one may express because they stayed up late the night before. It is quite common

When I read this article, it reflects what I see, even what I have experienced as a student. There is so much technology around us. There is always the temptation to stay up late to watch that TV Show e.g. Revenge or The Voice, the Monday night football match, engage in social networking or ring friends. Even nighttime activities such as sporting competitions etc are keeping people up late.

From time to time, there is the need to burn the midnight oil as assignments and projects need to be completed because they were held off until the last minute.

I do agree with the need to tune out from technology (including TV) before going to bed and I would personally recommend it. I do have a pre bedtime routine myself where I engage in activities that are relaxing and encourage me to fall asleep and minimizes the use of technology. Even simple measures such as keeping the room dark in the evening can help indirectly.

Reading I find is excellent in sending one to sleep. For a student that needs to read their English text, that is a great way to get their reading done but also help them rest. Even if they don't like the book it helps them towards attaining the goal - sleep. If there is a book that they are eager to read, fantastic. Read it then too.

Make sure that the bed is used for sleeping. Keep technology away from the bed and make sure it is switched off. That is what I do. I switch my phone off and turn it on the morning.

Another tip that has worked for me is going to bed at the same time each night.

Time Management is also crucial as well particularly where the sleep deprivation is caused by study. This might mean teaching effective time management skills to my students to ensure that such situations are avoided particularly where an assignment is involved. I have proposed blogging as a form of keeping a record of learning during the learning process. Study schedules work as well as routines can be easily established that allow for maximum use of the time available to us.

Making it a success with Sue Larkey

My mother who is a teachers assistant has been receiving newsletters from Sue Larkey. Larkey is an educator that has taught students with Autism Spectrum Disorders in mainstream and special schools.

The newsletter provides practical strategies for school and for the home in supporting those who have an Autism Spectrum Disorder (ASD).

If you are a teacher, I strongly recommend that you subscribe to her monthly newsletter; regardless of whether you teach students with the condition or not. Even if you are a parent of a child with ASD, it is also a must.

Click on this link to allow you to register for her newsletter. You can receive it in the post or electronically.

Her website also contains useful resources. You can also purchase resources and obtain information on workshops that she has organised for each state. In NSW the workshops are recognised as professional development by the NSW Institute of Teachers.

I hope to go to one of her workshops this year. I believe that anyone with ASD can be successful in their lives just like anyone else can and live the same life that we take for granted.

The Homework Myth by Alfie Kohn

During the school holidays, I read the book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing by Alfie Kohn and I would like to offer some reflections on the matters raised.

The position by the Kohn is that he feels that homework does not offer real benefits to learning in terms of student engagement and impact on academic achievement. It rejects traditional approaches to homework.

After reading the book, I still maintain my position of homework; that students do need homework in order to consolidate and apply the skills learnt at school that day.

I do disagree with his claims that homework does not improve academic achievement or increase marks. If you look at the content covered in each key learning area, there is a lot of concepts and information that must be grasped by students. Our brains cannot soak that information straight away. It takes time to build up skills and homework does give students a chance to help them understand concepts and information. This is then built up on in later lessons.

I look at my own experience as a student and without spending time doing homework and revision, I would have not attained the marks that I would ultimately get in my School Certificate and Higher School Certificate. I needed that time after school to revise key concepts and then able to devise methods of applying it. There was memorising, but also a chance to do past papers, additional research, read newspapers, books etc.

Kohn also questions tasks that require students to do "drills" or undertake homework that requires recall or rote learning. Sometimes there are circumstances where this is the only way to acquire an understanding of concepts because some skills have to be mastered through practice. It is like sport. If you want to be a superstar, you will need to practice. Learning a language requires rote learning given the complexity in mastering a language. If you don't memorise or practice it (reading, speaking, writing etc), then you cannot master a language. In maths, students complete exercises as a method of practicing mathematical formula's.

However, I was surprised that he actually agreed with some of the views on how homework can benefit student learning, like watching TV shows etc, or relating our learning to personal experiences.

I do agree with his concerns over anxiety and stress that homework can inflict particularly where students struggle to do the work or intrudes on routines at home. That is what I need to be careful about in setting homework. This means I need to set work that can be attempted by each student and only take up a suitable amount of time according to their stage of learning.  Most importantly, it must be relevant according to what is being learnt in the classroom. This includes explaining to students the relevance of the task and how it helps them. Obviously if there is an assessment task due or heavy workloads in other subjects, there needs to be that flexibility as well. This may mean not setting homework. At least it takes stress of students and lets them focus on the other tasks.

