How might we amplify disruptive thinking in education to bring about positive change in our community? – A #GTASYD moonshot.

As part of my moonshot from the 2014 Google Teacher Academy in Sydney, I am seeking ways to highlight disruptive thinking and ideas in education.

How did I arrive at this? A striking difference from previous academies was that a Design Thinking process was employed, as a vehicle to generate a problem for solving and creating sustainable change by educators who attend the academy. Attendees were encouraged to think about an area of interest and a “chunky” problem that they wished to solve. These ideas were to be brought to the academy for further investigation.

It was during the immersion phase prior to the academy and within the very early stages of the 1st day that I started to narrow in to an area of interest….that of system reform, hack schooling, or disruption in education from traditional norms and systems.

My overall sentiment on this issue is that often in schools we are bogged down by the day-to-day structures and internal / external forces and influences that dictate the learning for our students. Coupled together with fixed-mindsets, schools can be hard places to change, and at times,  difficult for re-imagination to take place. Whilst there are pockets of innovation happening around the globe, we can’t really say that education has hit it’s mass tipping point as yet.

This was confirmed during the synthesis phase where fellow attendees at the academy were grouped to think critically about their area of interest by using hexagonal thinking. The aim of the exercise was to think of the factors within the issue and consider where the links and connections exist.

Whilst the hexagons can be placed in an almost infinite number of ways, here is just one way of viewing the problem with all signs pointing to “conformity”. (Humorously, the group decided that the the surrounding factors around conformity were too many, so therefore justified the use of a 7-sided shape).

 

From this phase, we were encouraged to generate a question for inquiry. This was developed around the following structure: How might we (ACTION) (WHAT) for (WHOM) in order to (CHANGE SOMETHING). The question I have developed is:

  “How might we amplify disruptive thinking in education to bring about positive change in our community”

 

ACTION: Amplify – Encourage, highlight and celebrate were considered but to amplify means to make louder, increase, magnify, intensify, or heighten. I have chosen this word because I believe there are already great things happening in some schools which we should bring to the forefront for everyone to see, and that if we can create stimulus and aim to change mindsets in “laggard” schools then we might just reach a tipping point in education where we can realise a whole vision for the future of education.

WHAT: Disruptive Thinking – includes ideas, systems, process and models which throw away or “hack” the traditional norms of education and are not encumbered by the status-quo.

WHOM: Education – including all stakeholders. Educators, parents, students, systems / bureaucracy.

CHANGE SOMETHING: Positive change in our communities – This idea is two fold. First, that through disruptive thinking we are made aware of the possibilities for improving schools and ultimately students. Secondly, that the impact is not only on students in the present within their school and community, but for life and therefore making an impact on wider communities.

If this moonshot is to be a reality, I believe that we would see an incremental improvement in the conversations that take place around education reform, and the actions that schools take place around the globe to bring positive change in their communities (10x thinking).

I aim to make this moonshot a reality with a two pronged attack.

Firstly, I wish to make an impact within my own school community. I will need to consider the influencing forces in my school setting and the avenues to hack / rethink to improve opportunities for schooling. Having said this, I think my school setting does “buck the trend” from the status-quo in a lot of ways but there are always opportunities for improvement. Moreover, I hope to use these experiences as learning opportunities for myself and our school which can be shared to the wider community.

Secondly, I wish to examine what is happening locally, nationally and globally in education in regards to disruptive ideas. I aim to curate resources which highlight narratives of rethinking education which is not encumbered by traditional norms or influences. I also aim to share and provoke wider professional networks through teacher PD, conferences, and social learning networks.

Last week at the academy I created a Google Form and sent this out to my PLN. The aim of the form was to immerse myself in the problem again, and find out what other educators around the globe think about this issue. I am also using it to connect with people and to find out whether they are willing to help me curate some of the interesting ideas around disruption.

I have already received a number of responses from Australia and the US. If you are interested in helping this cause, I would love a response on the form below:

http://goo.gl/VvZyUH

Please re-share in your communities!

Australian Computers in Education Conference 2014

This week I will be attending the 26th Australian Computers in Education Conference in Adelaide. I will be looking forward to meeting up with members of the ACCELN network and previous members of the ACCE Study Tour. I am also privileged to be presenting two sessions:

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EdTech MasterChef Challenge: ACEC14 Edition

I will be hosting this with fellow 2013 Study Tour colleage Narissa Leung. Narissa and I attended the Iron Chef challenge at ISTE 2013, which was a major highlight for both of us. Kirsta Moroder from the EpicYEN network at ISTE kindly made their resources available and we are pleased to bring a modified version of this challenge to ACEC14. We have a website for the event hosted at bit.ly/edtechchef.

