ICT Rich Learning Frankston High School (Melbourne, Australia) Travis Smith

ICT Rich Learning
Travis Smith
Frankston High School (Melbourne, Australia)
About FHS…
• 1650 students
• Largest notebook program in a
State school in Australia.
• No funding from the State for
• Middle class socio-economic area
• Above expected academic
• Non-compulsory notebook program
Strategic position
Manage all technology in school
Oversee notebook program
Manage Computer Service Centre
Purchase/leasing of hardware and
• Oversee staff PD on use of ICT
• Manage online curriculum support staff
• Guide curriculum use of ICT
History of Laptops for Teachers
• DE&T Initiative
• Introduced in 1998
• AU$8.40 or AU$11.70 per fortnight (about R70
per fortnight)
• Started slowly – now most have them
• Needs to be driven by systemic changes
- online report writing
- email as main form of communication
- Portal / Intranet curriculum delivery
• All teachers need network access (wireless)
Evolution of teacher use
• Word Processing / Creating worksheets (to print)
• Emails (mostly social)
• Teaching with technology / planning classes and activities
And now…
• Integral to every teacher’s day
• Portal access / Email / Intranet access
• Creation and disseminating curriculum online / students
submitting work electronically (examples later)
• Communication tool (teacher to teacher), (teacher to
student), (teacher to parent)
Unrealistic expectations???
• Staff are already behind the 8 ball!
• Are students born predisposed not to cope with or be
motivated by current models of schools? (well….most
• Teachers need to be able to create a classroom
environment which remotely reflects their world outside of
I hear and I forget, I see and I remember, I do and I
understand (Unknown Author)
the ‘I do…’ part must be in a curriculum relevant context
PD - A shifting focus
Skills based
Curriculum based
Multi-dimensional PD
One dimensional PD
(weekly sessions)
ICT Curriculum Facilitator
5 x Technology Mentors
Weekly sessions
ICT Curriculum Facilitator
• Too busy
• Enough to do
• Some don’t
like risk taking •
IT Staff
• Provide technical expertise
• Don’t know classroom
• Unaware of what
• Not enough time
to be
creative practicesteachers are doing
Focused on
in classes
• Focused on
ICT Curriculum
bigger picture
• Sees many strategies and adapts them to other
classroom situations
• Doing the same thing over and over again
• Love new technologies
ICT Curriculum Facilitator
Design and Support
• Someone to talk to regarding ICT teaching possibilities
• Show teachers available resources
Activebook reader (Schoolkit)
Learning Federation objects
Software programs
• Photostory, Inspiration, Producer, OneNote etc
• Creating digital resources for the classroom
• Software evaluation
• Support the teacher in the classroom to introduce new software to
• Team teach with those that are not confident in the use of ICT
(varies with each teacher)
• Influencing the big picture
How can she make a difference?
Movie Maker
Photo Story
Learning Fed.
Reality check…
Probably the most significant
blocker to vast improvement in
technology skills in teachers is a
lack of access to technology for
their students!
It’s too easy to be all too hard!
“There’s no point me learning this ICT stuff, I can’t get my
kids into a computer lab anyway!”
Y Generation
• Y or ‘why?’
• Multi-tasking (therefore easily
• Are they engaged? A change in
pedagogy is required….(University)
• Skills required by our
students for employment
Analytical/Research Skills
Computer/Technical Literacy
Flexibility/Adaptability/Managing Multiple Priorities
Self-Motivated/Ability to Work With Little or No Supervision
Randall S. Hansen, Ph.D. and Katharine Hansen
Classrooms must evolve
• “Our students have changed radically. Today’s students are no longer the
people our educational system was designed to teach” (Prensky, 2001)
• Could classrooms at your school engage Leeroy???
Research (Notebooks)
• Access to technology improves students' writing and
encourages collaboration among students.
• Students who use laptops are more involved in their
• Teachers who use laptops use a more constructivist
approach to teaching.
