A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project

1. Digital Technologies
in context
@CathDigLearn#cewapl#kununurra
Daniel Groenewald
Digital Transformation Consultant CEWA
Groenewald.daniel@cathednet.wa.edu.au
@d_groenewald

2. We respectfully acknowledge the past and present
traditional custodians of the land, the Miriwoong
Gajerrong. We recognise the strength and resilience
of the people and pay our respects to the Elders of
today, those who have gone before us and the Elders
yet to come.
Acknowledgement of Country

3. Lord,
we are meeting today to
conduct matters of business.
Guide our hearts and our minds
in the spirit of fairness, right
thought and speech.
Impart your supreme
wisdom upon our activities
so that our affairs may
reach a successful conclusion.
Thank you for being our
source of guidance today.
Amen

4. What are we learning today
Why technology in education matters
What’s in the Digital Technologies
Curriculum
The best methods to leverage digital
technologies to enhance curriculum and
pedagogy

5. Success Criteria
Fun, confidence and insight
Understanding of the Digital
Technologies Curriculum
Capacity to plan confidently for its use

6. and love the oxygen
Pedagogy is the driver,
technology the accelerator,
culture the runway,
team play the engine,
content the vehicle
#deeplearning

7. What technology is working well for you
in teaching or life and why?
https://goo.gl/7Rlojk

8. Social Context:
8:20am – 9:20am

9. What
technologies in
this clip already
exist in our
world today?

10. Pic Bruno, Luca: The faithful gather in 2005 near St. Peter's to witness Pope John Paul II's body
being carried into the Basilica for public viewing.
http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-changes-with-
digital-age: Accessed Jan 26 2017

11. PIC: Michael Sohn / AP: For anyone who has ever been to a concert, the photo at bottom, taken
Tuesday night as Pope Francis made his inaugural appearance on the Vatican balcony St. Peter's
Basilica at the Vatican, on March 13, 2013.
http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-
changes-with-digital-age: Accessed Jan 26 2017

12. Click me
to see more
What do we need to teach our kids about this
technology? If we don’t, who will?
How would you teach this?

13. http://www.smartinsights.com/internet-marketing-statistics/happens-online-60-seconds/:
Accessed26/1/201
www.smartinsights.com

15. UBERAirbnb
Tesla
Outsourcing
Facebook
Automation
Globalisation
eBay
Amazon
Technological change has disrupted modern life
Pokemon GoVirtual Reality
Linkedin
Snapchat
Twitter
Quantified
Self
Constant Notifications
and updates
drones
Surveillance

16. “The culture of constant connection takes a toll both
professionally and personally. We waste time, attention,
and energy on relatively unimportant information and
interactions.”
Harvard Business Review, June 2015: 110
The Scourge of Technostress

17. Australia’s digital economy is
growing rapidly.

18. $50 Billion $79 Billion
Source:Deloitte-Australia’sDigitalPulse:
Keychallengesforournation–digitalskills,jobsandeducation(2015)
2013-142011
Source:CommitteeforEconomicDevelopmentofAustralia
-Australia'sfutureworkforce?(2015)

19. Source:Deloitte-Australia’sDigitalPulse:
Keychallengesforournation–digitalskills,jobsandeducation(2015)
Source:CommitteeforEconomicDevelopmentofAustralia
-Australia'sfutureworkforce?(2015)
5 million Australian jobs are predicted to
be replaced by computers by 2025

20. Source:Deloitte-Australia’sDigitalPulse:
Keychallengesforournation–digitalskills,jobsandeducation(2015)
Source:CommitteeforEconomicDevelopmentofAustralia
-Australia'sfutureworkforce?(2015)
Between 2013 – 2014
Australian companies imported
19,000 ICT workers
Newhouse 2017; Deloitte

21. Source:Deloitte-Australia’sDigitalPulse:
Keychallengesforournation–digitalskills,jobsandeducation(2015)
Source:CommitteeforEconomicDevelopmentofAustralia
-Australia'sfutureworkforce?(2015)
But who will benefit most from
the digital economy?

