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270 Preservice Teachers @ Macquarie University access Prowise Presenter!


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270 Pre-Service teachers will have access to Prowise Presenter for the duration of their Early Years degree courses at Macquarie University. Today the first two groups were provided with access to their accounts and shown some of the features of the lesson creation software.

This is a very exciting opportunity for the 270 Pre-Service teachers who like all teachers are expected to design digital lessons for teaching and learning. The quality of their lessons will be assessed by their lecturers during the years of their training. The Pre-Service teachers will also want to use their digital lessons during their practicums.

However in the passed the success of using digital lessons  designed during training depended on  a number of conditions eg whether the  educational setting had the same hardware, software, or even the same versions of software. The question of whether the digital lessons could be used on any of the devices at the practicum site usually made the deployment of lessons very difficult.

Prowise Presenter is the perfect solution for Pre-Service teachers. As a cloud-based software there is no installation required, is automatically upgraded and can be used on any device anywhere .These young teachers will be able to use the lessons they have designed on any web-enabled device.

Once they have graduated from Macquarie University they will be able to take their lessons with them to their new place of employment using a variety of options. Prowise Presenter is a powerful tool for all teachers. They can save their digital lessons to a private folder and because it is stored in the cloud they can access their lessons at home or at any education setting on any web enabled device.  If they are working casually across a number of campuses or if there is a sudden room change as long as there is a web-enabled device they will be able to use Prowise Presenter.

Prowise is aware that Pre-Service teachers do not always have access to the latest technology so providing them with a Presenter account they are ensuring that these young teachers can be digital leaders when they participate in their practicums and when they finally graduate.

The Prowise Presenter software enables teachers to link to websites, YouTube videos and galleries of content. Teachers can also save their resources to the Global Community and Prowise currently has over 1,000,000 resources saved globally for teachers to access. There are games for learning, tools for assessment and for teaching coding.

These teachers will also have access to ProConnect another very  important element of the software which enables them to share their screens with any BYOD device in the classroom. Students can then interact with the content and re-share to the teachers ‘interactive screen their answers and ideas for collaboration.

Learn more about Prowise Presenter here www.education.electroboard.com.au

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Our first newsletter for 2016!


Newsletter 2016

 

We are proud to announce that our latest newsletter has been distributed to more than 28,000 educators across Australia. As teachers have participated in our training courses, attended our virtual excursions and conferences they have become subscribers to the newsletter.

This edition provides updates from BETT2016, information about our training courses and resources for teaching. Teachers are always seeking digital learning resources  and this section of our newsletter as well as the links for learning is always popular.

We also alert teachers to any innovations and to examples of how  other  educators have been using technology in the classroom. The newsletter reaches  teachers across all education sectors from Early childhood to senior settings both in Australia and globally

We are very proud of our partners in video conference events and our video conference calendar is full of amazing learning opportunities for students. We are also increasing the amount of PD opportunities for schools and as an endorsed provider of training for teachers we are proud of the quality and range of these events.

If you would like to receive our newsletter which comes out each term please subscribe here

 

Let’s Get Agile!


Agile 2Agile

Recent blog posts nationally and internationally have called upon educators to consider changing their practices to meet the needs of students for a digital age.

In Australia Geoff Masters, Chief Executive of the Australian Council for Educational Research, has identified the following five challenges to improve Australian education:

http://www.teachermagazine.com.au/geoff-masters

“1.Raising the professional status of teaching

A first challenge is to raise the status of teaching as a career choice, to attract more able people into teaching and to develop teaching as a knowledge-based profession.

Meeting this first challenge requires an understanding of why teaching is currently not more attractive, what high-performing countries have done to raise the status of teaching, and what strategies are likely to make teaching a more highly regarded profession and sought-after career in Australia.

2.Reducing disparities between Australian schools

A second challenge is to reduce the disparity between the schooling experiences of students in Australia’s most and least advantaged schools.

Meeting this second challenge depends on identifying and implementing policies – including school funding policies – capable of reducing disparities between Australia’s schools.

3.Designing a 21st-century curriculum

A third challenge is to re-design the school curriculum to better prepare students for life and work in the 21st century.

