Making Learning Mobile – Its not just the tech!

Mobile devices, whether laptops or tablets have clearly made their way into many of today’s classrooms. But what about the learning spaces? Have we just brought  computer labs into classrooms, or are we making learning personalised and mobile by shifting the context and culture?

Moving the lab to the classroom?

Are we merely moving computer labs to classrooms?

 

 

 

 

 

 

Abdul Chohan, of Essa Academy in the UK caught my attention at a recent visit to Adelaide by saying “We can’t change behaviour, but we can change beliefs” and encourages educators and innovators to focus on changes in beliefs and attitudes. He continues “When beliefs changes, then behaviour automatically changes”.  Essa Academy have made significant transformations to their learning community and the learning taking place. This is profoundly logical, but while I agree that beliefs need to change first, I’m not quite convinced that behavior will automatically change. Essa Academy have embraced deliberate cultural changes to backup their beliefs.  Learn more about Essa Academy’s story.

In contrast, Stephen Harris, known for the innovative work around learning space design, at Northern Beaches Christian School in New South Wales challenges educators at the SCIL “Making it Mobile” sessions to reflect on whether their beliefs align with their practice.   Like many, I began to question whether students need individual “sitting spaces”, how classroom routines can empower students, where “wait time” can be reduced, and how flexible spaces can be found and created with limited budgets.

Looking purposefully at the other aspects which influence learning culture, like timetables, learning spaces, seating arrangements and even when learning begins (because the class is quiet and the teachers starts the lesson?) affect our abilities to act upon beliefs.

Why not make classrooms mobile too? 

“If you don’t change the spaces how will teachers change the paradigm?” asks Harris.

If the learning kit is personalised, does the need for the individual sitting space lessen? Do we need desks?  As students have more tools to direct their learning (eg. Virtual Learning Environments) can they be more responsible for it?

Are we changing the learning spaces and taking the tech with us?

So what changes are we making in my school? After only a few weeks with tablets, we started to see students taking their “toolkit” (iPad mini) around the school, on excursions and home. In our “Support Centre” we brought in a moveable “standing desk” (bookcase on casters from IKEA).  I find myself looking at spaces with fresh eyes and asking “what if” questions about the least used spaces in the school.

With other large projects, like this one from Immanuel College, there are changes in education on a massive scale to put these beliefs into practice. With the new Margaret Aames centre looking much more like an ultra-modern museum,  public library or university hub than a traditional high school

What do you believe about learning? About the role of technology? Learning Spaces?  How are your beliefs translated into your practice?  I say its time to say goodbye to personal sitting spaces and use the spaces we have in new, more flexible ways.

Feel free to share your ideas here!

 

 

Building Learning Communities

Connecting to LearnBuilding Communities

Here are the resources I’ll be sharing in the Building Learning Communities talk for CEGSA 2013.  Please feel free to comment about your own experiences building your Professional Learning Network, Learning Communities in your educational context, creating a Connected Culture in your learning environment and tapping into or initiating purposeful Communities of Practice.

We need each other! People connect with like-minded professionals in purposeful ways. With modern technology, there are more ways than ever to connect in the “in-between” times of face to face gatherings. New opportunities to connect with people around the globe broaden our networks for our own learning, our students and for specific purposes and causes.

My Version of Alvin Toffler’s famous quote

“The literate of the 21st century will be able to learn, unlearn, relearn and co-learn.” C. Haynes

A Must Watch Video

[youtube=http://www.youtube.com/watch?v=DrgieoTvDE8]
Adam Bellow, ISTE Young Educator of the Year and Keynote Speaker,  EduTecher,  EduClipper  @adambellow

Ways to Connect 

Worth Reading

Essential for ICT School Leaders

Parent Community Examples

Email Lists and Newsletters

Professional Learning – Face to Face

    • ISTE: become a member and join your PLN at ISTE in Atlanta, GA June 2014.
    • EduTech: Exciting new Australian conference. Over 3000 delegates + a new library conference.
    • ACEC2014: National conference in Adelaide October 2014.

