Archive for the 'Future Directions' Category

Page 2 of 18

George Booker – Developing Numeration

Published on February 19, 2011 in Future Directions and Staff Training. 2 Comments

As part of our curriculum renewal around the subject of mathematics, we had a pupil free day that brought author of “Teaching Primary Mathematics”, George Booker to our school. As Australian schools move towards the new Australian curriculum, it was a very illuminating day to spend the day with someone who is one of Australia’s foremost experts on primary Maths education. Like most days like this, I had grand plans to capture all of my learning on my laptop but a blend of flagging concentration together with frequent hands on activities meant those good intentions trailed off.

The summary for the day went as follows:

This workshop will focus on the number strand, providing a conceptual overview to the processes and knowledge that constitute numeration and in turn underpin computation. Practical activities will focus on the development of concepts and processes and the sequences of development that best produce understanding and proficiency. As well as being important in themselves, these ideas are crucial to building number sense and an ability to solve problems and communicate with and abut mathematics.

George pointed out that his work has been influenced by the work of Jeremy Kilpatrick, referring to his book “Adding It Up“.

He firstly posed to us the question, “What is subtraction?” We discussed this in our groups coming up with phrases like “taking away”, the “difference”, and even “minus”. George pointed out that we don’t tell enough stories about Mathematics. All through his morning session he kept making reference to historical events and famous mathematicians, pointing out that it all adds context to what the students are learning. My colleagues and I kept smiling at all the common mentions that connected to the documentary “The Story Of One” we had been watching with our classes over the past week or two. He also pointed that the language we use with the Mathematics classroom matters as well. If we use the terms “plus” and “minus” then we are leading kids away from mathematical concepts. This also means no more references to the traditional four operations – the Aust’n Curriculum now talks about additive thinking and multiplicative thinking and that we need more people to get to the higher level of mathematics. George also pointed out that division is the easiest operation of all but possibly the worst taught…

He took us through all of the concepts he believed should be taught from the Foundation stage (known as Reception in South Australia, but Prep in other states) through the junior primary years. Number and Algebra should take up 60% of what is taught during Mathematics lessons as a solid base in number is key to success in other areas like Geometry, Probability and Statistics. Numeration is understanding the numbers we work with and their properties. George also pointed how to prepare effectively for NAPLAN tests. He didn’t advocate “teaching to the test” but emphasised that our students need to know the concepts that are being tested. Firstly, take the bubbles off the questions and get students to work only on the problem. Don’t just get last year’s question and give that to your class but ensure that you also provide more than the one example. He wisely pointed that only a very few students can get a concept from one example. Finally, put up six bubbles including one for “I don’t know” and “I got a different answer” as well as the 4 regular options. The point is not to get the right answer but to find out what the student is thinking.

When building the foundations, we start with materials in order to see patterns, before introduction to symbols.What turned so many people off from mathematics is being “symbol-minded” in our teaching. An essential skill for students is being able to see amounts without counting – known as subitising. What is a number? We always start with digits 0 to 9, using the ten frame pattern as a useful tool.

http://mathwire.com/strategies/matspv.html

http://mathwire.com/strategies/matspv.html

George also emphasises thinking and representing numbers in doubles to aid in subitising. This looks like this:

Not like this:

This arrangement forces the student to count each counter individually and does not develop the ability to subitise, while the upper frame clearly shows two equal amounts of four, that can be doubled to eight. Even if it were seven, it could be seen as two amounts of three then add the one remaining which is still embedding a greater sense of number in the student. We also spent quite a lot of time on place value, using popstick bundles and popsticks that students could easily manipulate and “rename” from tens to ones, and back again. He talked us through the correct processes for addition, subtraction and pointed out the phrase “borrowing” or “converting” was just fuel for confusing students – keep it simple and “re-name”.

All through the day, he kept referring to the four strands coming from the Jeremy Kilpatrick text. Mathematics has four stage for students to develop in order – (i) conceptual understanding, (ii) fluency, (iii) problem solving and (iv) reasoning. Now, I’ve only scratched the surface of the day but I’m sure as I delve into his book “Teaching Primary Mathematics“, more of what was covered will come to light. In the afternoon, he covered place value for large numbers and linking numeration to computation. A couple of the remnants that surface from my brain include:

Don’t teach rounding off until students can handle 4 digit numbers.
Short division = shortcut to disaster division!

