Developing Digital Citizens

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:

  • Digital Devices
  • Protecting Privacy
  • 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.

Student Management

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.

Class progressPlanning 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.

Protecting Privacy

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.

Quiz screenshot

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.

Digital Licence Student 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.

Digital Licence Certificate

Introducing StAC’s new Director of ICT – Mr Dave Hart

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Mr Dave Hart

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.

Introducing Wilj Dekkers – Head of Innovation and Information Services

Starting in 2017, St Andrew’s College has created a new position to support teaching and learning with technology both in and out of the classroom. This role, called Head of Innovation and Information Services, has been filled by Mr Wilj Dekkers and reflects the College’s continuing commitment to ensuring both staff and students are equipped to maximise the opportunities presented by technology. Wilj has moved into this role from a position in the St Andrew’s College Preparatory School. He has been the subject of posts on this blog in the past, particularly this description of his implementation of Minecraft and this one which describes his exciting journey to Budapest as part of the Microsoft Innovative Educator Programme. wilj-dekkers

The interview below introduces Mr Dekkers and his role.

Wilj, can you give an outline of your previous roles/experiences?

I began teaching 19 years ago in a bilingual school in Mangere.  My interest with technology in education was quickly picked up on by the school principal who had me draw up plans to cable the old school buildings and network their Acorn computers.

From there the technology advanced and I became a teacher, network administrator and tech support in a new Apple school in Manurewa, eventually becoming an ICT facilitator working with a cluster of schools across Auckland where I worked with school Heads, teachers and students.

I returned to the classroom in 2003, teaching and running various departments in the United Kingdom until my wife and I returned to New Zealand towards the end of 2013.

I began teaching in the Preparatory School here at St Andrew’s College with the responsibility of eLearning Co-ordinator added to my main function as a Year 6 classroom practitioner.

Over the past three years my use and combination of technology to enhance and promote learning continued develop and I was fortunate to be selected as one of five Microsoft Innovative Educators to be sent to Budapest, Hungary for the annual E2 education conference.

What are the main aspects/responsibilities of your new role at StAC?

My new role in the College is as Head of Innovation and Information Services.  I will be running programmes and projects with students and teachers that involve everything from coding, robotics and 3D printing through to helping collegians use technology more effectively within their learning programmes.

What are the main aspects of your role that you are most looking forward to?

2017 will be an exciting time.  With the new challenge of also running the Secondary Library I am looking forward to working with the team to redevelop the space into a modern library technology centre.  This redefined learning space will become the venue for testing new technology before introducing them into the classroom, various coding and robotics programmes and will also be a variable learning classroom for Science and other departments to book as required.

The core library function will be enhanced with a more modern look with the library staff role altering to work more closely alongside subject teachers to support the curation of resources and to teach the effective use of information literacy skills.

Other than technology and education, what are your main interests?

Aside from my teaching and learning role with technology I also thoroughly enjoy running the Preparatory School Football programme.  Each Wednesday I am out on the Prep School field with 60 players ranging in age from 5 to 10 and in the winter months I have the pleasure of coordinating the Under 9 to 13 teams.  The last three years have seen football number continue to increase with the sport becoming very popular with both boys and girls.

It’s great to welcome Wilj more formally into our team, and it is exciting to hear of the developments he will be implementing. Wilj will become an occasional contributor to this blog so check back to hear of his progress!

Technology Supporting Gifted Students

This post was written by Ms Ellen Hampson and Mrs Kelly McBride and was originally posted in the GiftEDnewz e-newsletter from the Professional Association for Gifted Education

Secondary School – overview of technology and current activity

Two concepts come to mind when contemplating Technology and its significance within education. Firstly, once hailed as the Holy Grail for its innovation within the communication field, Technological innovation increasingly holds the auspicious role of ‘global saviour’ when engineered by socially conscious citizens. Experts argue that we are now living in the age of the Anthropocene – the proposed epoch when humanity has irrevocably altered the planet’s geology and ecosystems. Can the youth of today, who will live in a world where the ‘internet of things’, ‘bio- wearables’ and ‘blockchain’ technology are the norm, turn our influence around and steer our global impact in a new direction towards a more sustainable future aided by innovative technology?

the-anthropocene-era

Marie Pellin, 2014

Secondly, technology (characterised by exponential growth) surely needs to be influenced by socially conscious citizens as eluded to above. For example, exponential growth of internet technology may be tempered by our socially aware youth favouring net neutrality. Equally so, it appears that technology is forcing companies to be better global citizens. “In the age of internet transparency, it seems corporates no longer have anywhere to hide – a spot of corporate social responsibility (CSR) whitewashing is not going to cut it anymore” (Lawson, 2016).