Other Tips:

Twitter. Follow conference keynotes and other leaders. See who they follow and connect with them. See the results in Storify of our Mini Twitter Chat conducted during the session.

ShowBie – The iPad Workflow Solution?

When our Year 1 and 2 teachers embarked on our 1:1 Mobile Learning program last term, they immediately saw the challenges of workflow. While embracing the multimodal capabilities of the iPad, we quickly realised the obstacles with our traditional thinking about the processes of handing up and giving feedback on new media including eBooks, video and the multitude of creations possible on the iPad.

We then asked:

    • Do teachers need to review every video during classtime?
    • What about large file sizes and email?
    • How can we give timely feedback?
    • How can we keep up with all that students are doing?
    • What needs to have peer feedback or be shared with the class via AirPlay?

Collecting, organising and giving feedback on digital media produced by students is a challenge! Until now.

Enter Showbie

Showbie is a workflow app and cloud solution to assign, collect and review “assignments”. It’s clever use of the “Open In” feature allows students to “hand-up” just about anything they create on an iPad using the Showbie app.  What’s more, its simple interface makes this a workable solution even for our 6 and 7 year olds.  From a teacher’s perspective, they can assign tasks, share resources for the tasks and easily see who has handed up their work and comment on it using annotations, audio notes or text comments.

The support team are very responsive to support requests and have made it easy to answer your own questions including useful tutorials on how to use ShowBie with dozens of apps including my favourites: iMovie, Explain Everything, BookCreator, Comic Life and anything in the Camera Roll.

Showbie address the workspace part of an ePortfolio – but does not currently serve as a “showcase” environment or collaborative space.

What’s next?

From a technical perspective, I’d like to see some risk reduction (back-up, versioning, …). I’d also love to see a way for students to communicate not just with their teacher, but with one another.  And.. I’d like to interface (easily) with a blogging platform like EduBlogs so students can publish their ideas and finished products to both gain feedback from broader audiences and maintain a collection of artfefacts of their learning journey beyond a single classroom environment.

Overall, Showbie shows much promise! I’ve just subscribed to a Pro version for our school  and our Year 2 teachers are excited about the potential.

I look forward to hearing your thoughts on iPad Workflow and Showbie in particular. Why not download the free version and see for yourself?

Why Workflow is Key to Student Success with iPads

IMG_0016With a plethora of engaging educational apps and innovative ways to put the these bite-sized learning tools together its easy to get started with iPads. However, publishing student creations takes some experimentation, planning and collaboration with technical teams.

Simply the camera, a video camera and voice recorder offer tried and true ways to capture student thinking and understanding. Add on apps that can put it all together, annotate and share and we really have some new opportunities not previously possible.

But how do we share these creations and snapshots of a child’s learning? This is where many of the educators I’ve spoken to get stuck.  Of course we need to come back to the question every writer asks of “What is my purpose” and “Who is my audience”?    If the creations are temporary in nature, simply sharing with a peer may be enough. But what do you do when you want to share with a greater audience and over time?

Sharing from iPads

Our local hub group recently pondered this question and we came up with several ways we could share from an iPad, with different levels of success depending on the options enabled or disabled by the school’s IT department and whether the iPad is personal or shared:

  1. share directly on the iPad (student led conferences, peer feedback)
  2. show via AirPlay
  3. printing (with concerns we would limit ourselves to the “flat” version of print only media)
  4. Moving from the iPad to the teacher for collection (Email, connect to computer, Mover+, WebDAV, DropBox, DropCopy..) to burn to disk or post elsewhere
  5. student post to a platform that enables sharing (eg. EduBlogs, KidBlogs, ScribblePress, ShowMe, EdModo,…)

Discussions with the school IT department are needed to enable WebDAV, set email size limits, set internal only email for young students and even enable various ports or sites.

