Ngā Matapakinga | Discussion

And I have also started to collate this doc with the same SAMR intention but with a focus on using Chromebooks and Google Suite.

Maybe https://twitter.com/samuelmcneill can start one with a view to using Microsoft Tools- all docs are open for anyone to add to or copy. :-)

Welcome Chris- I think you were one of the first to take me on a geocaching adventure! Multi-talented.

Hi Katrina

I'm thinking KISS and this nails it.

Agency: Could the students be doing this?

UDL: Does that work for everyone?

Perhaps someone else has other thinking prompts?

Lynne

Nice reflections Suzi.

The comment re time is resonating with me. We know we all learn in different ways and some people quickly grasp new ideas while others need more time to process.

This is challenging both as a facilitator (with time bound workshops) and in schools where learning is time bound (e.g. you have 3 weeks to complete this unit of work).

When a set amount of time is allocated to learning a specific thing all we know for certain is that:

• Some people will quickly learn it or will already know it so will be bored
• Some will not learn it in time so will be left with gaps in building blocks

For me this reinforces the importance of students having personalised learning pathways.... and the partner/enabler to personalised pathways is agency and metacognition - the ability to set goals, meet targets, reflect on learning etc.

Has anyone seen this from Govt.nz? Digital Inclusion - Are we there yet? 

“Our vision is that all of us have what we need to participate in, contribute to, and benefit from the digital world."

To help make this vision a reality, you're been invited to feed into an evaluation framework to help measure progress and success in terms of digital inclusion. Have a look at the draft outcomes framework and suggested measures and let them know what you think. 

Kia ora Rachel,

Or does the collaboration come from putting two students on one device and getting the discussions going between them about purpose and audience and then creating the piece of music together? Or maybe the collaboration occurs at the sharing stage when they get feedback and support from others to rework the piece of music? 

Imagine a collaborative experiment where groups of students all have to use their devices to create a musical piece that is recorded on one device - sort of a band of Chromebooks all playing their part in an orchestra.

Like Marnel, thanks for starting this @annerobertson, very useful conversation. I think as teachers dive become more familar with the language and intention of the two new areas (CT & DDDO) of the Technology Learning area (to strengthen digital technologies in their schools), they will naturally want to match tools to learning experiences - the hardest part as you say, is authentic integration.

I've posted something similar in the Enabling e-Learning community (VLN) today, Breaking down Digital Technology progressions for CT and DDDO looking at PO1 for both computational thinking and designing and developing digital outcomes, I mentioned your post here and would love yours (and anyone else's) ideas about natural ways to integrate this content into authentic learning contexts in the shared Google docs.