INFORMATION COMMUNICATION TECHNOLOGY EDUCATORS OF NSW (ICTENSW) 2011 INSERVICE APPLICATION FORM/ TAX INVOICE FORM ABN: 27 567 884 887 PLEASE RETURN THIS APPLICATION AND COURSE FEE TO: ICTENSW PO Box 1017 RANDWICK NSW 2031 Cheques payable to ICTENSW Note: There is NO GST payable on the meeting No later than Friday 25th February 2011 Course No: ICTENSW 1/2011 Applicant Surname: ________________________ Given Name: _____________________ Membership No: _________________________ New Scheme Teacher No: _____________ Institution Name: _______________________________________________ Institution Address: _____________________________________________ ________________________________________ Post Code: ___________ Institution Phone No: __________________ Institution fax No: ________________ E-mail address: _______________________________________________ Course Venue: Tara Anglican School for Girls Masons Drive NORTH PARRAMATTA 2151 Course Date: Saturday 12th and Sunday 13th March 2011 Course Time: Saturday 8.15am to 3.45pm Sunday 8.30am to 1.00pm Course Organiser: Steve Madsen Principal’s Approval: _________________________ Signature Course Fee: Saturday member $45 non-member $55 Sunday member $30 non-member $40 Both Days member $70 non-member $90 Morning tea and lunch will be provided on the Saturday, morning tea on the Sunday. Accurate numbers are essential for catering. COURSE FEE MUST ACCOMPANY APPLICATION AND BE RECEIVED BEFORE Friday 25th February 2011 Cheques made payable to ICTENSW NOTE: Check our website to see if your application has been processed. www.csta.org.au Please Turn Page Over Applicant Surname: ________________________ Given Name: _____________________ Choose 2 workshops from each session below. In each session, number them 1 and 2 in order of preference. Saturday 12th March 2011 Times Session: Room: Room: Room: Room: Scratch Data Visualisation for Find it fast and get Why on earth would I HSIE things done: use Twitter? Knowledge 2.0 08:45- 10:45 Accredited Course Accredited Course Accredited Course Accredited Course One 2 hrs. Coral Shand and Martin Levins Judy O'Connell Dominique Hearne Samantha Pennington Morning tea Morning tea Morning tea Morning tea 10:45- 21st AGM 21st AGM 21st AGM 21st AGM 1.30 Lunch Lunch Lunch Lunch One Note for HSIE Innovative Google Proof: Content Driven approaches to Maths Teaching Critical Learning Design education using Thinking. Technologies 1.30- 3.30 Two Accredited Course Accredited Course Accredited Course Accredited Course 2 hrs Maxwell Fox Martin Levins and Dean Groom Jason Hando Seonia Wark Sunday 13th March 2011 Times Session: Room: Room: Room: Room: Room: Geotagging SDD Option One Communications Mobile Industrial Part 1 for IPT Technologies Technology: Multimedia Part 1 08:45- 10:45 One Accredited Course Accredited Course Accredited Course Accredited Course Accredited Course 2 hrs. Ellen Sheerin and James Curran Bill Biddle Martin Kelly Bauer Anne Taylor Levins 10:45- Morning Tea Morning Tea Morning Tea Morning Tea Morning Tea 11:00 Google Apps in SDD Option One Moodle: learning Using Document Industrial Education Part Two Activity Wizard Camera technology Technology: in the classroom Multimedia Part 2 11:00- 13:00 Accredited Course Accredited Course Accredited Course Accredited Course Accredited Course Two 2 hrs Ellen Sheerin James Curran Ben Crossing Coral Shand Kelly Bauer Anne Taylor and Kai Liu Descriptions of Sessions Saturday 12th March 2011 Session Description Presenter(s) Scratch Scratch is programming language that is suitable for use in Information Software Coral Shand and 1.2.1, 2.2.3, and Technology and may be used in Technology Mandatory or Software Design Samantha 3.2.2, 3.2.4 and Development. The workshop will ensure participants are familiar with the Pennington interface of the software and the various symbols that are used to make use of the standard programming control structures. Hands on activities will take place to reinforce the programming concepts being discussed. The vast online resources that are available to support learning and teaching with Scratch will be briefly explored. Data This session will explore ways of representing data visually to improve Martin Levins Visualisation understanding by going way beyond graphs and charts using easily accessed, free for HSIE and powerful applications. This course is suitable for HSIE teachers from Stage 3 2.2.3, 3.2.2, to 6. 3.2.4 Find it fast This session will help you become a Knowledge 2.0 mover and shaker! It’s not a Judy O'Connell and get things one-size-fits-all environment anymore. Personalise your knowledge and done: information search strategy with the latest search tools and techniques for news and Knowledge2.0 knowledge discovery. Find out about RSS news alerts from your EBSCO 4.2.5, 5.2.3, databases. Explore some of the best search engines to improve your information 6.2.3 research techniques. Why on earth This session will introduce participants to the how's and why's of Twitter (and Dominique Hearne would I use Tweetdeck); the concept of News Aggregation over Social Networking and how Twitter? you can integrate Twitter into your educational life in & out of the classroom. The 4.2.5, 5.2.3, session will also look at some of the sites that students are directed to and use as 6.2.3 part of their HSC Preparation. The session will be cross KLA based and is aimed generally toward secondary teachers, although the concept is of practical benefit to Primary teachers also. One Note for This workshop will provide teachers with an overview of Microsoft OneNote and Maxwell Fox HSIE how this application can be used to integrate the use of ICT in the classroom using 1.2.2, 1.2.4, examples from Year 7 to 10 HSIE courses. Specifically, the