Thursday, 16 April 2015

Coding projects in the classroom - with @henderson942

It is not about the one app but about the chance for learners to learn at their level with a range of coding tools.

We will make an animation - signifying the importance of ANZAC DAY.

Using the Agile Approach to teaching:
ID problem'analysis of problem

As a viewer I should be able to interact with this animation.
As a viewer I will be able to view every scene.....

Task board:
These are the success criteria:
Animation with two sprites and two scenes.

Sandpit time:
 - time to explore. This is called a spike in ICT time.  (Timed activity)
List of things need to learn how to do in this time.
 - Pick 4 screens.
- Highlight the object you are writing for.
- 2 screens & 2 sprites = 4 lots of coding.
 - how to delete sprite, ezperiment with the screens.
- share ideas with a buddy - open source ideas.

Design Time Rules:
You do  ot interrupt people at their desk as that is the coding space.
Spike space - teacher and peeers can help you solve problems. This allows the teacher to see who needs help.
Stand-up space - in a circle standing a the front for a quick fire sharing session with no devices to fiddle with.

Us telling the computer what to do.
You need to tell the computer when to start - in the line of script.

Green flag, arrow move (how far), Say Hi, Wait 10 sec, Screen 2.
We need to teach kids how to read the coding instructions.
Drag and drop the objects down.

Stand Up:
Where are you up to?
What are you working on next?
Are there any obstacles?
Zoom around the circle with no devices.
Note the issues to deal with. Send kids off to have peer experts teach.

Teacher's Role:
Coding is about writing very exact instructions for the device.
Does it make sense - keep trying.
Quality assurance - fix the problems. Ask those tough questions.
Does the code meet the requirements and taskboard?
Teach them to test and adjust after changing the line.

Use another iPad to take a movie of the Scratch animation.

Next steps:
Try using Hopscotch:
Lots more time for the Spike for Hopscotch as it is scary to start.
Lots of scaffolding and examples.
Lots of games that you can adjust.

CS unpluged (Computer science unplugged)
Hour of Code

'So What' in the classroom:
Use the ...... process:
* clear challenge
* time to experiment
* experts taking 'spike' sessions
* quiet at desk time

Begin some coding challenges in class with very clear expectations and higher order thinking.

UGIO - online - planning

Something that is adaptable, reducing the use of paper and reducing the time we 're-write' the same thing.
Use it on phones, iPAds, tablets - anything.

The iUgo Planner aligns your planning with curriculum expectations and seamlessly integrates the processes of planning, teaching and evaluating.

Features and benefits:

Plans, daily planner, LTP created for you,
How will you show changes to your planning to ERO: strike through, highlight, arrow
The ability to add hyperlinks.
Add the next steps while in the group - you can't lose this piece of paper.
Self directed learners - what you need to be ready under the timetable.

Curriculium document inside the planning document.  Read, click save, inserted into planning.

Ugio looked for similar ways to do planning over schools.  Allows for lots of variety.
Opportunity to re-arrange groups define which teacher teaches each group in a MLE situation.

2000 learning outcomes, filtered down to maths stage, learning area...

- improve quality of learning ourcomes
- collaborative planning
- editable by more than one person - just refresh the page

Resources Links:
Resources that you use all the time - upload to your file box, where as a hyperlink is onlt attached to that document.  Looking at attaching the Google Drive to the planning tool.

Weekly Planner:
Set the plan. Any anecdotal notes are tracked and can be used for OTJ's.  They are repeated on the Weekly Planner so you can remember them. Attach links from Google Drive.
You can see the plans from other teachers - just read-only unless you invite them to collaborate.

Risk free trial as a team for one month - feed back to the school. $171+GST a year for a classroom/full time teacher. Prices reduce as you have more classes. It allows release teachers and teacher aids to have a login and have access or make notes.

Wow - experiment with this.
Makes you think carefully about leawrning objectives, success criteria and support.
This is definately something to look into.

