Key note speaker: James Farmer
Runs Edublogs and is online community editor at the Age


“We are in need of a revolution in online Teaching and Learning”

Drunk on content so many multiple stimuli with this media.

Examples from develop a suit of technologies based on science which student s must understand to achieve the outcomes of the game.
“Pioneering ways to transform the learning experience” is this true? Do the students already do this at home. Farmer suggests this might be “content aholihism”

Buzz words “Learning environment” – really content environment.
The content is fantastic they make presentations look really good but is this teaching and Learning.
Effective teaching needs authenticity, real experiencing
Farmer suggests we are involved in binge media – obsessed with content.

More conversation and a little less action
Online teaching and learning does not have to be about all of this content.

Community of inquiry (

(see presentation)

Incorporated subversion talking about the online environment, how they shape what we do, much more than we are aware. The environment can actually make or brake an educational software.

Blogs offer the environment that allows them to personalize their space. It is authentic because the students have control of the content, they develop over time which enables the students to develop a history. The students do not need to be able to code. (See The knowledge tree)

Subvert the environment to your own needs, to create authentic personal spaces.


1. Working with multimedia and the VELs
Early years students working with multimedia

Working with multimedia the need to identify that our students are not going to be written language expressionists using a product called 2 simple

2 Publish is about mixing images with text. It offers student the opportunities to create templates were they can create documents with many images and limits the amount they can use.

It has a simple drawing suit that enables students to create a sequence of pictures

2. Its not about you –


Using Wikis in the classroom. Ability to password protect, no address, no surnames etc.
Wiki spaces for teachers is a good starting point. How do you decide whether to have a wiki or blog?
Wikis tend to be more communal were as blogs are a much more personal recount which enable the teacher to comment.


Offer a linear account of events


Audacity (free open source) and Levelator
Uses: Recordings of students on a topic, reflections of their performance in a piece of work. This can result in some very honest assessments of the student’s reflections.

How do you get a decent recording? Use Levelator use a .wav file drop it onto Levelator, creates an output file that improves the amplitude of voice. Good to use when recording students in the classroom.

Other uses: Podplays written by students and developed with sound effects so that the students can create their own plays. Need to be careful that students are aware of copy write. Important to use creative common sites (Creative commons search, CCMixter, Freesounds)

Group activity in which students can write to the same document, which writeboard will allow. This still can be password protected and allows you to follow who makes alterations. It allows comments.

MINDOMO similar to Inspiriration but free. Enables multiple uses to work on a document

Folksonomies: See Digg,
makes cross referencing easy. When links are made, every time the linked word is used the link is repeated.

Developing students ability to analyse. Editing software Studio 10 fairly robust.

3. Web 2.0 and the risks: internet safety in the classroom

Chat: MSN messenger Kids usually 10 chats at once. This is as well as surfing net, on their mobiles and iPods too!
You can’t stop the kids but we have to make it safe. Children with poor self-esteem are more likely to have unknowns people on their chat list.

Who is attracted to the Internet in Mass?
• Children
• Sex offenders
o Paedophiles
o Computer sex offenders – If kids don’t have a friend online they may go to a public chat area. Predators linger here and will ask a kid to go to a private chat area, within 4 minutes they can be exposed. The younger kids (12, 13 and 14 year olds are more likely to remain rather than close it down)
Main access happens at home (89%).

• Pornography – students getting exposed by their phones, child pornography can have a particularly bad effect on a young person.
The access to instant images with phones allows students to instantly image their poor and reckless behaviour.

Do we have a policy about inappropriate content on mobile phones? Need explicit language in such a policy. Images can be directly uploaded to the web from their phones.

Wireless access. Public WiFi is not filtered (McDonald’s use pay by credit card or Telstra prepaid)

Parents need to be aware of how to set up their systems to filter internet content. Private houses set up their houses search for proxy bypass on google. Sites that enable students to get around filters. Funnel sites that change names daily and ISP addresses to avoid schools blocking them.

Next problem: Inappropriate podcasts to circumvent filters can be downloaded and iPod video.

Commercial scams, financial risks, viruses. Educating kids to identify scams. Phishing for credit card details – games that are designed for young students to borrow mum’s credit

Wedsites with mild spelling errors that link to pornographic sites.