George Booker recommends playing lots of number games to develop fluency, many of them with dice and simple charts.He also showed us through his own CD-ROM games which were developed over five years ago. Now I can never be sure what kids will find engaging, especially as my own sons find some very bizarre and seemingly simplistic games on the web that they find enthralling but gaming graphics and game design moves pretty fast. Some of the games reminded me of animated clip art, and I found myself wondering if George wouldn’t benefit from a conversation or ten with Dean Groom to marry the essential maths content to something kids would recognise in 2011 as being game-like. Now that would be something to use in your 1 to 1 classroom!

As we move from our SACSA Maths curriculum (which he posited could not have been written by mathematicians) George mentioned that he was very pleased with Australian Curriculum and things that have been included for the first time explicitly like rounding off decimal numbers. With that recommendation, our staff have the blueprint now to see how mathematical concepts should develop throughout the primary years, a sound “bible” to refer to and a common pathway to reform our own practice effectively.

We Don’t Want The Users In Control, Do We?

Published on January 14, 2011 in Future Directions and Internet. 0 Comments

Thanks again, to Stephen Downes, who points to a Guardian article on the future where this passage confirms what I was talking about in the last post:

The open web created by idealist geeks, hippies and academics, who believed in the free and generative flow of knowledge, is being overrun by a web that is safer, more controlled and commercial, created by problem-solving pragmatists.

These are the pragmatists who would be happy to see RSS die before the casual web user becomes aware enough to see its worth. (Another link from Stephen’s Daily Newsletter.)

2010 Wrap It Up

Published on December 31, 2010 in Digital Convergence, Future Directions and Personal Reflections. 0 Comments

So, 2010 is just about done and I thought I would just throw a few thoughts down about the past twelve months and things I’ve noticed from a personal perspective. I don’t watch much television and very rarely read paper based books any more but I’ve enjoyed sitting down in the evenings since school ended a few weeks back with no particular goal to be achieved and to indulge in some DVD watching. I’ve decided to re-watch The Wire (all 5 seasons if I can manage it) and there are also a stack of Big Bang Theory DVDs to watch which were Christmas gifts when I decide. I’ve steered clear of too much online participation and not being approached to be part of any PLP cohorts over summer this year has meant that I’ve felt extremely unobligated to any online conversation. I’ve also been playing with an iPad for the first time, trying it out to see whether I feel it has potential in our school. I’d have to say that at this stage I’m underwhelmed by it but it was nice to have web access when visiting the folks up in the mid-North before Christmas in their internet broadband black hole. My parents had never seen Google Maps before and looked at me like I was performing witchcraft when I showed them Street View right past my brother’s farm. My father still has a fully functional IBM 386 computer running Windows 3.1 that he does his tax calculations on, complete with matrix printer so the iPad is so advanced as to seem not quite real to my parents.

Looking back, it’s been a full on year work wise as I’ve juggled part time classroom responsibilities with the bits and pieces that make up my Coordinator role. For the first time, I didn’t go to any big conferences. That will change next year as my school has been accepted as one of 20 Microsoft Innovative Schools in Australia – this means a few trips interstate for 2011 including Canberra, where I’ve never been before. So perhaps, I’ll need to trade in my iPhone for a Windows phone although maybe I’ll take my son’s Ubuntu netbook along for taking notes instead.

Here’s one thing I’ve noticed over the year – a big increase in my consumption of music thanks to the ease of iTunes as a way of managing and accessing music. I’ve always enjoyed listening to rock music (mainly) and still have a huge collection of cassette tapes from my late teens and early twenties that would be cool to digitalise. Having kids over the past ten years has really sapped my music interest and listening – time to sit and listen to music when being involved with young kids seemed to go out the window, plus blasting my peculiar taste in the house was always a touch too selfish on my behalf when kids are napping or playing. Having the iPhone has brought back my personal music interest right back where I could listen walking, in the car or even when working on my laptop. I’m finding myself walking around stores like Sanity and JB Hi-Fi more often, buying CDs after a decade of hiatus at very cheap prices. I have CDs from the mid-nineties with $30 on the price label while now I won’t buy it unless there is a twenty per cent discount or it’s below fifteen bucks. After tiring of the screechy sounds of the white earbuds that are standard on Apple products (which are still better than most ear bud products out there) I even lashed out today for a lightweight pair of Sennheiser headphones for a better sound experience. I had a pair of yellow padded Sennheisers back when I was at teacher’s college in the late eighties that were great (from memory) and I think I’d listen to an album or so in the dark before going to sleep. While my 2010 music resurgence hasn’t quite got back to the same extreme, I can credit digital music and its affordability and convenience for it.