The iUgo Filebox holds multiple file formats, giving you a collaborative learning space where you can store, manage and share digital content.
e iUgo Filebox holds multiple file formats, giving you a collaborative learning space where you can store, manage and share digital c

Lincoln Cluster Conference: Keynote: Future Focused Education with Joanne Robson

Joanne Robson - Core
Future Focused Education - a Practitioner's Perspective

Who am I? Educator for 20 years + Canada and London.

1. The drivers of change:
Back to the future 1996: 3D printer, robots, UBER,
- Anything is possible: google glasses, self-checkout at supermarket,
- Google cardboard - 360 experience
-  Multiple decives - information, time saver,
- This is NORMAL for our kids
- Change is very fasy

What do we focus on most in education?
Routine cognitine - measuring, rules based processes
Non routine cognitive - creating, mental tasks, unique contexts
Routine manual - assembly line, manual tasks
Non routine manual - tasks too difficult to automate
Non routine interpersonal - problem solving, people interaction

The highlighted ones are those that are needed most in the current labour market.
Are we spending out time at school working on these as they are the hardest to test. (UBER)

One size does not fit all - our students are diverse.

2. Themes of future focussed education - collaborative, screen time, creative, problem solving,

What skills do we need  to develop:
resilience, collaboration, problem solving, creativity, persistence, growth mindset, purpose, ask questions

Tony Wagner - The Global Achievement Gap
1. Critical thinking - problam solving
2. Collaboration accross networks, leading influence
3. Agility and adaptability
4. Initiative and entrepreneuralism
5. Effective oral and writtern communication
6. Accessing and analysing information - asking the right types of questions
7. Curiosity and imagination

Which one do you need to develop in your class?

3. A practitioners journey
Establishing a new school: Albany Junior High School
- going to do things differently
- whanau within the school - vertical Year 7 - 10 forms
- no bins
Lots of speed bumps but this was an amazing opportuity.
They wern't use to the new opportunities - how can you plan without having student input?
Adapt to biuilding not being finished.
What seemed cutting edge was not modern four years later - technology and pedagogy.

Just beacuse they could bring their device - need to have a purpose.
Begin to use the social media and understand digital citizenship.

Assess what matters - characteristics, attitudes, mindsets.

Growth Mindset - staff and students
Learner focus - learning is visible, students own leawrning, student led conferences, student reflection, 
Taking risks - AKO kids becoming the teachers
FAIL - culture of learning
Fun - use survey tools like CROAK to check up on lken learning and enjoyment of the lesson
Community -

Design thinking - how to make the learning relevant and part if the design process.
Know your learners - know the specific needs - own desk, ear muffs...
Get learning outside - where is the best place to teach this lesson? CAn you teach writing outside with a ball?
It's OK to fail - kids to take a risk, failure seen as a learning opportunity
Personal reflection - get the kids to tell you what youneed to improve - CROAK etc

4. A personal challenge
Where do you get your PD from: online, face to face or blended?
Often on-line leads to f2f, conferences, catch-ups and educamps.

So What for the classroom:
Look for ways to make learning fun - getting out the classroom.
Lots more reflection - as students, as teqacher and as a group of learners.

Skills to focus on:
Asking the right question
Analysis of information

Thursday, 9 April 2015

Post Gafe-summit - So what now?

The brain is spinning with so many things to investigate and try with my learners but I know I need to just try a couple to begin with and here they are:

1. Make one screencast as a learning resource to support technology use.
2. Increase participation by using Padlet - WOW words, questions, writing starter...
3. Begin student personal blogging using Blogger.
4. Make instructions on using Explain Everything, Photobabble and Pic-Collage.
4. Add the element of reflection to blogs using and Easy Blogger Junior.

I need to focus on these three things in everything I do...

Focus for 2015:
I have decided for my action research this year I would like to focus on how using reflection tools  alongside clear, co-constructed success criteria can increase independence and improve learning.

Wednesday, 8 April 2015

Gafe-Summit Workshop: Storytelling with YouTube Editor - Jim Sill


YouTube - 300 hours of movie uploaded every minute.