22. How can we help our children flourish in
The Digital Age?

23. Many blue and white collar jobs have been
absorbed by technology and globalisation.

24. A new kind of human is being fashioned:
homo technicarum?
Do we turn our backs or join in?

25. Educational context:
8:50 - 9:20
http://today.io/1mvRq

26. Gamification
Robotics
Coding
STEM
Learning
Spaces
Learning
analytics
Flipped
learning
3D printing
Adaptive learning
Telepresence
Maker
spaces
Wearables
There’s been an enormous growth in learning
technologies.
Artificial
Intelligence
Virtual Reality
Cloud collaboration
Online learningInformal learning
Augmented Reality
Virtual Assistants Digital Badging

27. PCPhotocredit:Rama
2016
Learning
devices have
developed
enormously
1950

28. HOBART
DECLARATION
1989
ADELAIDE
DECLARATION
AUSTRALIAN
CURRICULUM
2009
MELBOURNE
DECLARATION
20111999
TECHNOLOGIES
CURRICULUM
2018
An understanding
of the role of science
and technology in
society, together with
scientific and
technological skills
Be confident,
creative and
productive users of
new technologies
Young people need
to be highly skilled in
the use of ICT…there
is a need to increase
their effectiveness
Students need the
knowledge, skills
and confidence to
make ICT work for
them at school, at
home, at work
Society needs
enterprising
students who can
make discerning
decisions about the
development and
use of technologies
1990
MLC first
laptop
program in
the world
2010
arrival of
The iPad
1993
public Internet
in Australia
2016
Consumerization
of Virtual Reality
2020
Mainstreaming of
Online learning and
Artificial Intelligence
Bots as Apps
2009
Digital
Education
Revolution

29. Confusing results
“PISA results show no appreciable
improvements in student
achievement in reading,
mathematics or science in the
countries that have invested heavily
in ICT for education”
(PISA: 2015, 15)

30. “None of the potential benefits of ICT used
can be realised without appropriate
and skilled implementation”
Professor Paul Newhouse (2017)
“STEM the Boredom”
Edith Cowan University (WA)
The Centre for Schooling and
Learning Technologies (CSaLT).

31. Implementation
dips
Technical infrastructure took
many years to get right

32. Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_whic
h_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg
CHANGE
has been
slow, tricky
uneven and
incomplete

33. We have wicked challenges ahead
Automation and globalisation have
absorbed many jobs
Many students are bored
and disengaged
The economy demands different skill-
sets to what schools provide
Many teachers are
alienated, fatigued
and time poor
Educated youth
are unemployed
Schooling, as a set of legacy
structures, tends to discourage
creativity and reward conformityParents cohorts are
increasingly demanding
Our world requires
creative solutions
to difficult problems
For context, see Mike Fullan, NPDL (2016);
Ken Robinson, “Schools Killing Creativity”
Schwalbe, The Fourth Industrial Age
Kevin Kelly, The Inevitable
Newhouse “STEM the Boredom” (2017)

34. “By the end of schooling, the majority of
Australian students show little interest in
[STEM] discipline areas and have no plans to
continue study or work in them; many refer to
these disciplines as boring”
Newhouse (2017)

35. Welcome to 2028. My name is
Lucas. I am 28 years old. I manage
a number of farms in Kununurra
both remotely and on premise. I
program, manage and maintain the
drone swarm which water, weed,
fertilise and deliver crops .
I work in a small team that services
East Asia. There is an enormous
demand for our protein enriched
organic silver beet. I am grateful to
my teachers at … because they
taught me how to …
Accessed Jan 31Pic: http://keyconversationsradio.com/wp-content/uploads/2011/10/Blacks-in-technology-web.jpg

36. Discussion
What do kids need to succeed in
today’s world and beyond?
https://goo.gl/6dHHHn

37. Comfortable in
and through change
Adaptive and agile
Digitally
discerning
Be genuinely
Collaborative
Learn
continuously
Produce new media
Socially intelligent
Creative and dynamic
Problem seek and solve
Be an expert and apprentice
What do students need to
succeed in the digital Age?
Growth mindset
Be customer facing
Operate
entrepreneurially
Learn deeply
Self direct learning
Work with others to find and solve real problems
Find the truth in the noise
Relate well to many cultures
persevere
Leverage digital
tools and platforms
Learn deeply
Develop
character
and virtue

