uLearn09+Conference

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Reflections on uLearn09
Please write a summary of your experience of the uLearn09 conference to share with other teachers in the cluster and for the purposes of our reporting requirements. Please start your discussion with your name and an overall summary of how you found the conference. You might like to see some other reports from a similar conference attended by cluster members at the beginning of the year. Click here to view. Please provide links to resources if applicable.

Here are some starters to get you going, perhaps pick 3 or 4 of these to write about or choose your own if you wish


 * What was the most valuable Keynote presentation? Why?**
 * What was the most valuable workshop? Why?**
 * What resources have you gained from the conference?**
 * What trade exhibits did you find useful and informative? Do you see things at conference that you would like to use but don’t currently have?**
 * Who was the most valuable speaker you saw at conference? Why?**
 * What will you take from the conference that you can apply directly to your own classroom practice?**

__**uLearn conference report: Elizabeth Anderson,** **Hillcrest** **High School**__
Overall, I found the conference edifying and inspiring. I found tools and techniques I was able to immediately apply to my own teaching, and also ideas to think about for the future. The best workshops were the ones that showed the use of ICT in authentic contexts. The least helpful were the ones that taught us about flashy new ICT tools without making the link to how it would be relevant in a classroom situation (e.g. Twitter, iMovie, etc).

Dr. Gary Stager presented the first keynote address. He was an entertaining and engaging speaker. I was interested in his view that making media mirrors the writing process; he stressed the importance of drafting and editing. This brought to mind the values of the new curriculum; encouraging students to strive for excellence, and teaching them how to use language, symbols and texts. I was also fascinated by his example of how technology can cater for a variety of learners. While studying “Macbeth”, a teacher gave the students the task of composing a piece of music about Lady Macbeth using music software on the computers. This made the students think carefully about Lady Macbeth’s character, actions, and emotions.

Derek Wenmouth, Director of eLearning at CORE Education, presented the second keynote address, stressing the importance of keeping up with changes in technology. He discussed the use of netbooks in schools, and cloud computing. This is where information is not stored on servers in the school, but on internet sites instead. There is a lot of potential there in terms of flexibility and cost effectiveness, but on the other hand it would take a lot of time and effort to change the systems throughout the school, and there isn’t as much support available.

Some valuable ideas I gained from the breakouts included:
 * The suggestion of using iChat, Skype or a similar program for reading mentors – the students don’t have to leave the classroom, which means less wasted time wandering about between classrooms, and the teacher can supervise.
 * Use iTunes for recording student work – have a “playlist” folder for each student. Students record their reflections on learning, practice speeches, drama journals, etc and save it into their playlist.
 * Screen recording as a useful tool for department tutorials – for example, you can show how to select a default printer or how to upload files to a wiki. These videos can be stored on the wiki in quicktime format.
 * DigitalNZ had some interesting information; check out the notes at tinyurl.com/nzcustomsearch and tools at remix.digitalnz.org. There is also an opportunity for senior ICT students to code applications in an authentic context.

Blogs are used for different purposes by different schools and teachers. Manaia Kindergarten had some inspirational anecdotes about how they’d used a blog with their students. I think using a blog is providing a good role model for students and increasing their opportunities for learning. However, adolescents are less likely to put themselves out there than younger children, and there’s also the lack of time and resources to consider. Creating a blog is actually a big responsibility. It’s “a way of advocating for NZ education” – you are representing your school and prospective students and their parents may be looking at your blog.

One of my favourite breakouts was called “Developing deep thinkers through podcasting”, by Simon Shaw, ICT Coordinator at St Albans Meadows Primary School. He began by telling us that technology must have a purpose, an audience, and it must engage the learner. He gave the example of a unit on the environment, then showed us how he had used some technology tools to improve the learning of the students. I was impressed by his relevant, real-life examples.
 * **Etherpad**: brainstorm words associated with the topic in groups. (advantages over class discussion: everyone gets to have their say, at the same time, and you can see who has contributed what. Students correct each other’s spelling!)
 * **Wordle**: put the results of the brainstorms in. Look at the frequency words come up. Good overview of students’ prior knowledge/expectations.
 * **Blog** entry to set students’ homework (e.g. pictures of solar panels, brief description, link to article about solar panels, link to pdf with questions to answer).
 * As assessment, students make a **podcast** answering the question “can solar panels save the planet?” This is scaffolded with a structure (good practice for formal writing).

His research showed that the perception of teaching and learning, stimulated learning/engagement, and classroom behaviour especially, improved markedly when all students were provided with laptops. Only one was lost in two or three years of the initiative. (Think about it: students value a tool they can use to access the internet, play games, and chat with their friends; they just don’t value an exercise book full of English notes.)

We know students struggle with oral language. We know most students are ICT literate. A possible solution: set blogs as homework. Students make regular podcasts to accustom them to formal speaking and allow the teacher to give them feedback on their speaking. (We may have to make equipment available at lunchtimes). Simon’s students made 8 podcasts in a year. Does the English matrix provide for this? Should it? Are we testing formal speaking or public speaking?