Today’s world is vastly different from that of 50 years ago. And the pace of change is accelerating, with increasing globalisation; advances in technology, communications and social networking; greatly increased access to information; an explosion of knowledge; and an array of increasingly complex social and environmental issues. The world of work also is undergoing rapid change with greater workforce mobility, growth in knowledge-based work, the emergence of multi-disciplinary work teams engaged in innovation and problem solving, and a much greater requirement for continual workplace learning. The school curriculum must attempt to equip students for this significantly changed and changing world.

Meeting this third challenge requires a significant rethink of the school curriculum. Objectives should include giving greater priority to the skills and attributes required for life and work in the 21st century – including skills in communicating, creating, using technologies, working in teams and problem solving – and developing students’ deep understandings of essential disciplinary concepts and principles and their ability to apply these understandings to complex, engaging real-world problems.

4.Promoting flexible learning arrangements focused on growth

A fourth challenge is to provide more flexible learning arrangements in schools to better meet the needs of individual learners.

The organization of schools and schooling also has been largely unchanged for decades. Although composite classes are common, students tend to be grouped into year levels, by age, and to progress automatically with their age peers from one year of school to the next. A curriculum is developed for each year of school, students are placed in mixed-ability classes, teachers deliver the curriculum for the year level they are teaching, and students are assessed and graded on how well they perform on that curriculum.

Meeting this fourth challenge depends on more flexible ways of personalizing teaching and learning – for example, by using technology to better target individuals’ current levels of achievement and learning needs – and on defining learning success and failure in terms of the progress, or growth, that individuals make over time, regardless of their starting points. In this way, excellent progress becomes an expectation of every student, including those who are already more advanced.

  1. Identifying and meeting the needs of children on trajectories of low achievement

A fifth challenge is to identify as early as possible children who are at risk of falling behind in their learning and to address their individual learning needs.

Meeting this fifth challenge depends on better ways of: identifying children at risk of being locked into trajectories of low achievement at the earliest possible ages; enhancing levels of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years of school to address individual learning needs to give as many students as possible the chance of successful ongoing learning.”

In addressing these challenges schools need models of practice, professional development and evidence of effective strategies. Schools need support in redesigning the way they teach, the way they construct learning spaces and deliver technology solutions.

An international model was shared by UKEdChat posting about a Swedish school which has transformed the way it is providing learning. The blog post described how the Free School in south Stockholm, Sweden has redesigned how students learn, preparing them for the digital future they will experience. The school opened in August 2011, welcoming children from the preparation class (6 years of age) to year five years (11 years of age and will grow to include year nine.

The Principal, Jannie Jeppesen says the educators have given each child school days filled with a strong set of values and belief in their own capacity. This has created confidence to experiment, to think innovatively and to work with motivation. Several pioneering projects over the years have attracted attention. It was obvious to choose to work with the world around us. Parents, cultural institutions and businesses have contributed, and they have also learned something from the children in various projects.

The design of the school was based on what actually happens when we learn, a difference from traditionally built school buildings. It stimulated the children’s curiosity and creativity; it offered reflection and cooperation in the school, in mobile teams and on the web. The students were equipped with the latest digital technology in a rapidly changing world.

When we look into the future, we need an understanding of what skills are required in the future and the knowledge of how we learn.

The blog post reported that the school accommodates pupils speaking 26 languages, and that 84% of Grade 6 pupils passed the maths assessment, achieving better results than the Swedish national average, although the principal acknowledges that it is still too early to generalise.