38. I can learn
anywhere,
anytime and at
the point of need
I can access the
best that has
been thought
and done
I can
collaborate
with peers and
learn from
anyone
I can find
things
relevant to me
I enjoy
Interactive, rich
visual and audio
resources that
excite and
inspire
I can listen to
and observe
lessons more
than once
My world is
changing and I
need these skills
to live a good life
Why I like using technology in education

39. For better or worse, our
world has irrevocably changed.
It’s a world that is highly
digitised. To manage this world,
our kids need to understand the
digital mechanics behind it.

40. We want our kids not to be
manipulated by the digital world but
to manipulate it. We are not asking
all our kids to become computer
programmers –but to know that
their work and civic life
will be digitised and to provide an
opportunity to participate
in that

41. At the end of their
school life, our kids should
have the technical and thinking
skills to solve problems that
people are willing to pay for.
Their best chance at getting
these skills is through us
- their teachers.

42. The Curriculum requires
us to teach them in two
areas that address the digital
world – The ICT Capability (2011)
and The Digital Technologies Curriculum
(2018). It’s cool if you are not expert
in these areas – few teachers are –
you just have to work with
colleagues to provide kids the
right experiences
in digital curriculum.

43. The Digital Technologies
Curriculum:
9:50am - 10:50am

44. Curriculum
Why is technology a general capability?
What’s in the Digital Technologies
curriculum?
How is it different from the ICT
capability?

45. Numeracy
Critical &
Creative
Thinking
Ethical
Behaviour
Personal
& social
capability
Investigating
Literacy
Intercultural
understanding
Communicating
Creating
Applying social &
ethical protocols
Managing and
operating ICT
ICT
Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
The Curriculum and ICT CAPABILITY
Values (RE)
Repairing our relationship
with Aboriginal Australia

46. So what does ICT capability look like at the end of Year 2..?
Applying Social &
Ethical protocols
Students comment online on a
class video accurately,
thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer
for learning
Investigating
with ICTs
Communicating
with ICTS
Creating
with ICTs
Recognise that people create and
own digital content
Students use software to present
survey data in a list, chart or
pictograph in Maths or Dig Tech
Students use colour coding
and drawing to show a
timeline in HASS
Managing and
Operating ICTs
Students make an information
report and identify and acknowledge
where the information came from
Experiment with ICT to modify
data for a particular audience
Use ICTs to identify, record and
classify information
While word-processing, students
Identify basic hardware – e.g.
mouse, keyboard, monitor –
and use it efficiently

47. “In general, the ICT general capability
represents the minimum requirements of
understandings and skills
to be discerning users of ICT. “
Newhouse (2017)

48. “The Australian Curriculum has a technologies curriculum area
that includes a Digital Technologies subject. This subject is
focused on creating digital solutions and has key concepts
underpinning learning: “
interactions and impacts
Abstraction Data collection Representation and Interpretation
Problem Specification Algorithms and Implementation
Digital Systems,
(Newhouse 2017)

49. Abstraction
Algorithm
Design
Computational
Thinking
(via literacy)
Decomposition
Pattern
Recognition
Many adverbs end in”ly”
Instructional texts begin
with imperative verbs “put”
If I’m a greeted, hello, how are you, I
respond, well, how are you
A story has
setting,
characters, a key
problem, and a
resolution
Breaking down
a problem into
its parts
Observing patterns
Developing instructions to do jobs
Identifying general
principles in patterns

50. Solving problems with Design Thinking
Empathise
Define
Ideate
Prototype
Test
What’s going on here?
How about tyres with chains
Your tyres slip on the snow
How about tyres with chain
links that cut into the snow
This is working!

