Guest Post: Mr Wilj Dekkers Attends Microsoft Educator Exchange

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This post was written by Mr Wilj Dekkers who attended the Annual E2 Conference. He is the second St Andrew’s College teacher to be invited to this global conference, after Mr Ben Hilliam attended in 2015.

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Mr Wilj Dekkers

Microsoft Education hold an annual event that celebrates the achievements of educators who combine pedagogy and technology in their classrooms and schools.  The event is held in a different global location each year, with 2016 seeing Microsoft Innovative Educator experts (MIE experts) converge on Budapest, Hungary.

I was fortunate to be selected as one of five New Zealand educators to attend this year.  The E2 educator conference ran during the week of March 7th and was based at the Corinthia Hotel in the heart of Budapest.

300 educators from across the globe were given opportunities to collaborate and share our experiences integrating technology within our schools in ways that enhance and move learning forward.

As with every conference, a series of keynotes and discussion panels provided all delegates with inspiration and thought provoking ideas.

Picture3Anthony Salcito, vice president of Worldwide Education at Microsoft, spoke to us about recent trends and the move towards 21st century skills in education.  His keynote reinforced that the world our children are growing up in will require new skill sets; that employers are looking for collaborative, critical problem solvers.  I was impressed that all the concepts discussed came from a pedagogical background and never placed technology above learning but made it an integral part of the lifelong learning process.  As Anthony said, “What we’re here to do is help every student on the planet achieve more.”

Two of the highlights of the morning keynotes were Stephen Reid and Jacqueline Russell.

Stephen runs a company called Immersive Minds and for the past 20 years has been using technology as a learning tool in classrooms.  Stephen works with students and teachers to create new learning environments though a mix of digital and real world tools, developing confidence in the learning process on both sides as well as competence in the use of technology to support pedagogy, classroom management and assessment.  Stephen presented how he uses Minecraft to help develop Key Competencies through History and Science.  I attended one of Stephen’s workshops and spent time speaking with him about my own use of Minecraft to enhance literacy and accepted his kind offer to help us at St Andrew’s with ideas we are developing using Minecraft as part of the school centenary.

Jacqueline presented a keynote focussed on the Surface Pro 4.  Before leaving for the conference, Jacqueline sat with her daughter and talked about where she was going and together, mother and daughter used the Surface and stylus to research, collate and create a digital scrapbook within MS OneNote.  This was an honest representation of the power and ease of this tool when placed in the hands of children.  This reflected my own views as detailed at the end of last year when Microsoft interviewed and filmed teacher’s perspectives of the Surface device being used as a learning tool.

Picture1The workshops this year were diverse with subjects such as flipping your classroom using OneNote, Surface and digital inking to engage students; Minecraft application throughout Science, Technology, Engineering, Arts and Maths (STEAM); building a world in Project Spark that reflected the collective understanding of the ideal learning environment; digital literacy and creative programming in the classroom.

One particular workshop was run by Nikkie Laing, a Microsoft Innovative Educator Fellow from Opaheke School in Auckland.  Nikkie’s workshop centred on the use of Office 365 SharePoint Sites.  In detail Nikkie shared how to minimize the time teachers spend collating and preparing resources and the time learners spend looking for materials and get on with learning.  Her presentation and workshop was so well structured and delivered that she won the prize of best presentation of the conference.  An overview of Nikkie’s workshop is below.

Office Mix

The conference also provided opportunities to showcase what each educator had been working on back in their own countries. I shared the use of Minecraft and OneNote to write detailed pick-a-path narratives. A large number of delegates were quite interested in what the children in Year 6 had achieved with Mike Tholfsen, the Product Manager for OneNote recognising what the children had worked on.  Mike was very interested in how OneNote was being used for learning at our school, being particularly excited by the inclusion of Minecraft in the writing process.  A journalist, Jordan Shapiro also came over, interested in what was happening at St Andrew’s. This has led to a mention in his article for Forbes magazine:

Another teacher tells me how he uses Minecraft to teach creative writing. “I used to tell them to write a story and they’d give me these blank stares. Now I ask them to act out a story in the Minecraft world first and then, together, we figure out how to articulate it in writing.” He describes how the virtual block world lets him walk his students back to specific locations so he can interrogate them about the details. “I encourage them to get more descriptive and specific; I tell them to imagine how things might smell, what the grass might feel like under their feet.”

