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. 

Games as Text

Last week, I attended the School Library Association of NSW conference at the State Library of NSW I had the opportunity to attend a seminar presented by Bill Cohen (Teacher Librarian, Asquith Girls' High School) titled: Games as Text.

I remember in primary school playing educational games like Punch & Judy and Granny's Garden on what I think were Acorn Computers.

In the past 25 years, such games have come a long way. I was introduced to a popular interactive fiction game known as 80 days, where you can set the plot line.

Some might see computer games as lacking educational relevance, but one should identify the relevance of the game and what you want them to learn.

Games that are inspired by real events or situations like The Westport Independent can teach skills in ethics associated with publishing and apply business principles i.e. advertising.

Another game that took my interest was Paper's Please, based on the checkpoints between East and West Berlin in the 1980's. The player must assess each person's suitability to cross the border. Literacy skills are developed in the viewing of information but also supports the development of critical thinking skills. As the game progresses, more information is presented, and the situations become more complex. The player has to consider each situation in more depth before making a final decision.

The question now, is how I am going to encourage their use in the classroom in line with school technology policies?

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.

Google Photos & Flickr

I do love my photography, especially that of urban scenes or events.

Recently, I was dismayed at the decision by Flickr to charge users for an app that allows for their photo directory on a computer to synchronise and upload photos to their accounts. This took the stress off me in terms of organising photos for uploading as the app scanned the selected folders and only uploaded recently taken photos.

It makes cloud back up of my photos alot more difficult now.

But Google Photos have stepped up to the plate. They have now replaced Picasa as a photo hosting site for Google. You can upload up to 15GB of photos in any size, or unlimited uploads of photos of up to 16 Megapixels. Any higher than 16 megapixels and the image will be resized. While the backup works, it does mean for me a loss of photo size as some photos are 20 megapixels.

Compare that with Flickr which offers a generous 1TB of storage space for each account. Still that is very good. 

I am in the process of backing up 110 000 images from my computer taken over 14 years. This is about 100GB in size. I like the simplicity of the free backup app which gives security, but compressing the images will let me down, especially with photo editing. Also they don't upload by folder, they leave it to you to organise the images into albums. 

But in the classroom, the simplicity of Google Photos will help and the fact its tied to your Google account will make its use easier. But what about if a person finishes school or leaves? What happens then to the images

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.

No More Teachers, No More Books - MacWorld Article

I came across a good article from the February 2016 edition of MacWorld Australia looking at the impact of technology on teaching. It also doubled up to as a chance to promote apple products for use in the classroom.

I recommend this article for one to read and I do have three points to comment on from my reading:

• British Educator Sir Ken Robinson mentions that education is at a tipping point as the way we educate kids has been unchanged since the start of the industrial revolution; that education is a production line. All kids do the same work and vice versa. I think we have passed it because it has been accepted for a number of years that we have to differentiate learning according to learning needs. Even as a school kid in the 1990's, I look at situations where lessons etc were modified for me or other students to reflect individual needs. 
• It is suggested that the role of the teacher is under threat. As a Teacher Librarian, I am reminded of those that say that we ourselves are under threat. Not at all. The role of the teacher is ever changing and evolving to reflect the society that we live in. We guide students in their learning and teach them how to use the wealth of information around them. 
• The article tries to suggest that printed books are on the way out thanks to iPad's and eBook readers. Yes, technology gives us greater scope for one to publish their works and to share it, and has opened up opportunities not previously available, but there is no mention of the continued interest in print resources. People still prefer their printed resources, and this can be for various reasons like reading, note-taking, interaction with text or simply the physical feel. Printed book sales have been rising Print is not dead. Technology just opens more options. 

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.

Module 9 (Web 2.0) - Networks on the web – professional and social

Like many others in Generation Y, online social networking has become a significant part of our lives. I think the challenge for me as a professional is to move beyond the social use of social networking and take advantage of the educational and professional opportunities that it has to offer.

I'll comment on each of the tools explored in Module 9 individually in terms of their educational use and how they can be used to enhance learning inside and outside of the classroom.


Scootle

I think it is a fantastic tool for teachers because it allows resources to be easily shared amongst teachers but also with students through the one site.

Exploring the History section of the site allowed me to access many resources that would otherwise not be accessible either online or in hard copy formats.