51. How is ICT Capability different from Digital
Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with
computational and design thinking
Effective users of digital technologies Confident developers of digital
solutions

52. Designing
Producing and
Implementing
Evaluating
Collaborating and managing
Investigating and
defining
The process of
implementing
digital solutions
investigating
and defining
The nature and
properties of data, how
they are collected and
interpreted
Digital Technologies
Provides practical opportunities to use design thinking, computational thinking
and information systems to develop innovative digital solutions and knowledge
addressing contemporary challenges
Knowledge and
understanding
Digital Systems
Representations of
Data
Digital
implementation
Collecting,
managing and
analysing data
Creating
Solutions by
Processes and
production skills
Digital Systems
(hardware and
software and used
for an identified
purpose
Data can have
patterns and be
represented and used
to make simple
conclusions
StrandsTeachers select
content from here
Design and
Technology
Technologies (P-8) Learning
Area
Subject
Sub Strands
Society needs enterprising students

53. Adapted from SCSA: Jan 30/2017: http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0018/321714/Advice-on-Time-Allocation-2016.pdf
Suggested Curriculum Time Per Week
Learning Area Subject Pre Primary – Year 2 Years 3 - 6 Years 7 - 8 Years 9 - 10
English 6 6 3 3
Technologies
(2hrs)
Design and
Technologies
1 1 1 1
Digital
Technologies
1 1 1 1
How much do we need to teach?

55. Peruse the site: lesson plans and resources
Visit http://www.digitallearningcewa.com/
Task: Tell us one thing you found useful about the
website and one thing you’d like to see on it:
CEWA’s Digital Learning Website
Tweet @cathdiglearn Include #cewapl at
the end of your tweet

57. Hop Scotch Code
1. Find/Make a hop scotch grid
2. In a group of 4, using symbols you make up, make one group
member travel up and back the hop scotch grid.
3. Write out your list of commands (algorithm) and ask another
member to follow your algorithm
4. When finished, complete this online coding activity in a pair:
https://goo.gl/XaEm9Q
5. As a group discuss what aspects of the Digital Technologies
curriculum has been covered and how you might apply a similar
approach in your classroom to solve a real problem.

58. How is coding different
from programming?
Programming
is a form of problem
solving that designs
solutions to create
software and use data
Newhouse (2017)
Coding is the sets of
instructions for the
[computer] processor

59. Morning Tea:
10:30am: 10:55am

60. The MOOC:
11am-11:30am

61. https://csermoocs.appspot.com/f6foundations
Task: Working in a pair, complete task 1 (30 mins)
The Best Things in life are still free:
Digital Technologies @ CSER

62. • What do we most need to do now?
In summary
• We have the technology
• We have the curriculum mandate
• We have exemplary practices

63. Digital Pedagogies:
11:30am-12:30pm

64. Methods for teaching well
with technology:

65. • What do we most need to do now?
In summary
• We have the technology
• We have the curriculum mandate
• We have exemplary practices

66. We need to consider the ways in which ICT may be used to
enhance the learning environment by…
• Investigating real problems and data;
• Building knowledge
• Promoting active learning
• Supporting authentic assessment
• Engaging students by motivation and challenge;

67. • Providing tools to increase student productivity
• Providing scaffolding to support higher level thinking;
• Increasing learner independence
• Increasing collaboration and cooperation
• Tailoring learning to the learner
• Overcoming physical disability (Newhouse 2017)
We need to consider the ways in which ICT may be used to
enhance the learning environment by…

68. Traditional Approaches to Ed-Tech pedagogy
– Primary
TECHNOLOGY
CONTENT
KNOWLEDGE
PEDAGOGY

69. Traditional Approaches to Ed-Tech pedagogy
– Secondary
TECHNOLOGYCONTENT
KNOWLEDGE
PEDAGOGY

70. It is not effective to add
new technologies on to old
things or existing curricula.
Start with a new blueprint
and explore how
technology can enhance
learning content and
change instructional
practice

71. “Ideally, we should aim to assess what we want
students to learn and be able to do; not just what they
can write on paper…We see digital forms of
assessment as part of the solution, whether these are
portfolios, production exams, performance tests, or
digitally recorded performances”
Reforming Curriculum Design and
Assessment

72. • Identify potential (challenge/boredom)
• Select appropriate software
• Organise access
• Select appropriate implementation model
• Manage the implementation
• Evaluate the success
Make IT Happen using these steps
(Newhouse 2017