• Teachers who use laptops feel more empowered in their
Rockman Et Al. (2001)
Anywhere Anytime Learning program
Are classrooms relevant?
Today’s digital kids think of information and communications
technology (ICT) as something akin to oxygen: they expect
it, it’s what they breathe, and it’s how they live. They use ICT
to meet, play, date, and learn. It’s an integral part of their
social life; it’s how they acknowledge each other and form
their personal identities.
John Seely-Brown
“…nowadays being without a computer is like being without hands”.
OECD International Student Network
Digital natives vs digital immigrants….please…at least try to speak the
same language (Prensky, 2001).
Are classrooms relevant?
Today’s generation of students communicate in a language
that many academics don’t yet understand. It’s an ever-evolving
language of interpretation and expression, an interactive
approach to learning, creating, and responding to information
through a complex montage of images, sound, and communication.
Students are pushing learning into a new dimension;
it’s a mistake to continue to try to teach them in time-worn
ways. Their choices of communication need to be diversified to
include, for example, visual interpretations of texts and historical
figures or soundtracks for poetry. Students can take advantage
of the enormous resources of the Web, transforming what
they find there by using digital technologies to create something
new and expressive. The potential to invigorate investigation
in the humanities with this approach is clear.
John Seely-Brown
DANGER – assessment!!
“I am not absolutely certain that student
achievement is higher as a result of my laptop
model, but I plan to examine this. One of the ways
I will do this is compare students' standardized
test scores with last year's scores. I hope to see
that the types of activities I ask students to do on
their laptops enhances their learning by making
them better readers, writers, and problem-solvers.
I do know that my students love using the
Do current means of assessment measure skills or digital literacies – NO!
Are students exposed to higher levels of ICT better prepared for life beyond school – YES!
Identifying an educational need
• In the process of ‘re-imagining’ the school, ten
years ago, the expanded use of computer
technology was identified as part of the vision
• Selected as part of an ACER research project
(1992 – Innovation and Best Practice Project)
• Computelec partnership began through the
provision by DE&T of 25 notebook computers
Notebook Program
• Largest state school notebook program in
• 650+ notebook students (1650 students).
• 7-8, notebook and non-notebook classes.
• 9-10 English, Maths, Science notebook
• Parents purchase the student notebook
either privately or through a
recommended provider
Teaching and Learning
• Teaching with technology vs Learning with
• Relevant!!!!!!
– Stimulating/Motivating/Engaging
• Online curriculum
• Truly paperless classroom (including marking)
• Internet, intranet and email use increased
• The benefit for non-notebook students
• Individualised curriculum
• Positive flow on to learning at home
• Breaks down the walls
Most dynamic classrooms
NOT teacher centred
Constructivist / student centred
True “in time learning” - skills
Research – current and changing
Communicating with experts, prominent
people, organisations, peers overseas
• Students are the experts
– “Does anyone know how to…” environment.
• Teachers need to be allowed to
experiment….if they fail – support is the
Significant changes…
• Wireless (2001)
• Online marking toolbar
• Tablets for staff and students
Marking for teachers
Art / LOTE / Maths etc…
Wireless DP + Tablet = Digital whiteboard on steroids
Food for thought
Education is the only facet of modern
society where the benefit of
ubiquitous technology is still being
….but schools are supposed to
prepare students for all other facets
of modern society.
“Back in the 1950s the US was somewhat embarrassed by the fact that the
fastest transatlantic ocean liners belonged to European countries. France and
Britain had faster ocean liners than they did, and at the time, of course, crossing
the Atlantic was the essence of important travel. Ministers and all important
people were into crossing the ocean quickly. So American resources of
technology and money were mobilised and led to triumph. They made the fastest
boat in the world, the S.S. United States. In the very same year the first
commercial jet plane flew and it became totally irrelevant which boat could travel
faster across the Atlantic.
I’d like you to hold that in mind when thinking about school. Are we trying to
perfect an obsolete system or are we trying to make the educational jet plane?”
Seymour Papert - 2001
Online Curriculum Showcase
Travis Smith - [email protected]