2015 Catholic Network Australia (CNA) Technology Workshop

The Year Six Sacred Heart Highgate students had the opportunity to participate in a technology workshop at the Newman Siena Centre. Organised by the Digital Technologies tea at CEWA, the Year Six class used the contemporary learning spaces. The students did some prior work in designing the App they wanted to create. Using MIT app inventor the students created an innovative App using this coding program. While they completed their creation, they were taken out in groups for a 3D printing session and robot coding session. Overall, it was a great day for the Year Six class and the Australian Delegates that travelled to Perth to view our Sacred Heart students in action. Below is a schedule for the day.

Thank you to Miss Claire Cooper, Mrs Gabrielle Trinca and Mr Peter Carey from the Digital Technologies Team at CEWA.

Overall focus for the day

Students will complete an individual Genius Project where they are asked to identify a need in the current app user market. Having identified that need, students will need to design an app to fill this gap using their coding skills and code.org. Students will be asked to pick a 3D shape at random (using PickMe etc), this will need to be incorporated into the logo for their app. Students will then design a 3D logo for their app to be printed using TinkerCad.

Session 1 9:00 - 11:00	9:00 - 9:30 - Introduce students to the spaces and allow them to familiarise themselves with the areas. - Students will have the rest of the morning session to complete any research that they require for their project. Students will also begin (and finalise) their logo designs during this time, incorporating their chosen 3D shape. - Students will be encouraged to make use of the liquid chalk markers and large Post-it pads in these final planning stages. Groups for breakout sessions can be written on one of the windows for everyone to see.
	9:30 - 10:30 (Delegates Visit 9:30 - 10:00) - 3D Printing and Coding Break Out Sessions - Students who are not in the break out sessions will continue with their 3D designs.
	10:00 - 10:30 - Finalise designs, any students that have completed this task may begin printing.
Morning Tea 10:30 - 11:00
Session 2 11:00 - 12:30pm	11:00 - 12:30 (Delegates Visit 11:00 - 11:30) - Students will spend this session completing the coding and creation of their apps. - All Students will use MIT App Inventor,
	11:00 - 11:30 Coding breakout session with Gabrielle (Ollie and Sphero)
Lunch 12:30 - 13:15
Session 2 Continued 13:15 - 14:00	- Students will spend this session completing the coding and creation of their apps. - Students will again have access to the liquid chalk markers and Post-it pads. - Google Form as reflection of project

3D Printing Break Out Session (Lead by Claire Cooper)

Three groups of 6/7 students.

45 minute break-out sessions throughout day.

Group One: 9.45-10.30am

Group Two: 11.00-11.45am

Group Three: 1.15-2pm

• Introduction of the structure and parts of the 3D printer.
• Exploring the tools
• Discuss the process of printing from a teacher's perspective - sending from the computer, how we can hear the nozzle warming up - warms to etc
• Print dimensions - (120mm wide, deep and high) - 12cm
• Nozzle temp when printing - 260 degrees
• Printing options
• Solid - very dense
• Loose
• Hollow
• Big hole - most regularly used, loose lattice structure
• Shell - completely hollow
• surface
• Brainstorming sessions - walls and Post it pads:
• What could we use a 3D printer for?
• How has 3D printing changed the modern world?
• Why is it important that students’ today are educated about the use of 3D printers?
• Kahoot quiz on 3D printing as wrap up - 3D shapes preview quiz as a practice.

Sphero & Ollie Coding Break-Out Session (Lead by Gabrielle Trinca) 

Prior to this session:

1. Go to http://www.tynker.com/schools
2. Use your school email address to create account.
3. Enter our class ID number

Three groups of 6/7 students.

45 minute break-out sessions throughout day.

Group One: 9.45-10.30am

Group Two: 11.00-11.45am

Group Three: 1.15-2pm

• Brief introduction to Sphero and Ollie
  - Ollie app on iPads
  - Sphero Draw and Drive app on iPads
• Introduction to the Tykner app on iPads.
• Work through the crash course program
  - using the drone, Sphero and Ollie as an example and an introduction to the Tynker coding program.
• Students take notes of coding hints and movements with chalk pens on walls or on large pieces of paper made available.
• When all levels complete, students can program either Ollie or Sphero in two small groups.
  - Create an obstacle course for the robot to achieve.
  - Obstacle course hints and reminders to be visible on walls.
• Socrative quiz as digital exit pass at end of 45 minute session.