Well, I think this post confirms that my thought patterns are running pretty shallow at present. I could also mention that this year has seen me purchasing stuff online more often and that I’ve even gotten into some Wii gaming in a minor way. I’m always a bit behind the times for a technology lover, with my spendthrift Lutheran upbringing tempering too many impulse buys throughout the year. Anyway, have a great New Year and hopefully, this blog will continue to be a useful place for reflection and documentation.

Social Media & Professional Educator Associations – Enemies Or Friends?

Published on November 13, 2010 in Conferences & PD, Future Directions and Web 2.0. 6 Comments

Well, my talk at the CEASA Spotlight Seminar the other night seemed to go OK, although I’m not sure that I really addressed the question of how social media can be utilised by professional associations. A quick look at the CEASA website shows that even in this comparatively small state, there are over 50 associations under their umbrella. I belong to one – CEGSA – but I’m a relative newcomer to being a member, only joining a little over five years ago. So, I don’t have this ingrained history of having a particular professional stake in the continued prosperity of an association. However, if my short stint on the CEGSA Committee is anything to go by, all associations have similar issues in terms of maintaining membership, maintaining a viable financial base and offering support to its members in their particular field of interest.

I use social media as an individual. Associations are about a community. I wasn’t really sure where to look to find an association that was leveraging social media for its members until I remembered that Jo McLeay is now working for VITTA. Their approach is to offer an extremely resource rich website and add the social media in on the platforms where they are found out on the wild web. There’s a blog and a Twitter account. The Twitter account is interesting in that it’s not necessarily a collection of VITTA members on the following list but a carefully curated collection chosen for their potential value to the membership. A quick look at that collection shows a significant number of individuals, all obviously putting out tweets of significant interest for their own network, of which VITTA has now become a node. But as for how many VITTA members are availing themselves of this social media feed, well,  I couldn’t tell.

Professional educator organisations cater for interest groups within the education community. They provide Professional Development sessions, run conferences, maintain websites and newletters with the aim of equipping their members with the latest resources and offering information and opportunities to improve their members’ professional practice. This has worked well for quite a long time and many organisations have embraced the use of technology to improve outcomes for their membership base. But in the same way that the internet is a disruptive force starting to rumble through educational institutions, the web and in particular, social media services threaten the status quo. Online events like the K12 Online Conference show that membership to an organisation is no longer a requirement to hold or participate in Professional Learning of the highest quality. The ever popular TED Talks provides keynote quality out of the budget range of any South Australian organisation.

Professional associations are a way of pooling talent and resources for the common good of a larger group. But they have to provide value for their annual subscriptions or potential members are less enthused about joining. At the Seminar, two SLASA members showed an online referencing tool that their organisation had developed, pointing out that this had the potential to be a positive drawcard for their organisation and that licensed access to this tool could be an income generator for SLASA. But in my mind, there is a danger in this. My experiences and interactions with many educators online indicate that the days of hording an idea behind a locked web portal and charging for access are over. People will just search for another free tool online. That doesn’t mean that talented members should not develop these useful tools. Just don’t expect them to be a money spinner.

As I wrote before, professional associations are a way of pooling talent and resources for the common good of a larger group. Prior to the internet, this was a way of connecting locally as time and distance prevented the easy exchange of ideas between states and other countries. An annual conference of sister associations across the nation provided important cross-pollinating opportunities as key members travelled to an interstate venue and brought back new ideas and initiatives for the local group. Social media throws the need for most of that out the window. If I’m a Maths teacher, why would I restrict myself to only the ideas within my state association when increasingly, many of the best and most innovative ideas are being published and discussed across digital networks in various corners of the world? Now, it could be that many associations serve a niche demographic where educators of similar ilk world wide are not blogging, tweeting, YouTubing or pooling ideas and practices on a wiki. But there is a definite trend occurring. You could see the edtech community as being an innovator, with early adopters in other educational fields starting to multiply until all areas of the education spectrum have networked individuals sharing and benefitting via the web.

