2. Acknowledgement of Country
We acknowledge and pay respect to the
Yorta Yorta/ Bangerang
people as the original and ongoing custodians
of the land we meet on.
We commit ourselves to actively work alongside
Aboriginal people for reconciliation and justice.
5. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
6. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
11:20 Workshop 1 - Podcasting in the classroom with
Garageband.
7. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
11:20 Workshop 1 - Podcasting in the classroom with
Garageband.
12:20 Workshop 2 - Mac basics & troubleshooting tips.
8. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
11:20 Workshop 1 - Podcasting in the classroom with
Garageband.
12:20 Workshop 2 - Mac basics & troubleshooting tips.
1:00 Lunch
9. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
11:20 Workshop 1 - Podcasting in the classroom with
Garageband.
12:20 Workshop 2 - Mac basics & troubleshooting tips.
1:00 Lunch
1:30 Workshop 3 - Digital storytelling with iMovie.
10. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
11:20 Workshop 1 - Podcasting in the classroom with
Garageband.
12:20 Workshop 2 - Mac basics & troubleshooting tips.
1:00 Lunch
1:30 Workshop 3 - Digital storytelling with iMovie.
3:00 Debrief and further planning.
11. Welcome
Agenda:
10:00 Presentation - ‘Doing things differently in a 1:1 classroom.’
11:00 Morning tea
11:20 Workshop 1 - Podcasting in the classroom with
Garageband.
12:20 Workshop 2 - Mac basics & troubleshooting tips.
1:00 Lunch
1:30 Workshop 3 - Digital storytelling with iMovie.
3:00 Debrief and further planning.
3:30 Leave for home.
17. Diocesan Technology Plan
That each person’s potential is fostered through the dedicated
ministry of Catholic Education in leadership encompassing
vision, innovation and empowerment.
18. Diocesan Technology Plan
That each person’s potential is fostered through the dedicated
ministry of Catholic Education in leadership encompassing
vision, innovation and empowerment.
Develop a comprehensive technology plan for Catholic
Education Sandhurst.(FFR)
19. Diocesan Technology Plan
That each person’s potential is fostered through the dedicated
ministry of Catholic Education in leadership encompassing
vision, innovation and empowerment.
Develop a comprehensive technology plan for Catholic
Education Sandhurst.(FFR)
All students are engaged in their learning and school experience.
(Curriculum)
21. Diocesan Technology Plan
This technology plan has been based on the need to develop
high level awareness of emerging technologies, the world we live
in and implications for education, particularly educational
leaders.
23. Learners learn in the context of their lives.
Peter Senge
Today’s education system faces irrelevance,
unless we bridge the gap between how
students live and how they learn.
Michael Furdyk
24. Learners learn in the context of their lives.
Peter Senge
Today’s education system faces irrelevance,
unless we bridge the gap between how
students live and how they learn.
Michael Furdyk
32. VELS - Standards - Level 2
- compose simple electronic messages to known recipients.
33. VELS - Standards - Level 2
- compose simple electronic messages to known recipients.
- students use ICT to locate and retrieve relevant information
from a variety of sources.
34. VELS - Standards - Level 2
- compose simple electronic messages to known recipients.
- students use ICT to locate and retrieve relevant information
from a variety of sources.
- students manipulate text, images and numeric data
- retrieve files and save new files.
36. VELS - Standards - Level 3
- use ICT tools to list ideas, order them into logical sequences,
and identify relationships between them.
37. VELS - Standards - Level 3
- use ICT tools to list ideas, order them into logical sequences,
and identify relationships between them.
- explain the purpose of passwords.
38. VELS - Standards - Level 3
- use ICT tools to list ideas, order them into logical sequences,
and identify relationships between them.
- explain the purpose of passwords.
- create information products to assist in problem solving in all
areas of the curriculum.
39. VELS - Standards - Level 3
- use ICT tools to list ideas, order them into logical sequences,
and identify relationships between them.
- explain the purpose of passwords.
- create information products to assist in problem solving in all
areas of the curriculum.
