I thoroughly enjoyed the ulearn conference and would love to go again!

I need time to assimilate all my learning but I'm particularly interested in how the digital world is actually rewiring children's brains (Lee Crockett) and have every intention of reading "Understanding the Digital Generation".
I love the practical so particularly enjoyed Amy Park's Breakout session because we got a DVD of videos of her children participating in lessons but were also given a rubric to mark them against. It sat well with our Harvard online course about "Teaching to Standards with New Technologies" and some of the sessions the COeLLI group have attended. I was exposed to a few more Web 2 tools but feel like I am suffering from "tool overload" at the moment.
I enjoyed looking around the trade stands and getting free stuff. I f I was a teacher in Christchurch and couldn't afford to attend I would just go for all the sales spiels in the trade hall. One of the sessions I attended was on using Mimio in the classroom. With all the software and hardware available it must be hard for school execs to decide on the best one(s) to go with but this looked particularly good and reasonably priced.
My final Breakout was using technology to improve language in a majority ESL school in Melbourne but the strategies would enhance oral language development in any setting. I particularly liked the way they chose a student in each class (Prep-6) to have the role of cinematographer (with a flip camera), interviewer (with one of those USB mics) and journalist to record the children's learning. They had multiple sharing times in the day to reflect on their learning. I would love to see this in action.


What metaphorsunderpin your school or classroom?

Breakout 1 / Presenters: **Trevor Bond** / Strand: Learners / Theme: Educate / Target Level: Early primary, Mid primary, Late primary, Early secondary

Traditional classrooms operated on the metaphors that students were 'receivers' and teachers were 'transmitters'. In general we have moved away from this metaphor, however there seems to be no clarity no about what metaphor we are operating under as schools or as individual teachers. Teachers as a result struggle with constant guilt as they try to work through confused and unclear landscapes of what makes quality learning and teaching. This workshop will open discussion on this issue and share some ideas that are being explored in a growing numbers of schools.

Using Web2.0 tools to make our professional lives easier

Breakout 2 / Presenters: **Greg Carroll** / Strand: Leaders / Theme: Collaborate / Target Level: Early years, Early primary, Mid primary, Late primary, Early secondary, Late secondary, Tertiary

Professional learning and workload are key issues for teachers and professional leaders in schools. There are a number of Web2.0 tools that can make your Professional Learning and workflow easier. Bring your laptop and have a go with some key tools. Be prepared to share ideas you may have too. Learn how to use the skills and learning of others to manage the flow of information and your own learning. This workshop will be very practical and the intention is to have a toolkit of practical tools set up and ready to go by the end of the session. Suitable for teachers or professional leaders.
Follow this link to Greg Carroll's presentation.

Rich pictures of student performance - Technology and Assessment in Primary Classrooms

Breakout 3 / Presenters: **Amy Park** / Strand: Learners / Theme: Educate / Target Level: Early primary, Mid primary, Late primary

Enter this primary school classroom to see how technology and assessment team up to enable 7 year olds to develop a sense of community, acquire deep understanding of important concepts, and produce high quality work. Learn how you can use technology to capture complex demonstrations of student understanding, and nurture reflective practices of young learners. This multi-media workshop is designed to introduce you to an approach to learning where young children are invited to investigate real-world problems, create authentic work, and work collaboratively to maximize their own learning as well as the that of their peers. Join us as we examine the work of this teacher through the lens of the Galileo Inquiry Rubric.

Simply Teaching in the Mimio Classroom

Breakout 5 / Presenters: **Lainey Mills** / Strand: Learners / Theme: Educate / Target Level: Early years, Early primary, Mid primary, Late primary

How do you use interactive technology to provide appropriate learning opportunities in your classroom? What are the most effective ways to measure learning outcomes and what forms of assessment are the most appropriate? This interactive session showcases the new range of Mimio Classroom tools and demonstrates how they can be used to provide appropriate opportunities to learn and then assess that learning quickly and easily. From interactive whiteboards to document cameras and student response systems, the Mimio Classroom suite of interactive teaching solutions will provide you with opportunities to make your student's learning more effective, deliver clear strategies for the assessment of that learning and let you focus on "simply teaching".