73. TPACK+CAPb
TECHNOLOGY PEDAGOGY
CONTENT
KNOWLEDGE
TPACK with adaptions: Mishra and Koehler (2006)
21ST C General
CAPABILITIES
Investigating
Communicating
Creating
Applying social &
ethical protocols
Managing and
operating ICT
ICT
Critical &
Creative
Thinking
Personal
& social
capabilityIntercultural
understanding

74. DIAGNOSIS
ENGAGEMENT
BUILDING
KNOWLEDGE
TRANSFORMATION
PRESENTATION
REFLECTION
THE DIGITAL
LEARNING AND
TEACHING
CYCLE
Socrative
TedTalks
Edpuzzle
Explain
Everything
Powtoons
Blog
D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003
Pedagogical flow
Apps at
pedagogically
appropriate
stage of learning

75. REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFORMATION
ENHANCEMENT
The SAMR
Model
Ruben R. Puentedura, Transformation,
Technology, and Education. (2006) Online
at: http://hippasus.com/resources/tte/
PDF with
hyperlinks
Imovie
PDF
Weebly
Tech acts as a tool substitute with no
functional change to task
Tech acts as a tool substitute with
functional change to task
Tech enables improvement in task design
Tech enables significant improvement to
task in a way that was inconceivable in the
paper based world

76. Instructional
work flow
Activity General Capability ICT Capability
Element
ICT
tool
SAMR
level
Learning Aras
intention/focus
By the end of this lesson, students will be able to identify
Diagnosis
Engagement
Building
Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson/unity with ICT
DGroenewald:AdaptedfromK.Loveetal,BUILT:2003

77. Lesson evaluations using
SAMR
Get into groups of four, access the resource on the
next slide and complete the activities.

78. Group 1 https://goo.gl/YFc1sk
Group 2 https://goo.gl/lZ5nQo
Group 3 https://goo.gl/7Skvz0
Group 4 https://goo.gl/EF75va
Group 5 https://goo.gl/7JLN1H
Group 6 https://goo.gl/RertvU
GroupLinks

79. Ingredients of
21st century pedagogy

81. and love the oxygen
Pedagogy is the driver,
technology the accelerator,
culture the runway,
team play the engine,
content the vehicle
#deeplearning

82. Maximising student choice over what
they learn and how they learn
supercharges motivation and sustains
positive learning behaviors
Project-problem
based
Content
Knowledge
Pedagogy
Autonomy
Technology
ENGAGEMENT
Making teaching and learning
choices that connect with the
elements of DDLD is critical to
effective instruction
Strong learning area specific
expertise that is curricula compliant
advantageously fast tracks
scaffolding and targets key skills
and knowledge more effectively
Effective deep learning cuts across
learning areas through project
based learning tasks that
investigate real and relevant
questions and assess
learners on authentic outputs
Groenewald 2016
Key ingredients of deep learning
Competencies
Engagement
Wellbeing
Belonging
The 6 Competencies that realise
deep learning are creativity,
communication, citizenship, critical
thinking, character and collaboration
Effective planning with/for technology
capabilities increases engagement,
collaboration and access to skills and
knowledge
Learning contexts that engage, excite, enthuse, personalise and
challenge are the foundation of effective sustained learning

83. Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical
Thinking
Collaboration
Citizenship
Character
The
6cs
The 6 Competencies of Deep Learning
Critically evaluating information
and applying it
Problem seeking and solution thinking
Work together well and develop
others to
achieve common goals.
Effective expression with tools of the Age
Thinking like a global citizen
and understand ’real’
diversity
Seek deeply with
perseverance

84. http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png
Adapted from the work of Dale Edgar
and The Cone of Experience
Lecturing
Teaching Others
Doing
Discussion
Reading
Demonstration 30 %
10 %
20 %
90 %
75 %
50 %
Instructional
experiences
that encourage
retention
5%
Listening

85. 85
The pedagogy of the cave

86. Deep Learning Unit Exemplars
Our stories, our community Social Justice Art The science behind super heroes

87. Deep Learning Unit Exemplars
Little Scientists Earth and Space Sciences

88. Using Deep Learning Assessment Matrices
Rule 1. You must complete all the shaded activities.
Rule 2. You must complete another 4 activities.
They must not be in the same column or row.
Rule 3. Choose a partner and complete another
activity that neither your of you have completed.

