Day 9 - DFI

THURSDAY 20 SEPTEMBER

 Manaiakalani Digital Fluency Intensive - Week 9

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Ubiquitous Learning 

Ubiquitous learning takes place outside of the traditional classroom in the digital era.  Anyone can connect with experts anywhere in the world, regardless of location or academic background.  It enables students accessibility that they wouldn't otherwise have without devices.  Connection can happen at any pace allowing the students to choose how fast or slow they receive or send information and also allows for rewind learning or skipping information.

Rewind Learning

Rewind learning enables children to have access to the learning when they have missed a day in the classroom for various reasons. Rewind learning removes the traditional teaching/learning from 9-3pm.  It also allows the teaching to be shared with whanau and to show them what learning looks like today in the classroom.

                                                                         Ubiquitous Learning in Room 6

My weekly planning have are now being presented in the form of digital modelling/planning books which have video clips injected into the google slide pages.  The videos and digital modelling books allow the children to rewind learning anytime and at any pace.  The videos have been collected from a number of sources to support the teaching/learning process.  The digital books also allow the whanau to view the teaching/learning occurring in the classroom and opportunities to offer support in their child's learning.

Looking back over last week or last term

What are the kinds of reasons children have not being present for the teaching or learning moments in the classroom?

Room 6 have had a number of children regularly absent  because of sickness that spreads quickly through the class especially at this time of the year.  There has seldom been a time when the whole class has been present so I am able to update the class picture on the Room 6 website.

What is the most frustrating part of a planned teaching/ learning sequence for a child to miss?
The most frustrating part for a child to miss is the beginning of the week on a Monday when the children look over the weeks programme in the digital books.  Reviewing the week ahead allows them to have a sense of the work load, learning intentions, view the different components of the digital modelling books and expectations ahead.  When they miss the first day there is a huge appreciation for rewind learning and ubiquitous learning to occur outside of the classroom.

Are there children who need support for a wide variety of reasons?
It is very difficult for a number of children to learn and retain new concepts quickly or on the first introduction.  The opportunity to rewind the learning or take advantage of ubiquitous learning is priceless.  The processing of information and differences in learning styles is supported through the use of digital technology.

How do you address the challenge of managing multiple groups while having effective teaching moments with the group in front of you?
Well, two weeks ago I would have answered this question using the word 'rotation' which I use in my reading and maths planning.  HOWEVER, since using the digital modelling books I cannot believe the on task, engagement, time management, completion of work, learning new concepts and more teaching time in the classroom due to the digital modelling books.   I have never in all my years of teaching seen a maths lesson work so well.

What digital tools could you make more use of?
More use of the google suite and google apps that enhance the classroom programme.

Summer Learning Journey 

The results from a summer learning journey programme, by children blogging over the summer period, suggested that significant, positive gains were made by the students.

How to continue professional learning in Manaiakalani opportunities 

Manaiakalani Innovative Teacher Programme

"Over the first four years of Spark-MIT we have had teachers who have taken this opportunity to investigate ways to accelerate learning outcomes for our young people via the Manaiakalani pedagogy. The most successful inquiries have subsequently become the foundation of classroom implementation for their colleagues within Manaiakalani and around New Zealand. Spark Foundation and the Manaiakalani Education Trust are keen to support teachers who are challenging their own teaching practice through inquiring into innovative ways to meet our cluster goals and provide inspiration to their colleagues. " Manaiakalani Programme 

What did I learn that could improve my confidence, capability or workflow as a professional?

A number of us that attended the DFI course got to sit the Google Education in the classroom Level 1 certificate.  It was a 3 hour exam in which I had 39 seconds left before time was up.  Very intense and so worth it.  Learnt how to navigate a number of google suite areas and can't wait to sit Level 2 which I will be using the holidays to complete.  Looking forward to the challenge.  

What did I learn that could be used with my learners?

Ubiquitous learning and rewind learning is a must in the teaching and learning in the classroom.  It now has to be a part of my planning because I have seen the benefits of this learning in the classroom and the many positive spin offs there are to offering it to the children.  

