Wednesday 29 April 2015
NZL One - Two - Three: Fact or Fiction
NZL One - Two - Three: Fact or Fiction: Towards the end of Term 1 while teachers were finalising their first round of assessment grades a number of questions came up around resubm...
Monday 27 April 2015
Product Review / Digital Tools
I am not one to use this space to review tools for use in an education
setting, however, I am receiving more and more emails from teachers in the
field, asking me to "Please recommend a tool I can use with year 9
students" or "have I seen the latest..." etc., etc. So this Blog
update is dedicated to tips and tricks with digital tools.
Pause for a sec....
Having been spouting the belief for some time that schools/ teachers should follow a model to extend just replacing paper and pen and actually use the tools to extend student thinking, reasoning and skill level. I would suggest before you go experimenting, that you hold in your mind the question "How can I utilise this tool using SAMR?" (Substitution, Augmentation, Modification & Redefinition).
Here is an example of how it could be used.....
Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
Modification
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.
Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".
Pause for a sec....
Having been spouting the belief for some time that schools/ teachers should follow a model to extend just replacing paper and pen and actually use the tools to extend student thinking, reasoning and skill level. I would suggest before you go experimenting, that you hold in your mind the question "How can I utilise this tool using SAMR?" (Substitution, Augmentation, Modification & Redefinition).
Substitution
In a substitution level, teachers or students are only using new
technology tools to replace old ones, for instance, using Google Docs to
replace Microsoft Word. the task ( writing) is the same but the tools
are different.Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.
Modification
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.
Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".
Tips & Tricks
The following tools have been recomended by Steve up in Kerikeri as worth a look. TinkerCAD and OnShape.
"They seem better than ProDesktop in terms of ease of use and are both free to use. TinkerCAD looks quite simple when you first use it but it is much more powerful than you think."
I had an email also about the new development in Carbon liquid 3d Printing, which looks incredible. Check it out here.
Last but not least: Steve has asked for some collaborative teamwork
"Have you heard anything about what is happening with quad copters. Have a look at the price you can build one for now with FPV
http://www.modifiedrc.com/miniquads-how-can-i-get-flying-on-the-cheap/ We are starting a club up at school and I need other schools to race against." anyone keen........
http://www.modifiedrc.com/miniquads-how-can-i-get-flying-on-the-cheap/ We are starting a club up at school and I need other schools to race against." anyone keen........
Tuesday 7 April 2015
Literacy with a capital “L”
Requirements for Level 1 are:
• Minimum
of 10 credits through either:
• Specified
assessment standards - specified
achievement standards available through a range of
subjects and English
for Academic Purposes unit standards
(minimum total of 10 credits), or
• Unit
standards - package of three literacy
unit standards (total of 10 credits
- all three required).
The
Level 1 literacy and numeracy requirements must be met to
achieve NCEA Level 1, NCEA Level 2 from 2013 and NCEA Level 3 from 2014- all three required).
Literacy achievement standards
A wide range of achievement standards (approx. 550 across Levels 1-3) have been identified as eligible to meet the requirements.
The standards have been selected using the following definitions:
"Literacy to meet the demands of the New Zealand Curriculum at Level 6. These standards provide the scope for students to demonstrate reading, writing, speaking and listening skills."
These standards have been designed to be used in schools, tertiary and workplace programmes and support the principle of embedded literacy.
The standards have been designed using the following definitions:
"Literacy is the written and oral language people use in their everyday life, learning and work. It includes reading, writing, speaking, and listening. Skills in this area are essential for good communication, active participation, critical thinking and problem solving."
University Entrance Literacy
University Entrance (UE) is the
minimum requirement to go to a New Zealand university. To qualify for
University Entrance students need:
1.
NCEA Level 3
2. Three subjects - at Level 3, made up of:
14 credits each, in three approved
subjects
*3. Literacy - 10 credits at Level 2 or
above, made up of:
5 credits in reading
5 credits in writing
4. Numeracy - 10 credits at Level 1 or above.
(Once a student has met the
requirements for University Entrance it will appear on their Record of
Achievement).
*UE Literacy
For standards that meet both reading and writing requirements it is possible to split the standard to fulfil the literacy requirement. For example, Art History 3.1 (91482) can contribute 2 credits to the reading requirement and 2 credits to the writing requirement.
Achievement Standards that contribute to the Reading requirement:
42 Level 3 External standards
51 Level 3 Internal standards
15 Level 2 External standards
17 Level 2 Internal standards http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy/level-1-requirements/lit-num-subjects/
For standards that meet both reading and writing requirements it is possible to split the standard to fulfil the literacy requirement. For example, Art History 3.1 (91482) can contribute 2 credits to the reading requirement and 2 credits to the writing requirement.