Putting it all Together

Multitouch books offer multimedia functionality and interactivity, but are not the easiest to share. Apps like Book Creator make it easy to capture student learning journeys that include photos, movies, annotations, screen captures and text, but sharing of these larger artefacts becomes even more challenging (but worthwhile!) as the ePub format is specifically designed for iOS devices and the files can be larger than email systems allow.

So how can we represent young student learning using iPads over time?  Personally, my current thinking is that we need a student blogging/ePortfolio platform where students are responsible for sharing their work as they go. Going this way means teachers have a way to comment on multimodal work and check the status, students can re-publish and capture their learning along the way.  Students can also give one another feedback on their work. If parents and the larger community are also offered access we can raise the bar through authentic purpose and audience.  Kathy Cassidy offers some great advice sharing her experiences as a year 1 teacher in Canada in her new book “Connected from the Start, Global Learning in the Primary Grades”.

I haven’t yet found a simple way for young students to share larger artefacts easily, like multitouch books.  As apps offer better integration and bandwidth improves I’m sure there will be more options. For now teachers just may need to to put together mini ‘book stores” for sharing. Here’s a great example shared with me by Sheldon Bradshaw  on the Write Now Bookstore.

ePortolfios, iPads and Openness

After a whirlwind tour with George Couros and CEGSA, South Australia has been a-buzz on the social media scene (check out #cegsa and @CEGSAustralia).  Twitter eggs have hatched and the anonymous are becoming faces to follow.  Its not just about Twitter though, the blogs are happening and ideas are formulating and evolving through an interactive community.

So what?

A few new questions are emerging for me.

If Google is the new business card, what is the new ePortfolio? 


cc licensed ( BY SA ) flickr photo shared by San Sharma

As a professional, I’m now blogging, evidencing the National Professional Standards for teachers, tweeting, created an about.me page, discovered storify and more.

But what about students? 

The power of blogging is two fold:

  1. Writing for and interacting with authentic audiences (continual learning)
  2. As a showcase of learning

In a web format, for older students I can see this can work well as students can take action, and with authentic audiences for meaningful purposes. Like Allysa (one of George’s favourites and shared over many of his sessions).

There are many opportunities to control the level of publicness and moderation through tools like EduBlogs, Weebly and Edmodo as our communities begin to value openness and input from experts while balancing moderation of outsiders access to contact young people. Being web-based content in any publishable format can be shared easily (PDF, JPG, MP3, MOV…)

Where do iPads Fit?

iPads allow us to create bite-sized snapshots of learning and put them together within apps, and within larger publications like eBooks. I see tremendous potential of ePubs (books published in an ePub format and read by an eBook/iBook reader like iBooks) to capture student learning in a variety of mulitmodal formats.  But what about sharing? There are options: ePubs can be shared in iBooks on the device they are created on, published to iTunes and shared through a school iTunesU channel, or published through a gallery connected to an app (eg. Scribble Press or ShowMe).   Each of these options still raise more questions for me:

  • will the eBook be available in the future?
  • will parents, grandparents and those in the broader community have the necessary  evice, app or reader  to view these student created collections?

How Public?

I’m an advocate of openness, yet still have a keen sense of responsibility toward child safety.  Finding the right balance as we create new policies on how Social Media is used in schools, by individual teachers and with students will challenge some of our previous ideas.  How do children build an identity and maintain privacy? Are restrictions on last names enough? Just as in traditional publishing it seems to me there needs to be an approval cycle before works go public.

Striking the Balance

When I recently attended the National CyberSafety Summit in Melbourne I had the privilege of listening to leading child psychologist Dr Michael Carr-Gregg on preparing students for a world which is constantly connected and being offline is not an option.  His key strategy? Build digital resilience! Dr Carr-Gregg emphasized the importance of being flexible, optimistic and resilient.  Great advice for teachers too as we realise learning is no longer within school hours, within classroom walls or is within our complete control (if it ever was!).

