Monday, October 8, 2012

New Resource: Teachers and Social Media

From the New Zealand Teachers Council "Teachers and Social Media" site: The primary aim of this website is to promote discussion about the Code of Ethics for Registered Teachers/ Ngā Tikanga Matatika mō Ngā Pouako Kua Rēhitatia and its relationship with social media. The resources include:
  • guidelines to help teachers use social media safely and ethically
  • animated scenarios showing ethical dilemmas
  • presentation frameworks to help teachers unpack the issues and examine social media use in their own school/centre
  • positive case studies from teachers who have used social media successfully
  • links to other sites with useful information about social media including concepts such as digital citizenship, privacy and copyright
  • a social media map, describing different platforms and the characteristics of social media.

Friday, October 5, 2012

Specific Learning Goals for using iPads

EdTech teacher looks at iPad learning goals that "promote critical-thinking, creativity, collaboration, and the creation of student-centric learning environments".

Friday, September 28, 2012

Newmarket School reflects on organising and taking part in a global forum

A wonderful critical reflection from Newmarket School on a collaborative elearning experience. The reflection provides a powerful model to support teachers thinking about the effect of what they do on student learning.

Tuesday, September 18, 2012

Students as knowledge producers for local communities

 Check out what students at Waterlea School, Onehunga Primary School and Mangere Bridge School have been up to -

NZTA Project Manager Sarah Cronwright and HookED consultant Pam Hook designed and conducted the student workshops as part of the wider community consultation for the Old Mangere Bridge Project. This consultation process recognises schools and students as knowledge producers[1]for local communities. 

The objective of the workshops was to gain a greater insight into how local primary students use the old bridge, what is important to them and how they would like to use it in the future. A second objective was to create greater community awareness of the project with students, their families and the local community.

The workshop activities explored what local children (as the future users of the bridge) value in terms of learning opportunities, social opportunities and movement opportunities provided by the bridge.

[1] Bigum, C. (2004). Rethinking schools and community: The knowledge producing school, using community informatics to transform regions. In S. Marshall, W. Taylor, & Y. X. Huo (Eds.), Using community informatics to transform regions (pp. 52–66). Hershey: Idea Group Inc (IGI).

Sunday, August 12, 2012

Infographic: The Physics of Olympic Bodies

A fascinating insight into body shape and Olympic success over time. Perfect for making those connections needed for relational understanding and then extended abstract ponderings.

What if I was to kick in the day job and train to become an Olympian ...

- what event is my body shape best suited for?
- when should I have made my selection attempt?

The following infographic will help you decide.

Every historical trend in world record performances has been positive, meaning that we (a very subjective word) as Olympians have only been getting harder/better/faster/stronger every year! It boggles the mind to think that every year someone one-ups the past by just enough to progress the world record.
What I find even more fascinating though, is how each event in the Olympic event defines the physique of the athlete in question. 

Wednesday, August 8, 2012

Borrow, Build, Abandon – Athenian Adventures in Concrete and Steel

If you are looking for a different perspective on the Olympics 2012 then this blog post will catch your interest.

Greece has long been famous for its ruins, attracting history buffs from across the world eager to see what once was. But a new show from Jamie McGregor Smith raises the intriguing idea that the country’s well-documented economic problems could create a new generation of shrines to the contemporary crisis. Jamie travelled round the sites used for the 2004 Athens Olympics documenting their alarmingly rapid descent into dilapidation and his photographs perfectly capture a haunting sense of loss.  "It's Nice That Blog" Post

Saturday, July 28, 2012

Olympics:Then vs Now - Daily Infographic

Integrating the Olympics into your maths programme this term? This infographic from Daily Infographic will be a wonderful start to your imaginings.

I have only shown the top of the infographic in the Kwout clip - you will need to follow the link to the whole representation.

