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Bergmann & Sams' (2012) view on Flipping your Classroom:

"One of the hardest things we had to do when switching to the flipped and ultimately the flipped-mastery model was to give control of the learning over to the students.

Good teaching happens in the context of healthy student-teacher relationships.

As we share our story around the country, we hear over and over from teachers, administrators, parents, and most importantly students how much they want the flipped model implemented.

Teachers who went into education to help kids see these models as a way to achieve their ultimate goal of teaching.
Administrators like the fact that flipping the classroom is scalable, reproducible, and customisable and doesn't require a great deal of money.
Parents love the models because they see this as a way for their children to learn deeply instead of just being exposed to informtion. And last, and most important, students appreciate the models for so many reasons. (1) it speaks their language, (2) it teaches them to take responsibility for their own learning, and (3) it is flexible and allows them to work at the pace that works best for them.

"What is best for the kids?" Then go and do it." (Bergmann, J. & Sams, A., 2012).


Insult to Intelligence Backup Text

The bureaucratic invasion of our classrooms - by Frank Smith


New Padagogy Wheel Helps You Integrate Technology Using SAMR Model (Dunn, J. 2013, May 28)


New Padagogy Wheel Helps You Integrate Technology Using SAMR Model - Edudemic

The Pedagogy Wheel v2.0 - Clickable (Carrington, A., 2013, May 28)


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Digital Tools - for Open & Participatory Access

EverNote - remember everything (http://evernote.com/)

Welcome Back

SoundCloud - your online audio (https://soundcloud.com/)

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Scratch - Online Computer Programming

Scratch Project Editor - Imagine, Program, Share

Powtoon - Digital Stories online, publishing to Youtube.

PowToon - Brings Awesomeness to your presentations

Why aren't teens reading like they used to?

Why Aren't Teens Reading Like They Used To?


Readings and Reflections - for Open & Participatory Access

Linkedin Reflections

Let us vote homework off!
As a Secondary Computing Teacher in NSW Australia, I do believe Homework should not inundate students each night from each Secondary class. I do ask kids to do homework, but not every day, and try to keep it simple such as 'logon to our class Blog and Play same of our Blog games, then comment to the class what you've done. I explain that I will be at home watching TV and waiting for student comments. An example Homework task can be found on my website (http://etam.stankey.com/) called "jollyjockgames". This task was not actually a task at all, but a few students choose to do this at home of an evening and weekends. They created a Google Wiki and had to research how to do it as well. They couldn't actually wait to come to class to ask me some pertinent questions each day, in addition and even prior to our actual lesson. I did not discourage these students from these questions prior to the actual lesson and they all achieved the lesson outcomes each lesson. The actual task for these Year 8s was a digital story using powtoons.com with a documented Design Process through a Google PowerPoint - observable on my website. These digital stories had to be factual without personal identification. Not all students obviously achieved at this level, however, they were all introduced to these skills.
As a teacher are we satisfied with our methods of teaching?what can be the bridge between students n teachers so that knowledge is totally given / totally taken?????
A Secondary teacher within NSW Australia, I concur that students are "different" today. To me, difference does not necessarily mean poorly behaved, although behaviour has certainly diminished over the years. I refer to difference as in 'less patient'. Students have become used to 'their' visual world, predominantly a disposable, digital world of immediate feedback and response. Rather than 'stating' what teachers' should be doing, I would like to share (http://etam.stankey.com/) what I have been attempting through my website of student exemplars and latest research. Whilst in its' infancy (http://etam.stankey.com/) certainly demonstrates student Middle School achievement through 'immediate response and self-feedback' with digital tools and technologies such as powtoon.com and Google PowerPoint. All students have enjoyed some or all aspects of this style of problem based learning, with the more independent working autonomously and the less independent requiring greater guidance. Evidently, not all studen ts wanted their stories published through YouTube, however, rest assured all students produced a digital story in some form.
How should parents be told about their wards during P T Meets? Your views please.
Per comments thus far, the old adage "you catch more flies with honey than you do with vinegar" is no exception here. Always be polite and truthful, and commence with positives first. There are always positives, even if it's just attendance. I like to discuss with parents the great achievements of students even without a negative present. Parents are very pleased, students are very pleased and the class cohort are pleased. Students become comfortable that their teacher is caring for their learning and definitely does what they say. Showing interest in student sporting activities with parents with the understanding of supporting student classroom engagement, and attending the occasional sporting event with prior parental knowledge (never do this without parental contact) is great as well. Strategies such as these ensure there are no 'surprises' at exam / report time.
Dedicated and Determined
Teaching (or teachers) tend to be treated as a switch! A turn 'on / off' attitude rather than the experiential development that it is; that humans are. 'Young humans (children)' require first and foremost a rapport building. They know when their teacher believes in them; they can 'see through' an adults demeanour. The standardised educational environment of student compliance does just that; 'students comply with lining up and listening'. This compliance is the lead up to early burnout for teachers. In my opinion, education and experimentation for teachers, along with student and parental positive contact is key to positive student behaviour, engagement and effort. Whilst this is not the be-all and end-all of 'learning concepts', it is key to a positive learning environment. This in itself goes somewhat against a standardised educational environment. An environment where students sit, listen, write and rote learn. In between an historically standardised education system and a system built on positive ra pport sits the teacher. This middle position is the actual burnout position for a teacher to be in. For me, so important has been my studies, educational experimentation and sites such as LinkedIn and professional associations such as ISTE, CSTA and ICTENSW. In its infancy is a website I have been 'reflecting' through - (http://etam.stankey.com).
Sign Up | LinkedIn
A Secondary teacher in Australia, I utilised Powtoon with Year 7 and 8 students. An absolutely splendid web based program that students loved and certainly became engaged in. Some sample Digital Stories created with Powtoon from these students can be viewed on Professional Learning site (http://etam.stankey.com/).
The Digital Stories were about students online fantasy families, ensuring personal data was compromised.
Some negatives of using Powtoon in class were:
  1. students created their free Powtoon account using their school email addresses. Ever since then, students have received Powtoon advertising. With discussions of Digital Citizenship upon creating Powtoon accounts, students understood the need to use school email addresses. This advertising certainly brought about conversations of spam from Powtoon.
  2. the free Powtoon student account does not allow students to download the final Digital Stories.
  3. I utilised a class gmail account to upload final Digital Stories to the class Youtube channel after careful scrutiny of content.
  4. School executive become suspicious of 'unknown unkowns' such as Powtoon and Youtube uploading.