session will comprise a 3.2.2, 3.2.3 brief theoretical perspective of how OneNote can support the design and development of instructional scaffolds and then a "design workshop" where teachers can create an instructional scaffold in OneNote that they can use in their faculty. Time will be allocated to discuss how the "scaffolds" can be distributed to and used by students. No OneNote skills are presumed. Content Teaching is fast becoming a "curator's" job. Content plucked from hundreds of Jason Hando Driven sources and curated into a carefully planned environment provides the basis for Learning many lessons. Media such as video, info graphics and simulations are available for Design all subject areas. During this session, teachers wills be shown how to 'design' 2.2.3, 3.2.4, learning for their students, who will benefit greatly if teachers develop their eye for 4.2.5, 5.2.3, learning design. Based on a model of Content Driven Curation that has been 6.2.3 researched and proven to be effective. Particular examples from Primary School education will be shown. All techniques can be used in K through 12. Google Proof: This session will guide participants into using example technologies to create Dean Groom Teaching critical thinking among students, with suggestions of a variety of classroom Critical strategies to foster multiple points of learner focus and attentions in K-12 Thinking. classrooms. Simple tools, but new pedagogic strategies will be used in this workshop. 1.2.1, 1.2.3, 2.2.3, 3.2.2, 3.2.4 Innovative This workshop looks at ways of motivating students in Mathematics topics using Martin Levins and approaches to unusual approaches and engaging technologies. It will be suitable for Stages 4-6 Seonia Wark Maths mathematic courses. education using Technologies 1.2.1,1.2.3, 2.2.3, 3.2.2, 3.2.4 Sunday 13th March 2011 Session Description Presenter(s) Geotagging Geo-tagging is the process of adding geographical identification or metadata to Ellen Sheerin and 1.2.1, 1.2.3 2.2.3, various media such as photographs. This data usually consists of latitude and Anne Taylor 3.2.2, 3.2.4 longitude coordinates, though they can also include altitude, bearing, distance, accuracy data, and place names. Once geo-tagged, the photos can be added to Google Earth layers, used for Google lit trips, etc. This workshop will look at the process of geo-tagging photos using a variety of tools, where the camera does not include this information and how this can be used. You are welcome to bring some of your own photos but a variety will be provided. SDD Option One The workshop focuses on Logic Programming and introduces the basic James Curran Part 1 concepts of this programming paradigm. The workshop will consist of theory 1.2.3, 2.2.3, 3.2.2, with concepts reinforced by hands on activities using free Logic Programming 3.2.4, software. SDD Option One The workshop focuses on Functional Programming and introduces the basic James Curran Part Two concepts used in this software development paradigm. The workshop will 1.2.3, 2.2.3, 3.2.2, consist of theory with concepts reinforced by hands on activities using free 3.2.4, Functional Programming software. Communications This workshop is designed to give participants the skills required to support Bill Biddle for IPT project work in the Communication Systems Topic of the Information Processes and Technology Course. Participants are presented with an outline of 1.2.1, 1.2.3, the project that would be given to students, and working in groups, are led step 2.2.3, 3.2.2, by step through project. The 2 hour session will involve: 3.2.4 Installing and setting up Mircosoft's Virtual PC Configuring Windows 2003 server - Adding users, -setting up a Domain, installing the necessary components Configuring a Wireless router to form a connection with the Internet and creating a Private Network. Installing and configuring XAMPP, TikiWiki, Joomla, and MySQL database Connecting and configuring workstations to give clients access to the apache webserver, Joomla website and email server. Testing the network Participants would need to bring their own Windows XP based laptop, and would need administrative rights to machine, to copy the Virtual image of Windows 2003 server across onto. Participants should have a sound understanding of network concepts and operating systems Mobile Mobile technologies are the rage. Let's look at what they can do, how we Martin Technologies manage them in a classroom and what pedagogies are successful Levins 1.2.1, 1.2.3, 2.2.3, 3.2.2, 3.2.4 Google Apps in This session will look at a variety of Google apps and how they are being used Ellen Sheerin and Education to assist in education generally. Examples of how these apps are being used in Anne Taylor 1.2.1, 1.2.3 the classroom and how some schools have moved almost completely to web 2.2.3, 3.2.2, 3.2.4 based computing with Google apps will be provided. Having a Google log in before the session will be helpful but not essential for practical aspects of the session. Moodle: learning This session will introduce participants to the new DET Web 2.0 tool 'Learning Ben Crossing Activity Wizard Activity Wizard' (LAW) that enables teachers to design a variety of different types of quizzes that are able to be integrated into the Moodle system. This 1.2.1, 1.2.3, 2.2.3, course is aimed at people who have no experience in using LAW but have used 3.2.2, 3.2.4 Moodle a few times before this course. At the end of this workshop, participants will have made a number of fully working quizzes that will be presented to students/audience through Moodle/Learning Management System. Using Document In this session, participants will be provided with practical demonstrations to Coral Shand Camera illustrate