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Mike Wilson's discussion posts

  • Mike Wilson 20 Aug 2012 12:57pm () in Digital Citizenship Resources being developed - share your resources here!

    Hi Claire, what your doing looks very impressive and so much more powerful than everyone inventing the wheel. Will add a few links to your document. BTW I think your use of Google docs would be an excellent "exemplar" of how to use the service in a very effective way.

    Mike

  • Mike Wilson 13 Mar 2012 10:41am () in TED-Ed - education channel

    This will be awesome and look foward to the content. I am allready using TED on a daily basis. 

  • Mike Wilson 07 Mar 2012 9:56am () in Are Learning Management Systems getting the job done...what are your thoughts?

    Marielle made some excellent points and agree with what she has said. Often we are hit with the need to show proof that the new technology is increasing the student’s achievement. An LMS is not a social network. Add-ons such as Mahara in Moodle provide that. I disagree with the general statement that they are "not getting the job done". It's far more complex than firing some web 2/3 technologies into the mix and saying this should be how it’s done. Once again it’s how the technology is being used. The current batch of LMS can really help students if utilized in the correct way by teachers. It only becomes a dusty repository if they let it.

  • Mike Wilson 02 Mar 2012 3:12pm () in How do you know if ICT is making a difference - and does it matter?

    This is an excellent topic and one our school is discussing at the moment. Surveys do not tell you a lot about the influence on achievement (more how it motivates) and comparing classes or cohorts also has its problems both statistically and in the way ict is playing a role towards their achievement.

    Can we assess this benefit? This depends on many factors and so many of these are NOT due to the technology.

    1. It depends on the staffs willingness to think about how the tool is effecting their students learning (without this you are using a tool to entertain). Many teachers believe that a student who is quietly engaged in the "world" of their electronic device then they are learning. This is often not the case of course.

    2. This links into: It involves more that providing the technology. Buy a class set of Ipads, cool!  Buy some cows, Cool! Set up a BYOD initiative! Cool. This is still just like letting your class go free within a library with some questions. Benefits of having these tools come from the process leading up to their use and the structures of use put into place. Just because the student is swiping away at an Ipad does not mean that they are more engaged or actually learning anything. Can you do a summative test on the benefit of a ipad, yes. Would it be more effective that using a traditional style of learning? Maybe not.

    3. That the assessment model relies on information and how this is processed by the students. We are past making work "prettier" and the effective teachers are now seeing that the real educational benefit is information and related to collaboration. This means providing something like an inquiry process that involves technology at some point in the early stages. Copy and paste of course does not lead to any beneficial outcomes with the students. NCEA has some limited standards that ICT could be of benefit but these are few and far between.

    4.  The use of LMS. I do believe these are powerful in terms of a teacher having the ability to guide the students learning outside the school grounds. Once again this relies on point 1.  How do you assess the benefit? Without only allowing access to half a class or school it is very difficult. Through student voice you can find out that 84% find it of benefit but does this improve those students’ results in exams - hard to conclude.

    A common discussion point that comes up is that ICT tools are just that, a tool and they should be thought of as such. Give a poor teacher an amazing tool and it will still be a poor lesson and this is correct. Introducing any tool to a teacher that does not know how to effectively use that tool will not improve the students learning (unless the student takes ownership and has the prior knowledge to use that tool).

    So what does this mean? Are all these new initiatives costing schools hundreds of thousands of dollars’ worth it? Probably, but we have to focus again on the pedagogy of the teachers and put less emphasis on student voice (what, less focus on student voice!). Does a student know how to use a device? Yes. Does a student know how to effectively use a device to learn and achieve better results? Probably not?

  • Mike Wilson 01 Dec 2011 11:54am () in Charging Solutions

    The good thing with touches is that they require a lower current for charging and charge through a usb hub. I hear usb 3.0 will be able to charge ipads via usb but have not confirmed.  I think for sfety reasons make sure the hub is either powered by 2 usb inputs or a fully powered hub by a seperate power supply.

  • Mike Wilson 29 Nov 2011 1:01pm () in Charging Solutions

    Here is a good link.

    https://discussions.apple.com/thread/2439966?start=0&tstart=0


    I would just use the cheaper option of a powerstrip with chargers.

  • Mike Wilson 29 Nov 2011 10:27am () in Links and readings

    Thanks for the links Derek. Techlearning is an excellent site in general.

  • Mike Wilson 16 Nov 2011 8:29pm () in Why BYOD? What do you want to achive

    Hi Robert, I remember reading that article and nodding the whole way through it, to me you are talking about common sense that many don't see. We are currently looking at a way foward with BYOD at our school (late adopters) but first need to set up the wifi side of things. I think the school setting a single device (like ipads) removes the problem with students actually bringing their own device but creates bigger, usually finiancially driven ones. Wifi cellphones and smaller devices is definitley being looked at, also these smaller devices suck less bandwidth, often somthing not thought about. I think the device is less for content creation and more for information gathering at least with current portable devices. 

  • Mike Wilson 16 Nov 2011 7:50pm () in school leadership teams

    Hi Graham, excellent to see more discussion on this topic.

    I actually think the teachers in front of the students are equal in the new model but thats another story. In this respect I see a leader as more a schoolwide "team builder" and "grower of shared vision". Not typical education jargon.

    Schoolwide Leaders

    visionaries!! 

    Risk takers,  future thinkers, confident in implementing inquiry at both the PL and classroom level, willing to use evidence to make big changes when things are not going to plan. Most importantly, the ability to model and drive growth in team relationships on staff. For a school like this to work open reflection is vital as well as positive professional relationships between teachers with the same common goals and direction.

    I look foward to seeing the discussion on this topic.

     

     

  • Mike Wilson 14 Nov 2011 3:37pm () in Encouraging secondary teachers to embrace anytime, anywhere learning

     A question that came to mind though was 'whose needs are we serving - students or teachers?'  Of course the answer is both (: The students benefit from having a system in which their learning is structured and guided and for this to work the teacher needs to have the expertise and confidence to generate the course. This is leading to a central "space" that is teacher controlled, linking the student and public generated content and helps bring together the randomness of online tools that we all use at different times. In this day and age a student or teacher can create content in any place they want, however I think it in important at some level that the teacher can guide the student and provide a medium to link the creations together. Of course there is no right or wrong in this case but I do see a platform as being a "landing pad" for students and teachers to go and explore the www in a more critical and directed way.