A Reflection and Recommendations after 2 Years of Implementation in Year 4-6

Guidelines for use of educational Technology in a 1:1 Laptop Environment

Sacred Heart Primary School, Highgate 2014

A Reflection and Recommendations after 2 Years of Implementation in Year 4-6
(Review in 2016)

Observations of what has been successful.

Observations of what needs further and ongoing attention

The combination of using educational technology with Project Based and Authentic Instruction. Using technology to organise core skills of learning. Examples Spelling - Audio recording and Conquer Words in Google Docs, Reading - RAZ Kids reading results. Communication - with parents via class blogs or websites. With students via Edmodo, class blogs, Google docs, Airdrop facility. Ability to use technology to engage higher order thinking and the General Capabilities from ACARA. The quality of lessons that involve meaningful uses of technology directed at improving student learning. Use of MacBook applications such as iBooks Author to consolidate learning. Digital Citizenship has been adopted well by students. Use of flipped learning as a real aspect of teaching that promotes independence and autonomy. Individualise learning Digital Citizenship and the digital licence has been adopted well by students.

Ensuring direct and explicit instruction still remains an essential part of the daily teaching strategies implementing technology integration when it enriches and can improve the learning experience. Continued focus on core learning before, during or after technology integration. Incorporation of Google Apps including Google Classroom to further enhance productivity. Using Mathletics in a more directed and strategic manner and for predominantly school based use. Continued focus on the quality of lessons that involve meaningful uses of technology directed at improving student learning. Digital portfolios of learning - using apps such iBooks Author to communicate student learning to parents. Consolidation of the 20/20 model of 20 minutes work time, stand and move and look at something 20 m away. (not being seen in most classes as an ingrained student action) More parent access to planning of fluencies so that they are more informed and better able to help and support their children. Continued refinement of the 21st Century Fluencies as a planning model for project based authentic instruction. Work with Edith Cowan study project ongoing. Parent workshops on using Apple devices. Continued focus on individualised learning Stronger consistency of approaches throughout the three year levels. Continued development of the digital licence process and implementation as required.

Our Contemporary Learning Spaces - A Reflection so far.....

We now have contemporary learning spaces in Years 2, 4, 5 and 6. 

It has been a transforming journey with so many new possibilities that have evolved. 

This blog post is a thorough look at our classrooms from the perspective of our staff.  

Year 2 Teacher - Carolyn Perlini 2014

‘Choice’ is key to students thriving in a contemporary classroom. In the contemporary learning space students are given the choice to sit, stand or kneel to learn. With this, also comes choice of where they want to learn within the contemporary learning space.  My experience of the Year 2 students transitioning to the contemporary learning space did initially pose a few challenges in regards to the above, especially when it came to making “good” choices of where to learn. To help our young students transition to being able to choose their own working spaces in a contemporary classroom, it was useful to first teach, role model/practice and provide feedback on how students can make good choices when it comes to their choice of learning spaces.  In the beginning, I found it necessary to help direct some students to choose appropriate learning spaces. However, it doesn’t take long for students to take ownership of this and become autonomous. Always: Encourage students to choose a learning space that works for them, tell them to have a go and remind them that mistakes are okay.

Be flexible.  I think an important teacher attribute for teaching in a contemporary setting is for the classroom teacher to remain flexible. Teachers need to be flexible in not only their teaching strategies but also the working spaces they create, so that they are able to provide a stimulating and adaptable learning environment. Even at this young age, students can be involved in creating and deciding different learning spaces.  Never shy away from giving new teaching/learning strategies or new furniture configurations a go – you will be amazed at the possibilities!

My thoughts on teaching in a contemporary setting.  In the short time that I have been teaching theYear 2 students in a contemporary setting, I have noted an increase in students’ confidence, engagement and ability to be flexible. They are more autonomous, inspired, assume greater responsibility of their learning, and are more willing to take risks and to problem-solve.  The journey of teaching in a contemporary classroom setting has been extremely rewarding for me as a teacher. It has inspired me to explore new ways of teaching and learning that could not otherwise be achieved in a traditional classroom setting. I have enjoyed my journey immensely and I am excited for what the future brings.

