The Alice Miranda Project

Author Jacqueline Harvey is behind the Alice-Miranda series. I recently heard of her interactive reading project while completing an Apple iPad course that was being facilitated by Catholic Learning Online. 

Click here to access the website.

Harvey created a learning journal that is based on her book Alice-Miranda in the Outback and was used as an example of digital storytelling. While the novel is a printed book, the activities set around the novel are digital in nature.

To maximise the learning experience, the learning journal can be completed on an iPad using Pages software. However pdf worksheets can be printed off if iPads are not available. 

I have looked at the activities, and I think you could incorporate the activities featured in the novel to any novel that is being studied in class.

Even though I may be secondary trained, there is great scope to embed this at secondary level and make the study of a novel more engaging for students. 

Apple Teacher Courses

I recently completed two courses that are provided by the Apple Teacher Learning Centre focusing on Foundational skills for Mac and iPad. 

I confess to being a big fan of Windows due to their availability and simplicity along with their famous office software which can easily be utilised on either Windows or Apple operating systems without the integrity, layout and formatting of files being comprised. Microsoft have removed those problems in recent years.

From doing both Mac and iPad courses, I was impressed by the options that software such as Pages, Numbers and Keynotes offer. I found that content can be more interactive than Microsoft office such as the easiness in embedding audio and media files and with Keynotes - animinations.

I found iMovie to be incredibly easy to use, even when editing some TV clips that I sourced for enjoyment and Garageband makes recording audio or creating music to be an easy process. 

You can view my learning logs by accessing the following links:

Mac

iPad

I have been advised that courses undertaken through the Apple Teaching Centre can count towards your Teacher identified PD hours as part of maintaining accreditation at Proficient Level in NSW.

For Catholic School Teachers in NSW, Catholic Learning Online also provides courses. You can either complete the ones provided online for 2021 or you can wait for 2022, when they intend to provide the courses again. 

But what does it mean for me? If a school has Macs as part of its device program, the opportunities open up. I can see myself sharing my knowledge with my colleagues, particularly in encouraging interactive presentation of information in the classroom. Students can record their own videos, take photographs or audio and embed them into their work. 

I can see that digital storytelling has the greatest scope, because Apple software allows creativity in the drafting and publication of books. They can be shared online too. It also makes me think of the school where Year 7 students as part of their English studies, are required to prepare a picture book. They should use Pages to prepare their book. 

Educational Technology Leadership

I have been reflecting on how we can be innovative in our role as Teacher Librarians and was surprised that we can innovative without having to do much at all.

I read about Educational Technology Leadership as an example of innovation in teaching,

As would be aware, students need to learn how to use technology wisely i.e. digital citizenship.

How can we express it?

• Remind students that use of technology in the classroom is a privilege. It can be taken away if not used correctly.
• Monitor student use of technology. If I see someone using technology incorrectly, I remind them of the real purpose, especially if it is a learning task.
• Involve students in the basic upkeep of devices e.g. library monitors checking out/returning devices and ensuring that they are charged.

One element however was missing in that article and it relates to etiquette and expressing appropriate behaviours when using technology. As educational leaders, we also need to role model appropriate behaviours when using technology. If we don't role model our behaviour, students may end up using technology in an unsafe and inappropriate manner.

For example I have applied this when speaking to students about copyright issues associated with the downloading and viewing of eBooks and eAudiobooks. For instance a person should delete the mp4 files associated with a borrowed eAudiobook. I am surprised that eAudiobooks provided by libraries can easily be copied and reproduced.

But what about in the research process? How can we apply it?

There is so much information out there so we need to tell the students how they should approach research. Consider the following:

• Teaching advanced search skills on Google.
• Website evaluation e.g. usefulness, purpose, currency of information
• Locations to obtain information e.g. State Library of NSW databases.
• Accessing the Library catalogue from home.
• Recording and citing information sourced from an electronic location.

AIS TL Network Meeting - March 3 2017

For the first time since 2015, I was able to attend a meeting of Teacher Librarians from the Association of Independent Schools.

The hosts were The Kings School at North Parramatta. The library team including Di Laycock, Tim Ross (university friend) and Mark Kelly presented two items.

Firstly they shared with the group an ICT program (Operation TechSync) that has been introduced for Year 7 students that introduces them to the school's ICT network including their laptop and essential applications. Digital safety skills are also developed so the students can use technology in a safe and professional manner.

What fascinated me most was how the program is delivered. Using a mixture of real (and virtual) characters, they used software including Camtasia (video editor) and Crazy Talk (avatar creating software) to bring it together.

Mark Kelly spoke about assessment and how teachers were able to monitor progress online.

Then the team spoke about the Makerspace which is a key part of their library and how it relates to learning. I was encouraged by the need for students to be curious, and to explore what is around them (reflects my philosophy as a teacher) but be able to think outside the square. I liked the approach to creation e.g. build a robot as part of the space because one can take real ownership of their learning and can express themselves in a way that reflects them. Some students need to present information through acting; others by building objects.

But what could I do in my practice?

• Provide spaces within the library that allow people to be creative e.g. seminar rooms. Don't let them merely be places for collaborative or quiet study. The rooms are better having some sort of activity rather than nothing. 
• Encourage artistic works. I remember at Marsden High even offering pencils and adult colouring in sheets to bring out people's artistic side yet allow passive recreation.
• Building activities - Lego, robots. Maybe even have a contest to see who can make the most creative robots or lego works.
• Operation TechCode can be integrated into a broader high school library program. Many schools I have worked at sadly don't provide the technology that many AIS schools do, so I may have to improvise and keep it simple with the technology that is available within the school. The booklet though is fantastic and that can be easily done. Bigger challenge is with BYOD schools. How do I keep a program that can be adapted to any device.

Technology in the classroom: Is withdrawing the use of laptops from classrooms right or wrong?

Last month, there was media coverage relating to the decision by a Sydney school to ban laptops from use in the classroom because of views that they "distract" the learning process.  This does go against conventional views on the use of technology in the classroom.

From my experience, I can understand why  laptop use might be discouraged because students can be too distracted and makes managing student behaviour a challenge. But could the ramifications of such an approach cancel out the benefits associated with using technology in the classroom?

There are some learning tasks where a pen and paper approach might be more effective, but using  information and communication technologies does allow for transformative learning to occur as emphasised under the SAMR model. I have been a keen advocate for use of technology in the classroom because you can do more with technology than pen and paper technologies can do.

I have pointed out that students can present their information in different formats through technology  e.g. practice new words in a foreign language by recording a TV interview with a student acting as a famous sports star. You can find out information in real time or compare different perspectives.  

With so many demands in our lives, it is important that we are productive with the limited time that one has. Forcing students to handwrite assignments is a time consuming process, and presentation wise isn't as effective as typing it on a computer. Some students would be disadvantaged especially if their handwriting is poor. 

Students love using technology; best reflected in their everyday use of digital devices including phones, tablets and computers. If we can let students use the same technology that they use for recreation, why cannot we use it in an educational sense? They are more likely to engage than if I were to make students read from a textbook and answer comprehension questions. 

Also I felt the need to share this article by Anthony Segart, a student at St Andrews Cathedral School, Sydney as well because it helps support the reflections that I have made.  As an educator, I am obliged to equip students with the skills that they will need for active participation in a 21st century society. This includes equipping students with the skills that they will need in order to use technology effectively. 

He does make one additional point which is my challenge for me as an educator - How do I teach students to manage the distractions that technology can provide? Well one answer is making the lessons meaningful and relevant but also help students try to block out distractions, like we have to do in the physical world.

CEO Sydney ILe@RN with Mobile Devices - Ipad 2 - Module 5

This module was proving to be a fair bit of an eye opener and the relevance too in relation to my Teacher Librarian role.

I recall times in primary school when either we as the students made a book or we did it together as a class. It is a whole new take on that, though it feels a bit challenging at this stage for a class approach to doing it.

But with an Ipad, it goes further than just pen, pencils and paper. Digital technology allows for animations and special effects. 

E-Book Learning Activities

I have not had the opportunity to explore or experiment with learning activities that would allow for students to create an E-Book just yet. I'm going to suggest how I would do it.

Being a teacher who needs to know the curriculum in general, I'll propose some general ideas on how I would do it or suggest to teachers what to do.

I love learning journals and this is one strategy I would do. A journal is a book; a book where one writes about their own thoughts and experiences. In a learning context, we keep a record of what we learn. Instead, get the students to present it as an E-Book. 

Fortunately I have been trained in history. History is about sharing stories about the past. There is a long list that I could write about how it can be done. Students for example might be asked to recount how a solider experienced Gallipoli and present it as an E-Book with visual images and audio to support the story or a short biography of a prominent person in history. 

I'm not a food technology trained teacher, but an E-Book can be created to explain some short recipes for food being cooked in class. 

If a maths teacher wanted to find a way to help students remember a formula or steps in solving a maths problem; one that students may find complex, I can propose that students create an E-Book as a set of summary notes for an exam.

For digital storytelling, I decided to use Toontastic to create my animated cartoon. It does allow for a highly effective engaging learning experience as the students can use humour to learn but also to express their learning. 

Quick Voice
I used this app to record a set of instructions. I was happy with it overall. Obviously the key to getting a good quality recording is to ensure that the volume is set up. I think the challenge when recording is to ensure that I have a script so I am certain in what I am saying, especially if telling a story. With anything oral, I must ensure that I express myself appropriately e.g changing the volume of my voice, tone etc.

Flipboard

I find it hard to put into words my thoughts on it. It takes RSS feeds to a whole new level because it is even more interactive. It made me think of news apps the Sydney Morning Herald Ipad App and how the information is presented except it is from everywhere. I synced it up with Twitter and Facebook and straight away it linked me up to items from outlets related to those that I either frequent or have interests in. It felt like the app had read my mind.

Encouraging reading

This was my most crucial section of the module. As a Teacher-Librarian, I am meant to encourage students to read. I thought viewing the video below gives a summary about how one can use the Ipad as a reading device.



During 2013, I had the chance to present a series of workshops on the Overdrive Library Collection provided to students at Waverley College and actually shared some those advantages of reading a book on an electronic device e.g. control over fonts and sizes, tilting the Ipad to read either as a double page or single page. That actually allows for engagement with the text.Those with special needs e.g visual impairments will find reading much easier. Borrowing can also be more easily managed as books can be easily returned etc.

What I have found is that students are not really aware of the E-Book options available to them and that for me would mean providing workshops etc on E-Books like the ones I have done with Overdrive. Where a school has an Ipad program, I could also provide workshops to students, staff and the wider school community on the E-Book options available to them.

Schools generally have wide reading programs. Traditionally this has meant that students bring a fiction book (in print form) to read. It is time to relax this policy and actually accept E-Books given that students now have options to source reading material at no cost. Some students don't have the money to buy books; others think reading a print book makes them look "uncool" while others don't want to carry it as "excess baggage" in their bags. Add the preference for technology and E-Books do have an appeal.

As for newspapers in electronic format. Apart from having the apps update their pages with breaking news, you can also generally access an electronic copy of the print edition to cater for those who want to read their news in the old fashioned way. I subscribe to The Courier Mail (Brisbane). For $7.50 a month, I have access to their Ipad App and each morning, an electronic copy of the print edition. Being in Sydney this has worked for me as still get their paper, but don't have to trek to the city or airport to buy a print copy. I also subscribe to The Sydney Morning Herald. I still get it home delivered but if I want to go out, I can download an electronic copy so the paper does not take space in my bag. Being a public transport commuter, I won't hog space either.

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.

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. 

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.

Technology & Classroom behavior: Do they cause kids to misbehave?

Being a casual teacher, this is an interesting question that I want to take some time to reflect on. Obviously the use of laptops allow for greater teaching and learning opportunities in the classroom on so many fronts whether it may be in the presentation of information or making the use of the world wide web to research for information.

As a casual teacher, I try and encourage the students to use the laptops for their learning. With many youngsters wired up to technology, it is fair that if they enjoy the technology, that should be utilized to allow them to learn. As teachers, we do need to focus on student interests if they are to learn effectively. Obviously there are some who want to opt for more traditional means of learning and I try and accommodate that too.

However I find that using the laptops in the classroom can cause students to disengage from learning and end up off task. This is a common issue that has been raised with colleagues that I work at in the various schools that I am employed at. This becomes more challenging if you are a casual teacher.

For instance, some will end up surfing the web, visiting websites not related to learning. They will listen to music from youtube and/or have music stored on their laptops, some of which contain offensive content.

Gaming has emerged as another challenge. Some have downloaded games or simply can access a website that contains games.

I have found that the only way to control the class is to effectively stand at the back of the room where the screens can be seen and moving around regularly. At the front of the room, you cannot see them so there is little point in remaining down the front at all and ensuring that they remain on task.

Then some will want to test my expectations relating to appropriate use of laptops and that of the school’s e.g. play music aloud or simply not comply with instructions even though those expectations were firmly provided.

Taking away the computers from the students may be a short term solution but then the student cannot learn. A few years ago when training as a teacher and even in my first year of casual teaching, I did that and at the end of the day the situation is not really resolved. If the task requires internet research, to sit there and doing nothing will not work. They do not learn at all and miss out on learning the information and communication skills that they will need as part of curriculum requirements.

Will conventional punishments such as a “work” detention (where the student stays back to finish the work) work? Maybe that is the effective way. If a student wastes their learning time doing recreational activities on the computer, maybe sacrificing some of that time after school might do the job. In the workplace, if we waste our time, don’t we have to make up for the time lost at some point, either directly (staying back at our desk) or doing it in our own leisure time.

