Personal Reflections

Some people say that Lego is just for kids. I have to disagree.

Even though my youngest has a sizeable collection, I have always enjoyed re-building some of his sets. When he was about ten, he threw all of his Lego into one giant plastic tub, Star Wars mixing with City, blended with Power Miners and other random sets. "Shouldn't you keep them together in their sets?" I pleaded with him at the time.

"It's my Lego, I can do what I want," was his reply at the time.

A year later, he decided that he only wanted to collect certain themes and was keen to sell off surplus sets on eBay. So he asked me to help him sort out the big box. Talk about a labour of love - and not surprisingly I ended up doing a lot of this sorting and checking parts off on model booklets by myself. But it was strangely soothing and therapeutic. It did mean that a lot of classic sets got rebuilt even though they ended up on display around the house as some sort of tribute to my son's rejuvenation at being interested in something other than Minecraft or basketball.

He never really got into Lego Technic though. Maybe if he had, I might have seen the learning potential a bit sooner. I was ICT AP at Woodville Gardens at the time of the big eBay sort and I was quite slow about getting into robotics. I recognised its importance and I had an amazing colleague, Mel Andrews, who pioneered the way with RoboCup and then entering a team in the First Lego League for the first time. I wished I'd taken more time to take notice of her work in this area - I took it for granted that her skills were up to the task (and they were) and that I could focus my attention elsewhere. She is a great FLL Coach as shown when her team took home the Project trophy at the SA Regional during the 2016 Animal Allies season.

So, when I arrived at Prospect North Primary as the new AP in STEM, Marg, my principal reminded me that it would be great if our school could get into Lego League. And that triggered one of the biggest learning curves of my career, and triggered an obsession that has held my attention since. I am not going to rehash that journey in this post as I have already explored it in detail through the three posts;  My FLL Journey - The Rookies Make A Start, The Rookies Go To Regionals and The Rookies Go To Nationals. The whole thing was such a powerful experience and I am still trying to make sense of why it seems to have such a lasting impact on me.

View from behind of team and competition area in Sydney, 2017.

I know it had a very powerful impact on that team of students. I know this because I had a visit from two students on day one of Term One demanding to know if and when I was planning to hold a First Lego League meeting to get 2018 underway. Never mind that the next season was still seven months away - these two badly wanted to see if the team who experienced unexpected success in 2017 could continue in 2018.

So I called a meeting. And it is testament to the buzz that FLL and the 2017 team's success that I had 47 students turn up to that meeting in the first week of school, with 31 of those students being girls. The remaining H2Flo members organised a separate meeting to create an ambitious roadmap. They wanted the team to stay together - only two members had gone onto high school so they determined they wanted to recruit suitable new members. It was an amazing meeting driven by the students - I wasn't the only one who had developed a Lego obsession.

To be accurate, it's not really a Lego obsession with the actual product. It's more an obsession with the whole First program and the ideals and opportunities that exist within it. The robots are like the reason to go deeper on a whole bunch of other important and deeply engaging opportunities. It's about self improvement, it's about group improvement and it's about challenging yourself with new learning. And that applies as equally to the coach as to the student members.

The team resolved to meet regularly. Two members, Anna and Minjung, decided to make the 2018 journey the subject of a personal learning investigation. They reflected on the whole experience, especially the National Tournament and decided to put observations into action. An example of this was the adoption of a new name. They noticed that many of the highly successful teams, ones vying to earn the coveted invitations to the International Tournaments, had permanent names not linked to the current season's themes. It's like a statement, we are here to stay, we are not a one season wonder. So the name Synergetix was born - a hybrid of the word synergy (a quality that the team felt in its best moments especially in Core Values based activity) and robotics, and stylised with an -ix suffix.

They listed out their ambitions.

  • Achieve a high placing at November Regional and qualify for the State Championship.
  • Place high enough at State to earn an invitation to the December National Championship again .
  • Find sponsorship (team t-shirts, promotions, travel containers, travel and accommodation).
  • Strive to qualify for International / Asia Pacific Championships.

To work towards those ambitions, they set out targets to bring some of these to possible fruition. The team wanted a website, some social media presence, some promotion of their progress so far. They wanted to get better at coding, to start thinking about the next season's theme and the ramifications for their research project, they wanted to recruit new members who would add to the team chemistry but bring new individual skills and to help mentor others outside the school. They found these new members who initially looked like rabbits caught in the headlights but now feel, in the words of one recruit, like they have been part of the team all along.

In my role at the school, I have been leaning on their expertise a fair bit. So far this year, the team has run workshops for adults both at a Partnership Closure Day (over 20 adults coming through) and a STEM Lead Learning Day where they presented to 30 more adults and ran them through the basics of Mindstorms programming and the broad goals of the First Lego League program. They have been amazing ambassadors in that regard. My former colleague, Mel now in a new role as STEM Coordinator at a new school, brought her students from Challa Gardens Primary down to gain some experience and insight into FLL. This is their first taste of mentoring - a question that is often asked in Core Values sessions is how have you helped others with Gracious Professionalism®?

Challa Gardens students getting a crash course in EV3 coding.