Achievement Standards that contribute to the Reading requirement:
42 Level 3 External standards
51 Level 3 Internal standards
15 Level 2 External standards
17 Level 2 Internal standards http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/literacy-and-numeracy/level-1-requirements/lit-num-subjects/
* Please note that this is the basic requirement for University Entrance, it does not guarantee entrance on to a course, as Universities often have further requirements that need to be met.
So what does that mean for you as a Technology teacher?
Lifting Literacy Learning in Secondary School ClassroomEach learning area has its own language. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives (NZC, p.16)
- Teachers need to ensure their students develop the literacy expertise that will enable them to engage with the curriculum at increasing levels of complexity and with increasing independence.It cannot simply be assumed that because students can read and write all the teacher needs to do is deliver the content. As they progress through schooling, students need to be able to read and write increasingly complex texts and to engage with increasingly complex tasks. At the same time, the subject matter that they read and write about becomes more abstract and specialised.
- Teachers need to ask at every stage what demands the curriculum is making on students in each learning area and what specific language-related knowledge and skills they need to be aware of, or to teach
and to Developing Student Technological Literacy in New Zealand on the Technology online website http://technology.tki.org.nz/Technology-in-the-NZC/Research
I would also suggest having a look at the Literacy learning progressions http://www.literacyprogressions.tki.org.nz/
Eggspiration
I have to admit that I have had such positive
feedback from teachers in regards to the blog, I was sorely tempted to continue
with content that had been specifically requested and skip the timely Easter
content. But no, I couldn’t do it! Hope you enjoy....
The best advertising campaigns for Easter http://www.1designperday.com/2013/03/11/45-most-creative-easter-advertisements/
45 examples of digital design media used to promote products over Easter. A good source for an interesting discussion with your students.
How about packaging examples? Here is a fantastic website I found, that lists some of the top packaging design companies from around the world. http://www.packagingoftheworld.com/ they have themed Easter packaging, which is worth a look. http://www.packagingoftheworld.com/2015/04/5-easter-packaging-you-shouldnt-miss.html
Easter Cheesecake, I tried this and I have to admit it was sensational.
For those foodies out there, Martha Stewart’s website is full of information on recipes and crafts. http://www.marthastewart.com/276968/easter. There also seems to be quite a few tips around fabric dying which might be of interest for those soft materials teachers out there.
This blog is going to end on a random, but beautiful note. Remeber to use this time to relax and refreash ready for term 2. There is no better way to do that than by chilling out through music. Enjoy.......
Note#
"Ellens dritter Gesang" ("Ellens Gesang III", D. 839, Op. 52, No. 6, 1825), in English: "Ellen's Third Song", was composed by Franz Schubert in 1825 as part of his Opus 52, a setting of seven songs from Walter Scott's popular epic poem The Lady of the Lake, loosely translated into German.
It has become one of Schubert's most popular works, recorded by a wide variety and large number of singers, under the title of Ave Maria, in arrangements with various lyrics which commonly differ from the original context of the poem. It was arranged in three versions for piano by Franz Liszt.
The best advertising campaigns for Easter http://www.1designperday.com/2013/03/11/45-most-creative-easter-advertisements/
45 examples of digital design media used to promote products over Easter. A good source for an interesting discussion with your students.
How about packaging examples? Here is a fantastic website I found, that lists some of the top packaging design companies from around the world. http://www.packagingoftheworld.com/ they have themed Easter packaging, which is worth a look. http://www.packagingoftheworld.com/2015/04/5-easter-packaging-you-shouldnt-miss.html
Easter Cheesecake, I tried this and I have to admit it was sensational.
For those foodies out there, Martha Stewart’s website is full of information on recipes and crafts. http://www.marthastewart.com/276968/easter. There also seems to be quite a few tips around fabric dying which might be of interest for those soft materials teachers out there.
This blog is going to end on a random, but beautiful note. Remeber to use this time to relax and refreash ready for term 2. There is no better way to do that than by chilling out through music. Enjoy.......
Note#
"Ellens dritter Gesang" ("Ellens Gesang III", D. 839, Op. 52, No. 6, 1825), in English: "Ellen's Third Song", was composed by Franz Schubert in 1825 as part of his Opus 52, a setting of seven songs from Walter Scott's popular epic poem The Lady of the Lake, loosely translated into German.
It has become one of Schubert's most popular works, recorded by a wide variety and large number of singers, under the title of Ave Maria, in arrangements with various lyrics which commonly differ from the original context of the poem. It was arranged in three versions for piano by Franz Liszt.
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