YouTube Capture:
App for uploading straight to YouTube.
Instant - start and stop, trimming from front and back then upload to YouTube. DONE.
Can upload a seried of 'straight cut' video.

E-mail video to YouTube:
Account settings. Cog in the YouTube settings. Given an e-mail address - sent straight to your account. You can change this e-mail address at the click of a button.  Must be less than 25 MEG.

Change your defaults. Make sure all the things on your account don't get shared with the people that follow you. Creator Studio. Channel, unlisted - only able to see if you have the link. Disable comments on uploaded videos.

Creator Studio:
This is where all the tools are.

Lots of 'Free to use' music. Download these and drop them into the Google Drive - for all the ids to share.

A movie needs a narrative.
Where is it set?
Who are the characters?
What is the story?

There are four shots in a movie:

Establishing shot.
 - where and when
 - iconic CHCH shot, Burside School

 - character and location

Medium shot.
 - waist to top of head
 - talking place

 Close up.
 - making out - move out of my face!
 - intimace with the subject
 - the knife that is going to stab you

You can see all the videos you ever made.  You can drag and drop a series of clips in a montage. Add some music. Make a title and change colours.  Add the transitions with the kissing triangles.

This is just like teaching kids to write a story. Teach them to use the same tolls in developing a narrative movie. 

Get an establishing shot from Creative Commons.
Click on clip and remove audio. Trim up to find a good wide clip.

Long shot - Kiwi kid standing in front of a tree and a rock. No need for the Green Screen as your mind does it. 

Medium shot.

Close up.

The Cut:
Insert a different shot between the character looking and changing their expression. A shot of mother and baby as opposed to girl in a bikini. The audience does all the work.
Scissors - split the clip. Add the different clip. Add back in the response.

Add the appropriate free music.
Fade between clips indicates a chnge between time or location.

Gafe-Summit Workshop: Screen Casting - Chris Betcher


Reasons for Screen Casting:
Capture learning
PD for teachers
Flipped classroom

Preparation steps:
  • Clean up the desktop
  • Close all other programmes
  • Storyboard in your mind or on paper
  • Make resources
  • Find a quiet spot
  • Good quality microphone
  • Think about the lighting
  • Practise before recording

  • Speak clearly and at a good pace - test and adapt
  • Do the action as you speak it

Screencast tools:

Snag it
Download both the app and extension
- capture images and sound, allows annotation
- embed into your blog
- save in Google Drive

Screen Castify:
 - can choose capture the screen or have a popup screen of you speaking too
 - great for kids to explain their learning
 - great for giving instructions 

Gafe-Summit workshop: No More Worksheets - Holly Clark

Google Presentation

Everything we so should be focussed on:

We are going  to explore 2 - 5 apps that will help change your classroom.

1. Socrative:
* start a quiz
* assign people to groups
* visual representation of progress

 -  quick question - on the fly, no answers included
 -  short answer - looking at other answers and adjusting your thoughts, remove inappropriate responses

Reading the audience answers is another interaction with the information. It also gives you the information about who has not mastered the concept.

Hearing 100 people in under 5 minutes is where technology helpes teachers do their job more efficiently.
Send back out for the audience to vote on the top three ansers or ideas. 

 - modelling from the class
 - multiple interactions
 - scaffolding from peers
 - teams discuss then vote on the best statement
 - whole class to use the winning statement
This scaffolding and repeated practise increases understanding.

Top Tips:
Have quiz questions prepared.
Take the quiz on another tab to check for errors.
Use SOC numbers to import other prepared quizzes.
Test it on the kids with a couple of 'low value' asks before trying it on something very important.

2. Croak it
Have the add button on the blog.
Limit of 30 seconds.
Croak the summary or answer.

Croak predictions, ideas, instructions, definition = give an enticing title, subject lines of e-mails, choose a tab - organisational titles, find digital work, QR Code- Croak hand in place from Google Form - populated in a spreadsheet. All on the spreadsheet to listen to  - not chasing work.