At St Andrew’s College we are aiming for continuous improvement as far as opportunities for ‘technology enablement’ and development of ‘computational thinking’ are concerned. Well-supported by our Technology Department’s academic expertise and our ICT Division (headed by Director, Sam McNeill, and e- Learning Integrator, Tom Adams) the additional support we offer GATE students includes: Coding Club, Neuroscience Learning Module with participation in the Australasian Brain Bee Competition for Year 11 students, Forensic Science and Astrophysics Learning Modules, Passion Projects where students have the opportunity to complete coding-based projects, online participation in the New Zealand Diplomacy Competition, attendance at University of Canterbury public lectures, such as the recent Black Hole lecture, meetings with University of Canterbury lecturers and access to technology-based opportunities and events such as the recent Singularity University workshop.

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Students taking part in the Neuroscience module

Future strategies for 2017 include: offering Geographic Information Systems modules as part of the Year 9 and 10 Academic Extension and Enrichment (ACEE) Programmes, development of the Coding Club supported by Tech tutors drawn from industry, introduction of a comprehensive robotics programme to bridge our Preparatory School’s excellent programme, facilitation and guidance for students wishing to apply for the NASA Space School, potential visits to Auckland’s Stardome Observatory and/or the Mt John Observatory, online tech learning opportunities such as edX and Coursera [the top specialisations in Coursera are all technology-based], facilitation of Orion’s Evolocity Competition, and the establishment of further connections with Christchurch’s Innovation Precinct as part of the Christchurch Tech Sector Strategy [2015-2025]. In addition we will continue to punctuate our GATE calendar with further ‘SMAC’ opportunities for intellectual growth and sharing of minds such as expanding the classroom via e-meetings.

The St Andrew’s College Secondary School GATE programme has integrated Technology as a learning area with Philosophy, Sustainability and increasingly, Global Citizenship. Continue reading

St Andrew’s College Dedication of the Centennial Chapel 25th October 2016

Welcome to the livestream of the St Andrew’s College dedication of the Centennial Chapel – it starts at 10:45am on Tuesday 25th October.

This is not a traditional blog post, however there has been a huge amount of technology and student input into making this livestream happen so we trust that you enjoy it.

#CEM16 Guest Post – Connecting Educators Through TeachMeets

This post was written for the Christchurch Connected Educators blog as part of Connected Educators Month of October 2016. You can read the original post here. A similar post was written for #CEM15 about Mystery Skype which you can read here.

Earlier this year I had the privilege of attending my first ever TeachMeet and it just so happened to be in Melbourne at Ivanhoe Grammar School.  If you’re unsure of what a TeachMeet actually is, you can find more at the website http://www.teachmeet.co.nz but in short:

A TeachMeet is an organised but informal meeting (in the style of an unconference) for teachers to share good practice, practical innovations and personal insights in teaching with technology.

Participants volunteer (via the TeachMeet website) to demonstrate good practice they’ve delivered over the past year, or discuss a product that enhances classroom practice.

Source: Wikipedia

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Encouraging connecting at TeachMeet

With the themes of this year’s Christchurch Educators Month being “connect, innovate and collaborate” I felt that a summary blog on how TeachMeet Christchurch has gone would be appropriate.

I recognised that teachers are very busy people and wanted to keep the commitment levels to TeachMeet pretty low – a once per term meeting that ran for no more than 90mins and in true keeping with the spirit of TeachMeets, each presentation could be no longer than 7 minutes. To facilitate the launch I arranged to host first two sessions at St Andrew’s College where I was confident I could drum up some speakers and also a crowd of listeners and then used an open Google Doc for people to register. You can see the topics and attendees for TeachMeet 0.1 and TeachMeet 0.2.

I was delighted with the turnout for these events and the quality of the presentations from the speakers. Many shared something from a technology / eLearning perspective however the format allows for any educational topic to be shared. Importantly, and in keeping with the theme of connecting, the events were split in half to allow a time for networking with other teachers over a coffee.

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Mr Wilj Dekkers from St Andrew’s College presenting at TeachMeet 0.1

As always at events like this, there was good sharing on Twitter of what was being presented via the hashtag #TMChch and you can see a twitter recap for TeachMeet 0.1 and TeachMeet 0.2

teachmeet-montage

A montage of photos from an earlier TeachMeet in 2016

I am pleased that Jeremy Cumming (former teacher at Catholic Cathedral College and now working for the Catholic Education Office) asked to pick up the organisation and hosting of TeachMeet 0.3 that will run on 17th November and be hosted at Villa Maria College. This represents a natural progression and maturing of TeachMeet by sharing the hosting and co-ordinating responsibilities amongst teachers and schools which will naturally shape the themes and focus of each session. Ultimately, this is key for the ongoing success of TeachMeet – to be sustainable there needs to be collective responsibilities and a desire amongst teachers to want to connect with each other and share best practice from their classroom, things they are experimenting with, or research they are undertaking in post-graduate studies.

When teachers maintain a mind-set of being lifelong learners then I believe a natural outworking of this is wanting to connect at various sessions like TeachMeet and others that are routinely organised by the teaching community in wider Canterbury.

If you have never been to a TeachMeet before, can I encourage you to consider signing up at www.teachmeet.co.nz for TeachMeet 0.3 which will be the last for 2016, but hopefully just one in a long line of many more where teachers can remain connected