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

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

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:
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)

Tuesday, 16 January 2018

Apple Women Leading Learning: Coding Summer School

I was given the amazing opportunity to attend the Apple Women Leading Learning:
Coding Summer School in Sydney during the School holidays. I applied sometime during
March of 2017. I received confirmation that I had been accepted at the end of Term 3 of
2017. This was an exciting opportunity to find out more about coding with Swift Playgrounds.

I arrived in Sydney on Tuesday 16th January 2018. I met with my roommate Sylvie from
Ormiston Junior College in Auckland. Apparently there were only 4 women from NZ
attending and the rest were teachers from across Australia. That evening the entire group
met for the first time at the Apple Headquarters in Sydney. We also got the chance to
meet with the amazing women involved in organising this event. A few key people from
Apple delivered a presentation about Apple products and talked about how students are
being taught how to code and create apps. Later in the evening we all got the chance to
mix and mingle and meet all the other teachers who were invited to be part of this program.

Friday, 8 December 2017

Final Inquiry Presentation 2017

This is my final inquiry presentation for 2017. I used this presentation which was created on Keynote to present my inquiry findings at ULearn 2017 in Hamilton. The last few slides summarises my findings in Term 4. I am grateful to have been a member of the SPARK MIT group in 2017.