 - improves oral language
 - understanding or labels and persuasive titles
 -  learn to summarize
 -  FAST
3. Padlet
 - share using to add to your blog or e-mail
 - use as a writing starter or word gatherer

-  think, pic, share: quote from the book, add the picture that is most appropriate, share.
 - peer scaffolding examples
 - viewing and multiple 
 - six word summary: with picture on Google Slide and take a screen shot - add to Padlet.

4. Kahoot
 - have two taps open and search the information
 - high energy starter to a learning topic
 - timed answers where you can see the % of each answer and overall winner
 - My Kahoots or public - re-use or change public one

Gafe-Summit: Redefining Assessment with Student Digital Portfolios and Google - Holly Clark

Google Presentation:

Back to the Future - 2015 we have made it but some of our classrooms don't reflect this.

E-portfolio - what does e mean? Electronic. It should be a visible learning or thinking portfolio. A Digital Portfolio is acceptable as we focus on Digital Citizenship. They should really just be portfolios.

We used this tool to gather the needs of the room.
The teacher gets student responses immediately. The answers can be sent back out for the class to vote for the top three. 
This way the teacher can teach to the exact interests or needs rather than scattering the seed in a mindless way.

The point of technology?
Make thinking visible
Give student voice
Share work

This is central to all of our thinking and action as a teacher.

What is the purpose of a portfolio? Who is it for? Where is the value?
USA portfolios of the past just were thrown into the bin. 

The quest of developing our digital portfolio.
1st challenge - digital work wiped at the end of the year during re-configuration.
2nd challenge - lack of Digital Citizenship understanding amongst the kids.

This is an authentic place and reason for learning about Digital Citizenship. They were having the conversations based on the experience not worksheets.

KISS - keep it simple stupid. Keep the design simple so that the readers will read.

Curation: Make sure what you put up is something that reflects your learning and is something you will be proud of in the future. 

Meta tags - how to push down the things on Google search that are not true about you. If you don't know how to do this then you might be becoming illiterate. 

California Missions: (See the Google Presentation)
The difference between parents spending heaps of money and build the project themselves as opposed to a child building the model in Minecraft and then making the movie to share the learning. This learning needs to be stored and shared. The next step and the key element is to do the reflection.

Three types of portfolio:
Processs - what did you do and learn
Showcase - the final product
Hybrid - the core of the work is reflective

Key questions:
Do you share devices or have 1:1?
Do you have parent permission to publish? Educate the parents first so they know what you are doing.
What privacy will be used - full names, Holly C? What is the school policy?

How to get started:
Collect: Google Drive to collect the work. 
 - explain everything, iMovies, video, 
 - make a 'bootcamp' where kids learn a number of tools confidently
 - reading fluency using Explain Everything - lazer tool and record while reading the text. Capture this at the beginning, middle and end of the year to show progression. (Screencastify)

Reflect: Snag-it and screencast to capture the learning.
Capturing reflections - Google Forms do not work, they are just a worksheet. Use an oral tool.
Oral language fluency feds into reading and writing. This is the first step and essential.

First round: The teacher made a template of three Google Site designs for students to select from.
Templates are important so that the focus is on the learning not the 'Bling'. Simple font, 2-3 colours only, white background....


Moving to Google Sites allows for children to take the site with them when they leave rather than it being based with the school.

                                       5 - 7 years               9 - 11 years                   12+ years


So what for my classroom:
Set up Easy Blogger Junior for the class blog.
Teach and use Movenote to allow the kids to reflect on their learning.
Set up individual Kidsblog or Blogger blogs for each child.
Model this for the kids on the class blog.
Set up digital instructions on the BASIC TOOLS.

Gafe - Summit Keynote: A world of possibilities - Chris Betcher

Session description & resources:

Our school started using Google Apps because they opened up a world of possibilities for us.

School made very little change until the computer arrived.
Personal computer 1975 initilly concieved.

People began to look at how the computer could change education.
1990's the Internet changed the world - visionary educators looked at how his could change learning.

How much has the world changed since we were at school:

Since 1990:
GPS, iPod, Web app, hashtag, Wifi, fhablet, YouTube, Online shopping, Chromebook, WWW, Facebook, Twitter.