Monday, July 23, 2012

Translate English to Maori with the Hika Lite app

Vodafone has released this clever new app called Hika Lite.
With the Hika Lite app you can quickly and easily translate English into Māori on your iPhone or Android mobile. You can also test what you’ve learnt in the ‘Self Test’ area and learn fun and interesting facts about Māori language and culture.

Update 27 July 2012 - Also check out the NZ History Online Post - 100 Maori Words Every New Zealander Should Know
The words are grouped according to the following functions and associations - and include sound files:

Wednesday, July 18, 2012

Top 100 Education Bloggers (Updated)

Cross Posted from HookED

Some great professional reading here - and great to see that Arti's Blog is still in the list under blogs about teaching. 

Tuesday, July 17, 2012

Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms

Cross Posted from HookED Blog

Feels good to see this described as a "must have book" and to know that the classroom use of SOLO Taxonomy as a practical approach to rethinking futures oriented classrooms features in Chapter 8 - see extract from introduction below.

"Bigum and Rowan have put together a star collection of the most innovative researchers’ across the world. This will be a ‘must have’ book for anyone who knows anything about the field." Prof Bridget Somekh Manchester Metropolitan University

In this book we outline an optimistic, aspirational and unashamedly ambitious agenda for schooling.  We make cautious use of the concept of  ‘future proofing’ to signal the commitment of the various authors to re-thinking the purposes, content and processes of schooling with a view to ensuring that all children, from all backgrounds are prepared by their education to make a positive contribution to the futures that are ahead of them.

The book focuses on issues relating to technology and social justice to re-examine the traditional relationship between schools and technology, between schools and diverse learners, and between schools, children and knowledge. Drawing from examples from around the world, the book explores practical ways that diverse schools have worked to celebrate diverse understandings of what it means to be a learner, a citizen, a worker in these changed and changing times and the ways different technologies can support this agenda.

Chapter 8. Teaching and learning: Tales from the ampersand.
Pam Hook

Whilst the terms teaching and learning are almost routinely joined together in educational debates, there are questions that can be raised about the extent to which learning outcomes are a genuine focus within these discussions. The task
of trying to meet the needs of diverse students is challenging; it is easier to offer simple technology-based solutions and neglect the broader issues around pedagogy. The Differentiated Curriculum Model (DCM) explored in this paper is
focused on learning outcomes through the use of The Structure of the Observed Learning Outcome (SOLO) Taxonomy, and is an attempt to address the needs of diverse students in technologically mediated environments whilst keeping a focus
on pedagogy. SOLO is a model of learning that makes learning outcomes visible to all regardless of age, gender, culture or socio-economic background. The DCM is used in New Zealand to provide diverse students with an explicit common language for learning outcomes, for self-assessment and peer-assessment.

Saturday, July 14, 2012

Best ever introduction of SOLO HOT Maps to teachers

Cross posted from HookED News

I loved this "treasure hunt with iPad" approach to introducing the SOLO HOT Maps to teachers from @DVP_Learning -

The use of the Explain Everything iPad App was new to me - I will certainly be suggesting NZ teachers using iPads download the app and try something similar

Those people who had iPads were emailed the HOT SOLO map templates to save in the Explain Everything app. This is a great app. It allows people to write on the maps, type in the maps or record their voices explaining what they have put in the various boxes.

Sunday, July 8, 2012

What is the connection between the Registered Teachers Criteria and e-learning?

Looking for a connection between the Registered Teachers Criteria and e-Learning? Check out the Registered Teachers Criteria and e-Learning Wiki to see how e-learning can support each of the twelve criteria. Many examples from New Zealand teachers provided.
This wiki has been created by the Digi Advisors to illustrate how e-learning examples can be used to support the Registered Teacher Criteria.
Also reference the Slideshare on the wiki -
The slides from the presentation below relating to each of the twelve criteria have been 'unpacked' on the pages of this wiki with examples provided for each point on the slide. You are able to click on 'Examples' for each point on the slide when on the individual pages and this will drop you down to corresponding section of the wiki page.

Friday, July 6, 2012

The Literacy Shed Resources