In summary, an excellent resource that could be adjusted to suit the requirements of all students when utilised for a classroom.
4 Ways to Ensure Discipline in Classrooms

WordPress Reflections

When Did High Test Scores Reflect Student Success?

Standards, Curriculum and Instruction

Standards, Curriculum & Instruction - Part 3: Instruction

Creativity and education (Heyjude, June 25, 2014)

Creativity and education

School Administrators

Strategies to get your technology-shy teachers to take a chance on new tools. (Rix, K., 2014)

How to Stop Worrying & Love Your Tech
The Mobile Device Divide


"Strategies for On-to-One Computing Success" ( eSchoolMedia & eSchool News, 2014)

Strategies for One-to-One Computing Success | eSchool News | eSchool News


Tech Guide

Shake Up Learning

Google Cheat Sheets - eBook

How Gamification Reshapes Learning

4 Ways to Ensure Discipline in Classrooms

Elementary Classroom Rules and Management

Interest in Teaching Careers Declining

Expansion coming soon ...

Seven years of my educational career have been served at the Walgett Community College - High School Campus.
It can certainly be said that it was not all bad; actually quite empowering through initiating student achievement and supporting the community. However, we must concur with some statements within these articles:

Walgett Community College a hotbed of 'violence and criminal behaviour'

Walgett school crisis: Adrian Piccoli agrees to urgent meeting with teachers

Well, the reply came swift.
Very true this comment for teachers as well as principals " There is no quick cure, but unless somebody grabs it by the horns, and starts making decisions, without worrying about getting scared or moved on, it will be never solved" (Lane, cited Sydney Morning Herald. 2015, 24 April).
The unstated is that of 'blame shifting' through 'accusations of underperformance' that many educators have gone through here and elsewhere".


~ 21st Century Education ~

Master of Education - Knowledge Networks and Digital Innovation

Preparing for the Impact of WEB 3.0

Digital Essays
'CSU BLOG' sites may require a login!

Online Tools for Creative and Collaborative Learning in 21st Century Education (Mate, D., 2014)

Scholarly Book Review (Mate, D., 2014)

Digital Citizenship in the Digital Learning Environment (Gillespie, K., Mate, D., Mathieson, S. & Sowter, J. 2014)
Indigenous Learners And Education (Barich, S., 2014) Transliteracy in Secondar Schools (Eckert, L., 2014)
The Filter Bubble. (Clark, G., 2014) What on Earth is Blended Learning? (Leach, M., 2014) Students as Digital Content Curators (Blackwell, K., 2014)
CSU BLOG: Fosterin a Digital Culture in a Primary School Library: developing creativity through gaming. (Lee, P., 2014) CSU BLOG: Does Metadata Matter? (Leeson, J., 2014) Narrative Technologies, in the middle years of schooling. (Keily, S., 2014)
CSU BLOG: Creation as a tool for teaching and learning. (Bailie, H., 2014) CSU BLOG: Teachers: the need to become modern knowledge workers in 21-st Century teaching and learning environments. (Spink, B., 2014) The Role of Visual Literacy in Developing Digital Literacy Skills in Secondary School Students: what educators need to consider? (Hockstrasser, C., 2014)
Interactive PDF: The Role of Digital Literacy in Developing digital literacy skills in secondary school students: what educators need to consider.
CSU BLOG: Makerspaces - environments that facilitate innovation in Secondary Schools. (McQueen, M., 2014) CSU BLOG: Teaching Japanese to the 21st Century Student. (Masaoka, R., 2014) CSU BLOG: Gamification and the Primary Curriculum. (Pinelli, A., 2014)
Gamification and the Curriculum: Opportunities for Innovation. (Doyle, P., 2014) The Importance of Networked Learning and Teaching in a Digital Classroom. (Eggins, R., 2014) What is Digital Pedagogy? (Simkin, M., 2014)
The Teacher, the Student, and the Digital Learning Environment. (Goss, S., 2014) Playful Learning: Future Learners ready for a digital world. (Dyer, G., 2014)


Texts - Think, Create, Collaborate for a 21st Century Education

Summary Book Review

Summary

Summary

Summary

Summary

Summary

Summary

Summary

Summary

Summary
Texts Available for Purchase through:
"Amazon.com".