Harassment and Bullying
• Cyber bullying
• Email
• Chat Rooms
• Discussion groups
• SMS – pack bullying
• Web pages

If students are getting threatening emails (print), on chats (screen capture), turn history on, so that evidence can be collected. SMS, make photocopies of the messages and the log

Teacher Harassment – creating pages for a teacher that is not theirs and then using inappropriate images or links.

Make you site safe:
Surnames, flirty names, email, mobile or MSN info should not be on you page.

Workshop 1: 27 April 2007-04-27

Presenter: Kathryn Moyle

Facilitator: Olwyn Gray

10.00: Presentation-
Intention is to leave today with plans that can be applied in our schools.
Synchronous technology like Zing.

Building Leadership – Who are the leaders in schools?

What’s happening
Web 2 and Web 3
Evolution, Revolution or the Emperor’s new clothes?

Tend to have concepts that exist separately but we need to synthesis these into class room practice
Are students learning with technology? Where do multimedia games sit with learning? How can we make judgements about the value of technology for Teaching and Learning.

Marc Prensky argues that today’s education is bifurcating quickly between –
Imposed on them

[b]After school[/b]
Interaction by choice

Digital immigrant vs the digital native

The kids don’t need to be asked how to integrate technology, for them it just is part of life.

Games and simulations in engaged learning.
Marc Prensky is an avid supporter for this kind of learning.

What’s the difference?
Does not have a specific goal within the simulation, designed for observation and passive interaction

Generally have a purpose or goal requires interaction.

What kids learn from games
• Cooperate, collaborate
• Make effective decisions
• Take prudent risks
• To make ethical and moral decisions
• Employ scientific deductions
• Apply and master new skills
• Think laterally and strategically
• Persist and solve difficult problems
• Understand and deal with foreign environments and cultures
• Manage people and business

Could look at the list as a check list for a good game. Most games will not succeed without these.

Game making with Lab 2000 and ACMI

What do the learn?
• How (to do things)
• What (rules)
• Why (Strategies)
• Where (environment)
• When/where (ethics)

Is anyone or body investigating educational games, is there a list/website that identifies games for education? There does not seem to be anyone in Australia doing this.

Web 2.0 (read/write)
• Enables anyone to share
• Enables anyone to collaborate
• Enables anyone to publish
• Beginning on line communities
– Blogs
– Flickr
– You tube
– My space

Challenges of Web 2.0
• Teachers can produce their own high quality resources
• Web2-ness is here to stay
• Anarchy and control
• Beware of ‘Geeks bearing gifts’
• Need to ‘join the dots’
• Need to give back permission to experience
• Operational issues
• ‘Official’ sites – set up RSS feeds

ICT is a lens through which we are changing and seeing Teaching and Learning

What sort of classroom should we have? There is a dilemma of how to place the computer and students.

Rethink the nature and structure of school education
Requires whole school commitment
Leadership is fundamental in achieving whole school change

How do we make sure our plans are positioning for the future?

In Korea the cutting edge class room was set up much more as a community space. But the emphasis being on one to one technology.

In the states there is an emphasis in one to one computer.

The move away from direct instruction into alternative methods of learning, constructivist learning.
A need to gather a rich array of information to broaden a students understanding of a topic. The web offers this opportunity. A Web quest attempts to use the rich array but avoids direct instruction.

What makes a good WebQuest?

How do you integrate all of the wonderful educational theories to give our students the best educational experience without burning out as a teacher?
– Novice/expert scaffolding – look at what experts do, chunk it, investigate the chunks through different processes, this varies with students webquest experience
– Motivational Theory
– Schema theory – map onto prior learning
– Learner centred principles
– Constructivist – look at a complex thing in it complexity
– Cooperative Learning/Interpersonal Skills
– Thematic
– Authentic – making it real
– Overt Metacognative – talking aloud, why are we using theses strategies

Setting it up…. Computer must have the Smart Board software loaded.
i. Suggestion: Have your lap top plugged in too.
ii. Monitor cable has only one port to the computer, if it doesn’t fit try a different port of turn it up the other way.
iii. On the projector there is an in and out port, you want the out port.
iv. Once everything is plugged in and turned on, you may or may not get an image. If you have not got an image you may need to use the function and monitor output button on your keyboard (often F4 or F5).
v. Once you have an image focus the image appropriately.
vi. The smart board also needs to be connected to the computer, there is a USB plug that goes into your USB port on your computer.
vii. Next you need to orient the board. Hold down the two keys in front of the eraser together and the orientation screen appears.
viii. You are now ready to go!

