Friday, 6 April 2018

DFI Workshop - Part 5: Google Keep and Google Sites

Time to reflect and share with colleagues:

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy? That a teaching programme needs to be multimodal to suit the needs of all learners. No two people learn exactly the same way so its important to engage all the senses to maximise learning and understanding e.g. video, text, sound, images, songs, activities etc

What did I learn that could improve my confidence, capability or workflow as a professional? I learnt how to use the new Google site more effectively to make it more multi-modal for my learners. 

What did I learn that could be used with my learners? How to embed code for carousel function (for images) onto a site or blog. 

What did I learn that could improve my confidence, capability or workflow in my personal life? I learnt how to use Google Keep more effectively. It is linked to my phone through the app so that I can update/check it whenever I need to.


Link to site: Conservation and Emperor Penguins

You can click on the link above to view the site that I created today. I practiced how to add images, text, links, YouTube clips etc. I am looking forward to improving my own class site and I am keen to create another separate site for next term. 


Friday, 23 March 2018

Digital Pepeha

In todays DFI session we shared our digital Pepeha with the group. It was awesome to hear everyone’s individual Pepeha. I think that this is a great way to learn your own pepeha as it is rewindable and the images make the pepeha more interesting.

We used Screencastify to record our movies. I think that this is a great programme especially for students as it allows them to record themselves talking about their work or learning. There is also an option for video so that you can see yourself which is great for students.

Friday, 16 March 2018

Infographic using Google Draw

Today I used Google Draw to create an infographic about myself. This is the first time that I have created anything useful using this tool. There are links attached to images. I like my buttons and the fact that they are circular in shape. I think that students would enjoy using this tool to create an infographic about themselves.

 

Friday, 9 March 2018

Digital Fluency Intensive: Day 2 - Dealing with Data

In today's DFI session we had a go at creating a map on 'My Maps'. We used data collected from a google form about 'favourite destinations' and imported it onto 'My Maps'.



Google Forms
Using extra features - mixture of types of responses, validating,
Term 1 should be used for gathering evidence/data through surveys of kids
Great way to gather data
Can create different pathways for responses
Practiced creating and using a form

Google Sheets:
We looked at how to use the features of Google Sheets.
Student data. Deleting values from across sheet that are not needed. Put names in alphabetical order.
 drag little blue box down to add sums for rest of column.

Can type =Sum(G2+J5+K8) and then press enter to select data from within spreadsheet.

Conditional formatting
Use ‘hide sheet’ function to hide private/sensitive information

Examples: Robyn Anderson - blog post, look at kids blogs especially Mele.
How to analyse data e.g. number of blog posts
Can get kids to analyse their own data from blog posts
Question why some months were more productive than others

Blog is part of ‘Share’ - reflections, movies, writing, DLO’s, screenshots of learning, experiences. Enables kids to demonstrates that they can finish things off

I have used Google forms, sheets and maps before, but today I learnt how to use the extra features to maximise my use of them. I felt that I got the most out of Google Sheets because I liked the task where we analysed the number of times that a student posted on their blog over a year and over several years. Then the teacher can pose questions for the student or the student can analyse the data and come up with their own explanations/answers. 


Friday, 2 March 2018

Digital Fluency Intensive - Day 1

Today was the first day of a nine week digital fluency intensive. It is held on Fridays during the term. There are about 15 teachers from across the Manaiakalani Community of Learning and outreach schools. The purpose is to improve and develop our skills to help our learners. It has been an amazing day of learning with Dorothy and Gerhard.

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy? 

Today was a good reminder of what Manaiakalani is all about. The Learn, Create, Share pedagogy works for our students. Each part of the process is important. The professional development of teachers across schools is important so that we have competent educators in front of our students to maximise and accelerate student learning. Our community needs to develop a new mindset that you don’t need to leave our community to be successful.

What did I learn that could improve my confidence, capability or workflow as a professional?

I learnt a lot of new tips and tricks, especially with how to make the most of the tools on google docs. I found that many of the tools were quite useful.

What did I learn that could be used with my learners?  

How to make the most of the google doc tools e.g. 'Explore' to add on images, links etc. How to use add-on tools

What did I learn that could improve my confidence, capability or workflow in my personal life?

How to manage my links to sites by using Google Save instead of as a bookmark.







Thursday, 18 January 2018

Apple Summer Coding School - Day 2

Apple: Presentation by Jessica Grauds, apple accessibility - iOS and diversity


This presentation focused primarily on accessibility and all the features available on
an Apple ipad.


Designing for the margins = completely accessible and ready to use. Switch control - allows access to device with a single switch. Uses 3rd party bluetooth switches. Allows accessibility for disabled people. Online accessibility is empowering for all as personal voice is equal to all. When accessibility option is available for those who need it, it benefits all.
Stella Young - champion for accessibility for disability. Believed in a societal model of
disability. Stairs or ramps?


A11Y - A community-driven effort to make web accessibility easier.


Supporting all learners - lesson design - Michelle Heath and Mel Isaacs
LBA - life before apple
Huge diversity of learners in every class.
Makes comparison between 2 diff types of learners.
Student A: very talkative, bright but performs poorly academically
Student B: very bright, high achiever, lacks friends
iBooks - Learn to code 1 & 2 - loops lesson
Identify areas in the literacy space that will be challenging for students


Challenges (how to help students)
Literacy - heading of text up or a pic for visuals, students brainstorm possible words,
teacher reads text, students tick off what they hear. SwP: kids can look out for certain
words and focus on what it means e.g. function or loop. Voice function that reads text
for students, speech mode, speak selection.
Numeracy - learning about angles etc, x tables link to for loops
Computational thinking - masking tape on floor to replicate SwP world, physically
move around maze/floor grid. Use lego to physically create maze. Remind students that
Bytes world can be spun around.