What did I learn that could improve my confidence, capability or workflow in my personal life?

In the labour weekend our whanau and hapu are holding an unveiling for my mother and great, great grandmother.  Because a lot of our kuia and koroua have passed on we have been left with the huge task of organising the unveiling.  And, I can tell you now, that because I know how to use google slides, share google docs, collaborative on a google doc, invite people to hangouts and conference call by telephone that this task has been made 10 times easier when keeping everyone informed.  Thank you Manaiakalani team for extending the learn, create, share pedagogy to us so we are able to learn, create and share with our whanau, hapu and iwi.  I am so excited about teaching creating and sharing this knowledge with our hapu in order to bring a closer to organise such a big event, anywhere, any place and at any pace.

Embedding a youtube playlist

DAY 8 - DFI

THURSDAY 13 SEPTEMBER

 Manaiakalani Digital Fluency Intensive - Week 8

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

LeeAnn Lindsey, a member of the ISTE Standards Core Leadership Team says . “When taught in a positive light, digital citizenship introduces students to the wealth of opportunities afforded to them via technology, and helps them navigate effectively through the digital world resulting in healthy interactions, a positive digital presence and increased learning opportunities.”

In the classroom Vicki has created blogs for the students to use. They have started posting items onto their blogs to share with others. Part of this process is understanding what information is appropriate to share with people other than family and friends. The class has had a few lessons on what is suitable to share, and personal information like addresses and last names is not suitable. Another part of being able to interact with others and leave a positive digital footprint is the type of comments that are suitable to leave on blog sites. This has been a good learning curve for both the students and myself. The poster showing the types of blog comments to use has been really helpful. Blogging and the classroom website has absolutely supported students to "learn, create and share. To empower students to become connected citizens and make their learning is visible and accessible, anytime, any place, at any pace. Which in turn enables our young people learn to make smart decisions and understand that every time they connect, collaborate and share online"
Manaiakalani Cybersmart by Manaiaklani based on a work at https://sites.google.com/a/manaiakalani.org/cybersmart. 

What did I learn that could improve my confidence, capability or workflow as a professional?

I have discovered that using videos, google slides, google forms, spreadsheets that produce graphs and google documents in my planning and delivery of lessons is producing more engagement because some of the learning barriers have been taken away.  For example the inability to spell words that tends to stall the creative thinking in writing.  Children producing a published piece of work that they only need to use drop down menus, search in explore and clicking a mouse.  The results are always fantastic.  Children seem to understand that the limitations are only in their minds not in their ability to spell.  I have also experienced the children's ability to learn new maths concepts and improve in their basic facts which has come from using the different google programmes.  From observations the children learn at their own pace, are able to rewind the learning, be included in the classroom where everyone is using the same tool to learn, even though the content is different. 

My goal next week is to interview children and allow them to voice how they feel about the use of devices in the classroom and what barriers do they see blocking their learning, or what barriers have been removed to help their learning by using devices.

What did I learn that could be used with my learners?

The class did a digital dig at the beginning of the year and it was a great way to list all the keyboard shortcuts.  The children were totally engaged with this activity because it was almost like a treasure hunt trying to find shortcuts and work out how to do certain skills on their chromebooks.  This activity also lends itself to goal setting or next steps in terms of digital fluency.

Digital Fluency starts with the ability to use the device.  The Digital Dig should be included at the beginning of EVERY year at EVERY level.

DAY 7 - DFI

THURSDAY, 6 SEPTEMBER 2018

Manaiakalani Digital Fluency Intensive - Week 7

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Connecting communities between schools, between classes within schools, between school and whanau and the wider community is all an integral part of the Manaiakalani pedagogy.  Strenthening these links allows students to write with a purpose, to write for an authentic audience.

"Share the vision to lead future focused learning in connected communities. Our young people are actively involved, lifelong and literate learners who are confident and connected; ready for employment in tomorrow’s market and contributing positively to their community. Learners who are at home in the digital world"

Connected communities










That share a common language



Blogging is a way of building powerful connections across the clusters. 