89. Word Logic &
Maths
Space & Vision Body Music People Self
Remembering
List ten key ideas that
were important to the
Ancient Greeks.
Create an accurate
itinerary of the daily life of
a Spartan solider
Chart the journey of Alexandra
the Great graphically.
Act out a battle between
competing Ancient Greek
City-states.
Find an appropriate song or
piece of music to accompany
a series of images that
recount an important event in
Ancient Greece
With a partner, prepare a
short talk about a famous
Ancient Greek
In your journal,
explain what you
found most
interesting about
Ancient Greece.
Understanding
Describe a famous
battle
in Ancient Greece
and its outcome
Create a timeline of
significant events in
Ancient Greece
Tell the story of a key event in
Ancient Greece in cartoon form
Build an A4 size model of
an important Ancient
Greek building or
monument. Explain its
construction and
importance.
Write and perform and song
that celebrates or laments an
episode in Ancient Greek
mythology.
Describe the behaviours
you would expect to see
from a typical boy and a
typical girl in Ancient
Greek society
Describe how you
prepare to be a
Spartan Soldier.
Applying
Create a test about
Ancient Greece in the
style of Who Wants to
be A Millionaire
Calculate the provisions
required to feed and
shelter a battalion of
soldiers in the Trojan War
Create a poster to promote the
values of an Ancient-Greek
City state
Teach a gymnastic or
athletic skill performed by
Ancient Greeks to your
friends
Record an audio retelling of a
famous story from Ancient
Greece using sound effects
Participate in a debate
about the different
attitudes to the education
of boys and girls in Sparta
Explain your
personal beliefs
about the value of
war for solving
conflict in Ancient
Greece
Analysing
Explain why Ancient
Greek City-States
struggled to defend
themselves from
outside forces.
Explain and chart
alternative routes and
methods of travel from
Sparta to Athens
Use a Venn diagram to
compare Ancient Greece with
Ancient Egypt.
Perform a role play of a
famous Ancient Greek
scientist or philosopher
relating news of a
discovery
Which event from Ancient
Greek history would be best
accompanied by dramatic
music and why?
Instruct a class on the
skills required to be
successful Greek Soldier
Compare and
contrast the
experiences of
teenage boys and
girls in Ancient
Greece
Evaluating
List 5 assets that
were essential to
maintaining harmony
between Greek City-
States
Chart similarities and
differences between
Ancient Greece and
modern Australia using a
graphic organiser
Use a series of
Photos or Photostory to
explain the rise and fall of
Ancient Greece
Evaluate the benefits of
the Olympic Games to
Ancient Greece
Explain how effective a Greek
amphitheatre was in carrying
sound to the audience
As a group, determine the
legacy of Ancient Greece
Explain how you
would feel if you
were part of a
defeated Army in
Ancient Greece
Creating
Write a poem, story,
newspaper article,
describing an uplifting or
tragic moment in
Ancient Greece
Create a poster explaining
the mathematical theories of
an Ancient Greek
Mathematician considering
their relevance to modern
life
Accurately draw and label the
parts of a Greek Ship, such as a
Trireme, explaining the purpose of
the boat’s design and its success
in battle.
Dress up as an Ancient Greek
and take your class on a
virtual tour of your City-State
or lecture your class in the
style of an Ancient Greek
Philosopher
Write a song celebrating the
achievement of a specific City
State
Facilitate a class debate on an
important issue in Ancient
Greece such as slavery.
Which type of Ancient
Greek citizen do you
most resemble (e.g..
soldier, scientist,
philosopher) and
why?