App Prototyping - Mel Isaacs
Students can start to build own world after learn to code book 2
Apps are developed for a particular purpose.
Audience - apps are developed for specific audiences. Who is my audience? Characteristics? For young students - need to think about peers and teacher as audience
A well designed UI (User interface) makes for a good UX (User experience)
Student task: developing a watch face
60 sec prototyping: WWDC17
Prototypes can be tested to try out ideas, saves time and money, ensures that you are
building the right thing. Get new ideas, diagrams to show to people then learn from the
feedback. Can use Keynote to develop app. Test it. Feedback. How can we make it better. Opens up lots of interesting design questions. Whats working? Whats not?




Hackathons and Game James in the Classroom - Sarah Geek Girl
Warm up activity: Pair up, 1, 2, 3 game. Then click finger in place of number one
Later replace number two with a feet stomp
This activity can be used in class to encourage participation
SheHacks event.
Friendship is the core way to build things together.
Hacking is Creative Problem Solving. Everyone pitches an idea. Best ideas are picked and groups are formed to work on the idea selected. Teams consist of a hipster (designer), hacker (developer), hustler (marketer)
Idea: that the thing you are learning is the chance to work and collaborate as part of a
team to design and create something.
Clear communication is important.


Day two of the workshop covered a lot of topics. I found the app prototyping presentation quite useful as I will try it out with my class as a class project. I am also interested in hosting and running a 'Hackathon' at our school. Later in the evening we all went to the Apple Headquarters in Sydney. We met with a panel of amazing female experts from Apple and from UTS who talked about their experiences. It was a privilege to listen to them and gain an insight into their jobs, experiences and the fact that there are so few women in the STEM and IT industry.


Wednesday, 17 January 2018

Apple Women Leading Learning: Coding Summer School Day 1


The Apple coding workshop was held at the UTS (University of Technology Sydney) building in Sydney. We started with a presentation about why we should teach coding.


Coding inspires creation. It’s about harnessing the power and put into hands of students
We briefly looked at the Swift Playground app and met some of the Apple presenters.
Apple Education and Girl Geek Academy


Why teach coding?
Coding is a learnable skill, Jobs and careers, To change the world, Empowerment


Very often there are incredible gains to be made from technology.
We are expert users of programmes that someone else has written - people doing
programming were actually holding power over what we do.
Coding provides opportunities for people to create own apps and programmes
Students need opportunity to create their own programmes/apps


Focus of workshop: how to become great leaders in delivering coding programme
How to deliver/sell importance of programme to school and staff


Girl Geek - Sarah CEO
Female leaders
She-Hacks - female only hackathon
MissMakesCode
SheMakesGames


Barriers for women in tech
Women are not recruited as much
Women have access to fewer resources
Girls are not encouraged to enter STEM subjects
Gender equality problem
Attitudes are a barrier
Under representation of girls in IT jobs
Influence of parents
Teacher gender biases
Career advice


How to change this?
Building self efficacy in girls
Use of positive language to build confidence in girls
Women tend to underestimate their skills compared to men


Sphero: can be programmed to respond in a unique environment


Computational participation - capacity to work collaboratively, explain ideas and
thinking with other people


Ways of thinking with Sphero
How does it impact on what we are about to undertake?
Value of activity in real world?


3 Types of Thinking:
Design Thinking
Computational Thinking
Systems Thinking


Practiced using Sphero and ipad in small groups of 3-4
Increasing speed = further distance because of velocity
Purpose: why use sphero? Connect its relation to real world/industry













Sphero
Wait = length of time ball rolls in direction set previously
Stop = ball fully stops to allow for the sharp turn/angle

What is Swift? Easy to use, Interactive, Powerful, Open-source


Building lessons/tutorials


Swift Playgrounds (Lou and Michelle)

Before using spheros, need to have a foundation so don’t use as a starting point for kids.
Suits students between 11-15 years of age.
Moving beyond block based coding, lots of primary schools using Scratch
Swift playgrounds sits in between block based programming and XCode - app depth


What app would you create if you could create an app?


Coding language is unpacked through learning to code 1 module
Common language
Do learning to code 1 before trying ‘challenges’
Accessories - more games to try
Accessibility tool - turn on speaker/voice for sound for kids with poor English/low reading
age (settings, general, accessibility, speak selection and speak screen)


Learn to Code 1&2 Teacher Guide:
Y6-8
45 hrs of lessons


Macarena example
Who knows a dance?
How is this related to functions and loops?
Look at important vocab - put up on wall to display
Get kids to write up what they think word means


Startups with Sara (Girl Geek Academy)



Startups are about growth, scalable solutions - very big user audience e.g. airbnb,
instagram etc


Hacker - person who can code, engineer (computational thinking)
Hipster - Make things look good (design thinking)
Hustler - Make things happen, makes sure business can flourish, (systems thinking)

These qualities fit into the digital technology part of the Australian curriculum. In NZ there
is more of a focus on computational thinking and design thinking (I think)