Thanks George Couros @gcouros for giving me new strategies to be vulnerable, make connections and learn with and from each other,  Luke Schoff @schoffl for breaking new ground with me and the @CEGSAustralia community for learning and growing with me.

I look forward to hearing your thoughts on these emerging challenge.

Top 5 Strategies for Enabling Learners with Technology

In my role as ICT Coordinator I “help” other educators with technology. Although sometimes the cry is quite literally “help me!” often the most effective ways of ‘helping” involve approaches that are proactive, planned and resourced. Here are my top 5 strategies s at this point in time.

1) Enable don’t rescue

“If you teach a man to fish…” Working side by side and sharing strategies for learning enables problem-solving and self help. Rescuing people gets the job done quickly but leaves them helpless and perpetuates the problem.  I’d rather spend an hour helping someone learn a new skill than 10 minutes doing it for them.

2) Open Up

It’s tempting to simplify and standardize learning environments to make things “easy” by dictating the look, feel and software available. However, the more ownership a learner has of their technology, the more stake they have in their own development.   Why not open up? What’s the worst that can happen? Backups are wonderful. Sometimes starting over is a lesson worth learning too. Teachers and students need administrative access to their computers so they can make the changes needed to personalise their learning environments.

3) Proactive Help

Rather than waiting to re-act when problems occur, why not work with teachers when they are planning and imagining possibilities? Novices may not always see ways to transform learning (SAMR Model) using technology. Helping one another when planning learning is where some of the biggest transformations can occur.  I love to do the background work to set teachers up for success and being supported reduces their perception of risk.

4) Build, buy and share tools to Enable Self Help

Whether its a database of FAQs, a collection of “Tech Help” tips, a library of resources, an ePub with tips, or a collection of socially book marked weblinks there are unlimited resources for helping learners help themselves. Sometimes people just need to be pointed in the right direction (see #1). Alan November talks about the idea of Learning Farms where students create and share tutorials to help themselves, their peers AND their teachers.

5) BIte-sized tips

At our staff meetings we share a 2-3 minute “SnipIT” or short segment of how to use technology. Sometimes, its a nuts and bolts item like “how to calibrate a projector” or “lodging a help desk ticket”. More often than not SnipITs involves a teacher sharing something innovative they have tried with their students (creating an eBook, filming students, creating QR codes or trying out a new online resource).  This fosters a culture of sharing and risk-taking and gives people ‘put it into practice tomorrow’ ideas.

cc licensed ( BY ) flickr photo shared by exfordy

Blog as Professional Portfolio

I am attending a workshop with George Couros discussing the National Professional Standards for Teachers and using a Blog as a showcase of evidence against the standards. In this blog I will be exploring the following seven standards:

  1. Know Your Students
  2. Know the Content
  3. Plan Teaching and Learning
  4. Safe and Supportive Learning
  5. Assess, Feedback and Report
  6. Professional Learning
  7. Engage Professionally

Watch this short video about the National Professional Standards for teachers.

http://youtu.be/S2NILPXmjws

 

cc licensed ( BY SA ) flickr photo shared by followtheseinstructions

Student Blogging


cc licensed ( BY NC SA )  flickr photo shared by hgjohn

Should student blogs be open to the public? Social Media in and out of the classroom can transform learning and bridge gaps between home and school. Blogging helps me to work through my ideas, to reflect on learning and gain perspectives from others. What makes this work is that there is an authentic audience. When we work in front of an audience we raise the bar and want to do our best.  If we close the community to just student’s classmates are we really giving purpose to what they are saying?

What does the new DECD policy on Social Media  say? There seem to be some contradictions.

What does your school policy say?  What does it need to address to promote safety and give guidelines? I’m thinking we need guidelines as a school, for teachers and for students  that include your roles and a focus on personal responsibility (including legal, ethical obligations).