Dare to dream and discover empowerment – a #GTASYD reflection

Last week I had the privilege of attending the Google Teacher Academy in Sydney. I had every expectation that the academy would be 2 days of high-energy thinking, mind-stretching paradigms, and dialogically rich conversations with existing and new-found members in my PLN. In this regard, the academy didn’t disappoint. As other’s have already pointedout, this year’s academy and possibly subsequent academies are taking a new direction in the way that attendees are selected, inducted and sent forth from the academy. Under the guidance and incredible facilitation of (NoToshTom Barrett and Hamish Curry, this year’s intake had the prowess and wisdom of previous Certified Teachers from Sydney 2013 as mentors. Attendees were supported by teams and were stepped through a Design Thinking process as a vehicle of empowering attendees to create sustainable change in school communities.

It goes along way to answering the question, “how do you personalise learning for 50 incredibly passionate teachers?”, let alone those who are already “Google Savy”. For me, the process was very suitable for exploring problems in our school communities and seeking the opportunities for positive improvement. It meant that teachers could tailor the two days towards their own visions for education and make something meaningful of it.

A large part of the academy is to bring to fruition a Moonshot, that is, an incredible idea that could make all the difference yet is seemingly impossible.

In the early stages of immersion, themes were collected of all the topics that educators were interested in developing moonshots . Noting these it was interesting that they included common ideas in our professional practise like changing teacher / student mindsets, assessment, personalisation, leadership, learning spaces, pedagogy, curriculum development, change beyond the classroom, and even the notion of hack schooling or complete system rethink. Of all these interrelated issues, a similarity found in all was that they were about forces of change for the better of education.

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 My own moonshot that I have developed from the academy is along the lines of hack schooling, system rethink, and disruptive learning…more on those in another blog post!

For me, the Google Teacher Academy was incredibly energising. The most important part was not the fact it took place in a Google office, or  that we used / discussed Google tools, or even technology for that matter. The most important parts were the connections that were made, the challenging conversations that took place, and the energy and belief that gripped each of us in those rooms that we can make a powerful difference within and beyond our school communities.

At the end of the two days we were asked to develop a six-word memoir that encapsulated our feelings at that point. I believe the memoir I developed (Dare to dream and discover empowerment) is a reminder not only for myself, the community of GCTs but all educators…that we have a responsibility to ourselves and to grow the profession together.

Huge props to not only to Google Education Evangelist Suan for the GCT program, but also Chris Harte who has been an inspirational and provocative mentor for Team <x>.

Google Apps for Education Summit Melbourne (2014)

This week the Google Apps for Education Summit rolls around to Melbourne again. All of my resources and presentations for the sessions that I am running can be found below:

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Unleashing the potential of Google Forms

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Google Classroom 101

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Demo Slam x3 featuring “Google Sticky Notes, Google Cloud Print, and Chrome Remote Desktop


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Why schools are going Ga-Ga for Google

This text was originally published in the June 2014 edition of the Australian Educational Leader and has been modified to suit this post.

 

The power of the web

Figure 1 - 1024px-Google-Apps

If the web brings the opportunity to flatten our classroom walls and expand our horizons, then nothing has quite had the sledge­hammer-like effect on physical and digital barriers like Google Apps for Education.

Google Apps are a suite of productivity tools designed to help students and teachers work together more efficiently and effec­tively. It is a multi-purpose platform with myriad educational and instructional benefits.

At the core, Google Apps includes Gmail (webmail service), Google Drive (online documents, spreadsheets, presentations, forms, and drawings), Google Calendar (web based appoint­ments and organisation) and Google Sites (website creator); not to mention the many additional services like Hangouts, Blogger, Youtube, or Picasa which can be used with Google Apps with seamless integration.

As cloud-based technologies, they are always readily available, backed up, accessible at any time and place, and available to use on any device.

Unlike Google for Work, the Education suite is not only free but cost effective. Google take on the duties of many traditional tasks which IT administrators normally carry out. It means that technical staff avoid the hassle of maintaining file servers to be online, running security updates, or managing li­censes for applications. As a result, many hardware and software maintenance costs are removed, and over the long term, this will provide schools the opportunity to save for other resources.

Google’s foray into Education is enabling a total rethink in the way that teachers and students use technology for learning. Google Apps is an online solution that bridges the divide between learning at home or at school. It offers the opportunity for collaboration to happen in real time, irrespective of physical or digital location. It makes it easy to share with fellow students, teachers, parents and the wid­er community. Teachers can apply the appropriate security and share settings for resources as they see fit, all via one account and one password. Simplicity and flexibility at its best, it is removing obstacles for students, teachers, and even technical departments.

From primary to tertiary institutions, students and teachers are realising the benefits of the Google Apps for Education platform. Google Apps has been growing fast, if not virally over the last few years. There are currently over 30 million students using the service worldwide, and the number continues to grow each day.

