Sunday, November 23, 2008

Tuesday, November 4, 2008

The Raw and Flawed Cluster Conference

Cluster Day #4
The activ@eden Cluster Lead Teacher Raw and Flawed Conference and Lunch.
Date: Monday 3rd November.
Venue: Edendale School
Time: 9.15 to 2.30pm

Cluster Schools presentations from Lead teachers at Balmoral, Dominion Rd, Edendale, Mt Eden, Epsom Normal Primary, Maungawhau and Mt Eden Normal Primary.
We ask that the focus of presentations be on the Lead Teachers’ reflections past, present and future of the National Program Goal 3 below.
[Principals will be reporting against National Goals 1, 2 and 3 for the Exit Milestone Report]
Note: Data based evidence for your presentation includes: photos, video, teacher voice, student voice etc, mind-maps, data analysis, graphs questionnaires, diaries, study carried out, research, transcripts, observations, feedback, examples of student work, (hardcopy or digital) case notes etc
National Programme Goal 3:
Improving teaching quality and learning outcomes for all students

For example you could talk about:
  • Increased teachers’ confidence and skills in using ICT and/or the structured overview of learning outcomes.
  • Increased capability of teachers and principals to use ICT and/or the structured overview of learning outcomes for their own professional learning
  • Increased capability of teachers and principals to use ICT and/or the structured overview of learning outcomes to facilitate improvements in students’ learning, engagement and achievement.
Questions for Cluster School presentations to answer;
  • What progress has been made towards achieving these goals?
  • What evidence supports this?
  • What are the key lessons for the school?
  • What are the next steps towards achieving the outcome
Balmoral School Presentation

Dominion Rd School Presentation

Edendale School Presentation

Maungawhau School Presentation

Friday, October 10, 2008

Maungawhau School presents at ULearn08

Vicki Perry, Mike Boon and Davida Philips from Maungawhau School presented a workshop at ULearn08 in Christchurch on
Step Up to SOLO: Creating clarity of thinking at all levels in a 21st Century primary classroom.

Feedback was great with session attendees noting the session as being packed with thoughtfully designed content around enhancing student learning outcomes and presented with passion by articulate teachers.

Cannot wait to see them present on their progress with SOLO Taxonomy, school wide planning and a common language of learning in Rotorua in February.

Sunday, September 21, 2008

The next Google Teacher Academy:

he next GTA will take place on Tuesday, November 18th at our offices in New York City.

The GTA is our free training program for K-12 educators. It's an intensive, one-day event (8:30am-7:30pm) where 50 selected participants get hands-on experience with our free products and other technologies, learn about innovative instructional strategies, collaborate with exceptional educators, and immerse themselves in an innovative corporate environment.

Upon completion, GTA participants become Google Certified Teachers who share what they learn with other K-12 educators in their local regions.

We're now taking applications and encourage educators from around the U.S. and the world to apply.

Applications are due October 10, 2008.

To learn more about how to apply for the GTA NYC 2008, visit:

Sunday, September 7, 2008

How to ... video resources for teachers

Russell Stannard, principal lecturer in Multimedia/ICT at the University of Westminster has some excellent videos on technologyand on English language teaching.
These videos were created for teachers to help them to incorporate technology into their teaching. Just click and a video will open and take you through how to use that technology. These videos are for any teachers or lecturers, indeed for anyone interested in learning how to use the technologies. My own background is in teaching English, so some of the sites are specific to English teaching and these are grouped separately, you simply need to scroll down to see them. There is also a special page of videos for students interested in multimedia, where you can learn Flash, Director and Photoshop
They are accessible, well produced resources and will provide a valuable self help for our cluster teachers.


Videos available include:
Second Life 
Online Surveys,
RSS Feeds,
iTunes for Podcasts,
How to create a blog,
How to do better searches on the Internet,
Photoshop basics,
How to use and make wikis,
How to use Delicious,
Tips and tricks for Word
Drawing and recording site,

Plus a selection of English Language Teaching videos

Friday, September 5, 2008

Pedagogical Uses for Google (SOLO coded)

George Chinnery (2008) describes some of the pedagogical uses of Google in his article, “You’ve got some GALL: Google-Assisted Language Learning.” Language, Learning & Technology. February 2008, Volume 12, Number 1 pp. 3-11

Thanks for the link: Janet Clarey

I have been having fun coding these pedagogical uses against student learning outcomes and SOLO Taxonomy ... see if you can do the same

Google as an Informative Tool:

* Using a dictionary command (“define: strategy”), learners can discover meaning (definition, usage, correct spelling,).
* Using Google Suggest, learners can get real time alternate suggestions (“did you mean _?”) for their search term.
* Using Google Books will give learners returns of rich prose.
* Google Trends will return geographic information.
* Synonyms (~term), vocabulary development (Google Image Labeler), and listing and brainstorming (Google Sets) are other tools.
* For language learning, Google has Language Tools.
* Instructors wishing to control search activities for learning can use Google Coop to create a search engine for a website or collection of sites.

Google as a Communicative Tool:

* Gmail, (Google’s email program) together with Google Talk (instant messenger and internet telephony service) allow learners to email, save, print and email text chats and can be used to display presence of a learner. Preferences allow you to change your availability and give others
an idea of your current status (online, offline, away, do not disturb, etc.). Some initial research on the benefits of chat indicate that chats in language classes “seem to help all individuals engage more frequently, with greater confidence, and with greater enthusiasm” than is characteristic for similar students in a classroom.

Google as an Aggregative Tool:

* Google offers tools that recognize linguistic, visual, audio, gestural and spacial literacies in aggregate
* On iGoogle, learners can create their own start-age; their own customized, personal learning environment.
* Google Reader is a Web feed aggregator that allows learners and instructors to collect updates content (blogs, news feeds, podcasts, vodcasts, multimedia, etc.)
* Google Gears allows learners to view content from Google Reader offline.
* Google Page Creator is a simple webpage creation tool.
* Google Maps allows you to make custom maps and Google Earth provides a satellite view of an address.
* YouTube Remixer allows learners to make video mashups.
* Google Docs is a presentation tool similar to Microsoft PowerPoint.

Google as a Productive Tool:

* Google’s Blogger provides learners a place to author their own textual, audiovisual content.
* Google Docs give learners a way to collaborate on online documents.
* Google knol is a collaborative wiki-like application for group collaboration.

Google as a Collaborative Tool:

* Google Groups can be used to facilitate asynchronous class discussions.
* Google Calendar can be used for scheduling and notification.
* Google Lively is a 3-D environment where learners can create their own avatar and make and join rooms to meet and discuss topics.__