We are now at the point - 20 years on, none of the kids we are teaching can remember a life without these things. These things are normal and ordinary. 

What's the point of all this technology?
Should be like oxygen - essential, not even thinking about it. It is just there!
It removes friction - UBER, NETFLIX: they just remove the hassle or distance or lack of a car or spareroom. It is all about making connections. 

 - demise of record stores, film processing, video rental...

Remember schools?
We have people who want to learn.
We have things to learn on offer.
Do the students still need a school to get what they need?

KHAN Academy, TED ED, MIT - if I am a motivated learner then I can learn anything I want.
As a school how do we get past our success and look to the future of making it better and moving with the huge change. We need to remain relevant to our population base - the people who think technology is normal.

Pushing students to excellence is nothing to do with technology.
Difficulty to make a movie  = 3
Difficulty to make a good movie = 9
The difference is analysis of the scene, sound, connections and thinking about the effect.  The difference is non-technical. It is not about the technology.

Verbs - as teachers we get the kids to describe, explain, evaluate, create, invent.....
Nouns - Google Doc, iMovie, iPad, iMovie...... We get hung up on the Noun tools when our job is to focus on the verbs.  The nouns are just the tool not the learning. 
Compare - you could use photoshop, PicCollage, YouTube, Google Sheets. The ppoint is not what we use but have we actually compared?
As a teacher keep focussing on the Nouns - the actual teaching.

Why go Google Apps:
Support learning
Possible certification
Self sufficiency
Inceased storage space
Reducing costs
The Web is the future

In the classroom:
Learn to search
Teach the skill, detective, answer questions, satisify curiosity, use voice search

Mystery sculpture:
Mystery city:
They have to use the information from the image then refine the search. Visit the site on Google Maps. These are multi-step searches. They need to be a detective and search for all the clues. Then you get the 'non=googlable' answer.

How many blocks in the box and the numbers of colours.
Groups add data on a collaborative spreadsheet.
Then sork on extracting the information.

Google Slides:
Each group shares their learing and in one session the whole things is completed rather than trying to collate a Power Point as it si not collaborative.

Google Maps or Earth:
Add pins to the map. Insert information and images to the pins.

Kids select their own adjective, find the dictionary defintion, find and attribute the image. Attach a map of where the image was taken. Add student explanation of why the image fits the word. Send them out as a resource to the iPads so the kids had a rich resource for their writing.

For us to grab the next challenge of learning then we have to let go of some of the thngs of the past. 

When something changes then we have to un-learn the old laws and re-learn the new ones if we want to survive. 

Tuesday, 7 April 2015

Gafe-Summit workshop: Making Slides Come Alive - Allanah King

Getting Good with Google Site

Google Slide Resources

Key points:
We remember images longer than words

Add an image:
Research Arrow - images
Usage rights - free to use or share
Drag onto the page and re-size.
Use crop image or spin as needed.
Change colour, sepia, adjust transperency so the text shows up.
Look for helicopter (image) PNG for images with transparent backgrounds.
Drag onto landscape.
Command D - duplicate the screen. Move the helicopter to give the impression of movement.
Increase the size of the image if it is coming towawrds you.

Insert a video:

Add a movenote:

Gafe- Summit Workshop: Google to Engage writers - Kate Bodger (Bamford School)

Mihi - using Google Maps - look at demo slam later tonight.

Presentation resources
Level 3 writing resources

1:1 writing class in Year 5/6.  Got rid of all books last year - all digital.
1:1 with Chromebooks.

iPads for publishing via Blogger.
Using Hapara to help support management of the 'in box' or Google Classroom.

Māori and Pasifica and low decile schools have more children below the standard in writing. 

Using a sheet to scaffold writing via Hapara, Google Classroom.
Template for scaffolding. Can record the instructions also for SEN.
Modelling on the board is saved - co-construction... take a photo and upload to their doc to support. Record if needed. This is not re-creating but just photographing what you'd normally do.

Have I allowed for different levels?
Have I set the expectations clearly?