Using the SB as an interface for your computer
How it works……..The board is made up of two layers, when you touch the board the two layers a can be connected and this creates a circuit. This means you can be firm and deliberate.
The other thing to remember is that it can only cope with one point of contact at a time. Remember use the tip of the pen.

Touching the board is equivalent to a left mouse click.
To achieve a right mouse click – press the mouse button in front of the eraser this tells the board you want a right mouse click. This default back to the left click afterwards. An alternative is to hold your finger on the board for a few seconds and it give you the right mouse click.

To write press the keyboard button in front of the eraser and a keyboard appears that you can type on from the board.

The pens add a new dimension to using the computer…you can annotate any image shown on the screen. The last pen picked up is the default colour. The tray determines the colour not the actual pen.

Putting the all the pens down brings the board back to mouse mode. Tapping the board clears off the annotation.

The task bar always remains active for mouse clicks. If all the pens/eraser are all lost the board can still be activated by using the SB icon on the RHS of the task bar. Select the control panel.

Keeping your annotated screens
The board operates in two modes: Transparency layer mode and the Smart aware mode.
Transparency layer mode is the default mode and acts like white board when in the SB Smart Notebook software. If you annotate the screen at any other time as soon as the tool are replaced a single click erases the annotation.
When in Transparency layer mode if you pick up a pen a small tool bar appears and a board surround the image. This indicates that a transparent layer has been added to the board on which you can annotate.

To restore your annotation after it has been erased hit the dialogue box in the RH corner. If you miss this, when you select a pen again you can restore the last annotation using the small tool bar that appears.

You can capture your annotation permanently. Using the small tool bar select the camera capture tool. Either tap the board once to capture the whole screen or drag a rectangle of the area you wish to select.

Smart Aware – Excel, Word, PowerPoint come on automatically. When you open one of these programs rather than a small tool bar dialogue box the tool bar appears with the other tool bars in the program.
When you use the pens you can annotate the document but not the tool bars. They still work as normal.

To save you annotations use the LH ‘+’ button on the tool bar. This inserts the annotation into the document and it appears as image box.

If you want to add writing write the words you want. Choose the second ‘+ – N’ button on the tool bar, the program will convert your hand written text to printed text.

You can still capture the whole document and insert it into the Smart Notebook software as before using the capture tool on the tool bar.

When using PowerPoint, you will be I transparency mode when in the editing but Smart aware in the presentation. When presenting, you can use the tool bar to move forward or back through the slides. Double tapping on the board also moves you through the slides.

The middle button of the toolbar also offer you the opportunity to save a screen to the Smart Notebook, or add it to the presentation.

The technology is not about wires and flashing lights but about getting connected.
Web 2.0 means the 2nd decade of the world wide web.
The web for us is a learning resource, but the kids see it as a communication device.

Changes in technology back 20 years
• Then Space invaders in an arcade – now personal game boys
• Microcomputer with a Floppy disc – now USB hold 10,000 floppies
• RAMAC – now iPod shuffle
• Radio phone ‘brick’ – now iPhone
• Ghetto blaster – Oakley thump 256 Gbyte in hit sun glasses

Kids don’t think about getting a computer to do better at school, they are imperative for their social life

How do we compete with the funky image of the iPod. Do we have too? Can we tap into the enthusiasm to educate?

iPod metaphor: how many iPods from across the world would have the same play list? Perhaps two. But the thing that is the same is that they all hold the individuals favourite songs.

Left to there own ‘devices’ There are scary scenarios online, dangers of inciting violence, suicide packs, sexual exploitation; kids don’t often foresee the repercussions of their action online. Kids don’t always recognise that these things are not normal, this is what they have known as their reality.

World of ‘Warcrack’ the dangers of online games. Compelling, engaging and fun but is also addictive.

Plagiarism – Mashups (combining different www concepts to create a new page/concept) Relies on the writers allowing their work to be open to others. The creativeness can be embraced and represents far more creativity than a cut and paste essay a student may submit. This leads to…. New expressions

Flickr sharing of photos with social networking. This creates a wonderful data base of images that students can use and create with.