              Great idea for blogging

Great platform for blogging between schools









What did I learn that could improve my confidence, capability or workflow as a professional?

Digital Technologies | Hangarau Matihiko - This was the first time I had been introduced to the Code.org website and experienced computer science coding in such a fun way. This is a must to include into my weekly classroom programme and keen to schedule the activities in for next term. 

Code.org pedagogy: Increases diversity in computer science by reaching students of all backgrounds where they are — at their skill-level, in their schools, and in ways that inspire them to keep learning. Code.org® is a nonprofit dedicated to expanding access to computer science in schools and increasing participation by women and underrepresented minorities. Our vision is that every student in every school has the opportunity to learn computer science. screenshot maze game.

What did I learn that could be used with my learners?

 "Students use scratch to code their own interactive stories, animations and games. In the process, they learn to think creatively, reason systematically and work collaboratively. 
Essential skills for children in today's society"

Let's teach kids to code

A delightful way to teach kids about computers

What did I learn that could improve my confidence, capability or workflow in my personal life? 

One of my goals from last week was to complete the digital modelling books for reading, writing and maths in order to use my planning time more efficiently to give me more time for other things. Spent the whole weekend completing the digital modelling books with planning embedded, and it was worth every minute. Not only do the digital modelling books develop life long skills in the children, like time management, independence, making choices, prioritising and timetabling, it has freed up a lot of next weeks planning time because there is a least 2 weeks worth in the books. The classroom website has also been developed over the weekend and I have linked the modelling books to the website. Spoke to a parent to let them know that they are now able to see what their child is doing in class and support in their child's learning would be welcome. The link between school and home has absolutely been strengthened through the website and the children having access to their google drive from home. Wow! An exciting time to be teaching.

Room 6 classroom site

Creating a classroom site

Example of animation done collaboratively

Position and Orientation - Geometry lesson

Day 6 - DFI

Day 5 Notes

Digital Modelling Book

Collaboration of multi-modals

Multi-modals

We learnt to use multi-modals and this was a practice document.

Day 5 DFI

THURSDAY, 23 AUGUST 2018

Manaiakalani Digital Fluency Intensive - Week 5

One of the key words that was prominent for me when presented with the google slides around Manaiakalani pedagogy and kaupapa was "ENGAGEMENT IN THE NZ CURRICULUM".  What is the intrinsic motivation a student needs in order to engage in the learning, creating and sharing process?  "When a student is intrinsically motivated they engage in tasks for the pleasure and satisfcation it provides (Tuckman & Monetti, 2011, Ryan & Deci, 2000, Stipek 2002).  Students are naturally inclined to look for opportunities that develop their competences, autonomy and relatedness (Stipek, 2002).  So what comptences, autonony and relatedness are they experiencing in the classroom when using digital technology under the umbrella of "learn, create and share?"  This was a behaviour that I was particularly interested in this week.  

This week we constructed a multi-modals which was really exciting to see evolve as we added layers of surprises under the pictures.  We then added this to a shared google drawing so it became a collaborative collection of multi-modals that was created, with learning embedded into the units and shared to the group.  Some of us put together a digital modelling book with planning embedded it the pages to replace the traditional planning kept in planning books or in a file on our drives. Wow!  suddenly the learning, creating and sharing becomes VISIBLE.  Visibility fosters competence, autonomy and relatedness by strengthening links between whanau and school, more time to develop a dyadic relationship, supports teachers to know where their are, allowing us to foster competence and facilitate autonomy. 

One of the questions that I asked as the beginning of this course was "Where do we find the time to blog, check blogs, reply to blogs while meeting the demands of the NZ Curriculum".  Well, when you save time planning using digital technology, when the children are highly engaged in the NZ Curriculum, and they are developing independence by the way the teaching is presented to them, THEN THE PERSONAL LIFE HAS MORE TIME TO BE ENJOYED.