Their promotional video shows the inside of the school, showing the relaxed, calm and technological nature of the school.

http://ukedchat.com/2014/02/12/feature-swedish-school-redesigned-for-digital-pupils/?utm_source=ReviveOldPost&utm_medium=social&utm_campaign=ReviveOldPost

Recently to assist schools, Professor Stephen Heppell, Juliette and Melissa Heppell have released a draft of “Agile Learning Spaces a user manual for teachers and students”. It is a ‘living document’ asking for input from other educators around the world. It notes that “ all around the world new agile spaces and zones and nooks and new approaches to seating and organisation are appearing because they make better spaces and places for creating, engaging learning. Engaged minds achieve… but how to use those spaces, how to work together as teachers and students in those spaces- and how to avoid gainsayers trying to drag us backwards and losing all the advantages the spaces can offer? A user manual is needed. This primer in the form of a user manual has been written for the new integrated science learning spaces at Wesley College in Western Australia’s Perth but it should help others everywhere too”.

http://agileteachingandlearning.blogspot.com.au/2015/07/we-welcome-your-contributions-as.html#comment-form

As many schools, jurisdictions are changing the way they are delivering education, redesigning learning spaces personalizing learning and embracing CYOB ( Choose Your Own Technologies ) teachers need to be supported to be able to change their practices to create learning in these environments.

These are significant but exciting challenges which can be solved by sharing knowledge of best practices, listening to student voice and supporting teacher professional learning.

ELECTROBOARD Education has assisted many schools in the redesign of their learning spaces by using state of the art technology. Our training academy can also support teachers to use these technologies effectively for teaching and learning in a digital age. https://www.education.electroboard.com.au/training

Become a 21st century teacher!


Creativity

http://www.edutopia.org/discussion/15-characteristics-21st-century-teacher?utm_content=community&utm_campaign=what-being-21-century-teacher-means&utm_source=facebook&utm_medium=socialflow&utm_term=link

In her blog ,Tsisana Palmer describes  15 characteristics of a 21st-century teacher:

  1. Learner-Centered Classroom and Personalized Instructions

When students are allowed to make their own choices, they own their learning, increase intrinsic motivation, and put in more effort — an ideal recipe for better learning outcomes!

  1. Students as Producers

When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with others!

  1. Learn New Technologies

In order to be able to offer students choices, having one’s own hands-on experience and expertise will be useful.

  1. Go Global

Teaching students how to use the tools in their hands to “visit” any corner of this planet will hopefully make us more knowledgeable and sympathetic.

  1. Be Smart and Use Smart Phones

Different students have different needs when it comes to help with new vocabulary or questions; therefore, there is no need to waste time and explain something that perhaps only one or two students would benefit from. Instead, teaching students to be independent and know how to find answers they need [on their own devices] makes the class a different environment!

  1. Blog

Even beginners of English can see the value of writing for real audience and establishing their digital presence.

  1. Go Digital

Sharing links and offering digital discussions as opposed to a constant paper flow allows students to access and share class resources in a more organized fashion.

  1. Collaborate

Technology allows collaboration between teachers and students. Creating digital resources, presentations, and projects together with other educators and students will make classroom activities resemble the real world. Collaboration globally can change our entire experience!

  1. Use Twitter Chat

Share research and ideas, and stay current with issues and updates in the field. .. grow professionally and expand our knowledge.

  1. Connect

Connect with like-minded individuals. Again, today’s tools allow us to connect anyone, anywhere, anytime. Have a question for an expert or colleague? Simply connect via social media: follow, join, ask, or tell!

  1. Project-Based Learning

Today’s students should develop their own driving questions, conduct their research, contact experts, and create final projects to share all using devices already in their hands. All they need from their teacher is guidance!

  1. Build Your Positive Digital Footprint

Maintaining professional behavior both in class and online will help build positive digital footprint and model appropriate actions for students.

  1. Code

 As a pencil or pen were “the tools” of the 20th-century, making it impossible to picture a teacher not capable to operate with it, today’s teacher must be able to operate with today’s pen and pencil, i.e., computers.

  1. Innovate

Expand your teaching toolbox and try new ways you have not tried before, such as teaching with social media or replacing textbooks with web resources. Not for the sake of tools but for the sake of students!

  1. Keep Learning

As new ways and new technology keep emerging, learning and adapting is essential. The good news is: it’s fun, and even 20 min a day will take you a long way!

At ELECTROBOARD Education we can help you! Connect, collaborate and Go Global with our video conferencing events.  Many of them are project based and require students to be producers of digital content.

Our website has examples of digital content for you to use in your classroom. These lessons have been developed in Prowise Presenter an innovative cloud based software that will help you connect  with your students on any device.