 

Year 4 Teacher, Assistant Principal - Adrian Torrese 2014

Our new learning space has provided some key influences in student learning that links with our school vision:

Belonging - working in a collaborative environment enables students to be part of their learning process. There is a sense that "we are in this together."

Independence - this is very visible in our class. Students making decisions about where they will learn best in our class. Obviously the teacher can always coordinate the learning in the class but offering choice seems to be very empowering.

Mastery and Competence - the spaces seem to lend themselves to good learning opportunities. Clearly the teacher's ability to create engaging learning opportunities is still paramount, however these lessons or units of work are often enriched by the flexible space.

Generosity - Like any well managed class, a sense of ownership, being part of our own small community and learning with each other is vital. My observations have been that their is greater opportunity for fostering the idea of being part of something bigger in a contemporary classroom.

Central to all of our observations is the following: 

Cool furniture and great technology are wonderful. However visibly effective pedagogy is the glue that binds them both together.

Within less structure their needs to be more structure. It's just not always as visible.

Claire Cooper - Year 5 Teacher 2014

Being a graduate teacher I often get asked by many visitors to our school how I find teaching in a contemporary classroom. My answer is always the same - I love it! Being a first year teacher I don't have much else to compare it to other then a few terms in various schools on prac. There are a number of reasons why I enjoy this setting so much - it is great to watch the students move around the room during lessons - in any one lesson some of my students will move up to 5 or 6 times, yet they are always engaged. This constant movement also allows the students to work with peers that they would not normally have the opportunity to work with if they were stuck at the same desk all day, however, it also gives some of the more introverted students a chance to have some "me" time. I have also noticed a wonderful increase in my students' ability to make "choices" regarding their learning (keeping on task, sitting next to people who wont distract them etc). On top of this ability to move my students love the flexibility of the layout and the fact that they can move the furniture to suit their own needs - I really enjoy seeing the changes that the room goes through during a day - to me, this shows that the whole class was engaged throughout the day.

Gabrielle Trinca - Year 6 Teacher 2014

The Watering Hole:

Working with a small group on the floor.
The Watering Hole is another area where students gather but this is with a smaller group. Usually this is used as a area to share information and ideas whilst guiding each other.

My students often use the whiteboard tables for their watering holes. This allows them to write down key points or ideas that are shared and students can then use these at their own pace. If we are working with our MacBooks, there is always a watering hole in front of the Apple TV. This allows them to mirror their activity up onto the screen and share ideas or tools. It almost works a bit like a Genius Bar; an area where my students can go to ask for guidance from a peer.

The Campfire:
This is an area where students come together as a whole group to learn from an expert. This expert may be the teacher, a guest to the classroom, a student sharing their knowledge or even an online resource.

If you were to look at a campfire in my classroom, traditional teachers may say it looks messy. This is because I encourage my students to be comfortable. Therefore, there may be some students sitting on the floor, some on stools or couches and others standing. As long as they are giving their full attention to the expert, I do not have a problem with this.

The Cave:

This is an area where students go to work independently and consolidate their thinking. It may be at one of the single desks around the room or on a larger table where students are working independently from the people around them.

I often find my students tucked into corners, sitting just outside the classroom door on top of the stairs, sitting cross legged in the old chimney, lying on the floor behind the couches or working independently under tables. Due to them being comfortable in this environment, they move around and find spaces where they are going to stay on task and complete the assigned work.

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Using Technology as a curriculum Tool

Religious Education 2014 
Teacher- Anna Sheehy

The Year Six students have been preparing for the Sacrament of Confirmation. As a part of their preparation several tasks were set up in order for them to deeper their knowledge about their chosen saints and the Process of Canonisation.

A website was created so that students had access to their tasks, resources and rubrics throughout the whole process. Students have been visiting this website on many occasions to make sure they are up to date with each task and checking off each part of the rubrics to make sure they are submitting everything.

http://sainttask.weebly.com

Students have been working on these tasks throughout Term Two and are currently of Task Four. Below you will find a brief outline of the tasks that the students have been working on. 