Day 4 DFI

THURSDAY, 16 AUGUST 2018

Manaiakalani Digital Fluency Intensive - Week 4

Day 4 - Thursday 16 August

Extra notes:  

Download Read and write for editing

Capture lessons by videoing with an ipad - record notes, they record notes
(don’t need a modelling book anymore.  Students can access a digital modelling book wherever they are)

Edu creations - doesn’t need uploading and downloading

Sharing Powerpoint - 

• Vicki went over the sharing powerpoint.  (show slide 5 MK pedagogy)

Having an audience for their writing suddenly changes the motivation of their writing.  This concept of having an audience should be first and foremost in their minds to motivate their writing.  (see slide 8)

Why we use blogging.  This is not twitter, facebook or another social media.  It’s illegal for children under the age of 13 to use social media).  The blog accounts are all set up under the school email address, so the school owns the blogging in order to have administrator rights on the account. - (see slide 11)

• One of the bg motivators for students is to know that they are going to share their work with an authentic audience.  Good to put work up on their blogs so they get an authentic audience. (see slide 13)
• (see slide 16) if sharing is happening and working really well, students should be posting regularly on their blogs.  The impact of published work is happening more often and there is more time for children to interact, and so the goal for their work isn’t lost over a long period of time.
• (see slide 17, 18) most students really like sharing their work.  
• (see slide 18) Would highly recommend reading Simon Scotts blog on doing blogging in the classroom.  
• (see slide 19) have a look at other teachers sharing at what they are doing in the classroom
• See slide 21 - data gathering can be a fantastic maths lesson to do with the students

Live streaming link - Kent Somerville

• See slide 2 - showing a cross country race that can be streamed overseas in live streaming.  Parents can see the video either in the moment or later on.
• See slide 3 - fantastic camera to use like a tv camera
• See slide 4 - connected through HDMI.  This gadget provides a broadcast for videos.  Does require WIFI or can be hard wired into the device. Teradek - Vidiu
• See Slide 5 - can create an event on live YOUTUBE
• See slide 12 - filming can also be done through a ipad, which connects to the boradcasting gadget, that connects to the camera.  So there can be 2 cameras being used just like a broadcast room.
• Make sure THE SCHOOL HAS TO WORK OUT HOW YOUTUBING WILL BE MANAGED
• Using a drone - camera has 4000 pixels which is really good

Website link at the top by the title - creating your own youtube channel - Kent Somerville

• Creating a youtube channel and playlist - the playlist can be embedded into our google
• If we have a google email address it automatically gives us a google channel
• Straight out of the student’s drive you can embed and create links.  We can control the student’s drive SO EVERYTHING THE VIDEO NEEDS TO GO STRAIGHT TO THEIR DRIVE
• Open youtube, top right hand corner, where my google channel account should be sitting
• Anytime we google youtube it will start to build a profile about what we like to watch.  Youtube will start suggesting what we might want to see.
• Top right menu click ‘My Channel’ it shows my dashboard.  It will show any channels that I have saved, any playlists, downloaded apps
• Can customise ‘my channel’ in order to make it interesting.  
• Can create a playlist from youtube to go with your inquiry studies so students can access your channel and therefore access the youtube videos you have selected
• The whole playlist can be embedded into a document or class website
• Youtube can be used really well to support your teaching and therefore they can create, learn and share
• How to create a playlist in youtube - go into ‘search’ bar at the top, click the video you want to maybe add to a playlist, at the bottom of the video there is an ‘add’ button that has a ‘=+’ picture.  Should get a drop down menu with options
• Live streaming (left hand menu) - this is the centre that allows my drone camera to show what it is filming.  
• Live streaming can be created as an event using the left hand side of the menu OR can be streamed live without going to left hand menu. - Go to CREATIVE STUDIO, click LIVE STREAMING, click EVENTS, click CAMERA, click PRIVATE so you can check the video first before it going PUBLIC.
• Video Manager - shows all the playlists that you have created.  A public playlist will show a picture of the world.  NOW everyone can access it
• Playlists - can change the order of the videos by grabbing them and moving them around with your mouse. Clock ‘edit’ and ‘share’ is in the middle.  The share option will provide a link for you to send to the children.
• To test what the world or children can see push ‘control, shift, n’.  It will come up with an ‘incognito screen’ in order for you to be able to see what can be seen by the public.  ALWAYS CHOOSE EMBED INSTEAD OF SHARE, so the students only go to the playlists you have created and not get lost on youtube.
• How to embed the playlist - click CREATIVE STUDIO, click MY PLAYLISTS, choose the playlist by clicking EDIT, click EDIT again, should show you options (PLAY, SHARE, PLAYLIST SETTINGS).  Click SHARE, click EMBED, copy URL address, go to MY BLOG and post by pasting URL address onto paste
• If kids are creating then ALWAYS USE GOOGLE DRIVE so it can be controlled