- students initiate and compose email messages to known and
unknown audiences.
40. VELS - Standards - Level 3
- use ICT tools to list ideas, order them into logical sequences,
and identify relationships between them.
- explain the purpose of passwords.
- create information products to assist in problem solving in all
areas of the curriculum.
- students initiate and compose email messages to known and
unknown audiences.
- use a recommended search engine and limited key words to
locate information from websites from a variety of sources.
42. VELS - Standards - Level 4
- apply ICT tools and techniques to represent and explore
processes, patterns and cause-and-effect relationships.
43. VELS - Standards - Level 4
- apply ICT tools and techniques to represent and explore
processes, patterns and cause-and-effect relationships.
- produce accurate and suitably formatted products to suit
different purposes and audiences.
44. VELS - Standards - Level 4
- apply ICT tools and techniques to represent and explore
processes, patterns and cause-and-effect relationships.
- produce accurate and suitably formatted products to suit
different purposes and audiences.
- students create and maintain an up-to-date, logically
structured bank of digital evidence of their learning
45. VELS - Standards - Level 4
- apply ICT tools and techniques to represent and explore
processes, patterns and cause-and-effect relationships.
- produce accurate and suitably formatted products to suit
different purposes and audiences.
- students create and maintain an up-to-date, logically
structured bank of digital evidence of their learning
- use email, websites to acquire from, or share information
with, peers and known and unknown experts.
46. VELS - Standards - Level 4
- apply ICT tools and techniques to represent and explore
processes, patterns and cause-and-effect relationships.
- produce accurate and suitably formatted products to suit
different purposes and audiences.
- students create and maintain an up-to-date, logically
structured bank of digital evidence of their learning
- use email, websites to acquire from, or share information
with, peers and known and unknown experts.
- upload their work to a protected public online space.
47. VELS - Standards - Level 4
- apply ICT tools and techniques to represent and explore
processes, patterns and cause-and-effect relationships.
- produce accurate and suitably formatted products to suit
different purposes and audiences.
- students create and maintain an up-to-date, logically
structured bank of digital evidence of their learning
- use email, websites to acquire from, or share information
with, peers and known and unknown experts.
- upload their work to a protected public online space.
- evaluate the integrity of the located information based on its
accuracy and the reliability of the web host.
49. VELS - Standards - Level 5
- students use a range of data types, including sound and still
and moving images, to record the decisions made and actions
taken when developing new understanding and problem
solving.
50. VELS - Standards - Level 5
- students use a range of data types, including sound and still
and moving images, to record the decisions made and actions
taken when developing new understanding and problem
solving.
- select the most appropriate search engines to locate
information on websites. They use complex search strategies
to refine their searches.
51. VELS - Standards - Level 5
- students use a range of data types, including sound and still
and moving images, to record the decisions made and actions
taken when developing new understanding and problem
solving.
- select the most appropriate search engines to locate
information on websites. They use complex search strategies
to refine their searches.
- share their ideas through their blog, website or other public
forums.
52. VELS - Standards - Level 5
- students use a range of data types, including sound and still
and moving images, to record the decisions made and actions
taken when developing new understanding and problem
solving.
- select the most appropriate search engines to locate
information on websites. They use complex search strategies
to refine their searches.
- share their ideas through their blog, website or other public
forums.
- evaluate the merits of contemporary communication tools,
taking into account their security, ease of use, speed of
communication and impact on individuals.
56. It’s about learning and teaching
However, technology allows for the most:
Creative Collaborative Powerful
Engaging Authentic Relevant
learning opportunities for teachers and our
students that we have never had before.
59. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
60. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
61. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
62. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
63. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
64. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
65. So why 1:1 laptop programs?
An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
Damian Bebell, Boston College, 2005
(400 7th grade students plus their teachers in 6 schools)
72. 1:1 - what it isn’t.......
What we have always done with extra computers ‘bolted on’ to
our existing pedagogy.
73. 1:1 - what it isn’t.......