Overall the experience has both reinforced my beliefs in the importance of integrating technology purposefully in learning and motivated me to expand upon my own pedagogical learning.  The people I met have continued to amaze me with their enthusiasm and creativity.  The New Zealand and Australian contingent have remained in contact post conference, having developed both a close network and long lasting friendship. We are already planning continued collaborative, cross Tasman learning opportunities for our students.

Encouraging Growth Mindset in Students with Robotics

In 2015 our Preparatory School teachers began integrating robotics into the curriculum. We have blogged about it previously here, and here. 2016 has seen the continuation of introductory sessions with all year 7 classes, where they investigate the basic functionality of their EV3 robots – such as making the robots move forward, and turn.

Of particular interest to me, was how has this initial enthusiasm for robotics manifested itself into the everyday curriculum delivery of the Preparatory School. I was excited to hear about the way a Year 7 teacher, Mrs Kelly McBride, was

Mrs Kelly McBride

Mrs Kelly McBride

utilising the robots to help her students apply their knowledge of regular polygons.

Developing Growth Mindset Through Perserverence

Having spent some time teaching her students the characteristics and properties of various polygons, Mrs McBride set the class a challenge – ‘Can a robot draw a perfect polygon?’

In order for Technology to be appropriately integrated into planning, it is important that the tool selected complements the desired learning outcomes. Having introduced the new learning, the children were now required to apply it, and integrate it with their basic knowledge of robotics.

The development of a Growth Mindset is facilitated by resilience, and a love of learning. The first lesson in this series became a trial and error session as students had to persevere to respond to the slight differences in response between individual robots, in terms of the amount of turning they observed in response to particular programming commands.

“It was great to be able to develop a task that incorporated three different aspects of learning; a growth mindset, application of Robotics, and their learning about the properties of Polygons” – Mrs McBride

Robotic Polygon

Year 7 Students drawing a square with a robot

Getting the Robot to Draw

Once the students had ironed out the nuances of their robots they were able to meet their first challenge – to get their robot to draw a perfect square. This challenge required even more perseverance for the students to complete perfect right angles with their squares. Mrs McBride observed students completely engrossed in their tasks, as they strove for perfection.

“It was fun having to actually calculate the degrees and try and get the robot to do it – try and fail, try and fail….then finally succeed.” – Grace, Year 7

For the groups that tasted success early, they were presented with a second, and much more complex, challenge – to get their robot to draw an oval, or a hexagon. This challenged the students to apply their understanding of these different shapes, and the properties of each, before then programming their robot to produce the shape.

“Instead of boring old maths, we had fun working out how to get the robot to draw for us”  – Reeve, Year 7

Successful Integration of Technology into Teaching

It is easy to introduce an engaging tool like Robotics to students. What is more difficult, and what I am much more interested in celebrating, is when a teacher can take that tool, and create a series of lessons which authentically integrate that particular technology into the curriculum. I feel that that is exactly what Mrs McBride has achieved here. She has planned an engaging, relevant, and scalable task – which has challenged her students to contribute to their own learning.

“The students lost track of time they were so engaged – working until they had solved the problem” – Mrs McBride

Networked Projectors Offer Easy Access

This post was originally published on the Interface Magazine Online website – you can read the original post here.

How often do you want to access the internet but can’t because your device is connected via Wi-Fi to the classroom projector? It’s one or the other … but not both. St Andrew’s College has worked with Epson to find a way to do things differently.

stAndrews_epson“Epson gave us some sample units, and we trialled some existing units in our preparatory school before we did a major upgrade,” said the College’s Director of ICT Sam McNeill, noting the units were in place for six months. “We wanted proof of the concept.”

By Term 4 last year, the College had rolled out 35-40 Epson EB-535W short-throw projectors.

“One of the key drivers for upgrading to networked projectors was our use of OneNote,” explained McNeill. “We’re gradually becoming a compulsory BYOD school and the majority of teachers now choose a Microsoft Surface Pro 3 or 4. Because we use OneNote, everything that goes up onto a projector screen also gets automatically saved for later in the students’ notebooks.”

Two underlying needs for a projector upgrade were also present, the first being teachers wanting not to be tethered to a projector by a VGA or HDMI cable. The second, more importantly, was St Andrew’s experiences with other technologies.

“We’ve played around with WiDi and Miracast devices, and had varied results.

“The Netgear Push2TV worked okay but still had interference issues because we had 30-40 devices in a classroom,” recalled McNeill. “The ScreenBeam dropped out from time to time, and had some security issues. Also, the pairing process between Miracast and a Windows 8.1 or 10 device was challenging for some teachers.”

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Epson’s EB-535W projectors are networked and have their own IP address which is displayed on the projector’s screen, and a signal is received from a teacher’s Surface Pro via the school’s wireless network. Rather than going from one device to another (point-to-point), this allows for a highly stable connection, not unlike live internet streaming.

St Andrew’s separates all projector traffic on to a separate VLAN (with a dedicated switch), meaning it was isolated and would never affect general school-wide Wi-Fi speeds. All installation of the projectors was done by the in-house ICT team.

Enticingly, Epson’s projectors did not require a network upgrade, they could be used on the existing wireless infrastructure.

“We wanted to be able to use them for the internet and project the teacher’s screens at the same time. What we like about the Epson is, you don’t have to fiddle around with the Windows configuration. It has its own standalone software (EasyMP), and it just works.

epson_EB-485Wi

Just one downside has come with the roll-out of Epson’s projectors.

“The trade-off in all of this is that video frame rate is reduced,” added McNeill. “If a teacher wants to play a movie, they’ll need to connect through HDMI for an optimal experience.”

St Andrew’s is using Epson’s advanced networking solutions with its projectors in various ways.

“We have the central management software, which allows us to see how the projectors are running, when bulbs blow, and see how teachers are connecting, all from our ICT office. We even have a scheduled off function, in case teachers forget to turn theirs off.”

Currently, the projector network is only accessible by teachers, not by students.

“It is possible, under moderator control from the teacher, but we haven’t had the teacher demand for it at this stage. Perhaps when they become more fluent and familiar with using wireless projectors, they’ll see the value in students’ BYOD devices projecting to it.”


St Andrew’s College is in Merivale, Christchurch. With a roll of 1,350, it’s a fully-independent, co-educational school for pre-school to Year 13 day and boarding students.

Collaborating With The Future Schools Expo

This week I was excited to receive correspondence from David Colville, from DataCom Australia. He was present at the 2016 Future Schools Expo in Sydney. His request was that a group of St Andrew’s College students could be made available to share ideas with small groups of students from Mount Sinai College, Sydney. These students had been taking part in one of four future challenges as part of the Maker’s Playground of this conference.

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Collaborative Skype Session with Mount Sinai Hill College

The 4 Challenges:

  1. There was a tornado in Sydney last year. Some houses were destroyed. What sort of house could survive a tornado?
  2. We know that you learn better at school when you are happy, but some times you come to school sad because you might have had a fight with your brother or got told off by your Mum. How can we cheer students up when they get to school so they are ready to learn?
  3. We love Lego, but cleaning up the pieces and finding the right one can be difficult. Is there a way to sort Lego pieces out quickly and make packing up our lego kits more effective?
  4. We don’t have enough refs for our netball games. How can technology help our shortage of refs?

After a quick bit of organisation from preparatory school eLearning expert Wilj Dekkers, it was decided that our recently formed Year 8 Gifted and Talented group would be perfect for this opportunity. This group are working with Mrs Julie Rogers as part of the College’s GATE program.

The view from Sydney: Mt Sinai College students at Future Schools conference on a Skype call to St Andrew's College

The view from Sydney: Mt Sinai College students at Future Schools conference on a Skype call to St Andrew’s College

With only a few minutes preparation time afforded, it was great to see this small group of students independently agree to use the Collaboration Space on a OneNote Notebook, set up a dedicated area of this space so that they could collaborate on their ideas during the Skype Call, and then test the functionality of this space. This setup was all done independently of any teacher input and took only a few minutes.

The structure of the Skype conversation was simple. A small group of Mount Sinai students explained their solution to one of the problems described above, and the St Andrew’s students responded with their critiques, ideas and encouragements.

During the activity the students from both school were extremely engaged. They listened carefully to the input from all students and the questioning and reasoning on show was impressive. This activity was a really great example of students, in two different locations, displaying their collaborative and teamwork skills in an unfamiliar setting.

I liked the future problem solving Skype, because I enjoyed helping them with their problems to come up with better solutions. I also enjoyed discussing these problems with our group. We all put our solutions together to make the best one. Our group of year eights all had an input to help improve their solutions, because even if we didn’t want to say out loud, we had our OneNote to write our suggestions on, so our other group members could say it for us. – Maya, St Andrew’s College Year 8 Student

Here, at St Andrew’s College, we enjoying using Skype to connect with other Educators or Students across the globe. We have enjoyed a number of Mystery Skypes, have engaged with a children’s author, and brought experts into the classroom. We all look forward to the next opportunity to use Skype to help complement the other great learning that occurs in our classrooms!

Sprout – An Almost “Magical” Technology

This week I’m in Melbourne, Australia and yesterday I spent the day at HP’s Experience Centre seeing a range of products (more to come on this), however there was one technology that genuinely blew my mind with the wide range of possibilities for application within Education.

This technology was Sprout by HP.

To get an idea of what this looks like, check out this promo video:

In short, Sprout by HP is an all-in-one computer with a touch screen but also has a built in downwards facing projector above the screen that doubles as a 3D scanner and an interactive mat that functions as a second input device and soft keyboard. This combination of technology allows you to do some crazy things, such as:

  • Take a photo of any “real world” object by placing it on the mat and then immediately start interacting with it in the software and adding it to other artefacts you’re collecting
    • Example: you find a photo of a skirt you really like on the internet, but you want to see what it would look like if you made it in a fabric pattern you already have. Place the fabric on the mat, scan it, and then by drawing an outline over the skirt in the photo you can “punch out” the original skirt and insert the fabric pattern you just scanned.
  • Place a real object on the mat such as toy or wrist watch, scan it into the Sprout, and then start interacting with it in various ways by adding colour, textures and other filters.
    • Example: you could scan a real world object, make some basic modifications, and then output these to a 3D printer so you can effectively “clone” real objects
  • Create collages with a combination of both existing digital images you already have, but add in scanned physical items around you and then mark up with text
    • Example: in NCEA English students need to create static images (e.g. AS.90855 at Level 1) – using a Sprout they could truly combine all physical and digital artefacts and allow their creativity to take over.
StaticImage exemplar

An exemplar of a traditional Static Image for NCEA Level 1 English. A Sprout could revolutionise how these are created by combining both physical and digital artefacts

What was clear from the demonstration presented by Paul Burman from HP was that the Sprout is perhaps not the best tool for creating incredibly detailed and accurate finished products, but it is unparalleled in combining a range of features that would normally require exceptionally high skill levels in programmes such as Photoshop or AutoCAD.

For this reason, there is significant appeal for a device such as this in all year levels of schools, as I can see that students in our Preparatory School could easily apply their creativity to using this tool in effective ways. Likewise, Secondary School students in a range of curriculum areas could engage with this to very quickly create engaging conceptual designs using a range of media.

Below are some quickly taken videos from the presentation yesterday that illustrate a range of functions of the Sprout and, hopefully, how easy and relatively simply it is to quickly use. In the room watching was around 10 ICT Directors and Managers and all were riveted – most filming the presentation on their phones too – highlighting that this technology appears to bridge the traditional design / 3D print space and allow creativity to just flow:

Visualising a skirt re-designed with a physical fabric swatch

Scanning a physical object into a 3D model with Sprout by HP

Editing a photo from the web quickly with Sprout by HP

Robotics: From No-bots to Go-bots

This post was originally published on the Interface Magazine Online website – you can read the original post here.

Briony Marks

Miss Briony Marks

Last year was my first teaching robotics. We began a Robotic Club using EV3 Lego Mindstorms, which quickly found its legs and became firmly established across the Preparatory School. It was a fantastic learning experience; the children were enthralled, writes Briony Marks, St Andrew’s College, Christchurch.

We began with construction and attempting to understand the components. Identifying the sensors and motors was a key factor. Discussing wheel size and rotations formed part of our initial learning. With time, we began to program the Lego Block. Hanging to the instruction booklet like a life raft, the students and I navigated the early concepts.

Whole-school programme

Our confidence grew and, when asked to make a presentation to the PTA in Term 2 about the benefits of a widespread robotics programme, I was able to talk confidently about the phenomenal learning that had happened in our club. Our students were measuring in degrees, centimetres and metres; calculating turns; programming and sequencing and all within a couple of 40-minute sessions on a Friday lunchtime.

We were fortunate enough to receive another eight sets of the Education Edition EV3. This was to enable us to roll out robotics on a class scale (allowing one robot between two in our maximum classes of 26). The year saw a huge transition, from a small group of 15 experimental and brave Year 5 students to a school-wide project.

RoboCup Junior NZ

robotics1At the beginning of Term 3, we decided to enter the RoboCup Junior New Zealand competition (robocupjunior.org.nz). This was an ambitious plan with only five weeks to prepare. We selected five teams (from Years 5, 7 and 8) and with two full days blocked out and about two extra hours a week we went from unpacking and building to choreographing a piece of Robot Theatre.

The time frame was tight, with little opportunity for instruction in even the basics. However, the students managed to self and peer teach to eventually put together four very different theatre pieces. We were incredibly pleased with their hard work. From ‘Mazerunner’ to ‘The Hunger Games’, ‘Jurassic World’ to ‘Pink Panther’, students’ ideas and creativity came to life with MDF, plenty of paint, papier-mâché, some poorly mixed soundtracks and, of course, the robots!

Positive student feedback

Following RoboCup, I asked them to take an anonymous survey. I was delighted to read the overwhelmingly positive responses. As a general comment, the students enjoyed the independence, working creatively and intuitively to overcome problems, and saw the experience as enriching rather than disheartening. They listed their interpersonal skills with comments such as:

“I learnt to take turns at things and not always be the leader”

and

“You can save time if you work together as a team.”

My reflection and advice

Three weeks prior to RoboCup I attended a training day with the fantastic Sandy Garner at the University of Otago. Her easy-to-use booklet allowed me to grasp huge concepts of programming. This structure has driven the way I now introduce the robots to my classes. Her website Learning with robots (learningwithrobots.weebly.com) hosts a wealth of resources that will help focus your planning for establishing a robotics course.

The greatest challenge I found was trying to structure lessons that allowed for creativity and continued success to maintain student engagement.

Term 4 saw us expand Year 4s, who have been chomping at the bit all year long to get their hands on a robot! These young masterminds blew me away with their ability to problem solve (as I become a more confident teacher of robotics the children are encouraged to experiment more).

I’m incredibly proud of the reaction of the students and parents, and of myself for being able to understand and teach others to use the robots (mostly) with success. I hope that I’ve managed to inspire some future robot engineers, modelled a ‘growth mindset’ rather than a ‘fixed one’ … and also that I might have broken down some stereotypes about women and tech along the way!

Five-week sampler course, by Briony Marks

  1. Introducing routines below and allow students to discover how to go forward, backwards and turn
  • Where things are kept;
  • How to save your files to avoid confusion;
  • The basics of programming and downloading your code to your robot; and
  • Rules, such as ‘never run your program with the robot on a table!’
  1. The Arch Challenge – Students must navigate through a simple arch maze. They must not cross the lines and must perform a ‘trick’ at the top. This allows them to experiment with different turning styles and the sound and image function.
  2. Complete the Arch Challenge and start the Red Riding Hood challenge. This is from Sandy’s booklet, which shows a sweet challenge where students must navigate safely from Grandma’s house to Red Riding Hood’s garage. She must stop at the main road, check left and right and then navigate the maze to reverse safely into her garage without being eaten by the wolf!
  3. Complete Red Riding Hood
  4. Introduce the Ultrasonic Sensors and loops to create a program that lets the robot navigate the classroom without crashing.

 

Briony Marks teaches at St Andrew’s College in Christchurch. Learn more about her work at her blog missmarksblogs.wordpress.com

Inducting Students into a 1:1 Laptop Programme

As the new school year begins, the 1:1 laptop programme at St Andrew’s College continues to grow. As the year begins, all Year 8-11 students are required to bring a laptop to school each day. With the number of Senior College students voluntarily bringing laptops to school growing each year, we are ever closer to all students in the Secondary School having a laptop with them each lesson.

Staff feedback from the first two years of the 1:1 program raised some concerns around two main themes:

  • The first was about the amount of class time that some teachers felt could be wasted at the start of the year, getting all student’s computers successfully connected to school systems, and the class OneNote Notebook.
  • The second concern raised was around the the lack of familiarity of some students with their particular device.
Students working hard on the task

Students working hard on the induction task

In response to these concerns the decision was made to invest some time in the first few days of the 2016 school year to actively try and get Year 9 students more familiar with their own computers, and the systems that we use here at St Andrews College. In consultation with Middle School leadership, it was decided that students would have four periods to complete such a task – with the time being split over the first two days of the school year.

Creating the task

With over 200 Year 9 students the range of ability and engagement with computers was always going to be extremely varied. For this reason I decided to create an induction task that used a single platform, OneNote, as the base, with a range of other resources linked into it, such as instructional videos and surveys.

In an attempt to gain some preliminary information all students were asked to complete a short online survey. Of most interest to me was their responses to the following two questions.

Initial Survey

The results from these two questions particularly gave me the confidence that such a programme was incredibly important for our incoming Year 9 students. While approximately half of our Year 9 intake are from the Preparatory School, where we know they receive a thorough grounding in all things IT; the remainder of our intake arrive from a wider range of feeder schools; from across the city and beyond. A major aim, when writing this task was to ensure that all students gained a basic understanding of both their computers (keyboard shortcuts, power saving settings, and our systems such as printing, emailing and online storage.

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The basic premise was to write a task that was based in OneNote. To make the task more contextual, the ‘how to use your computer’ material was woven into a basic inquiry-based task that required each student to design their ultimate teenage space in the Christchurch city rebuild. Within the induction task each student was required to complete a wide range of tasks including:

  • Accessing their College email to gain access to the Onenote Notebook
  • Access a variety of video resources around computer care, computer use, and IT systems used at StAC, and complete tasks to reinforce this learning
  • Add preliminary ideas to the Collaboration Space in OneNote about a potential Youth Facility in Central Christchurch
  • Collate and analyse the best ideas from the Collaboration Space, in their own area of the Class Notebook
  • Add audio to their own area of the OneNote, critically analysing their best ideas
  • Learn how to print their work
  • Hand their work in using the Assignment activity on their classes Moodle Page

Upon completion of the task the feedback from the students was extremely positive. A number of individual students commented on the benefits they saw from completing the task:

This task was good because it helped me learn how to use my computer.

I liked how we could try some of the things by ourselves and the demonstrations from the videos.

 

student feedback two

Similarly,Year 9 Tutor staff, who were involved in supporting the students during their induction sessions, were also asked to provide feedback. It was particularly pleasing to see the high regard with which they held the assistance that they received from IT staff during the Staff feedback.

Moving forward

On reflection I am very happy with how this task went. As with doing anything for the first time, I will continue to reflect carefully on all aspects of the task and try and identify the improvements that can be made. Obviously providing adequate IT support over 13 classrooms and over 200 devices is an acknowledged difficulty, but I really hope that the teachers of Year 9 will notice an improvement in the confidence, and capabilities of their classes as the school year gets underway.