I like the fact that I can create Learning Paths containing resources from the database that are most relevant to student learning and make that accessible to students.  I also provide learning activities through Scootle.

I was also impressed that students can upload and host their own content provided it is their own work of course.
Facebook

In my Master of Education (Teacher Librarianship) Degree, I did an elective on ICT use in the classroom. As part of our studies, we were required to engage in discussion via a Facebook group created specifically for the subject.

Our lecturer Lyn Hay made a very good point about its educational use which I did not pick up. I was interacting with other Facebook users yet I was not their friend.

You don't need to be a persons friend to interact with them on Facebook.

There was alot of discussion going on in the group on our learning experiences as well. I thought it was nice that were learning and using a social networking site as a means to learn.

Lyn was also the administrator for the group and only let those study the subject access the group and contribute to discussions.

So lets shift towards the classroom.

I think Facebook does have educational use in the classroom given my experience of using the site provided that the teacher can control the activity that goes on within the group. Obviously I would have not "friend" any of them for professional reasons. I didn't "friend" my lecturer in my studies nor did she with me.

My concern is that restricting access to sites such as Facebook can actually do little in terms of encouraging responsible use of the internet and develop appropriate digital citizenship within our students. If a site is blocked they are more likely to use the alternate sites to break the firewalls of the servers especially with Facebook. I think it also prevents students from exploring alternative uses for Social Networking, which can help them in their tertiary studies or careers.

I think within the next few years, restrictions on Facebook etc will have to be lifted. Social Networking has become a crucial part of life in our society and it is inevitable that this will have to happen.

In the meantime, I have to accept restrictions placed by educational authorities and explore alternative sites that cater to school students.

LinkedIn

I signed up with LinkedIn earlier this year and in a professional sense I think its a great way to promote myself as a professional. If you are to look at my account, I've been able to virtually make my CV available in electronic form. If professionals want to know about my work history etc, they can access it. There is also scope to engage in professional discussions by joining various groups that exist online.

I have noticed too that people have actually viewed my profile that are curious to find more about who I am professionally. These people are usually listed on my page. Its good overall.

Twitter

I find that Twitter is quite limited in how one can express themselves. 140 characters is quite limited to express yourself. The curriculum requires students to engage in critical thinking and Twitter sadly does not allow this. I would not use it in this format.

However I do like Twitter as a form of communication to remind students of upcoming assessment tasks, posting useful links etc. It can also be used for lesson reviews e.g "List one thing that you learn't today". For learning it can be good for keeping records of events happening at a moment in time e.g. "What is the temperature at home?" or to report on findings.

In professional contexts as a teacher, I am trying to explore it as a tool of communication with members of the profession whether it may be sharing items with other professionals or contributing to professional discussions. This was after being encouraged by this article published in The Sydney Morning Herald on Monday (click below to read):

http://www.smh.com.au/national/education/teachers-unlock-tweet-smell-of-success-20121109-292zz.html

I would love to get in touch with other teachers not just in my area of expertise, but also other areas.

You can follow me on Twitter at @FabianAmuso1.

Second Life

I've always been curious about Second Life and what it offers. I have never considered its educational use at all. I like the fact that you can provide a virtual experience of the world and how it works whether it may be viewing artworks, experiencing life in Ancient Rome or visiting a village marketplace to understand how business transactions may take place.

The question I have to ask is - How can I use Second Life in the classroom?

Here are several methods in which I could apply Second Life. 

• Role Playing exercises. Kids love to role play in the physical world, but the big challenge is that they have to do it with no props. You can do that in the virtual world with props. In fact you enter a virtual society and you can immerse yourself, whether it is the world of the 21st century or ancient Rome. 
• You can experience the world as another person sees it through custom built environments and gain insights into how they experience life or even enter an object and explore its functions.
• Its impossible to take people back in time. Second Life can allow the students to explore the world at a certain point in time.
• Scavenger Hunts - locating information relating to a concept or topic. This might be locating definitions, key people or creating a timeline. In a subject like Ancient History, Second Life allows students to locate objects from the historical period that they are engaged in study at that point in time e.g. Ancient Rome. 
• Creating 3D objects relating to their unit of work.

The big challenge in applying Second Life is that this is the time needed to engage in such a experience. As teachers we already have to spend alot of time to cater for set up and pack up. Periods can be short as 40 minutes at some schools - not really much time to get much done.