Google Drawing under chalk’n’talk  powerpoint - Vicki

• Went over the powerpoint and showed us how to do a lot of the features on the powerpoint slide 3
• Practiced doing a ‘button’ About Me using google draw.  When the drawing is complete click ‘file’, download as a png, save to a file or downloads for you to access when posting to blog.
• Go onto the  ‘blogger’ square at the top left.  Click to get a drop down menu, click layout, click ‘add a new gadget’ scroll down to ‘image’.  Should come up with a menu to fill in. fill in with a name and then upload image from where it was saved

Google slides - Kent Somerville

• Can be used for animation.  Can manipulate the animation onto another APP like movie maker or imovies, in order to add voice over or change the presentation of the animation.

Broke off into 3 groups - youtube playlist, google draw and google slides

• Vicki showed the digital modelling book and planning that she used for her classroom
• See agenda for template
• Looked at ‘TEACHER TOOLS’ which has videos for the kids to watch how to solve maths problems.  This runs in line with the NZ maths curriculum.
• Looked at ‘SCREEN CASTIFY’ that records voice, etc onto animated slides

Day 2 DFI

THURSDAY, 2 AUGUST 2018

Manaiakalani Digital Fluency Intensive - Week 2

Day 2 - Thursday 2 August

Started with a discussion about what was working in the classroom, what went well when attempting to implement the new

learning from last weeks session. A summary of our discussion was recorded on the Day 2 agenda. We also discussed the

issues that arose from any new learning we had attempted. The sharing of what worked and didn't work was really valuable

and insightful. This would be a fantastic process to use in the classroom when anything new is introduced or when needing

the student's voice when planning, implementing and assessing the classroom programme.

Source: Slides 21 and 20

- The Manaiakalani Pedagogy:

Learn by Dorothy Burt

The Learning component of the 'Learn, create, share' model embraces these important aspects of learning

• raising student achievement outcomes
• promotes connectiveness
• ubiquitous learning
• learners being empowered within the learning process, within their whanau and wider community
• equity and access for all learners

Google hangouts - 

Practiced a google hangout with Dorothy Burt and then attempted a hangout within a small group.  The exercise was to generate a hangout, learn to use the camera and microphone, recording the hangout while reviewing different blog sites.  

Gmail and Calendar - 

Managing the work load by organising our gmail accounts and calendar was another way to improve our professional and personal lives.  Google Keep was a brilliant app to have on our phones that many of us had downloaded.  The app with its useful features is an absolute must in helping to organise our very busy days.

Using Google maps

This was a map created by importing data from a spreadsheet.

Day 3 - DFI

THURSDAY, 9 AUGUST 2018

Manaiakalani Digital Fluency Intensive - Week 3 

Day 3 - Thursday 9 August

• Voice to text has worked well with the dyslexic kids
• Google hangout - would like to use it to talk to students visiting overseas and talking to experts
• Scavenger hunt worked really well.  Robyn shared it with the senior syndicate.  Encourages collaboration between the older and younger students
• Blogging - some discomfort around the publicity of blogging
• Blogging - has occured between schools.  Children have commented on other blogs
• Pedagogy - there is a real buy into the pedagogy
• Google keep - a legendary app
• Stickers - created stickers for the bottom of the scavenger hunt activity
• Google keep - using it in the reading programme.  Should be able to listen to the text being read to him
• Screenshots and screen castify - how to use these
• Session last week were pretty full on.  Could miss some important aspects of the course
• Voice to text - doesn’t work in an immersion class
• Time - is an issue for some because of the extra time needed to implement the new learning
• Hangout - linking up with colleagues on a professional level would be good
• Strategic perspective - at the college level the staff will need to be upskilled
• Standardise testing - there was a debate at the meeting yesterday to go over the wolf fischer findings from Manaiakalani
• Blogging - requires authentic audiences at the college level
• Blogging - send your parents to the class blog so they can access their children’s blogs.  Can either send link or scan a QR code or use ‘wsgraham’