Task One:

The first task for students was to find out ‘what is a saint?’ Students watched a Flipped Task and prepared some research about what constitutes a saint. 

Once this was completed, they were grouped and asked to share their research. They then presented their information, outlining the main characteristics of a saint.

Each group created a large poster outlining all of their key points.

Task Two:

The second task that the Year Six Students needed to complete was a research stage. They needed to research the Saint whose name they were taking for Confirmation. 

Students needed to include information about their early life, education, and a timeline of the significant events of their saint’s life. 

As a class, we explored TimeGlider. This is an online timeline creator tool. Each student set up an account with their school email address and then we did some explicit lessons and some Flipped Tasks related to using the tool.

Students needed to identify examples of how the influence of the Holy Spirit can be seen in the life events and words of their saints and complete an expose of their lives. 

http://timeglider.com/timeline/c81e975ee051cfa3

They also needed to outline the reasons why they make a good Saint, explain why they chose this Saint, and how they relate to them and their story? 

I encouraged students to be creative with their presentations, letting them choose how they wished to present it to their peers. 

Task Three

During Task Three, students needed to research the process of Canonisation. Canonisation is the act by which the Holy Father declares that a Catholic Christian is in the glory of Heaven, that is they have been declared a Saint. 

There are certain steps that are required to be undertaken in the process of Canonisation and the students needed to display this in the form of a flow chart.

Some of the students decided to use easel.ly to create an infographic outlining the process. This is a free web based tool that the students are very capable of using. Other students used Comic Life and some opted to create a poster by hand. It was great to see a range of resources being used.

Here is a video briefly showing some of the finished products.

http://youtu.be/054r9tjrKWE

Task Four:

The Year Six students are currently working on Task Four. In this task students needed to define what they think are the ten main qualities of Saints. They needed to create a definition for each of these and then think of someone, whom they know, who displays these Saint-like qualities.

These students needed to interview this person about the ten qualities they had chosen and are now using this information to create a 2-3 minute speech.

All of the Year Six students are confident speakers and will be well prepared for their speeches. I am very much looking forward to the listening to each of them.

There is a final task where students will be researching Australian heroes who they feel may be Saints in the future. Students will be creating a persuasive argument in an online format to complete this task.

Reading and Writing in Year 3 using iPads 2014

This semester the Year 3 class are using the app Kids Journal to record short daily journal entries. The students, filled with motivation and engagement, type their thoughts and recount their activities from the previous or current day.

The app has icons that allow them to depict their mood, the day's weather and take a current photo of themselves.

The Year 3 teacher cleverly integrates this process into the student's English learning program.

RAZ - Kids is now being used widely at Sacred Heart as a supporting reading tool. The variety of text types and the relevant reading levels makes the tool very popular with our students.

As part of their lesson flow the students move to relevant reading on RAZ Kids once they have completed their journal entries. 

Contemporary Changes in Year 2 2014

Term 2 2014 has seen the Year 2s at Sacred Heart transform into a contemporary space.

The teachers and students are also part of a study through Curtin University in understanding the educational and physiological impact of a contemporary space.

The class was set as a traditional arrangement in Term 1. The teachers and students were then fitted with a movement measuring device over a week that measured their level of movement. Classroom observation also took place during that week.

A follow up observation and study will be conducted in Term 2 to measure and compare the outcomes.

Both Year 2 teachers have made informed and proactive decisions that have enabled a smooth and harmonious transition. They have both adjusted to the environment very quickly. Their expertise and professionalism in educating our students has definitely assisted in this.

Screencasting (Flipped Learning) Google Docs and iBooks Author

Blended Learning is taking shape in Year 4. By creating screencasts to demonstrate and share directions, Google Docs and iBooks Author, Mr. Torrese, the Year 4 Teacher has been able to connect aspects of a project and the learning that will place in the classroom.

Follow the videos and links below:

Using Google Docs



The Reading Comprehension Project - Youtube screencast of the project explanation.




Using iBooks Author - a Youtube screencast for the Reading Comprehension Project: