Increasingly teachers are utilizing a variety of online tools to help facilitate learning in their classrooms. While the dominant platform in our college remains OneNote most of our teachers utilise a variety of other tools including Quizlet, Kahoot, Moodle, OneDrive, eTV, YouTube and ClickView. While it can be advantageous to use a variety of tools, it does have the potential to lead to a disjointed experience as multiple logins, URLs and passwords can be difficult for students to manage. A second aspect that must be managed is the NZQA requirement regarding the digitization of Internally Assessed work. In recent years we have used moodle for any online assessment handin, but with our declining use of Moodle in classrooms, we have recently decided to investigate alternate solutions. This has led to us actively investigate the potential of Microsoft Teams.
Teams is described by Microsoft as the hub for teamwork in Office 365 that integrates all the people, content, and tools your team needs to be more engaged and effective. In a classroom situation Teams gives a teacher the ability to organise the digital aspects of their classroom.
One teacher currently investigating the possibility of using Teams in her classroom is Mrs Nicola Richards. Mrs Richards is part of our Physical Education and Health department, and she is currently trialing the use of Teams with her Year 13 Physical Education class. Setting up the team was managed through the creation of a Group within SharePoint, a process that we will eventually automate, through our Active Directory.
Mrs Richards’ class currently utilises a wide range of digital resources each week such as Listly, My Study Series, Scoopit and her OneNote Class NoteBook. An obvious initial benefit of the new Team is the ability to have all such resources centralised and visible for students.
The initial setup was intuitive and one of the first features that Mrs Richards utilised was the class OneDrive that Teams generates. This makes available to students a range of files which previously would have been either emailed, or distributed through the class notebook. Whilst these two methods are perhaps appropriate in the initial weeks of the year, as time passes the organisation of such files can become increasingly problematic for students and staff. A dedicated OneDrive for each Team is a great feature.
As described above, the ability to distribute, manage and collect student work using the Assignment feature was one of our initial reasons for testing Teams. By running a small-scale trial allowing students the chance to have a low stakes attempt at using this feature, students’ potential anxiety levels were reduced. Mrs Richards instructed her class to hand in a written paragraph, in preparation for a hand-in of an internally assessed piece of work a few days later. Anecdotal feedback was that students found it really easy to upload the work in the required format, and it was particularly easy for them to find the feedback provided to them by the teacher.
The management implications of online assignment hand-in can be an intimidating prospect for some staff; particularly a reluctance to mark student work onscreen. Mrs Richards acknowledges these concerns, and is sympathetic to them. However she found that marking from a teachers point of view was logical and she particularly liked the fact that she should type feedback separately or within the document.
From the students perspective, there were very few barriers to their enrollment in a team, and many students appreciated the easy of access to feedback. The success of this, largely informal, trial is reflected in the fact that over 50% chose to hand-in their final internal work using Teams.
Having conducted this small-scale trial with Teams, Mrs Richards now identifies the need to continue to embed Teams as the initial landing the point for students each lesson, whilst continuing to utilise the main benefits of the platform.
In the coming school holiday break our IT support team will automatically generate a Team for every class in our Secondary School. This will allow our trial of Microsoft Teams to gather momentum, and I am looking forward to investigating and learning how a variety of staff see the benefit of bringing together their digital resources.
The teaching of Digital Citizenship presents many challenges for all schools. Each faces slightly different challenges, and these challenges can quickly change and evolve in response to new social media products or features.
There are two main approaches that we have tried in the recent past. This blog has described the utilisation of outside experts and the deliberate ‘teaching’ of content to allow students to create resources for others within the College. While both of these approaches are beneficial and produce some, albeit potentially temporally, impacts on the behaviour of students, it has always been a particular challenge to find an appropriate, robust scheme of work that guides students through some of the myriad of issues and content that the internet and in particular Social Media produce.
In 2017 we have introduced a new Y9 course; Digital Literacy. All year 9 students spend 1 period a week with me, covering a wide range of topics such as computer knowledge and care, the O365 suite, and basic programming. This term has been dedicated to Digital Citizenship. Earlier this year, a P.E and Health teacher at our College, Mrs Nicola Richards, alerted me via twitter,to an Australian online Digital Literacy course developed by the Allannah & Madeline Foundation. They have created a Digital Licence, an eight module course designed to guide students through a range of different topics:
Searching and Researching
Creating and Sharing
Social Networking and Gaming
Communicating Safely Online
Relationships and Reputations
Coins, Credits and Tokens
The licence has been in use in Australia for a number of years, with current estimates indicating that up to 200,000 students there have completed the program. There is a small AUD$10 charge per student, but in 2017 that charge is generously being meet by Google NZ for all NZ Y8 & 9 students.
A great feature of the program from my point of view was the ease of enrollment. A simple CSV export from our SMS of each of my classes names was imported into the site – and usernames and passwords were easily generated. Students then go to the site and get started. With 8 different classes, it was important that it was easy for me to manage the module’s content, and track student progress easily; and the site delivered. It was simple for me to lock and unlock modules, and track student progress through the site.
Planning and Task Development
For a teacher, each of the modules is well planned, and a range of suitable activities are provided, along with a number of links to appropriate video resources.
Example of the planning section for the Protecting Privacy Module
Because I only see my Year 9 students 1 period a week, I was pretty restricted in the amount of time that I could invest in each module – so I adapted the suggested tasks and videos to be a more discussion based teaching method. Ideally there is the potential to make each of these modules a weekly focus to add a little depth and context to the course.
Assessing Student Progress
Perhaps my favorite feature of this course are the engaging quizzes at the end of each topic. Through a combination of basic animation and realistic examples, the completion of the quizzes became a motivating tool for many of my students. Each 10 question quiz has an 80% pass mark – and all 8 modules must be passed to enable a student to receive their Digital Licence.
The quizzes are relatively difficult – so I have a couple of classes where students progress is quite varied, but I have turned this into an opportunity for students to buddy up to help each other with their progress.
Overall, I have been really impressed with this scheme of work. I feel that it has good coverage of the important issues facing Y9 students, and the site is well structured, really easy to use, and engaging for students. The level of difficulty is relatively high which I think is a positive, as it has lead to higher levels of engagement from my students. I would be happy to recommend this program to other schools, though I would encourage them to carefully reflect on the aspects of it that you wished to use.
Since 2012 the StAC IT team had been led by Mr Sam McNeill. His resignation, to take up a role as a Senior Education Specialist at Microsoft, meant that our team needed a new leader. I am very excited to introduce Mr Dave Hart as that leader. He will become a contributor to this Blog as he continues the transformational progress begun by Sam, as our team continues the College’s commitment to ensuring both staff and students are equipped to maximise the opportunities presented by technology.
The interview below introduces Mr Hart and his role.
Dave, can you give an outline of your previous roles/experiences?
I have been working in ICT for over twenty years, and predominately within education in the UK. I started out in programming before moving to support and ultimately management and department head. My last ten years in the UK were spent at the University of Oxford, most recently as IT Director of Oriel, Corpus Christi and Merton colleges.
Although I greatly enjoyed my time at the university, I emigrated permanently from the UK to New Zealand in October 2015 for a new personal and professional challenge. The latter came about quickly when I took up the position of Senior Project Manager at CPIT (now Ara Institute of Canterbury). The former challenge came earlier when I had to convince my wife that we should sell our house, quit our jobs, pull our three daughters out of school and move to the other side of the world (not to mention shipping our dog out too)! Happily, my family and I are very comfortable with the decision we made to emigrate and we love living and working in Christchurch. Our dog has also yet to lodge a complaint.
What are the main aspects/responsibilities of your new job at StAC?
Before I joined, I was keenly aware of the College’s reputation as a leader in the area of the effective and transformational use of technology in New Zealand education. To ensure that this reputation continues, a key element of my role will be to focus on looking externally and observing best practice and new technologies that will allow for the continued shaping of a progressive and innovative vision for StAC.
As you might expect, the role also includes oversight of the school ICT network and infrastructure, ensuring that it is fully operational and fit for purpose now and in the future, maximising benefits to staff and students. To assist me in this, I am in the fortunate position in that I have inherited an extremely capable and customer focussed team. This provides a wonderful platform upon which teachers, support staff and students can be assisted to use ICT successfully.
What are the main aspects of your role that you are most looking forward to?
From my very first visit to StAC I was struck by the feeling of community. This is very much reminiscent of my days in Oxford colleges and I feel fortunate to be part of something similar here at StAC. Those years at Oxford taught me to expect that every day at work to be different from the last and they would quite often not pan out at all as planned. That variety is something I greatly enjoy and I am already getting to relish that same experience here.
I am looking forward to building relationships with others in all parts of StAC and beyond to ensure that we continue to use ICT as a tool to enable teaching and learning in an efficient and fruitful manner.
Other than technology and education, what are your main interests?
I am a family man first and foremost, so my main interests tend to be my daughters’ interests! When time permits, I am keen spectator and occasional participant in a number of sports, but mostly these days can only get out for an occasional forest or beach run, or a round of golf. I hoping to increase the frequency of my running over the coming year to the point that I can attempt some reasonable distances, however I am making no firm commitments at this stage!
Here at StAC we are excited to have Dave leading our team, and the experience and ideas that he will bring.
It’s browser based – you can access it from “anywhere” and see live data. You can also bookmark certain reports in your browser for near instant access.
There is also an app available (iPhone/iPad/Android/Windows10) so the data is accessible anytime / anywhere
We can tweak reports / visuals quickly and easily, based off feedback from stakeholders
Being browser based, you don’t need a local file on your computer that is “out of date” once a new version with improved features is built. What you see is always the “latest version”
It’s part of our existing Office365 Suite, so our existing username/password logs you into the reports.
Security permissions are centrally managed based off AD users and role based groups, including use SQL Row Level Security.
It connects to our on-premise MS-SQL Server, allowing for scheduled data updates (hourly / daily).
Throughout the duration of Term 3 the team have been focused on delivering a new set of reports for Mr Dean McKenzie one of the Assistant Principal’s at the College with responsibilities for Data Analysis. He had provided some concept designs for how he would like to see the reports look, along with the location of the majority of the data in our Student Management System (Synergetic). Additionally, there had been changes to how the Grade Credit Average (GCA) was going to be calculated moving forward, which would see individual subject’s have a GCA calculated for the first time along with more rigid definitions of how various credits would be counted.
All of this logic had to be encoded into the ETL process that transferred the raw data from Synergetic’s MS-SQL database and into our Data Warehouse, automatically calculating the results on a daily basis and making them available to staff via the web interface of PowerBI. The end result is the following pages in a single report:
Subject GCAs Per Student:
Showing the results for a student in the current year and the previous year (click to enlarge)
This report is designed to allow a teacher to quickly select a student in their class and compare their GCA subject by subject, along with seeing how they performed the previous year. If you click the left hand image above to enlarge you will see numbers which represent:
A selector for the current or previous year of GCA data for a student
The teacher code (for full time classroom teachers this is automatically locked to their username meaning they only see the students in their classes. For Academic Deans or managers, they can see across a wider set of students).
A year level filter, allowing a teacher to quickly narrow the selection of students down by the year level e.g. their Yr12 Maths students or Yr13 History students.
The list of students arranged alphabetically that are taught by the teacher in the year level they have selected. Note these are colour coded pink/blue to give a visual cue to the teacher if they are looking for a male/female student in their class.
A table showing each subject taken by the selected student, and their GCA (either current year or previous year depending on selection in #1 above)
A bar graph visually displaying the same data as #5 but designed to quickly identify subjects of particular strength or weakness for the selected student. Note that the subjects are listed alphabetically and not by highest GCA to lowest, allowing for a “cityscape” effect.
The name of the current student that is selected and the class code of the teacher who is browsing the report (useful if a teacher happens to teach a student a number of different classes).
The aim of this report is to allow a classroom teacher to quickly scan through the students in their class and identify their relative strengths/weaknesses in different subjects. It also enables them to answer a common question of teachers “I’ve a student who I think is underperforming in my class – how are they doing in other classes?”
GCA – Then and Now:
This report allows a teacher to quickly see the individual students in their class ranked by GCA from highest to lowest and compare the current year GCA in the teacher’s subject with the student’s overall GCA from the previous year. This allows a teacher, at a glance, to see who are their best performing students based off completed assessment but to also pick up if there is significant variance between previous and current performance.
In the above example, the top bar graph shows the 4th ranked student in the class (in pink) was actually the 6th ranked student (relative to the class) the previous year. Whilst this is a very small sample size, what this can show is a student who is possibly underperforming or showing improved performance relative to the students in their class – all helpful information for a teacher to consider.
The red numbers in the report are:
Showing the classes taught by the logged in teacher. Note that this also includes co-curricular options that the teacher coaches/manages, allowing them to review academic performance for all students that they have contact time with (this was actually the #1 request we had from teachers after launching the Tutor Quadrant Dashboard earlier this year – the ability to see results for students in all areas of their involvement at school).
A gender score card. This is simply showing the number of males / females in the class.
Bar graph (ranked) showing students by GCA, highest to lowest for the subject taught by the teacher and in the current year.
Bar graph (ranked) showing the same students but their previous year GCA across all subjects, again ranked highest to lowest.
A table giving a break down of the students in the class and their GCA in individual subjects. This is helpful if a teacher wanted to compare how a student was doing in a similar subject e.g. an English teacher seeing if a student was performing comparably in other literacy intensive subjects such as History.
This was perhaps one of the most complex and ambitious pages to put together as it was potentially combining academic data from Yr9 Entrance Testing, PAT results (Yr9-10), MidYis Results (Yr9-11) and NCEA data by GCA. Additionally, this needed to give a break down of priority learners based on identified learning needs as well as ethnicity.
The real challenge was thrown down by Mr McKenzie when he said in an ideal world he would like a teacher to be able to select from any of the historical data and have it displayed on the same graph. We explored a wide range of ideas on how we could best implement this vision and in the end the following is what was achieved:
Showing the results for a Yr13 Calculus class; on the left is the students’ Yr9 English Entrance testing and on the right their Yr13 Calculus GCA (click to enlarge)
Visually, there is a lot going on in this report and it will take the user quite some time to fully understand how best to extract what they are looking for. For this reason, all pages on these reports have user guides in text boxes and we have labelled each selection field numerically in the order that a teacher should select their data. This helps guide them through the process. In the left hand screenshot above (click to enlarge) I have added red numbers to highlight features of this report:
The academic “score type” and “sub-score type” the teacher is wanting to see. If a teacher chose Yr9 PAT then the sub-score type would automatically display what options were available (i.e. English, Maths and Vocabulary). Similarly, if a teacher chose GCA as the score type they could choose the GCA for whatever subject they wished to check. The recent addition of search boxes from PowerBI make this process far easier to manage when there is a lot of options to choose from.
Priority Learners – this is still being developed, but for now it highlights any students with data recorded in Synergetic, from diagnosis through to strategies to use in the classroom to support their learning.
Ethnicity breakdown for the students in the class displayed in a pie chart and table below, along with the names of Māori and Pasifika students in the two boxes in the bottom right of the report.
The bar chart that shows the students ranked by whichever score type the teacher has selected. Note that there are no axes on this graph, a necessary requirement given the academic data does not always share identical measures/scores. However, by placing the cursor over a student you can easily see their score e.g. a stanine for a PAT test, or a 2 decimal place GCA score for NCEA results. Additionally, there are visual cues on this graph that further help identify students with listed learning support needs or who identify as Māori or Pasifika.
A reminder that all of this data refreshes automatically each night so the teacher is always seeing the latest information on their students. Should a student leave/join the class the data is refreshed to reflect this.
NCEA Results Analysis By Standard:
One of the most requested features by the Senior Leadership Group and Heads of Department at St Andrew’s is an easy way to compare, standard by standard, how our students and teachers went compared to similar schools around New Zealand (similar schools has been defined as Decile 8-10). One of the challenges has been getting access to neatly formatted data that contains all NCEA standards, not just individual results which could be downloaded from the NZQA website.
After working with NZQA’s statistics team, we have been able to obtain this data and run it through our ETL process into the data warehouse, thus allowing this comparison to be easily done by classroom teachers:
Again, a classroom teacher would select a class they teach, and then narrow it down to a NCEA standard they wished to compare by following the numerical work flow selections on the left hand side of report. Once completed, this presents the four horizontal bar charts that show:
Top left = All students being compared, the top bar is comparative schools nationally (all students who sat this NCEA standard in Decile 8-10 schools). The middle bar is the performance of the St Andrew’s cohort, in this case all other Yr12 history students taught by all teachers. The bottom bar is the performance of the students in this teacher’s class.
Bottom left = Performance of Māori/Pasifika students (again broken down by national data, cohort and individual classroom teacher).
Top right = male students.
Bottom right = female students.
The results for these standards can be filtered to show either internal assessments only or formative assessment results for not-yet-sat external exams, providing students with a comparative score with the national data for that external standard from the previous year. This could work as a motivator for them before their external exams.
The red numbers in the screenshot are:
Search box for the teacher to select the class code they want to analyze (again, searching is making this really easy), There are two pre-selected options visible which are the previous year’s national data and the StAC cohort data. A teacher could, in theory, turn these off if they simply want to display only their own class results and not compare them.
Once a class is selected, this table automatically shows only standards that have a result recorded in the Synergetic database. This helps a teacher know which standard number to search for.
Using the knowledge above, the teacher searches for the standard they want to analyse e.g. “HIST2” would show all Level 2 history standards allowing a teacher to quickly click through their results.
The comparative graphs (as explained above). One of the neat features of this is if a teacher wanted to drill down and see which students in their class gained a certain result, they need only click the result and the list of students in the table filters immediately:
By clicking the silver “merit” grade in the bottom right graph (females) the table down the bottom filters to show the name of the student(s), allowing a teacher to quickly search through student names by result.
Detailed NCEA Results By Standard:
This final report is another one that is designed to quickly profile the range of ability of the students a teacher sees. However, it also delivers on one of the other most common requests from teachers e.g “I want to know how my Level 3 Geography students did in Level 2 Geography at the start of the year / or an internal assessment so I can better differentiate the teaching to meet their needs.” To date, we have struggled to graphically display a ranked past/present comparison tool for teachers and the security relationships is actually quite complex (just because you’re teaching the student for Level 3 Geography, for instance, does not mean you were their Level 2 Geography teacher).
This has now been displayed in the following reports:
Showing the results for a Yr13 Geography class internal assessment 3.3 (91428) on the left; on the right is the students’ performance from the previous year for the internal assessment 2.3 (91242). (click to enlarge)
These reports contain a number of visual cues. In keeping with all our NCEA reporting in PowerBI, the colour coding is consistent: Gold = Excellence; Silver = Merit; Bronze = Achievement; Red = Not Achieved. Additionally, the bars are varied in height and ranked highest to lowest allowing a teacher to very quickly pick up the grade spread of their class at a glance. The red numbers in the screenshot on the left (click to enlarge) are:
The teacher selects the NCEA standard they wish to analyse
They select which of their classes they wish to filter by (many of our senior teachers teach two of the same year level/subject so this is helpful). The list of classes is pre-populated automatically, based on the username the teacher signs in as making this a very simple process.
The bar chart orders the students by result, highest to lowest (as explained above).
As evidenced above, a huge amount of work and effort has gone into these reports and they certainly represent the progression of thought over the last few years in terms of what is the key data we need to be able to provide to classroom teachers. A key objective of this analytics project at St Andrew’s is to provide easy access to the data for teachers on an “anytime, anywhere” basis and for it to be easily comprehensible.
As more teachers start to use these reports on a regular basis I anticipate feedback will flow and new feature requests will emerge. The beauty of the setup currently is we can release this version of reporting to teachers and then easily add new features which will become automatically available to teachers next time they log in – there is no need to update or install new files for the teacher. To further support teachers, we are now embedding a “Tour of the Dashboard” video into the landing page of each new report:
One of the great things about being browser based is the ability to embed third party content, in this case a YouTube video explaining to teachers how they can use this new report.
These embedded videos mean that should teachers forget how to use the report, or are new to the College, they can essentially “self-train” on how they can use the report with their classes.
I am genuinely excited about this level of reporting and the benefits it will have not just for our teachers, but for our students too!
Recently I caught up with Finn Perring, Anna Bennetto and Grace Dephoff who are part of a wider group of students that make up the band Souldrop. Anna leads the vocals, Finn plays bass guitar and Fin Gilzean (St Thomas of Canterbury College) plays lead guitar whilst Elliot Millar (Burnside High School) is on the drums. Formed in April 2016, their first single Mill Bay was released in August with an accompanying music video shot and edited by Grace Dephoff and their 5 track EP will be available from the 9th September 2016.
UPDATE 25/9/16 The band’s self-titled EP is now available and embedded below via Spotify:
I was particularly interested in the technology the band used to record the track as well as edit the video, however to understand all of this it was important to learn of the various musical influences on the band.
Elliot is a jazz and big band drummer, representing Burnside High School in various musical competitions.
Fin learnt blues and classic rock guitar, mostly from his father
Anna has been performing for over ten years in musical theatre shows, as a jazz singer in various bands as well as one soul band.
Finn is a classically trained guitarist who plays Spanish flamenco guitar, but bass for Souldrop.
Recording & mastering the audio track:
Most of the audio track was recorded in the St Andrew’s College recording studio with the vocals, drums and bass all being laid down in this environment. The lead guitar parts, however, were recorded in Fin’s bedroom using Apple’s Garageband. Once finished, these guitar recordings were sent to the other Finn (Perring) to add to the other instruments and mix the recording in Apple’s Logic Pro X. To this end, the band never played the entire song together in the same room during the recording process, instead relying on the use of over-dubbing to achieve the best sound.
From a non-musicians perspective, I found this a fascinating way to craft a complete song, through the selective and judicious extracting of various takes of the song and merging them all together in an order that produces the best quality song. Additionally, the song was a very collaborative effort with the idea of the song first coming in a formative stage to Finn Perring around two years ago, before drummer Elliot and lead singer Anna co-wrote the lyrics for the song.
Recording & editing the music video:
Grace Dephoff filmed all of the footage for the video in a single afternoon using a Canon 70D camera with the 16-24mm lens and a 50mm lens borrowed from Mr Dave Jensen who works in the TV studio at St Andrew’s College. There was a limited script for the recording of the music video, instead a desire to keep it as natural as possible for the band members. One of the most clever features of the music video is the fact it is in slow motion, whilst keeping the music and singing in real time.
Grace Dephoff filming the band
This was achieved by having the band perform the song at 1.5x normal speed from speakers that they could hear to help them keep time, whilst Grace filmed at 50fps so that it could be later slowed down to 67% normal speed and still look smooth after this editing had taken place. The end effect makes it look like the band are in time to the song, even though they are in slow motion. Grace had learnt of this technique from a former guitar teacher she and the whole band were thrilled with the end result and how it looked.
To edit the hours of video footage, Grace used Apple’s Final Cut Pro, a tool she was largely self-taught in after graduating from using Apple iMovie for a number of years, including winning numerous prizes at the annual St Andrew’s College Film Fest. All up, she spent around 10 hours editing the footage and another 6 hours completing the colour grading in the video.
Distributing and Promoting the single:
The band are using a combination of word of mouth and social media to get exposure for the first single Mill Bay, combining messages on Facebook, Instagram and, of course, the YouTube channel itself. They have added a number of live performances as well, including lunchtime shows in the St Andrew’s College Quad, an assembly at Burnside High School and a performance at St Thomas of Canterbury College as well. There is a planned interview on 98RDU radio station as well on 14th September.
The song has been released through TuneCore which is a digital media distribution company which automatically publishes the song to the main digital music platforms including Spotify, iTunes, Amazon, Google Play, Shazaam and the YouTube channel the band have created as well. Anna and Finn’s focus at this stage is getting the song out to as wide an audience as possible and any revenue that is generated from the track being played is a bonus. TuneCore will send the band monthly statistics around the performance of the song on the various platforms.
In terms of copyright and protecting the song, the band have chosen to use the Creative Commons licensing platform. They recognise that this license might not stop another band from being able to sample their work, but they will be required to acknowledge Souldrop as the source of the original content for the sample.
The band are keen to keep gigging and playing as many live performances as possible to increase their exposure and improve as a unit. They are also thinking about recording another music video for one of the other tracks on the soon to be released EP.
I have been super impressed with the members of the band that I have met so far, both in terms of their musical ability but also their technical skills to be able to produce such high quality recordings and videos. It is always pleasing to see that skills that have been taught and learnt at St Andrew’s College are finding a creative outlet in the areas of student’s own interests such as being part of a band.
The wider Souldrop crew including Anna Bennetto (back row, second from right), Finn Perring (back row, far right) and Grace Dephoff (from row, first on the left)
This song and video highlight how technology has enabled students to create high quality, professional looking videos and promote them digitally to an international audience. When I pointed this out to Finn, Anna and Grace their reaction was a mixture of pride and nonchalance in the work they had created, highlighting to me just how natural the use of this technology is to students these days. Importantly, they had thought about using Creative Commons to copyright their work demonstrating an inherent understanding of the value of their music and video.
Finally, there is opportunities for this work to be credited against various NCEA internal Achievement Standards in some subjects (mainly English/Music) which would be a serendipitous outcome of what is essentially a passion project for these students. This is, perhaps, one of the biggest outcomes and reasons to pause for thought from this. If schools were able to recognise the creative output of students in areas of their interests perhaps we would finally see the flexibility of NCEA that is often talked about, yet rarely achieved.
The aim of this blog is always to share some of the things going on with technology at St Andrew’s College and, wherever possible, provide some ideas and inspirations for other schools as well. Some of these innovations take considerable planning and resources such as our work with PowerBI for Educational Analytics, whereas others like this post about online voting are relatively simple.
Recently, the College’s new Head of Senior College Mr John Ruge approached me about moving Prefect voting to an online system. Immediately, there were some questions around how to do his securely and fairly. Paramount in my thinking was ensuring:
Results were anonymous
Students and staff could only vote once
Restrictions could be placed on the number of potential Prefects one could vote for
Time limits could be enforced for when voting stopped.
A number of people recommended using something like Google Forms or Office365 Forms, both of which are excellent products when used for what they were designed for. The major limitation, however, was there is no way to ensure the voting would be both anonymous and limited to one vote per person. I decided to cast my net a little wider and utilise the excellent Techies For Schools NZ Google Group as well as the Australian MITIE Forum and see if I could crowdsource some alternatives. Some of these included:
It was the latter that caught my attention because it was suggested that using some of the more advanced features around emailing would achieve my main aims of anonymity and restrictions to one vote per person.
SurveyMonkey Setup For Prefect Voting:
We used a basic MS-Query to extract student and staff email addresses and first/last names from Synergetic, our Student Management System. We then loaded these into a CSV file with the first row indicating the header fields:
We needed to analyse votes from three different groups of people:
Secondary School Teaching Staff
Current Year 13 Prefects
Current Year 12 Students
Consequently, we decided to make three identical surveys, but have the different groups above loaded into separate CSV files. Upon setting these up in SurveyMonkey we needed to select “Send by Email” to ensure unique links generated for each voter, rather than a generic link that could be forwarded to people outside the intended voters, or used more than once by the same person:
Choosing “Send by Email” was a key part of achieving the defined aims of online voting.
When choosing “Send by Email” you are invited to submit users from a range of sources and we used the CSV file we had already generated:
You are then able to compose an HTML message to the voter that is sent by SurveyMonkey based off the information from the CSV:
Note the salutation: the use of variables [FirstName] and [LastName] will personalise each email based off the information from the CSV already loaded into SurveyMonkey
Numerous additional variables can be set, some of which we made use of because of our aims included:
Changes: Respondents can change their answers on any survey page until they complete the survey (alternatively you can allow no changes at all, right through to changes after it’s been submitted but before the cut off date
Anonymous Responses: exclude ALL respondent information (names, email addresses, IP addresses, and custom data) from your survey results (we chose this, but you can collect all of the above information if you wished)
Cutoff Date & Time: This was important to ensure timely voting:
The end result, when sent, provided a really smart looking HTML email that encouraged staff and students to vote for 2017 Prefect Leaders:
Note the personalised salutation, the HTML “Vote Now” button and the footer indicating the URL is unique to the recipient.
When votes are opened you can track in real time the number of votes completed, as well as email opens and partial votes, for example:
One of the final tweaks I learnt through this process was how to limit or restrict the number of choices a voter could make from a multi-choice question. This was significant as voters were allowed to select up to twenty student names from the long list of candidates. There were some help instructions available, but the key areas to check were in the options of the multi-choice question:
For this to work “Require an Answer to This Question” is ticked
You choose “at most” for number of choices if you want voters to be able to select up to but not exceeding a number of candidates
You can customise the error message if a voter chooses more than the allowed number of candidates when voting.
With voting completed, it was easy to export as a PDF the graphs showing the candidates with the most votes and allow the leadership team to analyse the data. Now that we know we can generate personalised, single-use and anonymous voting systems through SurveyMonkey I can anticipate we will use this in other areas as well.
Inquiry | Creativity | Collaboration – The role of technology in modern learning
Developing teacher understanding and encouraging implementation of collaborative and digital learning methods
Integrating and encouraging digital technology adoption in curriculum and classroom
The new narrative: IT training and computational thinking
Building technology into the curriculum – lessons, challenges and what we’ve learnt along the way
Collaboration at the forefront of today’s teaching environment
When preparing what I wanted to share at the 40 minute session I had been given, I decided on using the Key Competencies from the New Zealand Curriculum to explain why some examples of eLearning from four St Andrew’s College teachers had been successful. Additionally, I wanted to use authentic student voice to highlight this – fortunately, having been blogging on this site for over two years now there was plenty of examples I could draw on.
Thinking: is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas … Intellectual curiosity is at the heart of this competency … [Students] reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.
Using Language, Symbols and Texts: Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed … Students who are competent users … can interpret and use words, number, images, … and technologies in a range of contexts … They confidently use ICT to access and provide information and to communicate with others
Managing Self: This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners … It is integral to self-assessment.
Relating To Others: Students who relate well to others are open to new learning and able to take different roles in different situations … By working effectively together, they can come up with new approaches, ideas, and ways of thinking.
Participating & Contributing: This competency is about being actively involved in communities … They may be local, national, or global. This competency includes a capacity … to make connections with others, and to create opportunities for others in the group.
I started the session off by highlighting the fact that often ICT is talked about in terms of risk. This can come from security breaches, budget blow-outs and ICT project cost overruns, not to mention distracted and off-task behaviour when using technology. I then posed the following questions:
I wanted to highlight how some of the best examples of effective eLearning from teachers at St Andrew’s College was firmly rooted in Key Competencies. I chose examples from the following four teachers:
Combining OneNote & MineCraft To Create Pick-A-Path Stories:
to produce interactive pick-a-path adventure stories
KC: Using Languages, Symbols & Text
to work collaboratively online to produce an end product
KC: Relating To Others
to create stories to share online with a wider audience
KC: Participating & Contributing
As mentioned above, I wanted to use authentic student voice as much as possible so I included an abbreviated version of the following video so that the audience could hear students articulating their learning and the impact that technology had made:
An insightful quote from the student called Harry was:
The goal was not to just make something pretty in Minecraft, it was actually to improve the quality of your writing … after writing the story, the idea was to look back in Minecraft and see how you could improve the writing you had already completed.
To assist teachers at St Andrew’s College with integration of technology into their teaching and learning, we have adopted the SAMR taxonomy that you can see on the left.
This is a really useful way for teachers to conceptualise how technology might assist the learning outcomes for their students as well as provide them some aspirational goals for extended use of technology. Tom Adams, our eLearning Integrator, has recently written in detail about effective use of the SAMR model which is definitely worth reading if you are new to it. During the presentation, I introduced the audience to a relatively new product from Microsoft called Pulse. This enables the audience to provide real time feedback on a session as well as allowing the presenter to push out questions for quick polls. I asked the audience “What level of SAMR do you feel the Minecraft/OneNote example was operating at?” and below is their response:
Using Microsoft Pulse for instant feedback from the audience
Inspiring Creative Writing Through Constructing Digital Worlds:
The next example I shared was again around creative writing, this time from the High School instead of a Year 6 class. The full reflection can be found here, however the high level overview of the task was as follows (with Key Competencies inserted):
Learning Tasks For This Unit:
Write a short story of ~600 words with a theme of “conflict”
KC: Using Languages, Symbols & Text
Students Must produce at least 4 “drafts”
Drafts must be shared with peers for feedback/feed-forward & act on appropriate advice
KC: Participating & Contributing
What was different about this activity is that students had to build their digital world before they started their writing and use it as a source of inspiration and planning, not just as a reflective tool for editing. Settings were constructed in Sketchup, Paint, Minecraft and the source engine of the game Counter-Strike. Here is a student Ralph talking about his world which I again shared with the conference audience:
Again, I find the language used by the student here informative, with some of his comments being:
“I wanted readers to grasp that the bombs had come from the bank itself”
Clearly, the reader’s experience is at the forefront of his thinking when he is designing his digital world.
He blended his natural enjoyment of the game Counter Strike with his school work and learning – a win/win situation!
Ralph talks about adding a backstory to the real events of the London Bombings, demonstrating a wider awareness of global communities
“As I was designing the level I was constantly thinking of ways I could make the story more interesting.”
This was not just technology for the sake of it – it was clearly shaping and informing his understanding of the creative writing task that was the key learning outcome here.
This was manifested through his drafting process where he removed a lot of the dialogue to improve the narrative flow and added more descriptive text such as the sound of the gunfire
This impressive learning came on the back of an earlier, easier task where the students in the class had leveraged an existing digital world (Google Earth) rather than having to create their own. Through the lens of the SAMR scale this makes perfect sense – the students build their knowledge and experience of digital toolsets in the lower levels of SAMR and once mastered they can progress to more difficult tasks. Here is a write up of the earlier task where students had to explain the significance of setting in a film, and this is a student talking about their comprehension.
Again, it’s important to pick up on the student’s language – the technology is integrally linked to the learning outcomes, it is not merely there for entertainment or distraction. By requiring students to record their personal reflections in this way, students are using a number of Key Competencies.
Communicate Musical Intention By Composing An Original Piece of Music Inspired By Art:
The final example I shared with the audience came from Level 3 Year 13 Music. On the first day of the conference I had been asked to be part of a Q&A Panel about integrating technology into schools and one question from the audience was essentially around what are real world examples of great technology usage in NCEA subjects. The heart of the question was around the challenge of adapting existing assessments to be technology rich and I answered it by a brief description of this example from Mr Duncan Ferguson our Head of Music.
Using AS.91419 (3.4)
KC: Using Languages, Symbols & Texts
Students are required to reflect on their composition and explain the connection with the art that inspired them
These are largely independent projects that the students need to work on themselves
KC: Managing Self
Here is the video of the student reflecting on their learning:
Students were required to watch the instructional videos and then attempt the practice questions
Students needed to regularly complete check lists indicating their progress
KC: Managing Self
Here is an example video made by Mr Hilliam:
What I most liked about this example is that students were not left on their own to just work through it, the teacher is still involved through the process, despite the availability of the instructional videos. The following screenshot is from a OneNote Class Notebook showing how the student has completed their progress reports and the teacher has provided feedback:
I used MS Pulse to ask the audience whether they personally felt that using a “flipped classroom” genuinely created more opportunities for differentiated and personalised learning during class time. Their response was overwhelmingly “yes!”
An alternative way to show poll results from MS Pulse
I concluded my session with the following thoughts:
As blogged about in 2014,St Andrew’s College has been running the only professional television studio in a New Zealand school for almost 20 years. What is particularly exciting for me is the potential of other subjects to utilise this fantastic resource to allow students to conceptualise, and create video content.
A Level 5 Curriculum Objective in Social Studies requires students to study how the ideas and actions of people in the past have had a significant impact on people’s lives. This year, students undertook a decade study of the 1960’s; including aspects such as historical events, music, and fashion. This was a very popular unit with students, but, as always, the challenge was making their learning authentic.
Mr Simon Williams, the head of Film and Television, was interested in this new unit of work, and offered to assist the teachers to create some video resources to complement their classroom learning. Because the majority of students access learning in the TV studio as part of the Performing Arts course at either Year 9 or 10, there was no need to spend time on the ‘how’ to create such material. This meant students already had the skills to produce an interview style television program, and they could focus on the content.
Mr Williams wanted the process to be smooth and clearly beneficial for the Social Studies staff members, so he assisted by writing a simple script, and organising several interviews with staff that have fond memories of the decade, as well as a television cameraman who cut his teeth in Vietnam in the 1960’s; Mr Wayne Williams.
The students’ roles included filming, performing, presenting and editing the final production – to create a number of professional standard videos that were ultimately edited into a 35 minute television program.
Students with varying levels of experience were able to contribute to the production of such a programme as the interview format is very familiar and accessible for them. This fact emphasises the potential of the Television studio to help students of almost any subject area to enhance their learning by creating resources of various forms.
Putting Social Studies Learning into Action
The head of Social Studies at St Andrew’s College, Miss Kerry Larby, was enthused by the activity.
One of the key aspects of Social Studies is perspectives, so it was extremely beneficial for our students to hear the authentic experiences of staff members they interact with on a daily basis, but may not realise their past experiences.
Miss Larby also noted that one of the focuses of the unit was helping students to discover the wealth of resources that exist within people, rather than relying on the easy, often web-based, option. Each student was encouraged to identify, and interview, somebody who had clear memories and experiences in the 1960’s and make use of this information to supplement their learning in class.
Collaboration for Mutual Benefit
Students at St Andrew’s College are extremely fortunate to have access to the remarkable television studio. What was particularly pleasing about this activity was the cross curricular nature of the production; utilising students’ existing television creation and editing skills to show, and develop, their learning in Social Studies.
There is certainly scope for more subjects across the College to implement similar tasks, and I look forward to reporting on them on this blog in the future!
Last week John Parsons from Simulate 2 Educate ran 45 minute sessions with students in each year level of Year 9-13 at St Andrew’s College, along with an after school Professional Development hour with teachers. The day finished with an evening parent session, that included a candid outline of the challenges facing students and parents when it comes to cyber security and technology usage.
John’s presentations were engaging and humorous and he succeeded in connecting with the students at all year levels, whilst delivering an unflinchingly real message of the risky behaviour happening online. Pleasingly, this was entirely absent of any elements of judgement because of their age; instead he highlighted the fact that hundreds of thousands of dollars are being lost annually by adults making poor decisions or being duped online.
Idle curiosity and social engineering are powerful factors that drive decision making and both are exploited through risky online behaviour. John highlighted this with two examples:
If a student found a USB stick lying outside the gates of the school and they took it home, plugged it into the family computer and found a file on there named “click me.docx”. Curiosity might drive them to open that file which could lead to the installation of a keystroke logging app which would collect and send typed information allowing the original owner of the USB stick to receive confidential information such as online banking or Facebook usernames/passwords.
If a Facebook user received a message saying “You should see the picture that David has shared of you online, click this link to view”. The hook here is basically everyone knows somebody called “David” so it has an element of potential truth and instead of seeing the image they are redirected to a squeeze page which might solicit their first and last names, and either their cell phone number or email address. Worse still, it may include a download file/link to see the picture but all it really installs is a keystroke logger.
The reality for our students is that they are born into a super-connected world in a way that their parents never were. Typically, when adults think of privacy they generally mean or refer to someone else taking care of the security of information to prevent someone from accessing it inappropriately. John’s message to students was essentially that view of privacy is dead and now the responsibility is all around self-control where the individual needs to take complete ownership of the sharing of their personal details and manage this themselves.
Every single one of you in this room is going to be subjected to a Google search by a prospective employer … I know over 96 boys and girls who can not get part time jobs because of content that their friends have posted online about them.
John Parsons (Simluate 2 Educate)
For this reason, John said, a student’s real CV is their online, digital footprint. Therefore they need to control this as tightly as possible by not allowing people to capture and share photos that make you vulnerable. Interestingly, John shared three ways that individuals are profiled by businesses and these went beyond just being in a photo in a compromising way:
The pictures that people upload – do they lack or demonstrate empathy? Employers and Universities will ask this question of prospective employees/students. In other words, what kind of person would upload and share a photo that embarrasses or exploits another person in a vulnerable situation
How do people talk to each other and what kind of content are they sharing and promoting online? Does it lack or demonstrate empathy? This is a key message as it’s very easy to be a digital bystander who perhaps didn’t upload the original content, but by liking or commenting on it can make you complicit.
The company you keep – what sort of behaviour is going on in photos you are tagged in and what sort of people are you following and communicating with in your social networks.
John Parsons used this video to highlight the risks and attitudes to sharing highly personal content online.
Practical Steps Students Can Take:
A number of keys were provided to enable students to make better decisions online:
Stop communicating online whenever you receive a request or comment that makes you feel uncomfortable. If you stop responding to any messages you are taking control of the situation.
Screenshot the communication / request that made you feel uncomfortable in the first place. By collecting evidence of this you are again taking control of the situation.
Print or store the screenshots in a secure folder or location that can be shared with a trusted adult such as parents who can help students in this situation.
Don’t let technology, or the people that use it, erode the values that your family have given to you – you’re too valuable to allow technology to do this
John Parsons (Simulate 2 Educate)
This message came through time and again throughout the presentation: that the students are unique and too valuable to allow themselves to be exploited online. John further dared the students to care – to not walk past people who are in need (whether this is physically in person or online). He encouraged them to ask a student if they are ok and how they’re feeling if they had observed unkind or unhelpful things online directed at that student. Finally, he urged them to not cheapen themselves but to instead nurture and protect their identity.
These messages from John are timely and need to be consistently delivered to students, staff and parents on a regular basis because of the real risks that can be associated with content shared online. Making poor decisions in this area is not confined to teenagers, as evidenced by some of these high profile examples:
Whilst students increasingly have a “post first, think it through later” mentality when it comes to sharing all elements of their lives, the potential impact on their well being and prospective employment and study is significant.
Ultimately, Digital Citizenship is everyones responsibility and by following the advice of John Parsons and exhibiting self-control in what they share, students are taking the first step towards valuing themselves and their reputation.
This week has seen the culmination of a huge amount of work over the last four months, with Tutors being given access to what is being called the Tutor Quadrant Report. Below is a screencast showing some of the features of this (with identifying details blanked out):
Demonstrating The Tutor Quadrant Report
Initial feedback from Tutors has been very positive as they recognise this new report presents a significant step forward in terms of:
Ease of access – using their existing school username/password to access the report on any device with a browser and anywhere (they are not restricted to being on the College campus).
The collation of disparate data presented in an easily comprehensible, highly visual format. Previously, to obtain information on attendance, NCEA results, discipline and Fortnightly Notes would have required dozens of clicks, different windows and reports, and even using different platforms (both Synergetic and Sharepoint).
Speed – the reports load very quickly in the browser.
It is satisfying to hear this type of feedback given the significant level of investment and effort that has been made in developing this platform from where we were 12 months ago.
The abbreviated presentation from AIS NSW ICT Leadership Conference 2016
Some of the key points from this presentation include:
There are multiple ways you can use Microsoft PowerBI, we have explored two methods of deployment:
Manually generating reports in the free PowerBI Desktop App and publishing and storing content in the Azure blob in the cloud (quick and easy, but limited security options)
Developing an on-premise data warehouse and using ETL processes to extract data from various sources before loading into a tabular data model and connecting to the cloud via SSAS Gateway Connector. This is also very secure when implemented with row level security.
Time to talk! The power of a visual to highlight a student trending in the wrong direction.
With the release of the Tutor Quadrant Report, planning is already underway for the development of further reports for both teaching staff as well as administrative staff. The migration to PowerBI of an existing Tableau report that our Director of Development used has been completed and this enables her to now access data refreshed daily and drill down using the self-service elements of PowerBI. Pleasingly, she has already identified a number of enhancements she would like to see – this is something we anticipated would occur once the end users started getting more meaningful access to the data.