Reducing 'Wait-time':
Increasing participation - share vocabulary in groups using a Google Form.
Provides scaffolding for ideas and spelling for stuggling students. Groups of 3-4 in each document. Each child has a colour to track participateion. Link this to their document as a resource tool.
Share to group leaders who share it out to their group.

Writing time is silent:
Co-operation with buddy writing - use comment box to discuss. If they need help with their writing from the teacher - write a comment to let them know. The random comments on the side are not always relevent to the writing but they are authentic writing. 

On Google Docs - peer assessment.
Have an assessment rubric attached to the form as a scaffold for peer conferences. 
Writing checklist  - comments in under the success criteria where they have checked. Then there is a section for detailed comments.
Then share with another buddy before sharing with the teacher.
They can then share it with the Principal if tey have done really well.
Feedbak using blogging.
Video conference  - Google Chat.

Teach genre or tools and mark these. Give kids choice of what topic to write about within that format. Let them write about what inspires them. Use the search function on Google to search for the success criteria. 
Initially teach and have the resources accessible. That allows them to write in any genre and check off the success criteria to improve their work. 

Authentic Audience:
Personal Blogs - share their learning
Write comments on peers google doc or blog post
Google Plus - conversations, add comments
Pen pals in another country
Quadblogging NZ

Gafe-summit: Workshop - using iPads and Blogger for maths - Kate Bodger

1:1 iPads and Chrome Books

Try mihi using Google Maps - add an image with each phrase and the phrase on the page.

Chrome Books,
Explain Everything,
Easy Blogger

Using lots of video - creativity and accountability.

Grouped maths time:
iPad is the modelling book.
Use Explain Everything - recorded dueing the session.

Walt on the page.
Images  - the lollipops and the kids to share between .
Write in the operation.
Have the faces of the people included in sharing. Jiggle the face as you talk about them. Add the lollypops or lines to show the equal share.
Not making these out of school time - part of the lesson. 

Group follow up tasks:
Page of the book. Teacher tools - video and PDF activities. Build the page so the kids have watched the video before the teaching session. Do the guided grouped maths time. Then work on the follow up task.

Removed the skill and drill activities from the iPads. Left on the CREATE apps like Explain Everything.

Need to make an on-line blog post to explain the strategy before you can move onto the next one.
Mark their book work but also have a verbal explanation to show their strategies.

Using Easy Blogger - attach in all the kids blogs.
Insert Explain Everything from the camera roll.
Always add the learning intention on the blog post.

Why video the lessons:
The learning and teaching is visible.
Math lessons are all on the blog.
Good reflection tool as a teacher.
Good oral language tool for the learners.
Give 24/7 access to the learning tools.
The kid's video then becomes a teaching tool for them to teach a lower group.

Times tables and pre-tests:
Try using 
Kids do at home and come back to school to have them all marked.

Next Steps in my class:
Teach confidence in Photobabble.
Teach confidence in Explain Everything.
Model Explain Everything within groups sessions.
Give kids the opportunity to share their knowledge via Explain Everything prior to teaching as a prior learning assessment.
Pairs create a blog post to show understanding to account for only 5 iPads in class.
Have experts in Explain Everything - hands off support for struggling ICT'ers.

Gafe-summit Workshop: Getting going with Google Drive - Kimberly Hall

Google Certified Teacher
Twitter - @kehall16

Google Presentation: Check this out!

How Google Apps have changes Point England School:

Don't try them all out in the first try. Focus on one or two and master them.
What will help with your classroom practise.?

Google Form:

This is a survey that has unlimited number of participants. The information is saved in the format of a spreadsheet.
This can be viewed as it is being adjusted. Great for Admin to have and use addresses to share newsletters etc. Share this with other teachers also.

Google is about collaborating and communicating = NEW, SHARE, EDIT.
Three levels of sharing - view, comment, edit.
Notify by e-mail.

When it is all deleted! 

See revision history

Alternative for managing the chaos with large numbers of participants -  insert a table into the document. Find your own row and add your own information. Give them a specific space to write in.