APC Computer Magazines


September 2003

November 2004

December 2004

July 2012

September 2012

October 2012

November 2012

June 2013

September 2013

October 2013

December 2013

January 2014

March 2014

June 2014

July 2014

August 2014

September 2014

October 2014

December 2014

February 2015

March 2015

April 2015


PC Magazines - Zinio Reading List


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

Bailie, H. (2014). Creation as a tool for teaching and learning. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from https://storify.com/hbailie/curation-as-a-tool-for-teaching-and-learning-1.

Barich, S. (2014). Indigenous Learners And Education. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://digitalessay.sharonbarich.com/.

Blackwell, K. (2014). Students as Digital Content Curators. (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/kellyblackwell/students-as-digital-content-curators/.

Board of Studies. (2014). Board of Studies, Teaching and Educational Standards NSW for and on behalf of the Crown in right of the State of New South Wales. Retrieved from http://arc.boardofstudies.nsw.edu.au/go/7-8/tech/.

Bronson, P. (2007, August 3). How not to talk to your kids. Retrieved from http://nymag.com/news/features/27840/.

Clark, G. (2014). The Filter Bubble. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://tracks.roojoom.com/u/grahamclark,5032/the-filter-bubble,9413?.

Doyle, P. (2014). Gamification and the Curriculum: Opportunities for Innovation. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://learningthroughgaming.wordpress.com/.

Dyer, G. (2014). Playful Learneing: Future Learners ready for a digital world. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://www.playfulearning.net/index.html.

Eckert, L. (2014). Transliteracy in secondary schools. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://lizeckert.weebly.com/.

Eggins, R. (2014). The Importance of Networked Learning and Teaching in a Digital Classroom (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://rochelleinf530digitalessay.blogspot.com.au/.

Goss, S. (2014). The Teacher, The Student, and the Digital Learning Environment. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from https://storify.com/TheSimonGoss/the-teacher-the-student-and-the-digital-learning-l.

Hockstrasser, C. (2014). The Role of Visual Literacy in developing Digital Literacy Skills in Secondary School Students: what educators need to consider. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://www.joomag.com/magazine/visual-literacy-in-secondary-schools/M0435387001401679133.

Hockstrasser, C. (2014). The Role of Visual Literacy in developing Digital Literacy Skills in Secondary School Students: what educators need to consider (Interactive PDF). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://www.joomag.com/magazine/visual-literacy-in-secondary-schools/M0435387001401679133.

Horn, M. (2014, May 21). Stop the false generalisations about personalised learning. Retrieved from http://educationnext.org/stop-false-generalizations-personalized-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+EducationNext+%28Education+Next%29.

Keily, S. (2014). Narrative Technologies - in the middle years of schooling. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from https://storify.com/aus_teach/narrative-technologies.

Leach, M. (2014). What on Earth is Blended Learning? (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/whatimlearning/2014/06/01/digital-essay-what-on-earth-is-blended-learning/.

Lee, P. (2014). Fostering a Digital Culture in a Primary School Library: developing creativity through gaming (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/plee/fostering-a-digital-culture-in-the-primary-school-library-developing-creativity-through-gaming/.

Masaoka, R. (2014). Teaching Japanese to the 21st Century Student (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/masaokasensei/2014/05/31/digitalessay/.

Mate, D. (2014). ETAM'S DIGITAL ESSAY: Online Tools for Creative and Collaborative Learning in 21st Century Education. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from https://sites.google.com/site/etamsdigitalessay/.

Mate, D. (2014). Carr, Nicholas. (2008). The BIG SWITCH Rewiring the World, from Edison to Google. 1st Ed. W. W. Norton & Company, Inc. New York. [Scholarly Book Review. INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from https://docs.google.com/document/d/1bCf-xBTub8J2Hsb_vJmQnpNJG6pYPq0VX4VvWZxfC1U/edit?pli=1.

McQueen, M. (2014). Makerspaces - environments that facilitate innovation in Secondary Schools (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/digitalessay/2014/06/01/makerspaces-environments-that-facilitate-innovation-in-secondary-schools/.

Pinelli, A. (2014). Gamification and the Primary Curriculum (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/andrewpdigitalessay/2014/06/01/digital-essay-gamification-and-the-primary-curriculum/.

Simkin, M. (2014). What is Digital Technology. [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://pedagogyfornow.weebly.com/.

Spink, B. (2014). Teachers: the need to become modern knowledge workers in 21st Century teaching and learning environments (Authenticated Access: CSU Blog). [INF530 Concepts and Practices in a Digital Age: Charles Sturt University]. Retrieved from http://thinkspace.csu.edu.au/becspink/inf530-digital-essay/.


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