TKS English workshop
- 1. Maximising student learning with a one-to-one laptop program Pam Furney pfurney@partners-in-data.com.au Images source: Microsoft clipart
- 2. Mishra, Punya and Koehler, Matthew (2006) Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017–1054.
- 4. What are the implications for teaching and learning?
- 5. Horizon Report Emerging technologies to become mainstream within one year • Mobile Devices and Apps • Tablet Computing
- 6. What the Research Says “…it can be said that digital media is now a central aspect of most people’s lives, whatever their age.” “Digital literacy is an important entitlement for all young people in an increasingly digital culture. It furnishes children and young people with the skills, knowledge and understanding that will help them to take a full and active part in social, cultural, economic, civic and intellectual life now and in the future.” Hague, C and Payton, S. 2010. Digital literacy across the curriculum. Futurelab
- 7. What the Research Says “While their proficiency with technology is important, the true indication is how teachers are able to combine strong pedagogy that supports student-centred learning, emergent research from the learning sciences on how people best learn, and features of contemporary technologies.” “Overall, classroom practices have shifted toward more student-centred learning, while maintaining some traditional, didactic teaching.” Alberta Education School Technology. 2010. Emerge One-to-One Laptop Learning Initiative: Final Report http://www.education.alberta.ca/admin/technology/emerge-one-to- one.aspx
- 8. What the Research Says “In a technology-rich classroom where students have immediate and frequent access to the internet and educational software there is potential for a transformation of the learning environment to improve student learning outcomes.” “There are opportunities for a broader range of activities where students use higher-order cognitive skills to construct meaning and work on collaborative, inquiry-based projects which have meaning beyond school.” “Integration of interactive technologies into teaching and learning is not guaranteed by the provision of technology tools.” NSW Dept of Education and Training. 2009. One-to-one computing; literature review
- 9. Retention after 24 hours
- 10. What are the implications for teaching and learning?
- 11. How the Brain Learns • Emotions guide learning • Stress affects learning • The brain needs to make sense and meaning • The brain learns through experience • The brain is social • The brain grows through enrichment
- 12. Working Memory Capacity For 14 year-olds to adults: Number of items the brain can handle: • 7 Time limit for processing new items before the brain “turns off” • 10 to 20 minutes Based on David Sousa’s How the Brain Learns(2nd ed.)
- 13. Primacy Recency Effect • We remember best information which comes first • We remember second best information which comes last • Least remembered is information imparted in the middle Based on David Sousa’s How the Brain Learns(2nd ed.)
- 14. Primacy Recency Effect • When you have the students’ focus, teach the new information. • Don’t let prime-time get contaminated with wrong information. Based on David Sousa’s How the Brain Learns(2nd ed.)
- 15. What are the implications for teaching and learning?
- 16. Putting it all together • Three elements are necessary for effective use of technology in the classroom : o Pedagogy, content and technology • 21st Century skills: o Critical thinking and problem solving o Creativity and innovation o Communication and collaboration • Mobile and tablet computing are emerging trends • For optimum learning the brain requires o Sense and meaning o Hands-on experience o Challenges • Activities require chunking for optimal brain processing • Optimal teaching moments are the first and last portions of a period
- 17. Therefore… • Tasks are centred on the content, not the technology • Break periods into: o Teaching new information first o Practice and consolidation activities in the middle o Consolidating the new information at the end • Activities are student-centred, hands-on • Student-designed activities make good learning • Short tasks in the middle of a period take into account the primacy-recency effect
- 18. The Tools We can Use
- 19. Creating Texts
- 23. Digital Storytelling ReadWriteThink http://www.readwritethink.org/
- 25. Digital Story Telling http://storybird.com/
- 26. Creating and SharingTexts • Writing for a wider audience • Collaborative writing
- 29. Wikis – where to start • http://www.wikispaces.com • http://www.pbworks.com
- 30. http://issuu.com/hnabooks/docs/wimpykidactivitiesfinal http://issuu.com/explore
- 32. Blogs
- 33. Blogging – where to start • http://www.edublogs.org • http://www.wordpress.org • http://www.blogger.com
- 35. Film making Software on your computer • iMovie – free with Mac computers • Movie Maker – Microsoft free for PC • Adobe Premiere of Premier Elements • Photostory3 – free download from Microsoft Online • Xtranormal – www.xtranormal.com
- 36. Audio recording - podcasting
- 37. Glogster multimedia posters Arthurian Allusion
- 38. GoAnimate http://goanimate.com/ Create animations by • typing the text or • recording the text Free but school subscriptions available to allow class management Example: http://goanimate4schools.com/public_movie/0JYGu1LNDZcg/1
- 39. Comics http://www.pixton.com/uk/ http://www.bitstrips.com/landing http://www.makebeliefscomix.com/ http://www.toondoo.com/ http://www.readwritethink.org/
- 40. Analysing Texts
- 41. Word Clouds http://www.wordle.net/
- 42. Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize an appalling condition. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. It would be fatal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.
- 44. Voicethread http://voicethread.com Examples Robert Frost: Fire and Ice Create Free Verse Poetry
- 45. Discussion Forums via Social Networking http://www.edmodo.com
- 46. Exploring character, theme, plot, sett ing
- 47. Graphic organisers http://www.exploratree.org.uk/ https://bubbl.us/
- 48. Graphic organisers http://mind42.com/
- 52. Laptop Wraps Activities designed for The NSW Department of Education’s netbook rollout • http://www.tale.edu.au/tale/live/parents/index.jsp
- 56. Laptop Wraps
- 57. Laptop Wraps
- 59. In summary