DFI seven

Devices. Fiona Grant.
Cybersmart learning and being cybersmart - focussed on empowering everyone.

Kua tangata whenua ki te ao matihiko- at home in a digital world. 

Cybersmart was a term used as a proactive term instead of cyber'safe' which is a reactive term. It needs to be consistently and persistently modelling how we use language, and position ourselves positively on line. smart and secure. One doesn't exist without the other. Today we are working on how we show that sharing online is not just a negative experience; less about scaremongering more about positive use.

10 cybersmart categories exist in the curriculum presented by Manaiakalani.

Implementation is a whole school focus, not part of school. A common language and the same process for introducing LCS to school - term one learn smart learners, create term two smart footprint, share term three smart relationships.

By the time our young people get to high school we should be able to continue on with the learning.

Kawa of care is considered a really important document as it is an agreement between whānau and kura about how we are all going to behave online and physically manage personal devices as learner devices. Ours is a part of our enrolment form rather than being a separate component. 

"Positive, thoughtful, helpful"  has  been our way of doing things with commenting on student blogs and is something I believe the teachers at HHS who regularly comment are very good at. It again aligns with LCS - Positive - runs parallel to Learn/Ako - stating what you already know and determining something of a direction forwards. Thoughtful - Create/Waihanga - creating connections of learning. Helpful - Share/Tohatoha - sharing your ideas on what has been presented as a way of helping the writer initiate another cycle of inquiry. 

The blog again is the training wheels. As their time at school increases, they can reflect back on their digital footprint. just like anything in life, elevate the positive and not the negative.

Hapara session with Lenva Shearing

Hapara was built for the Manaiakalanai trust to provide visibility, not technological affordance. Never ask students to create folders, as they do not own them. They just work within them.

Hapara work spaces: hapara's answer to classroom, workspace is visible. The benefit is that you can personalise it over a site. Lenva does workshops online and is bookable on her calendar. There are public workspaces are available to have a look at and you can take up the opportunity to do one of our free badged courses. The student dashboard is a desktop interface. I don't know that we will go with this if we are looking at mymahi interface as well. Hapara also has analytics, which I would be interested in exploring better  and highlights the schools activity inside gsuite since they first joined google.

My own exploration of workspaces started a wee while ago (2016), but I have always struggled to maintain my own momentum with it. However, the more we discuss our lack of differentiation at HHS the more inclined I am to want to be able to use it proficiently. I struggle with the visual look of it, which is a bit churlish admittedly, but as a professional who places a high degree of weight on how things look, it's a hard one to overcome. The real brilliance with workspaces is that it allows you to group your learners and their view of the workspace is limited to the work they are set, not the work set for other groups. 

From a pedagogical point we do not direct our HoD's at the start of the year to sit and work out PAT data and learn to read it. There is no directive to know who your high fliers, low liers and anomoly data sits within your class groupings and there is no expectation that HOD's lead their department staff in catering for these groupings. If there were, then attaining buy in for workspace would probably fall into place. This should be done in relation to HLP's and everything else that Woolf Fisher provides for us. 

Mark's session Intro into devices

Affirming we are 1:1 not BYOD - BYOD allows free reign of device choice. There are issues with this as very cheap laptops are now on the market and a whānau who does not have regular income would be hard-pressed to pass up that opportunity over the more expensive chromebook the cluster offers, even though it haas insurance and warranty built into the cost. We know it is a better deal, but we also don't have to deal (as teachers in general) with the financial constraints of not knowing if money will be even available in a few weeks. I have noticed also that new enrolments during the year, students will often come from other schools with laptops, macbooks even, as this was their previous kura's expectation; it's pretty hard to say no you have to get rid of that fancy macbook and use this chromebook. I know I wouldnt want to as a senior student... 

1: 1 is based upon the three p's of the treaty - partnership participation and protection. I hadn't thought of this before. I liked the summary we were provided around this as it was clear. It is something I would like to rejig for whānau and put up on our facebook page every now and then as a way of reaffirming our direction for equity.

We did a digital dig into how to use a chromebook - shortcut keys are very similar to a mac, so it isn't a struggle for a mac user to switch over to a chromebook, thought he mousepads are not as smooth and i would struggle to move to a chromebook over this lovely macbook. In saying that, Our Japanese teacher Nick was very early on using a chromebook as his own work device so that he knew the limitations his learners would face, which I thought was a very clever move personally. The chromebook simulator Mark introduced us to thought I found it frustrating as a user, was a little moment of inspiration for our visual arts meeting when we were trying to figure out how to introduce 30 students at once in a  year 9 class to the difference between a cell phone for photography and a proper DSLR camera. I figured if there was a chromebook simulator surely someone had thought of a DSLR camera simulator and guess what! They had; about 12 iterations of such a thing came up which has meant that we had something really cool to move our year 9's to doing online in learning WHY we love DSLR's over iphones for Art photography. Little things like this happening in the DFI make it a worthwhile experience even when you think nyou already know it all (I don't think that BTW).

Cheryl talked through us using ipads for juniors. Samsung, Apple, and no brand tablets were piloted first to ensure they knew what they were getting. Ipads came out best. I do personally wonder if this would still be the case, as Samsung certainly produce a very large range of products here at every price-point which Apple do not.  Styluses are used, so hand writing is still learnt. I loved the weight of the stylus and it certainly made using the pad a much more enjoyable experience, so much so that I have purchased one for our home use. 

You're welcome Noel Leemings for the free advertising. 

EXPLAIN EVERYTHING
I love the idea of this, but I have to admit I struggled with applying it. I spent my time consistently second guessing if there was a way of just using screencastify and voice recordings on slides etc instead... Part of that was because you have to pay for it, even though we get a good subsidy through the cluster, it still bugged me. I would like another day on this one so I can determine if i can or how I can use it effectively. This might be a summer holiday task. 

My mahi for the week going forwards:

1) Missionising how we get a directive in place to have our HoD's working together at the start of each academic year to actively use PAT data alongside Woolf Fisher research for differentiation. 

2) Getting to grips with workspace so that can become an affordance to making the first point work

3) What I have already done, but I will count it on my check list anyway (Always feels better if you have things on the checklist that are actually done!) spreading the love around Toby Mini and how it can make opening a class set of blogs very easy and therefore commenting on those blogs much easier; screencastify, their promo video and a link to the extension sent out to staff. One of the things this helps overcome - with a bit of work admittedly - is that we have many classes that are a mix of classes now and kamar/hapara cannot seem to accomodate this for us. My senior art classes are made up of seven markbooks in kamar for example, which translates into seven classes on Hapara, and seven folders to go into to retrieve my students blogs. This is now much quicker and smarter for me. 

Having read Terry's blog I'm now wondering if we need to be directive about insisting our staff are 'trained' in using Hapara effectively at the start of each year too. I wonder what others reading this would think of that? It would be super fun to be able to get in a plan how our first week would look like professionally with the distinct intention of not making it look like it normally does, but is andragogically responsive to our current pedagogy.

.