Sorting Folders:
Make the folder and change the colour.
Click on that folder - it will be highlighted red. Shift files into this folder. Make a file when sitting on the folder - it will be stores in that folder.

Upload - in original format
Upload - convert into Google Doc - ability to edit and collaborate. (Not deal with complex formatting)

Automatic conversion to Google Docs Format.

Next Steps: Lessons at different levels to help you get started.

Next Steps in my classroom:
Organise my documents into folders and colour co-ordinate them.
Use the Google Docs training session for myself and give the kids access.
Use Google Slides as an asessment opportunity, 'wonderings' or research page for the kids.

Gafe-summit - Keynote: Stop, collaborate, listen - Suan Yeo

A new and open world for learning.

Top 3 rends in 12015:
Connected life - wearables, smart homes, connected cars, smart batteries

Mobile shapes Internet of ME - 3B smart phones in 2014, time on phones - TV/Laptop, 1 in 5 searches are location related

Speed of life is faster - Gopro lifestyle, TLDR - Twitter, snapshot,

Technology is taking over our lives...

Access vs. Ownership:
CD or Spotify - 90 million songs on one device
300 hrs of video uploaded from youtube every minute.
Books or kindle - subscribe to books every month
Car - 1milion UBER car rides every day
Using things to their capacity.  Giving access. Do we really need to own all these things or can we just access it from a single device.

Ruthlessley accessing things at the touch of a button.

Computational thinking is a problem solving attitude and method.

CS - (computer science) + X (subject)
What happens to the subject when you add

Deep Mind:
We have acquired this company - training computers using video games.
First round - have tools but the system has to figure out the purpose of them.
After one training session the machine is accurte and perfectly modelled. It even predicts the movoemnt of the 'Space Invaders' game. The computers left to play look for alternative approaches to solve the problem.

Angela Lee Duckworth - Ted Talk
The true deteminer of success is GRIT.

New Zealand needs to keep looking at empowering students:
 - shared learing spaces
 - co-teaching
 - giving learners ways to express themselves
 - understanding that thinking is not about the answers but the questions

The average 4 year old asks 400 questions a day. What have we done to kill their creativity and curiosity? Are we asking them the right questions - 'non-googlable'. They have to go and esearch, consult and collabrate. 

Finland no longer teachng by subjects but based around topics.

In the past LEGO was bought in a box and had many opportunities. Today LEGO comes in a pre-prescribed box with the instructions to make a specific thing.  Is this creativity?

Great teachers make a difference. 
The ones that challenged me were those that asked the hard questions and made learners think.

Gates Letter - computer will not replace teachers. People relate and build relationships and make connections.
Tell, explain, demonstrate or inpire or a combination of all these!

Emerging Technology
BYOD / Cloud computing - 1 year or less
Games and Gamification / Learning Analytics 2-3 years
Internt of Things / Wearable Technology - 4-5 year
In NZ we are beginning to oncorporate these already!

Well designed learning spaces impact learning outcomes:
We need to start with education not technology as the central point.
Mobile furniature to give student control.
Common areas.

The technology wave is not slowing down - it is getting better.
Wifi and battery is not getting better!

How do we bering equitable computing to the next billion users?  Chrome Bit - a stick that converts the TV into a computer.

Google X projects:
Use technology to reduce human error in driving?
 - self driving cars
High power Wifi ballons to provide connectivity to unconnected areas.
 - perfect for earthquake areas
Drones to provide access to unaccessible areas.
Life sciences - how can we help in medical research?
 - anti-shake spoon for Parkinsons
 - Project Iris - detect blood test from tears onto phone

There was no intention to make money but to solve a big problem.

Setting the foundation for reaching for the sky.

So what for my classroom:
Ask 'non-googlable' questions.
Pose big challenges and expect kids to come up with big ideas in collobration with others.
Give 20% Google or Genius Time where kids can investigate what interest them and they are passionate about.
How can we base all learning around the 20% approach with choice and embracing individual interests?
How can we as learners apply our skills and knowledge to make a difference in our community?