So, if professional associations are to stay vibrant, healthy and relevant, they must work out how to leverage the tools social media offer and look at the trends towards openness and sharing in order to redefine themselves for the years ahead. I’m not at all sure what that could look like but like the education system itself, professional associations must continue to evolve to attract membership and then meet that membership’s needs in an era where professional learning is ubiquitous as information itself.

Travis Smith – Planning and Sustainable 1-1 Program

Published on November 4, 2010 in Future Directions and Mobile Technology. 3 Comments

I was fortunate enough to attend a Learning Technologies sponsored day with Travis Smith from Expanding Learning Horizons today. Interestingly, I was the only person from a primary school and I was fortunate enough to run into an old colleague and Moodle innovator, Jason Plunkett from Mount Gambier High School. I took a bunch of notes but Travis handed around a USB with his presentations, spreadsheet tools and other goodies so I won’t replicate his content here but try to capture the essence of his advice and ideas from my own perspective as an educator exploring the possibilities of a 1 to 1 program for his school.

The blurb:
Travis Smith has over 10 years experience in the classroom teaching Psychology, Geography, History and English, and managed the very successful notebook program at Frankston High School in Victoria. He lectured at Monash University for many years in the Education Faculty and has presented at many conferences worldwide on the effective use of technology in the classroom. He was Deputy Principal at Frankston High School for two years before this year becoming the National Manager of Expanding Learning Horizons. The business works with schools Australia wide to assist them to implement 1-to-1 programs and develop and run effective professional learning programs for teachers within schools.

This workshop is aimed at teams of leaders from schools who are looking to implement 1-to-1
technology programs in their schools. Part of the day will revolve around case studies of what other schools
have done in their deployment of technology to students. This program will have a focus on the educational
value of technology programs for students and give leaders a chance to discuss and plan for the many aspects
of a successful and sustainable 1-to-1 program. It will involve a combination of presentations as well as time
to work in school teams on their implementation plan.

The morning started with an introduction from DECS’s Peter Simmonds and a quick summary of where our system was in relation to the nation before Travis was introduced. His morning session was mainly focussed on the why for 1 to 1, and what it would mean for your school and your teachers. He described the use of laptops in the school environment as the biggest change in over a hundred years and the absolute need to be aware for progressive Professional Learning. Sessions after school for 90 minutes aren’t going to cut it any more and the right sort of professional learning is costly but crucial. Travis’s great quote was “It’s all too easy to think that it’s all too hard.” He also pointed out that schools were the last place in the workforce still arguing about the role of ubiquitous computing.

He talked at length about the challenges a classroom of laptop laden students would have on the teacher. There are those who will fear the loss of control but this is too important to walk away from. It is important for teachers to be comfortable in software not necessarily experts and merely view the laptop as the tool to support your good teaching and learning. When teachers talk about not having time, it is important to remove the legwork for them. Effective classroom management is still the key to making it work, (my classroom, my rules) but there are big implications for the pace of delivery. He shared a sample of work designed in OneNote by a group of English teachers that utilised the power of digital resources and the higher order part of Bloom’s taxonomy – creation.

Travis offered up a number of alternative ways that someone in a role like mine could re-think support for teachers. These could include term action research projects, curriculum planning with improved digital access and sharing success around the school in a more visible way. After a morning tea break, he talked us through “15 Mistakes You Don’t Need To Make.” This was timely advice from his experiences and covered aspects like pace of implementation, ownership of the laptops, who controls the software and laptop image, network readiness, technical and technician support, budgets, expectations for the community, student readiness and skill levels and re-thinking PD.

In the afternoon, we had time to work on our own school’s planning. This was useful as Travis supplied us with a planning tool that asked a lot of key questions around readiness, and he freely offered a lot of conversation with me on my own school’s possible directions and moves so far. All of the ground covered leaves me plenty to unpack and think through and take back to the rest of the school to work on. I certainly saw ways to improve on my effectiveness in my Coordinator role that I was unable to clearly see before today.

Tomorrow, I bring another classroom teacher with me and Travis is promising a lot of digital hands on as we look at what a successful 1 to 1 classroom looks like.

Travis's 1 to 1 implementation tool graphic.

Travis's 1 to 1 implementation tool graphic.