Mimio Teach 5 year warranty
Interactive whiteboard device that makes any surface interactive
Needs a data projector
Website: Christchurch earthquake updates earthquake information
Screen clip to get into own program
Write anywhere is not supported by windows 7 so use writing pad (neat feature where you hand write and it will automatically change the writing into typed text in another box.
Can record the action as well as the voices of the children as they do an activity so you can hear the discussion that goes on with a group (recorder is on laptop)
Use it to record how chn are forming letters or teacher records letter formation as child traces it with his finger.
Can record your, e.g. maths instruction for a lesson and replay for a child who was away.
Can watch a video on one half of board while teacher or child writes on other side.
Can put the device on a smaller white board where children are working to record a child r children’s work.
Can put the software on other computers (even at home)
MimioView uses a usb cord to connect to your computer and take pictures of things anywhere, eg books, student’s work, bendable arms make it very flexible.
MimioVote: chn can choose multiple choice or yes/no answers on this device. Tells the teacher how many have voted then shows a pie graph of results
If you haven’t pre prepared the test can handwrite and then choose the correct answer. Results can come up as a variety of graphs or as a percentage.
The students results are recorded into a “grade book” on computer.
MimioPad: A portable pad that connects wireless connection so that you can access features from anywhere in the room.
www.mimioconnect.com www.mimio.school.nz/quickstart
$399 3 hours training for small groups $1900cost + $650 with quick capture $995 =MimioView $799=MimioPad
discounts $6300 for the lot with short throw projector MimioView (set of 24) $2500 $2950 (set of 32)

Using Technology to Support Oral Language Development

Breakout 6 / Presenters: **Lynne Gunning**, **Helen Bender** / Strand: Leaders / Theme: Innovate / Target Level: Early years, Early primary, Mid primary

Children need to be able to speak and listen even in today's technology rich learning and living environments! Children like never before are able to talk about their learning through mediums such as skype, live meetings, virtual conferences, film and radio. In this presentation we will share how we use technology to develop the oral language skills of our kindergarten to grade 6 students, of whom 85% have an ESL background. The session will include the children talking directly to the participants about their experiences, using an online communication tool.

This was a very interesting presentation from the principal of a school in Melbourne with a very high ESL population. I would like to visit this school and see how it works in practice. The following are my notes from the talk.

Oral Language Development
Receptive: Give no more than 2 instructions at a time. If 3, chunk 2 then 1.
Technology is a great way to teach children to access word webs and meanings.
Video children explaining activities (chn articulate their learning). This helps them store the language in their own “filing cabinets” in their minds. Chn or teacher listens to the language.
Song Smith: can download from www.microsoft.com (get a free trial). Record their voice and it puts music to it. Improves fluency when speaking, teaches them to syllabify words (helps with spelling; use books such as “Wombat Stew” and others that are naturally rhythmic to improve oral language and reading).
Audacity works but it is harder to get the music happening.
Has to be direct teaching of vocab. Learnt by repetition and review. Teach them words they need to know. Use recordable MP3 mics.
Film children so that you can assess their talking & listening needs. Give children the vocabulary to assess their speech. Encourages good phrasing and eliminating generalized words such as “stuff”; encourages rehearsal of speech. Interview other people. It is good for them to rehearse question formation and answer formation.
From P-2 have a cinematographer with a flip camera, a photographer, a journalist, an interviewer (with mic). They have multiple share times and it is up to these children for the day to save them into each child’s folder.
Radio Station: Year 6 come up with ideas for the program and it is transmitter sends it out in a 1 km radius.
Sponge Bob goes home with a different child each day and the teacher phones that child and asks about what activities they have done together.
Ned to be conscious of giving children the opportunity to practise the 3 tiers:
Tier 1: Basic words, highly frequent in life, HFW
Tier 2: “complex” glimpse, absurd, industrious, tamper
Tier 3: Specific to knowledge domain
Children record instructions to, e.g. trace a map according to recorded instructions and other barrier games. Chess game with chn dressed up and were videoed from roof following instructions from chn inside who had chess boards. This forced them to be very accurate with their instructions and use the technical language.