Of course, there are the naysayers who at times do have genuine apprehension about ‘Going Google’. For example, some insti­tutions have concern that their organisational data is not hosted on their site or in their locality. There are issues around privacy and data security within the cloud. Google take this very seri­ously and are governed by a stringent privacy policy. They insist that the data is, and always will be, owned by the users within the organisation.

As with every business, Google has to make a profit to survive as a company. Their largest source of revenue is through adver­tising within their products (like Gmail and Youtube). Advertise­ments have always been turned off by default in Google Apps for Education. However this April, Google announced that adver­tisements will no longer be available within in Google Apps at all, nor would it scan emails for the purposes of collecting data for marketing.

Once schools see through these minor considerations, they are able to harness the richness that Google Apps offer. A high quality service, at a cost-effective price, as an easy to use system, with powerful potential. With guaranteed reliability of 99.9% up­time, Google Apps is scaling at an incredible rate.

Each week on Google’s Official Enterprise Blog, stories are emerging of the continued uptake of Google Apps and the way in which they are changing communication and productivity for the better once organisations have ‘Gone Google’.

From connecting 45,000 schools across 7,000 islands in the Philippines, to equipping 4 million students in São Paulo in Bra­zil, Google Apps is bringing new and exciting opportunities to education.

Locally, three of our top-tier universities (Griffith, Macquarie and Monash) joined the hundreds of tertiary institutions world­wide who have embraced Google Apps.

1.2 million students in New South Wales were migrated to Google Apps in 2010. In doing so, they were able to unify stu­dent email to one system and improve communication across campuses.

Schools and education systems around Australia are also investigating similar paths.

As technology is developing at an ever-increasing rate, it has the potential to make communication easier; and lead us to more powerful collaborative and connected experiences. Equipping this generation of learners with modern tools makes sense. This is why many schools are adopting Google Apps for Education, an extraordinary platform for the 21st Century.

 

Using Google Apps for Education and formative assessments

Our school has been utilising Google Apps for Education for almost two years.

Whilst there have been many benefits for the school on this platform during this time, one of the key ways in which Google Apps has had an impact on student outcomes is through the use of Google Forms for formative assessments. Google Forms can be used to design surveys or web forms to easily collect, analyse and export data.

Figure 2

Figure 2

For several years, the school has employed the use of pre- and post-assessments in mathematics. Formative assessment is used to accurately ascertain the needs of the students before the de­livery of lessons, provide direction for the student and teacher for the next stages of developmental learning, and determine the progression of each student on their own path of learning. (Figure 2)

 

Recently, in the Year 5 and 6 levels, the teachers began to de­velop their pre- and post-assessments using Google Forms rather than issuing the assessments on paper. Using an existing scope and sequence of curriculum in child-friendly language, they de­veloped questions to map the next stages of learning for their students in a given area of maths.

 

The Forms are completed online at a given point. Once results are collated, the responses are marked automatically and the test scores are emailed back to the students and teachers. This in­formation is then used for the students to develop an awareness of their understanding of the particular topic, and the teachers are able to formulate groups or stations in which they can pro­vide lessons, scaffolds and activities for the students to undertake learning.

 

Figure 3 - lesson

Figure 3

In this mode, students are flexible in their groupings and are able to focus on the given areas of the curriculum that they re­quire. Lessons and resources are also posted online so that stu­dents can revise or progress through concepts at their own pace at school and at home (if required). (Figure 3)

 

At the end of the topic, students take the same assessment as a post-test of their learning. Once again, the students receive their results and take delight in seeing how much they have developed during the given period of time.

The teachers carefully analyse the pre- and post-assessment data and use it to calculate effect sizes. Consistently, they have seen this teaching method achieve an effect size well above 0.4, easily exceeding the effects of a typical teacher and well into the zone of desired effects of highly effective teaching (Hattie, 2009 & 2010). Average effect sizes for cohorts have been observed be­tween 0.5 and 1.2, and students can also be tracked with an indi­vidual effect size. (Figure 4)

Figure 4

Figure 4

 

Using Forms as formative assessments has brought a lot of benefits for these students and teachers.

• There has been a large saving of paper and printing.

• Students nor teachers have to mark the assessment.

• Students immediately receive an email with their results.

• Teachers are able to track student responses in the assessment, eliminating manual data entry.

• It has assisted in making the process of learning visible to students.

• Time is saved in processing assessments, so that more time can be used for learning.

• Pre and post data is automatically collected and available for determining the effectiveness of the teaching strategies using effect sizes as a measure.

 

Further reading

Hattie, J (2009). Visible learning. London: Routledge.

Hattie, J (2010). Visible learning for teachers: maximising impact on learning. Routledge.