Sharing Other People’s Stuff

Published on October 30, 2010 in Future Directions, Personal Reflections, Staff Training and Web 2.0. 5 Comments

After school, Wednesday, in our staff meeting time, I finally stepped up and talked about the idea of Sharing using digital tools for the first time. I mean it’s not the first time I’ve talked about using Delicious or any other social media tool, but it is the first time I’ve couched the whole thing around the premise of sharing, and the possibilities that sharing with a wider network of educators than just the ones at your site might open up. I’ve shied away from really talking in a formal way to my colleagues about networked learning – a mixture of not wanting to push my own potential zealotry and a worry that most won’t have a clue what I’m talking about anyway. It’s hard to get the message just right so that they can see that this is a way that regular classroom teachers can go, because after all, it is the techhead, laptop loving freak pushing the ideas. If they could just sit here in this spot and see the potential stretch out in front of them like I can …

I chose to show the first seven minutes of Dean Shareski’s opening keynote video for the K12 Online Conference, which has stoked the fires of inquiring debate in a number of places across the web. I will chat to a few colleagues tomorrow and see what they got out of it. My worry is that not that they won’t see value in this form of sharing, but that they will see it as something beyond them, beyond what time will allow for them, beyond what their capabilities are as an online navigator.

What I struggle with as well is this notion of self-directed learning as a professional. I believe that participation in networked learning is ideally suited for this – tools like Twitter are subverted for educational sharing. But Twitter is mainly about sharing stuff that other people have created or found, and Delicious is the same. Neither ask the participant to put themselves “out there” like writing a blog post or adding content to a wiki or even posting a reply to a forum. So, why is that so many teachers find the use of social media for sharing to be such a step that they are unwilling to take? I find it hard to imagine their reluctance and need to be shown because I (like the majority of edubloggers I assume) have learnt how to use and manipulate social media through active participation. Workshops and PD sessions on how to use Google Reader and Delicious seem to run counter to the whole point of self directed learning through technology.

Also I feel that for a practice to stick, to become habitual, the desire to explore further must come from within. Maybe some teachers will never grasp the concept of online networked learning for their own professional improvement … but I have at least raised their awareness of what it is out there if they choose to look beyond their own self imposed boundaries.

Investing In The Past

Published on October 28, 2010 in Future Directions. 1 Comment

A few weeks ago, the State treasurer, Kevin Foley, revealed the 2011 State budget wielding a tempered axe according to many analysts. Every Government department has had to do some belt tightening, including Education. Following the dismantlement of our educational technology flagship Technology School Of The Future, the Learning Technologies section of DECS retreated to the Flinders Street headquarters running reduced but important initiatives like the eTeacher programs, Masterclasses, ICT Coaches just to name a few. But at the end of 2010, it will all be gone. Cut to meet the budgetary goals. The elearning balloon is well and truly deflated.

Now, that could be interpreted in either of two ways. Either, South Australian teachers are so skilled and advanced in their use of technology for learning that we no longer need any departmental support or the Government just doesn’t see it as important. I suspect the latter. Contrast this to the forward thinking initiatives going on over the border in Victoria.

Then today I received this in my pigeonhole at work – a gift from our Premier. It reflects where he thinks our educational priorities lie. A paper based token for my efforts. I should feel flattered but instead I feel a little insulted.

prc

Become A Better Juggler Or Maybe Just A Smarter One

Published on September 27, 2010 in Future Directions and Staff Training. 4 Comments

I enjoy Lisa Neilsen’s blog but worry when I read words like this:

There is less tolerance for educators who do not believe it is their responsibility to move their teaching out of the past. Those stuck in the past… those who are not developing their own personal learning networks… those not taking ownership for their learning… are doing a great disservice to our students and themselves. In the words of leadership expert Jim Collins, these are the people that those who care about student success may want to advise to just get off the bus.

Not that I disagree with the sentiments but its tone is hardly encouraging to educators who are still tentative in their overall use of technology. What was that old saying about honey and vinegar?

Especially when teaching has become an increasingly complex job. I like to use the metaphor of a juggler with my colleagues, recognising that they already have a number of important balls in the air that they need to keep in motion. To take on a new ball, something needs to be done about the ones already airborne – either by taking one out of action or lessening the impact if it gets dropped.