End of the (assembly) line? The WWW offers many diverse ways of teaching our students

Change is challenging
• What do we think of Wikipedia? – amazing resource which can give an overview on a topic, particularly what others believe to be true. Must be aware of how the Wikipedia is created and its limitations.
• Do we ban phones? – Camera phones? This might be a bigger issue in a co-ed setting. Who decides whether it is good or bad, the users. Create an environment where mistakes can be made yet our students are safe and can learn from their mistakes.
• Do we ban iPods? Podcasts offer a great and different way of finding understanding
• Do we block MySpace? The online exposure enables cruelty but also the opportunity to be apart of the global community

Time for a New Model

Mass product————————Open source
Hierarchy—————————————-Collaborative, no hierarchy
Suspicious of cheats————————-Built on foundation of trust
Limited potential for advance—————–Meritocracy
Answers found in manuals——————–Answers found in creativity
Workers motivated by pay——————-Individual self-motivation
The wisdom of the bottom line—————The Wisdom of the crowd

Mass product ——————————-Open source
Deadlines imposed—————————————Superior conceptual understanding
Goals, surveillance and———————————–Retain information longer
evaluation were all—————————————Higher quality achievement
found to undermine
intrinsic motivation

CEQALL (seek all) reference

Choice – Effort – Quality – Attitude – Labour of Love

This is an inservice I am attending at this moment (the wonders of modern technology!). The presenter is Dr Paul Nichloson, interestingly, Paul ran one of my Masters subjects a couple of years ago. Small world!

Paul has been using and working with the UNESCO Bangkok web site that has a plethora of information about ICT in schools. Check it out here: UNESCO or more specifically at : UNESCO ICT in Education

Paul showed us a fantastic pdf library that the site gives access to at UNESCO ICT in Education library

Some of the UNESCO strategies include enabling access to technology in developing countries. Paul showed us a wind up computer!
wind up computer
Find an article about it here

Another strategy that Paul mentions is Mother Tongue Literacy. The mother tongue can limit use of ICT but English is quickly becoming the minority language on the internet. Most communities are concerned about loosing their cultural identity as the people become part of the global communities.

ICT in Education regional initiative.
Recognises the transformative potential of ICT to “Enable the inclusion of groups which have so far not has access to education”
And to foster “The beginnings of a process of developing relevant, multilingual and appropriate content, especially for disadvantaged groups”

Multiple approaches – policy, education, training, technology development, guidelines, publications.
Case studies, comparative studies, ‘how to’ material
Assistance to governments in planning and policy

This is a big picture policy initiative in which the Mother Tongue Literacy project is a part. Interestingly UNESCO believes that the education of women in particular is more effective in a successful implementation of their ICT strategies.

A Deakin initiative for multilingual ICT environment being developed to use with schools (formal and informal) and universities to facilitate:

– the development of intercultural understandings.
– Learning to teach on-line
– The advancement of UNESCO initiatives at grass-roots level.

e-Chatter uses the Google translation tools to create a multilingual online environment. This is a prototype but it would be easy to use the Google translator with email, blogs or other communications with students around the world. Deakin is concerned that their students have a greater global connection.

The opportunities that this opens to our ESL and new arrivals are quite exciting. One project that Paul in running is a local school initiative in which Deakin pre-service teachers work with school students.

Need for constructivist learning in our eLearning
So what do we do with a computer to apply this? The constructivist approach is allocated as the basic design layer in a layered-design model.

Expertise Layer
Interaction Layer – mentoring, facilitation, collaboration, scaffolding, co-construction, expert
Basic design Layer
Assessment Layer

(co-construction – creating knowledge in a team)
The trick is to make sure you program does not focus on only a couple of layers e.g. the last two layers. We want purposeful and well crafted learning.

As the students move through their interactions they gradually move toward expert

Expertise Layer – different pathways leading to expertise
Interaction Layer – different ways to structure peer-peer & staff- student interaction
Basic design Layer – different ways to present & engage with content
Assessment Layer

We need to focus our use of ICT to the expertise layer

The Design Model

Expertise LayerHow will you help students develop their expertise in your subject?
Interaction LayerHow will you interact with students & foster student-student interaction?
Basic design LayerWhat kind of learning environment will you create to achieve these goals?
Assessment LayerWhat do you want the learner to know and be able to do, and how will asses that?