Horizon Report http://www.nmc.org/publications/2010-horizon-anz-report

First Year

http://www.gutenberg.org/wiki/Children%27s_Literature_%28Bookshelf%29

33,000 free e-Books

http://www.gutenberg.org/wiki/Children%27s_Picture_Books_%28Bookshelf%29

http://www.delicious.com/sharpjacqui/ebooks

Read online

Kindle

Interactive Books on Devices

http://ipodsiphonesineducation.wikispaces.com Mobile Technology

Enhances what we see

Street Museum Historical App

Change over 2 – 3 yearsAugmented reality

Open Content

http://elearningclassroom.wikispaces.com/

Change over 4-5 yearsGesture Based Computing

http://www.youtube.com/watch?v=Mf44bWQr3jc

Change over 4-5 yearsVisual Data Analysis

http://www.christchurchquakemap.co.nz/

Tablet PCs using Stylus

Portable memory (Disks, CDs, USB)

Wireless earpieces

Communicator

Martin Cooper, the inventor of the cell phone says that Star Trek’s communicator was the inspiration behind the device.

CDs

PADD

We have so much to be thankful to Star Trek

The Traditional Classroom

Computer Centre

One- Two computers

1-3 students on a computer

Word Processing, Math or Reading Games

Broad Internet searches

http://puttheeinlearning.wikispaces.com/Levels+of+Integration

Digital Classrooms

1-1 computing

Teacher lead instruction

Publishing

Internet games

e-Learningclassroom

Self Managing• make choices• manage time

Participators and Contributors• work with the teacher• teach each other• teach themselves• work as a team

Thinkers• higher level thinking• organised thoughts

Conveyors of Information• able to present and articulate• use text and graphics

Collaborators• work with anyone and everyone• sharing

Teacher Level of Integration

Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University Press.

Entry Adoption Adaptation Appropriation Invention

entry

Conventional teaching

style

Teacher desk at front of

room

Furniture randomly scattered around

Very little if any

published work

Desks in rows

Computer is covered

Internet never used

adoption

Conventional teaching style

Furniture randomly scattered around

Some computer

‘Published’ work

Integration is usually in one

curriculum area

Desks in rows

Isolated tasks

Teaches elementary

applications, keyboard

skills

Word Processing

Math games (no direction)

Internet used rarely

Students prefer to

work alone

adaptation

Mostly conventional

teaching style, works with

groupsComputer

centre is set up

Periodically using projector

and IWB

Consciously plans for ICT integration

Word processed work on walls

Maths and Reading software

Some management

systems in place

Teacher directed

activities and planning

Computer and keyboarding skills taught

formally

Students use internet

frequently for broad internet

searches

Students prefer to work alone,

but teacher organises in pairs or 3’s

Desks in groups

Specific areas in classroom

defined

appropriation

Informal practitioner

confidently using technology

Students move freely around the

classroom experimentng

with digital tools

Internet used extensively in all curriculum areas

Tables around the edge of room,

curriculum specific

The room is full of children’s finished work that is both

computer presented and

hand done.Student research

skills well developed

Students work in groups

HOT models are used regularly

Desks swapped for tables, very little

mat area

Activities linked to classroom

teaching and learning

Management systems in place

invention

Teachers and children are using a

variety of digital equipment and

software for both teaching and

learning purposes

There is barely any mat area, enough for a

small group of children.

Projector/IWB/mimio is being used all day by teacher and students.

Classroom is divided up into curriculum

areas with large tables holding resource

material. Learning Centres are being used

freely.

HOT models are integrated

throughout all curriculum areas

Students learn the skills as they

are needed

Teacher is able to recognise when a skill needs to be

taught

Students are highly independent and self

managing and are able to make choices

themselves about what they are going to do and how they are going to go about it

Informal practitioner who involves students

in the planning of programmes and tasks

Classroom Spaces7 SpacesPerformance

PARTICIPATION GroupSecret

Publishing

WATCHING

Data

Ewan McIntosh's Edublogs.com 'CLicks and Bricks: When digital, learning and physical space meet. http://edu.blogs.com/edublogs/2010/10/-cefpi-clicks-bricks-when-digital-learning-and-space-met.html

Performance Spaces

Spaces to foster the arts and academic talents

Art Music Drama Reading

Technology Science Writing

Participation SpacesSpaces to consider our ecological Footprint

Recycling Gardens Outside Art

Secret SpacesSomewhere to be reflective

Comfy chairs Tents Aladdin’s cave

Group SpacesCreate own collaborative working space

Stacking boxes trellis Curtains

Data SpacesHow could real time data on the life of a school

be used to improve it

meter solar

Watching SpacesSpaces to share and to view

Publishing Spaces

makebeliefcomix xtranormal

http://www.slideshare.net/sharpjacqui/publishing-writing-ideas-november-2009

References

• http://www.nmc.org/publications/2010-horizon-anz-report • http

://www.dailywireless.org/2010/05/26/streetmuseum-historical-augmented-reality/

• http://www.kickstarter.com/projects/jmummert/the-civil-war-augmented-reality-project

• http://www.christchurchquakemap.co.nz/ • http://www.wikieducator.org • Ewan McIntosh's Edublogs.com 'CLicks and Bricks: When

digital, learning and physical space meet. http://edu.blogs.com/edublogs/2010/10/-cefpi-clicks-bricks-when-digital-learning-and-space-met.html

http://puttheeinlearning.wikispaces.com/Point+View

Please fill in the form on this link and click submit