YR 8 PARENTS’ WORKSHOPWEDNESDAY 15TH SEPTEMBER 2010

1-2-1 at Island School

Aims

Restate the rationale for implementing the laptop scheme;

Present some of the extensive research on similar schemes;

To celebrate and show some student work;

To provide a forum for debate – Q&A

To provide information on the professional development, teacher

/parent resources and future developments.

To inform you of procedure and timeline for school laptop purchase

scheme.

Unprecedented and exponential times

Developments in Technology:

Preparing students for an unknown future and jobs that don’t exist

yet;

Connectedness and globalisation;

Global crises / challenge;

We need to develop and teach a new set of skills, not just deliver

content.

“Research shows that students with routine access to laptop

computers score higher in writing assessments, demonstrate better

analytical skills, collaborate more and have lower absenteeism and

dropout rates. In Maine, for example, 33,000 seventh and eighth

graders enrolled in a 1 to 1 program improved their scores in

language arts, math, and science. Having used notebook computers

all four years of high school, twelfth grade students scored higher

than 85 percent of their peers in all five core subjects of the last

Maine Educational Assessment.”

Apple Classrooms Of Tomorrow ACOT website

“Students write more, more often and better”Bruce Dixon – President of AALF (anytime, anywhere learning foundation)

Maine research

Conclusion

“Thus, the evidence indicates that implementation of Maine’s one-to-one

ubiquitous laptop program has had a positive impact on middle school

students’ writing. Five years after the initial implementation of the laptop

program, students’ writing scores on Maine’s statewide test had

significantly improved. Furthermore, students scored better the more

extensively they used their laptops in developing and producing their

writing. And finally, the evidence indicated that using their laptops in this

fashion helped them to become better writers in general, not just better

writers using laptops.”

A summary of key points

Ubiquitous and constant access to a rich technological

environment and connectivity is an entitlement not an option;

The decision to implement a laptop scheme was driven by a

coherent, shared and detailed vision for teaching and

learning;

For it to be successful it will be supported by appropriate and

ongoing professional development;

Such a scheme supports, and interrelates with all our

developmental priorities and is a key way of making our

school’s values concrete;

Inclusion and differentiation

The main issues to do with inclusion and differentiation can be summarised as

follows:-

Literacy is scaffolded by online tools

Students are more likely to sequence and pace their learning in ways that

support their needs.

Peer support and increased opportunities for collaboration and

communication will improve student progress.

Students can evidence their understanding in a variety of ways; this can

support a ‘multiple intelligences’ approach and thus aid differentiation.

The varied language backgrounds of our students can be supported by

access to first language sites.

Constant access to a range of web based resources targeted at a range of

ability and language backgrounds.

Supporting other school development priorities

- assessment, recording and reporting;

- tutoring for learning;

- improving school communications;

- independent learning;

- building on the PYP experience;

- digital portfolios;

- the competency / key skill debate;

- parental consultations.

This is not just about the technology and is not a stand alone initiative.

Examples of students work in IT

“Year 8 students worked on a chocolate bar project in their IT lessons

last year. They started with research then went on to design and

market their bars. Students worked individually on some aspects and

collaborated with group members on others. They learned new skills

such as Photoshop, flash animation, movie editing and the use of

google sites. They used their google site to collaborate with other

members of the group as well as to display their work..”

Beverly Cook – D&T teacher Island School

The work

Examples of students work in English

“IT applications like Glogster elicit personal responses to literary texts that

demonstrate a deeper engagement with and understanding of literature.

They also develop sophisticated analysis skills and encourage critical

thinking. This is because students have to think carefully about how their

choices of layout, colour, font, image and even embedded music or film

clips link to, or reflect themes from the text.”

Teri Eves - English teacher Island School

Glogster 1

Glogster 2

Glogster 3

SUPPORT AND DEVELOPMENT STRATEGY

1-2-1 at Island School

School Planning

Learning Technologies

embedded in SDP under the

development of school-wide

pedagogy

School wide objectives

connected to 1-2-1 described

•Support Independent learning

•Support conversations about

learning between students,

teachers and parents

Department planning

framework involves identifying

key objectives for learning

technologies

Systems and Support

Infra-structure Developments Connectivity improved over summer 2010

Capacity to further improve in 2011

Access to school networks on laptops

Moodle ESF Learning Platform

Online Lessons being produced (example)

Extending access to learning

Training for all staff ongoing (Paula Buroughs in training role)

Access to ESF Gateway ARR**

Notices

Activities

CAS

1-2-1 Guidance

Student

Induction session setting out common structures

Specific guidance set up of laptop -link

Laptop guidance available to staff - link

Staff

All

Further development of 1-2-1 resources on-line - link

Digital Citizenship

Year 7 Curriculum Interpreting data

Critical approaches to web based information

Research skills

Copyright

Year 8 ICT Curriculum Internet Safety

Media skills development

Yr’s 8 & 9, staff and parents receiving cyber bullying training Nov 2010

Information Literacy Development

Includes…

Overt strand of ICT Assessment

Skills in Information Literacy

specifically taught (not new!!) –

school wide training for teachers

on research techniques to be

undertaken

Research process model and

supporting resources developed

(link)

Parent Consultations

Portfolios and Key Skills

Supporting Tutoring for Learning process

Supporting Assessment for Learning

Student led parental consultations

Portfolios evidencing learning in relation to key skills

Trials continuing across ESF

IS possibly using Adobe solution for 2011 – resellers list

If your child already has a laptop they can bring it in to school.

If not you can buy the model of your choice.

… or take advantage of one of the purchase deals with Microware or Apple – Roadshow 6th October 2p.m. to 6 p.m.

Insurance scheme with Zurich / details to follow.

Deadline for orders Friday 29th October to ensure delivery by Christmas.

Delivered to school on a date that will be communicated to parents nearer the time.

Zurich details available shortly.

AUP

Responsibilities and expectations of students and the school.

Home school contract signed by parent and GWS that defines clearly expectations on both sides with regard to a range of issues. Security, network security, connectivity, online behaviours, legal issues etc.