In the PYP we aim to foster international-mindedness in people who are digitally responsible citizens.  It seems to me open student blogs have tremendous potential for learning.

Thank you to George Couros for challenging my thinking in this area and getting me started in reflecting in this way.  George’s blog is an excellent example of both a learning profile and showcase portfolio.

Actions for me 

Set aside time in the work day to blog. To reflect. Only need 20 minutes or so. This IS part of the learning process and part of an educator’s work.

Look at creating student blogs that can be private, public, or private to the community. Have a look at EduBlogs and multiuser accounts so that comments on blogs can be moderated.  Think about opening up!

Where does video fit in primary school?

I’ve been pondering where video fits today in primary schooling.

Published Works?

We seem to go around in circles on this question. Over the years, I’ve been teaching Year 4 students to work with green screens, voice overs, cut-aways… in iMovie.  They love creating video this way, but it does take time so is saved for our TV Advertising Unit where we can look at advertising techniques in depth – including those used in post-production work.  Students had to have access to computer labs and sit at the same computer. With more ready access to technology is this still the way to go?

One-Shot? 

With the advent of iPads and more readily available mobile technologies I often hear “the best camera is the one you have”.  Its now so easy for students of all ages to quickly capture their experiences, reflections and ideas and add titles and annotations using apps like iMovie, Explain Everything or ShowMe.  These one-shot videos are turning out to be very useful for formative and summative assessment tasks, essential agreements, creating tutorials  and using for school communication/podcasts.

Filming on an iPhone or iPad 

Can you mix footage? Thanks to Steve Griffiths, I recently learned that Australia uses 25 frames per second (fps) for filming based on the 50 hz speed of our electricity.  America and some countries like Japan use 29.97 fps based on 50hz (I initially found this out about 50hz electricity when I moved to Australia and found none of my clock-based appliances worked because of the slower clock speed!). Steve mentioned feature films are shot at 24 fps .   “An interesting note is that when you watch a feature film on Australian TV it is actually 4% shorter than when you saw it at the cinema. Films are ‘sped up’ from 24 fps to 25 fps to match the TV frame rate and therefore run slightly faster.”

It turns out the iPhone and iPad are so smart they decide the frame rate for you based on light conditions. This can be problematic if you want to incorporate with other footage. Steve’s general rule, “Don’t mix the frame rate”.  So iPhones and iPads are good if its all you have, but may not mix with film from other cameras.

Portrait Footage and ePubs?

It used to be a strict “no no” to film in portrait orientation rather than landscape. Well it turns out you’re better off holding the camera/phone etc.. vertical when capturing footage to include in ePubs!

Promotional Video

Now that the cost of producing high quality video productions is so much accessible, there is a place for high end productions in a school setting. This weekend I learned professional techniques for creating high-end videos on a budget. Here are a few of the tips shared at an ADE Retreat hosted by Apple with guest expert Steve Griffiths.

Working both sides of the camera as we practiced filming, sound, interviewing and being interviewed.

Tips for Great Shots

  1. follow the rule of thirds
  2. don’t fireHOSE by panning, tilting or zooming. Choose the frame, then shoot the scene for at least 7 seconds.
  3. keep the camera level to the horizon
  4. avoid zoom: use zoom to frame, but don’t use transitional zoom
  5. shoot landscape unless its for an ePub/iBook
  6. handhelds can appear less staged and captures the moment. Use a tripod where possible.
  7. give shots depth with a clear foreground, mid ground and background (put as much distance behind the subject as possible).
  8. make sure the focus is spot on
  9. watch colour balance and white balance
  10. everything that is said in an interview needs to have a picture to go with it. Use LOTS of overlay. You can never get enough overlay. These don’t need audio and can be in the class room, close shots of technology,…
  11. Look for different ways to shoot things (low, high)
  12. Avoid reflections
  13. Keep the camera steady
  14. keep things looking nice (tidy up, clean screens..)
  15. lighting makes people look better. Need three light sources: keylight to light the subject, fill on the opposite side to fill shadows and backlight around the hairline. Outside use the sun and a piece of white card as fill light.
  16. If subject is squinting, tell them to close their eyes and look at the sun, then turn to you and open them.
  17. Sound needs to be good quality. Test, use external mics and CHECK.  Lapel mics are best.

