This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.

1. Dragging the Digital Chain
PLANNING THE PEDAGOGICAL AND DIGITAL DIRECTION
OF OAKHILL COLLEGE

2. About Me – Shani Hartley
Accountant
Mum
Teacher

3. Oakhill College

4. Devices
2009
2012
2015
• Introduced class sets of
Notebooks in locked trolleys
• Android tablets 1:1
• BYODD

5. Pedagogical Change
R
E
• Relevant
• Engaging
A
• Active
L
• Learning
Without substantial changes in the methods of instruction
and assessment we cannot expect teachers to use technology
to transform learning.
Aslan and Reigeluth. (2013). Leading Change for a New Paradigm of Education.
Tech Trends, 57(5), pp.18-24.

6. Environment
Glen Waverley Secondary College, Melbourne, Victoria

7. Leadership
1. Development of a shared vision
2. Development of relational trust with staff
3. Use of multiple sources of information to solve complex problems
4. Maintains a focus on the core business of teaching and learning
5. Responsive to external demands
Holmes, Clement and Albright. (2013). The complex task of leading educational change in
schools. School Leadership & Management, 33(3), pp.270-283

8. Teachers
Broad range of aptitude in pedagogy and technology:
Of the 80 respondents to the ICT Skills Audit, covering more than half of the total
faculty, 50% described themselves as apprehensive and afraid of using
technology in general and in the classroom.
Training
Observing
• Professional Development
• See each other in action

9. Teachers
Spaces
• How to use spaces in more flexible
and dynamic ways
Collaboration
• Working together, cross-curricular
Reflection
• e-portfolios for both students and
teachers

10. IT Infrastructure
The use of technologies in 21st century schools is physically
dependent upon a robust IT infrastructure. But the inclusion of
technologies in teaching and learning requires more than just an
IT backbone. It also requires the alignment of the structures or
organisational arrangements in schools which support teaching
and learning; not only the physical attributes of schools and their
respective infrastructures, but also the philosophy, policies, rules
and traditions that define what people take to be fundamental to
the functioning of a school.
Moyle, K. (2010). Building Innovation: Learning with
Technologies. ACER, Victoria. Retrieved from
http://research.acer.edu.au/aer/10/

11. Research
The hope is that we will make a connection with
a university to help research the effectiveness
of what we’re doing and guide willing teachers
to conduct their own Active Research.

12. Recommendations
Leadership
Teachers
Physical Space
IT Infrastructure
Research
• Clear message
• Grassroots movement
• Be flexible, inviting, transparent
• Learning supported
• Evaluate the effectiveness of REAL

13. The credits
Picture sources:
Author’s own photos or Microsoft Clip Art except:
• Oakhill College
http://oakhill.nsw.edu.au/pages/default.aspx?pid=45
+ Staff photos
• Android Tablet
http://www.acer.com.au/ac/en/GB/content/models/tablets
• Wires
http://www.flickr.com/photos/macsurak/5020598359/
by Christopher Macsurak
Thanks to the schools visited:
Brighton Grammar School (VIC)
Coburg Senior High School (VIC)
Glen Waverley Secondary College (VIC)
Lilydale High School (VIC)
Northern Beaches Christian School (NSW)
Pymble Ladies College (NSW)
Tintern Schools (VIC)
Shani Hartley @shhartley
shartley@oakhill.nsw.edu.au
http://shartley.edublogs.org/