90. Each task is scored out
of a possible 40 points.
God or Goddess (4) Olympian (3) Citizen (2) Spectator (1)
Engagement with the
topic
Uses class time wisely while working toward
personal best, puts in extra effort, and uses outside
time if necessary.
Uses class time wisely while working
toward personal best.
Is sometimes off task and is willing to
settle for less than personal best.
Is repeatedly off task and is willing to
settle for less than personal best.
Spelling, punctuation &
grammar
The text is clearly written with little or no errors to
detract from content.
The text is clearly written but a few
spelling and/or grammar errors are
noticeable.
Spelling and grammar errors detract,
but content is understandable.
Many errors in spelling, grammar,
sentence structure affect content &
major revision is needed.
Explanations
The explanations were interesting, engaging and
provided clear reasoning for your choice of dinner
guests.
The explanations provided clear
reasoning for your choice of dinner
guests.
The explanations provided some
reasoning for your choice of dinner
guests.
The explanations failed to express
reasons for your choice of dinner
guests.
Researching of content
(Double Points)
Used encyclopaedias, relevant websites and DVD’s
to accurately represent the appropriate content.
Sources are correctly referenced.
Used encyclopaedias, relevant
websites and DVD’s to represent the
appropriate content with some degree
of relevancy. Sources are mostly
referenced.
Used encyclopaedias, websites and
DVD’s to represent the appropriate
content with some irrelevancy.
Used encyclopaedias, websites and
DVD’s to represent the content
although content is often irrelevant.
Understandings
(Double Points)
Shows complete understanding of the concepts
required to complete the task.
Shows substantial understanding of
the concepts required to complete the
task.
Shows some understanding of the
concepts required to complete the
task.
Shows very limited understanding of
the concepts required to complete the
task.
Presentation – design &
layout features, links &
transitions
Makes excellent use of fonts, colour, graphics,
effects, links, transitions, etc. to enhance the
presentation.
Makes good use of fonts, colour,
graphics, effects, links, transitions, etc.
to enhance to presentation.
Uses fonts, colour, graphics, effects,
links, transitions, etc. but occasionally
these detract from the presentation
content.
Uses fonts, colour, graphics, effects,
links, transitions, etc. but these often
distract from the presentation content.
Originality & creativity
Product shows a large amount of original thought.
Ideas are creative and inventive.
Product shows some original thought.
Work shows new ideas and insights.
Product shows little original thought.
Work displays few new ideas and
insights.
Product lacks evidence of original
thought. Work displays no new ideas
or insights.
Work requirements All requirements are met and exceeded. All requirements are met.
One requirement was not completely
met.
More than one requirement was not
completely met.

91. How can tech
be leveraged?
What do
students need
to know
What do they
need to to
investigate
Driving
Question or
challenge
Students to
chose
how
to present
Present
learning
publcly
Get feedback
to improve
PROJECT BASED
LEARNING

92. Lunch: 12:30am- 1:00pm

93. Session Challenges –
Integrating the models
Use the following planning sheet to construct and
evaluate an effective lesson using ICTS

94. Session Learning Challenge:
1:00 – 2:00pm

95. Instructional
work flow
Activity General Capability ICT Capability
Element
ICT
tool
SAMR
level
Learning Aras
intention/focus
By the end of this lesson, students will be able to identify
Diagnosis
Engagement
Building
Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson/unity with ICT
DGroenewald:AdaptedfromK.Loveetal,BUILT:2003

96. Instructional
work flow
Activity General
Capability
ICT Capability ICT
tool
SAMR
level
Learning Aras
intention/focus
By the end of this lesson, students will be able to
Big Idea
Essential
question
The Challenge
Guiding
Questions/Acti
vities
Solution
Publish/Reflect
Problem Based Learning Learning
http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

97. Leading Lights Update:
2:30pm – 3:00pm

98. To bring LEAD to life in all
our schools we’ve
launched a landmark
digital transformation
initiative called LEADing
Lights.

99. LEADing lights
is for everyone
in our school community

100. LEADing Lights will create
a single digital ecosystem
for all CEWA schools,
early years centres and
central and regional
offices.