Tips for Interviewing

  1. Keep the eyeline slight to left or right of camera, looking at interviewer
  2. Make sure you can clearly see both eyes
  3. Dark clothing ususally looks better
  4. Avoid fine stripes (moire effect)
  5. Avoid swivel chairs
  6. Sit on coat tails
  7. Move scenery to a create a good shot
  8. Eyes on interviewer only (looks shifty otherwise) Keep other people out of eyeline.
  9. Look for reflections, headroom, brightness and background.

Post-Production

  1. We learned to use Final Cut X. Easy to use and more powerful than iMovie.
  2. Allow plenty of time. Approx 4 hours per minute of final footage.
  3. Music adds emotion – create your own if you can.
  4. Add plenty of overlay.
  5. When publishing compress (Compressor does a great job).

ACCE Study Tour 2012

In June 2012, I  had the distinct privilege of participating in the Australian Council for Computers in Education’s  (ACCE) annual study tour. The tour had three main components: school visits in the US and Canada, corporate visits to companies that are key players in educational computing and finally culminating in the International Society for Technology in Education’s (ISTE) annual conference of 17,000+ delegates.  A fourth component, networking with the 24 Australian Educators participating on the tour proved critical in synthesizing our experiences.

School Visits

Students at Cindrich Elementary were keen to share their use of iPads and Apple TV. CC By DevelopingTogether.

While the context of the government schools we visited in Canada and the US varied significantly from my school context at Immanuel Primary School in South Australia, there were pearls of wisdom to be gathered from each site.  The schools in the low-socio economic Surrey District in Vancouver, Canada each took different approaches to their iPad trials. Of particular interest to me were Cindrich Elementary’s extensive use of Apple TV for instant sharing of student work on iPads, Hillcrest Elementary, led by Yrsa Jensen and her passion for “Assessment for Learning” strategies exemplified student-led inquiry leading to authentic action.   Their access to technology included a variety of platforms (Apple, PC, iPad…) and open Internet policies allowed students to create, collaborate and communicate their ideas using a vast array of Web 2.0 tools.

Throughout our Surrey District visits we were able to access unrestricted Guest Wifi allowing Internet access, including social media sites. Participants Tweeted prolifically using #acce12. The District offices provides all wireless networking and other IT Support and have supported the iPad trials in this way.

In Seattle, Washington (in Microsoft’s backyard), we visited Inglewood Junior High school where host principal, Tim Patterson shared Inglewood’s experiences of a shared use laptop program and their transition to their first year of a 1:1 laptop program.  Once again key educational leaders made all the difference as to how the technology is used and to what extent learning is impacted.

Hillcrest Elementary students share what they think of using technology for learning. Photo by Tina_P..

Often the schools in most need received targeted government funding for technology.  Of note was PRIDE Academy where students we met students from Kindergarten (Reception or Foundation) through to Year5 who used technology ubiquitously throughout the school day. Students were so well versed and willing to share their learning using the technology.  Technology ranged from iPod touches for the youngest students to a variety of desktops and laptops throughout the classrooms. The school decided to take whatever technology they could get and make the most of it. The learning platform consists of a set of tools that work across the platforms (Tech4Learning Suite).Limiting the toolset certainly made for each of access for all students, although I couldn’t help but wonder if limiting the choice and access to tools might limit potential in the future.

Lastly, we visited San Diego State University, part of the university system where I received my first degree from San Francisco State University. Here we met professor Bernie Dodge and convened in the original “Web Quest” lab where Bernie Dodge and Tom March invented the concept of accessing Internet resources in collaborative, creative and meaningful ways.  Bernie shared his insights on the future of education.