Power point under the ‘CREATE’ link at the top

Highly recommend watching the video ‘Sir Ken Robinson’ around creativity - slide 1 on the powerpoint
Continued to go through the slides to talk about what ‘creativity’ looks like and how important it is

SCRATCH - is a really good programme to have a look at

CREATING A FORM - use the link (under the ‘chalk and talk’)

• Start in your google drive
• Click new and then more, where you will find the google forms
• Quite self-explanatory
• Eveyrone had a turn at completing a form

How to take a selfie using computer and add it to google form
In your drive create a new drawing

• Click the image menu at the top (little mountain picture)
• Click  camera
• Click insert and it will put it on the ‘drawing’
• Click file
• Click download as
• Click ‘jpg’
• Click top left (3 dots) drop down menu at top right corner
• Choose save as ???
• Click select files in the middle
• Find file where you save it
• Click upload

Did creating a form under explore - slide 3
If you want to send the form to someone

• Click ‘link’ to send to others for them to access the form
• Click ‘imbed’ if you wanted to send it straight to your blog
• Under the ‘settings’ you can choose what the settings would be for the document
• We sent it by link and pasted onto slide 4
• (filled in name on form then pressed ‘control k’ pasted link and added title to link)
• Then done

Looked at Google spreadsheet under chalk and talk

• We need to be able to text wrap the information in each cell (top right side of the menu)
• How to have a few items in a cell - press the ‘alt’ key to let you have a list in a cell
• Auto fill - happens from the bottom corner of the cell.  Can be helpful when doing formulas or trying to find the patterns of something (hold down shift key and drag) which creates a pattern of the entry in the cell
• E.g 10, 20, 30 etc
• ‘Data’ at the top of the drop down menu (split text to columns) really good to use with first name and last name
• Formulas are used quite a lot in this document in order to cover a lot of work quickly
• ‘Functions’ there is a ‘sum’ option to add up all the numbers in a selected area
• ‘Fx’ option menu.  You can add a formula to the cell to add selected numbers only.
• ‘Format’ drop down menu changes the way the cell is formatted e.g. date with different formats
• Good to use when using a budget 2*$10= (the total in the cell) , click the column then click * then click next column to multiply the columns
• Using the explore button at the top bottom right corner - You can click the cell for information you might need to look for regarding the information in the cell you have chosen

Looked at Blog data case studies under deep dive

• An amazing teacher that has used a spreadsheet 

Looked at Goggle maps under ‘create-making meaning of content

• Go to ‘www.mymaps.com’
• To create a map and use the features of included
• We had to add another layer to the map using the information from the Google Form we filled out at the beginning of the session.
• Great way to identify places in NZ or around the school where we need information
• Great way to measure how long, how far, etc

Google Forms

We learnt to use google forms and this was a practice document.

Manaiakalani Digital Fluency Intensive - Week 1

Day 1 - Thursday 26th July

The day started with formal introductions using Google slides where each of the attendees recorded

details about themselves. Then we were shown a google slide presentation about the origins of

Manaiakalani and the development of its kaupapa and pedagogy.

Manaiakalani kaupapa and pedagogy

Learning about the orgins, its kaupapa and pedagogy behind the Manaiakalani Trust gave a clearer understanding of its purpose and implementation into our schools, hopefully adding to the success stories already shared.

There were a number of Apps shown to the group, that could be downloaded to support teachers in their professional and personal capabilities and workflow.

The table below shows some of the Apps inserted into the 'add-on' dropdown menu, their purpose and features.