Another breakout I enjoyed was Jacqui Land’s presentation of “An example of how Moodle can be used in your school.” Like Simon Shaw, Jacqui gave a relevant, real-life example that was practical and inspiring. She showed how Papanui High School made use of Moodle (moodleinschools.org.nz, moodleschool.co.nz). Some of the highlights were:
 * Incorporates school website, newsletter, calendar, etc. You can embed other applications, e.g. Google calendars.
 * You can link to GoogleDocs, wikis, portfolios, etc.
 * It incorporates the intranet/shared area.
 * You can upload various file types such as Word, PowerPoint, audio files etc.
 * "Drop boxes" – students can upload assignments that only they and their teacher can view (unless given special permission).
 * Questionnaires and feedback e.g. course evaluation – very easy, less paperwork!
 * Online course selection.

In summary, it was a great experience, I learned a lot, and the food was good. I would recommend it to anyone considering going next year.


 * __ULearn Experience 09: Alison Gray, Hamilton Girls High.__**

It was **INSPIRING**. From the first pre conference workshop on using digital cameras and iPhoto, which I have since adapted to do a Level 1 Visual Art achievement standard; through 10 things to do with a laptop from Gary Stager (as above); using Photoshop with Y10s at Papatoetoe High, and e-portfolios with St Cuthberts on the Knowledgenet; even a Twitter talk, all was mind expanding. Gordon Dryden, et al's contribution to the conference (name of book escapes me at the moment) is a fascinating discussion of the ways we learn and the different intelligences that we should be catering for in the 21st Century. Students can now learn in many different ways with the advent of this current renaissance of technological innovation and they are moving away from the traditional ways of learning in droves. Teachers MUST become facilitators of these new ideas. Then there was Slowmation animation techniques which could be used in any subject. AND the innovative Aspire program to get non-focused, unmotivated at-risk teenagers to aspire to set goals in emotional, behavioural and physical aspects to find the truth at the centre of themselves and turn their lives around. Not much technology here, just a close look at what makes adolescents tick (or not) Amazing!

As an Art teacher it was great to see the increased awareness of the needs of the learner and the personalisation of learning (as we tend to do in Art already) through using technology and giving the huge range of intelligences and abilities the validation that they deserve. In doing so the student automatically engages in all the key competencies, and more, that we could wish for.

Yes, and the food was great too. I just wished that vast swathes of our staff could go and reinvigorate themselves and then their students in this new renaissance of learning and knowledge and fun that we find ourselves in. Its also a shame that the life-long learners we are trying to produce get very little support or opportunity to pursue their continuing education once they leave an educational institution.

**Ruth Cameron, Hillcrest High School**  At the time, the conference completely changed the way I see myself as a teacher and the way I would like to teach. The place of technology in the world we live in is continuing to progress at a mind-boggling pace and I guess what the conference showed me was that I didn’t need to be scared by this. We tend to be very precious as teachers and try to “hog” all the knowledge to ourselves but from listening to and working with people over the three days, I actually saw that it was possible to be that teacher that I wanted to be when I first set out 24 years ago, which was a facilitator, educator and learner, rather than a dictator!

Once school began again, it was back to reality with the four walls of my classroom closing in once again. The biggest issue we have in our school is lack of infrastructure which means that many classrooms cannot access the wireless network and many of the ports do not work. This is frustrating but I still have some of the great ideas and inspiration that the keynote speakers and workshop facilitators gave me and will focus on using what I can.

The most useful workshops were the ones that focussed clearly on what was directly applicable to the classroom. The most effective facilitators were classroom practitioners who were able to provide practical, hands-on tips, advice, instruction, suggestions and relevant discussion.

Keynote Speakers: Gary Stager was amazing and inspirational. I came out of that one with my head literally buzzing and my mind boggling. His application of e-learning to every learner, no matter what educational age or background, showed that as teachers we sell our students short all the time. A lot of what he was doing with students required resourcing – e.g., the robotic designs, but he certainly made it seem possible.

Derek Wenmouth was also brilliant – I found it such a practical application of how e-learning is happening all over New Zealand and it inspired me to get rid of the classroom walls and find out just what was possible.

I attended some excellent breakouts, of which the standout would be one of Mark Treadwell’s. As I’ve done some work on cognitive development in the past, I found what he had to say about how the brain works absolutely fascinating and a salutary lesson for me as a teacher. I really hadn’t known what to expect but got something out of each breakout. I think the most useful ones were the ones that offered a practical application – for example, I set up my own Wiki in one of the early breakouts, and now I’m using it every day as a teaching tool.

There did not seem to be many Breakouts that were geared specifically towards secondary education – as an English teacher, I would really like to make some links with literacy learning, but the contacts I made through the conference have at least allowed me to make a start on this.

I am so grateful for the opportunity to attend this conference. It was brilliantly run, considering the amount of people. As someone with food allergies, I can report that the way they looked after people like me was outstanding. The displays were engaging and interesting – I liked how they were set up the whole time, so that when you had some down-time you could just dawdle through.

For my future teaching, the impact has been hugely significant. I still have a long way to go before I’m in the same universe as a Wenmouth or Stager but they certainly made it seem not only possible but a desirable way to go.

I would love to come back next year!  