Corporate Visits

Our corporate visits and sponsors hosted us generously (yes, they even fed us and with 6 AM “Wheels up” times several mornings a hot breakfast or lunch was MOST appreciated).  Corporate tours and briefings included:

  • Microsoft and their Partners in Learning Program
  • Promethean Excursion and Hosted Dinner
  • Google Workshop for Online Educators led by “Lead Learners”  Brian Van Dyck and Wendy Gorton and a fabulous tour of the Google Campus (oh how I’d love to be a ‘Googler’ as employees are called).
  • Apple Store (no educational briefing this time much to my disappointment)
  • CISCO systems Interactive Video Conferencing demonstration and briefing with larger than life Dr Lance Ford.
  • Oracle Academy briefing on Oracle Academy programs Alice and Greenfoot. These new initiatives foster student understanding of logic and control in 3D animated environments.  Free training online and coming to Australia face-to-face later this year. Alice could be a next step for our older students and is particularly engaging due to the animated storytelling environment.

ISTE Conference

By the time we got to ISTEI was swimming with ideas, possibilities and projects. ISTE provided a chance to consolidate these ideas and meet professionals further down the journey than me. Initially daunted as we received VIP treatment (front row seats at keynote sessions and private sessions with the “best of the best at ISTE), my confidence grew as I realised Australian educators, and in my opinion, particularly IB educators are extraordinarily well positioned to foster the current climate of innovation and technological possibility. Open curriculum frameworks, solid approaches to inquiry learning and reflective practice allow us to move forward without the many restrictions faced by other jurisdictions and policies around the globe. Highlights of my ISTE experience include:

Meeting with George Couros was a highlight from ISTE. George inspired me to start my Continuous Learning blog. Seen here with Tina Photakis and Stephen Knipe from CEGSA Photo by Tina_P

  • George Couros who inspired me to start my own Continuous Learning blog and also create a showcase a work in progress of my achievement of professional standards.
  • Kathy Schrock, ISTE Board member, digital literacy expert and professional learning advocate who shares a passion for multimodal literacy and learning through creating.
  • Alan November sparked ideas to get students learning and authentically sharing their ideas and resources online.
  • Dr Yong Zhao  referenced Australia, New Zealand as world leaders in education. Advocates that national goals to be the “ceiling not the floor” and that creativity and entrepreneurship are key.
  • Marc Prensky illuminated his thoughts on enabling students to pursue their own passions. Read “From Digital Natives to Digital Wisdom” for his latest thinking.
  • Michael Fullan who succinctly articulates the relationships between pedagogy, technology and change in his new book Stratosphere (a must read for school leaders).
  • From Gary Stager,  for wisdom and a good laugh “When students own the technology, they own the learning within. No one washes a rental car.”
  • I’m also looking forward to reading the book I received at the Leadership Symposium authored by Ken Kay and Valerie Greenhill  “The Leader’s Guide to 21st Century Education – 7 Steps for Schools and District”.

The pre-conference Affiliates Daywas a wonderful opportunity to share the trends and challenges amongst our professional associations. Representing CEGSA, Steve Knipe and I ran a “poster session” on our approaches to using technology to run our professional association.

Presenting a Poster Session with Stephen Knipe on CEGSA’s use of technology to run our professional association.

The Study Tour delegates were also invited to many special functions including the Leadership Symposium, President’s Reception, “Best of the Best” sessions and more.

In summary, the most valuable aspect of the Study Tour were the many relationships formed around the world, the bonding with other Australian Educators with whom the conversations continue and an affirmation of the possibilities for truly innovating education with the power of emerging technologies. I return with increased enthusiasm and passion as well as concrete ideas and action plans.

Thank you to all those who have supported me attending this tour. To my husband, John who held down the fort, to the CEGSA team for their support and most importantly to the Immanuel Primary school leadership team who enabled me to undertake this wonderful professional learning experience.