Sort Out The School Tech Mess (Techlife Australia Article)

The April Edition of Techlife Australia has an interesting article for parents on selecting the right device for student learning given the myriad of options now available such as laptops, netbooks, ipads and tablet computers.

With the future of the laptop rollout in schools in doubt after this year, it is likely that parents will pick up the bill in providing the technology needed to aid student learning in the classroom. Some schools already bill families levies for the hire of laptops for example schools managed by the  Catholic Education Office Sydney have various levies associated with the hire of laptops to students.

To cut to the chase, the article recommends that for the time being, the humble laptop is the recommended device for student learning given that the programs and applications can operate more smoothly. The computing power needed on a laptop is there as opposed to the tablet and Ipad. Also keep in mind that tablets and Ipads are more for consuming content as opposed to creating content. Yes students have to consume content, but they need to also create the content to demonstrate to us as educators that they are indeed learning.

The article also provides useful consumer advice on selecting the right laptop, the essential features of a laptop needed for learning e.g processing speed, batteries etc, several laptops are reviewed plus options for either buying or leasing a laptop.

Technology & Classroom behavior: Do they cause kids to misbehave? (Part II)

I have taken some time to sit and reflect on how we as teachers should deal with those in the classroom that engage in inappropriate use of technology.

During the past few days, I had the chance to look over at two technology policies of two schools that I am employed at casually at the moment along with their consequences.

I have also been challenged by the limited number of articles on the topic as well. I hope at some point soon that there is some research out there to guide me.

At this stage, I feel that punishment within the “pastoral” or “welfare” policy is fair provided that the behavior is covered by policy. For example, acts of cyber bullying can be dealt with under the policy because bullying involving the use of technology is the same if the bullying was to occur physically or emotionally. Cyber bullying does cause the same effects.

Obviously if a student fails to comply with instructions with their use in the classroom e.g. no music again it should be dealt with because the student has not complied with instructions.

The only time a student should be denied access to technology is if there is serious misuse of it e.g. accessing sites of pornographic and/or offensive nature. If we look at workplace expectations, serious disciplinary action can be taken if one misuses technology. In many instances it has led to loss of employment. 

If school is about preparing our youth for the workplace then we need to foster appropriate workplace practices and develop an understanding of possible consequences. It may mean that a student may loss access to technology for their learning but sometimes students need to learn the “hard way” of separating right from wrong. Access to technology is a privilege, not a right.  

Since discipline is about helping students correct their behavior – I feel that students should also be required to receive support from support staff such as counselors who can guide the student in addressing their issue. Sometimes it does go deeper and that may help the student long term as it may fix other problems affecting them at their stage of life. 

It is still an area that needs to be looked it further. As this blog entry and the previous one showsmI am glad that I have curiosity about it, which is great.

New University Standards for Teaching Students in NSW

Here in NSW, there has been a lot of coverage relating to the Government's plans to increase standards for graduate teachers and to attract those with a higher academic ability.

The plan will only allow teachers to become qualified in NSW if they have received a Band 5 (80 %) or more in a minimum of three subjects. One of those subjects must be English.

Universities will still be allowed to enrol students for teaching courses if they don't meet the requirements but they will not be allowed to undertake practicums. Hence they would be ineligible to graduate and become qualified teachers in NSW.

I do have one question relating to the proposed standards. In NSW all students study one of the following English Courses in order to receive a Higher School Certificate:

1. English Advanced
2. English Standard
3. English as a Second Language.

Students who do English Advanced can also undertake the following one unit courses:

1. English Extension 1
2. English Extension 2

Lets focus on the three main English Courses.

English Advanced is generally undertaken by more academically able students as opposed to English Standard. English as Second Language is undertaken by students where English is not their first language.

So under this system, a student who gains a band five in any of those courses would be eligible to become a qualified teacher in NSW.

This means that students who may opt to do a more challenging English courses may be punished for simply doing that unit because their level of English is not regarded as "good enough" despite the fact that they have opted for a more challenging course.

Given that English subjects cater to different levels of student abilities, shouldn't the focus be on either:

1. Imposing a minimum standard for English proficiency.
2. Adjusting the cutoffs for each English subject.
3. Require students to complete a certain English subject e.g. Satisfactory completion of English Advanced.

The State Government needs to be clearer on the standards or otherwise those who do have sufficient proficiency in English will miss out because they have opted for a more academically challenging course.