Recent Changes

3. How do the ideas in this reading affect or impact on what you do in the classroom?
- Students need to have some ownership but teachers need to give some ideas and support for the EPs.
the use odof ePortfolio both
4. Possible future directions influenced by this reading.
- Developing the individuality of the students EP's is important and encouraging them to record their experiences as life long learners. Not all EP are going to be at the same level. Students need to understand how to apply their experiences to EP's.

It was good to know that I am implementing technology sufficiently enough in my programme. We are looking forward to using flip videos in specialist areas, which is a next step to hand held device technology.
4. Possible future directions influenced by this reading.
Not alota lot at this

It suggested the types of information you may want in your e-portfolio; how different stages of learning may impact on how e-portfolios are used and how assessment and accreditation could be used more authentically.
To be successful e-portfolios should have: clarity of purpose, sense of ownership for the learner and effective support.
number of e-pportfolioe-portfolio initiatives happening
2. Summary of the discussion that took place in your group after completing the reading.
3. How do the ideas in this reading affect or impact on what you do in the classroom?

4. Possible future directions influenced by this reading.
A realisation that a student can contribute...Student's own input and contribution to the greater pool of knowledge...I am part of the World Wide Web of Knowledge!!!!
‘AEducators to consider possibilities, but also to be mindful of how our students are learning and interacting.
‘A Connected Life’ - Team F
• ‘Millenials’ have all the digital gizmos
• 94% of college students own a mobile phone

4. Possible future directions influenced by this reading.
A realisation that a student can contribute...Student's own input and contribution to the greater pool of knowledge...I am part of the World Wide Web of Knowledge!!!!
Connected Life’ - Team F
• ‘Millenials’ have all the digital gizmos
• 94% of college students own a mobile phone

• Involve parents
• Allow students choice in the ICT tools for their learning
Team E
• This reading discusses how ICT is implemented in a high decile school. There are many connections that can be made with BBI. For example: having two lead ICT teachers whom work alongside the Principal, outside technical support, on-going professional development and a collaborative ICT learning environment.
Learning is what’s important - not ICT. ICT should not be viewed as stand alone. Schools need to value ICT as a tool to support learning and teaching. ICT provides different methods of learning for students.
Planning for ICT infrastructure should be about meeting present and future needs of the staff and students.
One important point was that we should have a teacher, at the chalkboard, who has a lead role in implementing ICT, to ensure that management realise the expectations that are set need to be realistic and achieveable.

3. How do the ideas in this reading affect or impact on what you do in the classroom?
4. Possible future directions influenced by this reading.
Team F
Integrated Use of ICT in Primary Schools: A Case Study of a High-Decile School
• ICT viewed as tool to enhance learning where appropriate
• Underpins effective pedagogical practices and motivates student learning
• Opens up the wider world and how it operates and enables students to become literate, confident members of today’s society ( O’Connell 1999)
• Constructivism – teachers create learning situations, student engagement, interesting activities and inquiry-based learning. ( Chen Hsu and Hung 2000)
• Authentic tasks, meaningful context
• Real world settings for case based learning
• Encourage reflection on experience
• Support collaborative construction of knowledge through social negotiation vs. competition between learners ( Chen et al. 2000)
An Effective Learning Tool
• Teachers need to be aware of and utilize thinking skills frameworks – allows teachers to view and assess student skills and creativity and facilitate onward development
• Wide range of student interactions with material at hand, peers for co-construction of ideas and skills (Cooper and Berner 2002)
Success Indicators
• When technologies are a means of developing
o Children’s creativity
o Higher order thinking skills
o Extending teacher’s range of teaching strategies
o Systematic opportunities
o Extending their horizons
o Growing as life-long learners
o Motivate student learning and skills at all age levels
o Increase self esteem through greater control of their own learning and sense of independence
o School culture
Model to Drive Learning
• Principal with a vision that enhances teaching and learning
• School wide approaches with a learning model to guide staff
• ICT seen as a meaningful, authentic learning tool
• Infrastructure to meet present and future needs of school, staff and students
• Utilise teacher strengths – get them to lead and support whole school staff
• PD
• Contract outside specialists
• Secure funding
• Provide equitable access
• Involve parents
• Allow students choice in the ICT tools for their learning

4. Possible future directions influenced by this reading.
A realisation that a student can contribute...Student's own input and contribution to the greater pool of knowledge...I am part of the World Wide Web of Knowledge!!!!
‘A Connected Life’
• ‘Millenials’ have all the digital gizmos
• 94% of college students own a mobile phone
• Social networking and ‘always-on’ communication such as Facebook, Myspace…etc
• 76% use instant messaging
• 15% are logged on 24/7
• 75-90% of college students have a Facebook account
• Use of Facebook for political campaigns, eg. Obama, Clinton, McCain.
• ‘2nd Life’ is now used for meetings, test concepts, training employees and recruitment.
• Computing platform of choice is now pocket sized
• Mobile phones now can do everything: photos, internet, text messages, music players…etc.
• ‘Millenials’ demand mobile pocket sized mobile ICT.
• In 2005 Kogold School of Business recognised the connection between mobile phones and students – during their programme they provided every student with a smartphone.
• The intent is to push content to students, not wait for the students to log onto the website or email.
• Use of RSS (known as rich site summaries), instead of mass emails or websites.
• Users have access (on their smartphones) to real-time trading, bonds equities and funds, providing difficult to understand info in a familiar format to students.
• The 2007 Horizon Report states there is a growing expectation for higher education to deliver services to mobile and personal devices.
• One early result is it changed the interactions of students. Students too shy to speak out in class joined the conversations more often.
• Lots of universities are creating their own programmes or plans as they recognise the need.
• “Cell phones and other wireless devices…are the communication appliances of our faculty and students” says Doyle Friskney (University of Kentucky).
• Consider the advantages to both students and instructors having easy-to-read calendars delivered directly to their smartphone.
• Some classrooms are taking advantage of mobile phones to record data, take pictures…etc
• Students can create mini-documentaries easily and cheaply with their phones.
• Smartphone is the preferred computer platform.
• The University of Guelph-Humber in Toronto created an education programme to integrate smartphones into the computer science coursework. Students were provided with smartphones and given specific assignments.

Bucklands Beach Intermediate School - Professional Reading Discussion.
1. Summary of the important points in the reading.
Implementation needs to be complemented to teacher PD
ICT does not make a good teacher.....
2. Summary of the discussion that took place in your group after completing the reading.
3. How do the ideas in this reading affect or impact on what you do in the classroom?
4. Possible future directions influenced by this reading.
notes

Bucklands Beach Intermediate School - Professional Reading Discussion.
1. Summary of the important points in the reading.
Implementation needs to be complemented to teacher PD
2. Summary of the discussion that took place in your group after completing the reading.
3. How do the ideas in this reading affect or impact on what you do in the classroom?