Adapted from this image - http://www.flickr.com/photos/shawnzlea/137209564/

Adapted from this image - http://www.flickr.com/photos/shawnzlea/137209564/

Telling my colleagues they shouldn’t be in the job just because their technology ball isn’t whizzing around at the same intensity as the others is not fair and is as tunnel visioned as those who would judge teacher’s prowess on their students’ test scores.

A Few Casual Notes

Published on September 12, 2010 in Future Directions and Personal Reflections. 0 Comments

My posting here is threatening to fall off the wagon so I’ll just post a few random notes here about things I’ve been noting of late.

New Buildings
Our new library and classroom block are now open for business. We will start moving the students into their new surrounds throughout this week in a staggered fashion, as we work out what resources will make the journey from the old to the new. I’m super impressed with how the technology has panned out and the AV specialist who walked me through all the options when the buildings were still shells has done a great job. We have four classrooms, two adjoin each other with a portable wall separating the two (if needed) a new teacher prep area (never had one of those before) and a shared open learning area that has been titled the Aula. Each room has a short throw projector on one half of the low sheen whiteboard (not interactive), ceiling speakers – any AV device can be attached and controlled by the projector remote – even my iPhone’s music list! We have one IWB in the Aula which means that it will be best used for student small group activities or collaborations. I’m looking forward to teaching in this gift from the Rudd government – it may be the only time in my teaching career that I’ll have the opportunity to work in a brand new, never been used before building.

Gary Stager & The Middle Schooling Conference
Gary has been mentioned as a must see education presenters by many people who I read. So I made sure that I was in the front row when the opportunity arose. His reputation is well deserved and he kept me engaged for both his ninety minute presentation and his closing keynote. He whips through topics and points at a frenetic pace and probably needed a lot more time to really unpack his whole presentation. Everything he says is thought provoking and he is unashamedly controversial. I have my notes tucked away and need to re-read them and reflect on them in a future blog post to do them full justice. So, even though I also got a lot out of Erica McWilliam‘s presentation, it is Gary’s point of view that presents the most challenge to the way I conduct my job.

Lego Ebay Addiction
My youngest son has discovered Star Wars and is now a connoisseur of the licensed Lego products. He bought a couple of sets with his birthday money and I hunted a few second hand sets on Ebay to get him started. Now it has become a bit of an obsessive hobby on my part as we both research on the Brickipedia for the best sets to add to my Watch List. There are many resources on the web to ensure that what people are offering for sale is what we might be interested on including LUGNET and GalaxyBricks. My frugal German ancestry is coming in handy as I’m only bidding for items at very low prices, constantly being beaten in the final few minutes of an auction by someone prepared to shell out more $A than me. (Although I did score a new Boba Fett’s Slave I set for $50 less than down at Target in a surprising result.) Anyone wanting to offload excess Star Wars Lego might have a willing buyer here! It is something fun to do with my son – I think the next step is to work on creating some stop motion clips together. It could be my project for Ewan’s 100 Hour Challenge.

Rethinking Learning Spaces

Published on September 1, 2010 in Future Directions and Middle Schooling. 0 Comments

Our new BER funded library and classrooms are nearly ready. It has been interesting and exciting to watch them be built, then painted and furbished and go from shells and frameworks to spaces that you can visualise in action. So, there has been quite a bit of talk around learning spaces and re-imagining how we might go about the business of teaching and learning.

I was fortunate enough to go to a recent symposium hosted by iNet that featured Sharon Wright from Creative Wit. She talked at length about the various efforts in the UK to transform their schools and it was interesting to mentally tick the boxes as she outlined driving factors in the change process and how learning spaces were being designed or altered to cater for contemporary learning needs.

So add in the thought provoking ideas laid out by Ewan McIntosh in last week’s MasterClass, and I’m trying to work out how I will personally operate in a new learning space. The concept of the classroom as a studio has been written about Clarence Fisher in the past and it is a challenge to get the balance right between whole class instruction, independent project or inquiry work, group discussion and helping individuals grapple with new understandings or knowledge. I know the underlying structures and practice we have at this school are all lined up to make the most of a new collaborative learning space – but any change from the status quo (in this case from my current individual classroom in an old transportable building) to a new environment challenges me to re-imagine how things could be, how new or improved opportunities for my students can open up.

I’m looking forward to it and working with a keen team of fellow educators means that we are re-purposing this new space for our students together.

newclassroom

Projectors going into our new classrooms.