Our Training Academy provides PD for  teachers  to learn new  technologies for the classroom. Contact your Education Consultant for support to become a 21st century teacher!

New Tech Trends on the Horizon!


Opera House(69)

The 2015 Horizon Project K-12 expert panel has  just selected the key trends, significant challenges, and important developments in educational technology that will be featured in the upcoming NMC Horizon Report > 2015 K-12 Edition, which will be released at ISTE 2015.

  1. Key Trends Accelerating K-12 Ed Tech Adoption 
  • Long-Term Impact Trends: Accelerating Ed Tech adoption in K-12 for five or more years • Rethinking How Schools Work • Shift to Deeper Learning Approaches
  • Mid-Term Impact Trends: Accelerating Ed Tech adoption in K-12 for the next three to five years • Increasing Use of Collaborative Learning Approaches • Shift from Students as Consumers to Students as Creators
  • Short-Term Impact Trends: Accelerating Ed Tech adoption in K-12 for the next one to two years • Increasing Use of Hybrid/Blended Learning Designs • Rise of STEAM Learning

In Australia there is considerable evidence of these trends particularly in the way that learning spaces are being created. Schools are being redesigned to enable learning in more flexible and creative ways. Libraries for instance are incorporating maker spaces and new schools  being built with  learning as the key design principle for how the schools will “work” in the future.

We also see examples of schools embracing project based learning, challenged based learning  and working across campuses in collaborative learning projects using video conferencing to enable sharing of knowledge and working with experts.

Across conference programs nationally  that we attend and  PLNs there is an increasing range of discussion and sharing knowledge about creative learning and how to assist students to use technology as creators not only as consumers..
Schools are also embracing the use of technology to enable Flipped Classrooms and Learning Management  Systems to enable blended learning. Teachers are also increasingly interested in STEAM  for instance with the increased adoption of   3D printing. Our video conference for example with Makers Empire highlighted to schools how this innovative app , enables primary students to design in 3D and then print the designs

 2. Significant Challenges Impeding K-12 Ed Tech Adoption

  • Solvable Challenges: Those which we both understand and know how to solve   • Creating Authentic Learning Opportunities • Integrating Technology in Teacher Education
  • Difficult Challenges: Those we understand but for which solutions are elusive • Personalizing Learning • Rethinking the Roles of Teachers
  • Wicked Challenges: Those that are complex to even define, much less addressScaling Teaching Innovations • Teaching Complex Thinking

3. Important Developments in Educational Technology for K-12

  • Time-to-Adoption Horizon: One Year or Less • Bring Your Own Device • Makerspaces
  • Time-to-Adoption Horizon: Two to Three Years • 3D Printing/Rapid Prototyping • Adaptive Learning Technologies
  • Time-to-Adoption Horizon: Four to Five Years • Badges/Microcredit • Wearable Technology

Electroboard Education can assist schools with these challenges. Our Training Academy has courses to support BYOD initiatives and creative learning. Our PD catalogue describes the range of courses which ensure teachers can integrate technology into their classroom practice. Check out our video conference events where students experience collaborative learning beyond the classroom.

Educational achievement is lifted through collaboration


Learning space

A Research Report The Shared work of learning: Lifting educational achievement through collaboration, http://www.mitchellinstitute.org.au/reports/the-shared-work-of-learning/

written by Tom Bentley and Ciannon Cazaly  was  published by the Mitchell Institute. The Mitchell Institute is an independent thinktank that works to improve the connection between evidence and public policy reform.

The report defines collaboration as “the sharing of effort, knowledge and resources in the pursuit of shared goals – is created through a wide range of flexible, trust-based relationships.”

Using a case study methodology a number of high impact schools featured in this research who:

  • actively seek connections and resources that create value for students;
  • develop ‘local learning systems’ to translate connections and resources into concrete actions; and
  • apply a consistent rationale, focused on student learning, to choose and priorities collaborative projects and relationships

The researchers define seven key features of collaboration for learning which explain the positive impact of collaboration.