What we have always done with extra computers ‘bolted on’ to
our existing pedagogy.
All the students emailing together.
74. 1:1 - what it isn’t.......
What we have always done with extra computers ‘bolted on’ to
our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing them.
75. 1:1 - what it isn’t.......
What we have always done with extra computers ‘bolted on’ to
our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing them.
Students researching all their work on the internet.
76. 1:1 - what it isn’t.......
What we have always done with extra computers ‘bolted on’ to
our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing them.
Students researching all their work on the internet.
Extra ‘things’ for wet days/before school/fast finishers.
77. 1:1 - what it isn’t.......
What we have always done with extra computers ‘bolted on’ to
our existing pedagogy.
All the students emailing together.
Lots of stories typed up when students finish writing them.
Students researching all their work on the internet.
Extra ‘things’ for wet days/before school/fast finishers.
ICT used in isolation or stand alone.
83. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
84. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
85. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
86. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
87. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
88. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
89. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
90. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
91. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
92. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
93. Comparing the classrooms
Normal 1:1
ICT equipment: 3-4 computers per room 25+ per room
Access per student: Limited Unlimited
Role of server: Store all work, run some software Almost redundant
Printer use: Over used Rarely Used
Publishing, research, some Creativity, collaboration,
Focus of ICT use:
communication communication, reflection
Internet access: Fixed Mobile
Teaching/Learning tasks: Printed and handed out Emailed or downloaded
Shared with class and saved to the Shared with home, school
Finished work:
server community, global community
Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
Admin control: Technician or teacher controlled Student controlled
101. The 1:1 Classroom
Task - Write a narrative
Options - Podcast
Movie
Radio play
Computer game
Animation
Cartoon
Talking book
Comic
Slideshow
Etc, etc.........
107. The 1:1 Classroom
Assessment - English
- Thinking Processes
- Communication
- ICT
- Design, creativity and technology
108. The 1:1 Classroom
Assessment - English
- Thinking Processes
- Communication
- ICT
- Design, creativity and technology
- Personal Learning
109. The 1:1 Classroom
Assessment - English
- Thinking Processes
- Communication
- ICT
- Design, creativity and technology
- Personal Learning
- Interpersonal Learning
110. The 1:1 Classroom
Assessment - English
- Thinking Processes
- Communication
- ICT
- Design, creativity and technology
- Personal Learning
- Interpersonal Learning
111. The 1:1 Classroom
Assessment - English
- Thinking Processes
- Communication
- ICT
- Design, creativity and technology
- Personal Learning
- Interpersonal Learning
7 domains & 21 dimensions v 1 domain & 1 dimension
149. 1:1 Environment
Professional Development - pedagogy
- computer based
- whole school
- involve students/parents
Infrastructure - wireless
- charging stations
- storage
150. 1:1 Environment
Professional Development - pedagogy
- computer based
- whole school
- involve students/parents
Infrastructure - wireless
- charging stations
- storage
Policies - computer/internet acceptable use policies
151. 1:1 Environment
Professional Development - pedagogy
- computer based
- whole school
- involve students/parents
Infrastructure - wireless
- charging stations
- storage
Policies - computer/internet acceptable use policies
- laptop take home policies
152. 1:1 Environment
Professional Development - pedagogy
- computer based
- whole school
- involve students/parents
Infrastructure - wireless
- charging stations
- storage
Policies - computer/internet acceptable use policies
- laptop take home policies
- insurance
153. 1:1 Environment
Professional Development - pedagogy
- computer based
- whole school
- involve students/parents
Infrastructure - wireless
- charging stations
- storage
Policies - computer/internet acceptable use policies
- laptop take home policies
- insurance
Student Use - No more than 50-60%
154. 1:1 Environment
Professional Development - pedagogy
- computer based
- whole school
- involve students/parents
Infrastructure - wireless
- charging stations
- storage
Policies - computer/internet acceptable use policies
- laptop take home policies
- insurance
Student Use - No more than 50-60%
- Not digitizing everything we do