101. Staff members
Tools and real-time
information to serve
students, schools
and communities
Students
Powerful tools to
explore, create and
collaborate across
distance and device
Teachers
Contemporary
intelligent tools,
tailored personal
learning and
professional
development
School leaders
Real-time data to
drive continuous
improvement in
every school
community
Parents
Real-time data
on their child’s
progress and
how to support
their learning
LEADing Lights
Transforming learning for all.
LEADing Lights connects our education community to the latest communication, collaboration and productivity
tools, learning resources, management systems, analytics and personal learning and development.
Catholic Education Western Australia
7 | LEADing
Lights | Intro

102. 102 | LEADing Lights | Intro
CEWA Cloud
Secure storage for schools, teachers and students.
Tools for learning, communication and collaboration.
Personal Learning and Development
Intelligent Professional Learning tool that
learns who teachers, students and parents are,
then links them to the appropriate people,
learning materials and courses.
Student Information and Finance System
Personalised 360-degree teacher, student,
parent access to services with supporting
marketing, enrolment, alumni, asset
management, Internet of Things and student
academic services with reporting.
Connected care workflows for
improved student wellness.
Learning and Administration Analytics
Analytics that benchmark student, class, year and
school performance against KPIs.
Badging and Incentives
Learning support, networks, student
and staff discounts and more.
Secure, single sign-on
For everyone,
everywhere every day
using Windows or
Apple devices.
Students
Student-based access to personalised learning
centre with CEWA 365 tools, storage space,
school news and safe social media.
Student view of personal learning insights
monitors and benchmarks real-time and
historical performance.
Teachers, Principals and Admin Staff
Role-based access to personalised portal
with Office 365 tools, storage space,
school news and safe social media.
Role-relevant view of learning insights monitors
and benchmarks student/class/grade/school
real- time and historical performance.
Role-relevant access to financial and student
administration systems with personalised
360-degree student interactions and
connected care workflows for
co-ordinated student support.
Parents
Child view of personal learning with insights,
notifications and services to review family
information and reports.

103. SHALL WE HAVE A LOOK?
oLog in to portal.office.com
oEnter cathednet user details: e.g
groenewald.daniel@cathednet.wa.edu.au
oWhat is Office 365? What can it be used for? Why
is it a step forward?

104. Surname.firstname@cathednet.wa.edu.a
u

105. your settings
All your
apps
Persona
l
Identity
Your most important apps

106. HAVE A GO
COMPLETE THE SURVEY COMPLETE THE QUIZ

107. Daniel Groenewald
Digital Transformation Consultant CEWA
Groenewald.daniel@cathednet.wa.edu.au
@d_groenewald

108. Notes in progress

109. Effect sizes and their realisation through technology
Technique Effective
size
Tech choices SAMR scale Teaching and
learning phase
Formative
evaluation with
analytics
.90 Socrative quiz
Film learning
Showbie
Zaption
Augmentation Building knowledge
Classroom
discussion
.82 Online Forum
YouTube video comments
Twitter
Instagram
Augmentation Building knowledge
Teacher and Lesson
clarity
.75 Published lesson plans on the
LMS
Flipped learning with learning
analytics
Augmentation Prior to engagement
Student feedback .75 Ongoing live OneNote
Live google docs
Showbie
Modification Building knowledge
and reflection

112. • “Using…technologies is not a new way of teaching, rather it is supporting good teaching to be more effective”
• “Teachers have discovered many ways that ICT can be used to achieve better outcomes, from relieving the tedious,
to unlocking the imagination”
• “ICT could be viewed as the Swiss army knife for learners that almost any age of child can operate, and that
extends his/her physical and intellectual capabilities, particular where it has become one with the user”
• ”digital technologies are used, as any technology, to support better teaching and learning by providing a larger
range of options”
“Much of our education system…implicitly privileges written expression at the expense of listening,
speaking, reading, seeing and visual expression because nearly all high stakes assessment requires student
to write….success in business depends much more on all the other that people interact with each other”
(quoted in Newhouse 2017) “what is assessed is critical and paper based exams fail to assess high order
thinking, decision making, reflection, reason and and problem solving. Further, very few real tasks are done
on paper on modern society. We need authentic assessment that aligns with pedagogy and flows from
learning”
(
Paul Newhouse quotes: “STEM the Boredom: 2017

113. • http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/technologies-
overview/ways-of-teaching-video
“
(
Paul Newhouse quotes: “STEM the Boredom: 2017

114. “The digital technologies subject represents what
all students should understand, and be able to do
with ICT, to contribute creatively and productively in
the modern world.“
Newhouse (2017)