how some teaching strategies and learning can be enhanced through and Kai Liu Technology in the the use of a document camera. Examples will be provided from languages, classroom science and art, and participants will have the chance to try out their own ideas. Most document cameras will link directly to data projectors and interactive 1.2.1, 1.2.3, 2.2.3, whiteboards, and also provide teachers with an easy to use method of producing 3.2.2, 3.2.4 digital images for their lessons. Cameras are suitable for use in schools (primary and secondary) and are considered essential equipment in many universities. Industrial Many IT teaches are interested in teaching Industrial technology-Multimedia as Kelly Bauer Technology: an alternative to teaching IPT or SDD. This session will introduce teachers to Multimedia Part the structure of the course. Industrial Technology is 60% project and 40% 1 and 2 external exam, and this structure will be followed within the workshop. Participants will look at requirements for folio, practical work and exam, 1.2.1, 1.2.3, 2.2.3, including the new exam format. There will be a question/answer session for 3.2.3, 3.2.4 teachers and lots of resources provided for new teachers of ITMM. The workshop will be divided into two 2 hour sessions. NSW Institute of Teachers: Teaching Standards NSWIT Accredited means that the NSW Institute of Teachers have endorsed the course and qualifies for “endorsed instruction.” This is for new scheme teachers who will need to check the NSWIT database for the specific standards covered. (50 hours needed).If the course is not NSWIT accredited, it still qualifies for “teacher identified instruction” for new scheme teachers. (50 hours needed). It is anticipated that the various sessions will at least partially address the following standards: Element 1: Teachers know their subject content and how to teach that content to their students 1.2.1 Apply and use knowledge of the content/discipline(s) through effective, content-rich, teaching activities and programs relevant to the stage. 1.2.2 Apply research-based, practical and theoretical knowledge of the pedagogies of the content / discipline(s) taught to meet learning needs of students. 1.2.3 Design and implement contextually relevant teaching and learning sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act. 1.2.4 Apply current knowledge and skills in the use of ICT in the classroom to meet syllabus outcomes in the following: Basic operational skills, Information technology skills, Software evaluation skills, Effective use of the Internet, Pedagogical skills for classroom management. Element 2: Teachers know their students and how they learn 2.2.1 Apply knowledge of the impact of social, ethnic, cultural and religious background factors to meet the learning needs of all students. 2.2.2 Apply knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns. 2.2.3 Apply practical and theoretical knowledge and understanding of the different approaches to learning to enhance student outcomes 2.2.4 Apply knowledge and understanding of students’ skills, interests and prior achievements and their impact upon learning. Element 3: Teachers plan, assess and report for effective learning 3.2.1 Identify and articulate clear learning goals that reflect important conceptual understandings of the content/discipline(s) taught. 3.2.2 Design and implement coherent, well structured lessons and lesson sequences that engage students and enhance student learning outcomes. 3.2.3 Select and organise subject / content in structured teaching and learning programs that reflect sound knowledge of subject content / discipline(s) taught. 3.2.4 Select, develop and use a variety of appropriate resources and materials that engage students and support their learning. 3.2.5 Use a broad range of effective strategies to assess student achievement of learning outcomes. 3.2.6 Communicate to students the link between their achievement and the outcomes set out in the syllabus. 3.2.7 Provide timely, effective and consistent oral and written feedback to students to encourage them to reflect on and monitor their learning. Element 4: Teachers communicate effectively with their students 4.2.1 Explain goals, content, concepts and ideas clearly and accurately to students. 4.2.2 Use questions and classroom discussion effectively to probe students’ understanding of the content. 4.2.3 Respond to student discussion to promote learning and encourage other students to contribute. 4.2.4 Design and facilitate a variety of purposeful group structures that facilitate student engagement to make content meaningful. 4.2.5 Create, select and use a variety of appropriate teaching strategies and resources including ICT and other technologies to make content meaningful to students. Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills 5.2.3 Implement strategies to establish a positive environment supporting student effort and learning. 5.2.4 Establish orderly and workable learning routines that ensure substantial student time on learning tasks. 5.2.5 Manage student behaviour through engaging students in purposeful and worthwhile learning activities. Element 6: Teachers continually improve their professional knowledge and practice 6.2.3 Engage in professional development to extend and refine teaching and learning practices. 6.2.4 Work productively and openly with colleagues in reviewing teaching strategies and refining professional knowledge and practice. 6.2.6 Participate constructively in formal and informal professional discussions with colleagues. Element 7 Teachers are actively engaged member of their profession and the wider community 7.2.4 Interact and network with colleagues and community stakeholders in educational forums.