  1. Shared purpose: The strength of commitment to student learning is a distinguishing feature in case study schools.
  2. Combining longevity and energy in staffing: All case study schools showed a distinctive combination of long-serving senior teachers with younger, newer staff.
  3. Collaborative leadership: Schools displayed sustained leadership commitment to growing collaboration in ways that further a coherent direction for schools and communities.
  4. Community trust, professional trust: All sites invested significant time in building trust and social capital among both professionals and their wider communities.
  5. Drawing on external expertise: All the case study schools reached out to find and draw on specialist knowledge to build up the skills and effectiveness of their own teams.
  6. Permeable boundaries: Schools maintained clear structures and routines that were also open to wider ideas, people and contributions.
  7. Co-evolution of wellbeing and attainment: All case study schools work to create a positive long term relationship between wellbeing and attainment.

There are many technologies which can assist in increasing the capabilities of schools to collaborate.

At the student level, for instance it is possible for teachers to use project based learning and collaborative learning projects to engage students. Using Google docs, social networking tools and learning management systems students can collaborate to solve problems. They can also use gaming technologies such as Minecraft.

In a classroom context teachers can share their desk tops for collaboration using tools such as Prowise Connect which enables teachers to share their screens with any BYOD student device.

Using video conferencing teachers can also  break down the walls  or  create  permeable  boundaries  drawing on  external  expertise by accessing  for instance cultural institutions such as the Sydney Opera House, the Australian Museum, Questacon , the Australian Centre for Moving Image and the Great Barrier Reef.

At the teacher level using social networking tools like Twitter teachers can create a PLN (professional learning network) where they can collaborate with educational academics and influencers nationally and globally. At the school level, using IRIS Connect the 21st century professional development system teachers can video their practice, and share the video with peers to improve student achievement.

Teachers can build a community of professional trust. Experienced teachers can mentor inexperienced teachers with IRIS Connect as the videos of practice can be shared and observed. Experienced teachers can also provide in -ear coaching. A shared library of best practices can be created as an evidence based for teachers to use to improve student achievement.

Read our latest newsletter!


Term2 April 2015

Our latest newsletter has just been released to more than 27000 educators full of  useful  information to assist teachers use technology in the classroom .

ELECTROBOARD Education has a range of technology solutions to support the digital classroom and enable teachers to move to 21st century practices. We help teachers to implement personalised learning using iPads in their classroom.  1:1 devices through a BYOD strategy enable students to be mobile learners who can personalise their learning using apps and relevant information.

Prowise interactive flat panels also enhance 21st century learning being mobile and adjustable allowing teachers to use them for a range of pedagogical practices. The interactive flat panels do not have to be fixed to a wall  and can be moved according to the learning purpose. For instance the teacher can model a practice or show a key video on the screen, then lower it and move it next to a small group of students for project work or flip it entirely so that a small group of students can engage in a collaborative task.

Prowise Presenter  the software which comes with the panel is cloud based  enabling teachers to use any device for their digital learning content. Using Prowise Pro Connect teachers can also share their screen with each student in the class interacting them  with gaming and collaboration activities.

We also provide schools with video conferencing solutions which allow the teacher to take students on virtual excursions beyond the classroom. Our video conferencing events calendar is rich with activities for students aligned to the Australian Curriculum. Through these events students are able to access experts and experience a wider audience for collaboration.

The Magic Planet is also a new tool for teaching student concepts especially relating to the globe. Using the Magic Planet concepts relating to time or space become easy for students to understand.

In order for teachers to be able to utilise these technologies we have established our Training Academy. As teachers are required to undertake 50 hours of accredited training our Training Academy has been endorsed by state authorities such as the NSW BOSTES and we are therefore an accredited provider of professional development. Through our academy teachers can learn about the effective use of ICT in the classroom and ensure that they are fulfilling their requirements against the Australian Professional Teaching and Learning Standards.

We also assist teachers to improve their practice using IRIS Connect a 21st century professional development  system which enables teachers to video their practice then review and reflect on their success whenever, wherever they want!

If you are not already a subscriber you can go to our website here to receive your newsletter https://www.education.electroboard.com.au/news

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