I plan to answer this further in my next blog post.

ICT & Maths

I was talking to a friend last month. They are a qualified maths teacher and we discussed some challenges of using Information and Communication Technologies (ICT) in maths.

I can understand their viewpoint that traditional methods of teaching and learning such as writing on the board and students presenting their work in an exercise book is much more effective. At the end of the day students won't be tested on a computer and hence need practice in presenting their work by hand. The teacher does use a wide variety of resources such as learning kits etc to help in students develop their practical understanding.

After some personal reflection, I realise that there is more scope than ever for using ICT to help students learn.

Many students despise maths and ICT can make maths more interesting for students.

The rise of Ipads in the classroom has given opportunities for teachers to use to satisfy ICT requirements.

Last year, I was asked to identify suitable apps to support teaching and learning. This site contained a list of apps that are available for Maths. Calculators, quizzes, instructional videos are some of the apps that are available. As time progresses they will surely be refined.

And just browsing around today is helping me to identify possible resources that can help teachers. A wiki that I located has a list of resources that a maths teacher can use in a lesson. I like the fact they provide teaching resources to allow students to develop their mathematical understanding by using online sites such as Google Earth. I can even see a cross curricular link right there with Geography.

Web 2.0 Course - My Learning Journey

It has been a very exciting journey for me. I was motivated to do this course for the following reasons:

• My university studies (particularly undergraduate) placed little emphasis on the use of Information and Communication Technologies (ICT's) in the Classroom. I graduated with little knowledge in this area.
• Eagerness to integrate more Web 2.0 tools into my classroom teaching.
• Become better informed on latest teaching developments.
• Highly relevant to my career as a Teacher Librarian and my role as a manager of information. I also would have to lead classroom teachers in incorporating online technologies such as Web 2.0 Tools into teaching and learning programs.
• Allowed me to build up my knowledge of ICT's in the classroom from my Master of Education (Teacher Librarian) Course.

I come to the end of this course and I have embraced the opportunities that have been provided to immerse myself in Web 2.0 tools and experimented with how I could use them in the classroom as a classroom teacher.

Some highlights from my learning journey include:

• Creating pages through IGoogle & Google Reader that allow me to centralise the flow of information from sources that I regularly visit, instead of going to each site individually. The internet experience becomes much more simplified and centralised. With so much information around us, we need a location where we can view the information that is important to us.
• Google Docs - Out of the tools that I have used in this course I have found this to be most useful resource for classroom learning. It allows for groups to collaborate in real time and removes the barriers associated with machines and emailing. It makes learning more productive and even better, students don't have to be in the classroom to learn.
• How to engage in Digital Storytelling - It encourages creativity and expression. Even though I may question the features of online tools compared to offline tools, I think its a great method for students to learn but also to communicate their information in multiple forms. Students love their technology and digital storytelling responds to their interests. Even I get excited and I have ideas in my head about some stories I want to share. 
• Prezi - Adds a new dimension to the presentation of information and goes beyond the functions of Powerpoint. It encouraged me to be more creative in presenting factual information and summaries. Anything that is brief does not require Powerpoint slides. I think students will love it especially in subjects like history where creativity might stimulate interest. I'd still use Powerpoint for presenting information that more abstract or detailed. In fact I think both can go hand in hand like embedding Prezi into a Powerpoint slide. 
• Bubbl.us - An excellent tool for mindmapping which is no longer limited by the size of the paper. 
• Using Twitter as part of professional networking.
• Consolidating my knowledge with Web 2.0 tools such as Blogs, Social Network sites and Photohosting websites and reflecting on their potential use in the classroom.

I've started to share with students some of the tools that are available to them and many of them have been amazed at the fact that Web 2.0 tools are easily accessible especially Google Docs. I filled in for a Year 11 Economics Class at one school recently and I explained to the students how they can use Google Docs to share notes with their peers as some of them share their notes via "old" methods online such as Email.

Hopefully as I get full time work as a teacher librarian, I can share my knowledge and experience of using Web 2.0 tools with other teachers, especially those that may be reluctant to use them and suggest strategies in how they can be incorporated into their teaching even if they have to start with something very simple and basic. I found that taking small steps does make a difference. The students I feel will welcome any use of technology even if it starts with something simple. Then I can work on teaching more complex tools and strategies. Rushing does not help.

If I do end up in a classroom role, this course gives me the scope to become more creative in my teaching. I'm lucky that I have a background in expressing myself creatively (photography) and I need to capitalise on it and use it to provide positive and engaging learning experiences.