Opportunities have opened up where the student's FLL experiences have provided a skillbase and a narrative to engage with others. I was contacted by the Rotary Club of Prospect about the possible donation of hand held microscopes. Being a disadvantaged school and a STEM school at the same time, this was a generous and on-point offer that I gratefully accepted. But I thought about how to turn this into a more impactful connection and recruited Anna and Minjung who had been spending time thinking about the possibility of sponsorship. I asked if they would be prepared to host the Rotary dignitaries at an assembly and be their tour guides around our school. Anna suggested that perhaps that they could chat to them about our FLL team and give them a formal letter asking for support, and they would also create a certificate of appreciation.

Well, after a couple of postponements due to swimming and Harmony Day, we hosted the President Lynne and the Team Leader for Youth Projects Barry at the assembly and the girls did an awesome job. They showed the visitors through a display of the journey (you can see it here on the website) and introduced them at the assembly with confidence and respect. Lynne was so impressed that she rang me later that day to invite any interested team members to a Rotary dinner meeting on the following Wednesday focussed on Rotary Youth Leadership projects. This was a real honour and the students were asked to bring their display for other Rotary members to peruse. Four students went, including two of the new recruits and it was a great evening where the kids got to hear from and then meet some high achieving young people including Jerida, a young woman well on her way to becoming a specialist eye doctor. We started off hoping for a sponsorship possibility but have ended up with something better than simple funding - seeing how opportunities to connect with others can lead to students pursuing their goals and uncovering talents or possibilities that might have been previously unnoticed or underdeveloped.

Talking to Jerida, the inspiring young doctor with Synergetix members at the Rotary dinner.

So, despite the fact that the new season doesn't officially start until August, this team is really striving for success and the novelty hasn't worn off ... at all. I can't help myself either - by trying to be the best coach I sometimes overstep the mark but this team are good at pushing back in a respectful way if my vision isn't aligning with theirs. For example, Anna said that she had created a logo for the Instagram account (still needing some content before being publicised) but I thought that I knew what the team wanted and created my own idea over the Easter weekend using some of my son's left over Lego. I built, I photographed, I photoshopped and created something that I thought looked pretty cool. But the frowns and measured comments I got when I showed the group told me that it wasn't what they wanted. And when Anna showed what she had created on her phone I had to concede that her effort was a lot better than mine!

Not quite what we had in mind, Mr. Wegner.

This is more like it.

The website is now up and running. I give up most of my break times to help supervise the team as they practice using the Animal Allies kit we purchased at half price from First Australia. I watch YouTube videos in the evening to try and identify the sweet spot between what they managed to do in 2017 and what they saw was possible from teams like Project Bucephalus, Sussex Smashers and our local gurus Roboroos. I play around in Photoshop trying out t-shirt designs with different fonts and bring them back for the team to approve or discard. I even took an EV3 kit home over the Christmas holidays to try robot building for myself, looking for elusive plans to create a box robot.

So, why? There has to be a bigger payoff than just playing with Lego and helping kids ready themselves for a competition. Why has this bug bitten so hard? What is it that I struggle to articulate even to myself?

I know the FLL program has raised the profile of STEM around our school - but it's one of many initiatives and opportunities (I haven't even touched Digital Leaders, Kids Teach STEM Conference, Junior Lego League, Robogals or StemNation in this post) that the school provides.

Maybe it's the growth in these kids as they gain confidence and skills. Maybe it's because they start to dream and imagine possibilities that they didn't know of before. Maybe that's all true for me too. It could be that just by being the facilitator, students can do things that are well beyond my own personal capabilities. Maybe it's being involved in something that is global, that has recent history and tradition, something that puts robotics and STEM on the same adulated platform as a major sports event. Maybe it's all those things and more.

All I know is that when Twitter alerts me to an exclusive preview of the Into Orbit ™ robot game, beamed from the  FIRST World Championships currently happening in Houston, USA, I am as keen as anyone to check it out and speculate about how it might be used later this year. Through social media, I can check out those teams we saw in action in Sydney about to experience the height of their own FLL Journey. I can read the coaches forums and hopefully glean advice that can help me help my team so that they feel they had the best shot to try and achieve those goals and ambitions. Because as Professor Michael Heimlich said to the assembled masses at the Sydney Championship, and I paraphrase, "Don't let anyone tell you that you're just playing with toys when you are involved in FLL. You are developing skills to become the future engineers and future scientists of our nation."

If my current obsession helps towards that goal, then it surely is a good thing.

In the busyness that makes up a school day, it can be easy for me to forget things that the rest of the world are noticing and acknowledging. It happened today for me with International Women's Day - but I did get reminded by a couple of students. I was in the library running a Lego Recess Time activity and a group of my dedicated Digital Leaders were helping me put together this year's lanyards in preparation for some student led workshops we are running as a school for educators from our partnership schools next Tuesday. The group consists of four Year 5 girls who were some of the shining lights of my 2017 Digital Leaders program - always wanting to contribute and participate. They stepped up as leaders for our Junior Lego League teams, and designed the t-shirts for their respective teams. One of this group enjoys Python coding in her spare time; another is already thinking of her future high school based on STEM opportunities.

Anyway, as I helped them cut out badge inserts and slide them into the plastic sleeves, one of the girls looked across at her friends and casually said, "Today's International Women's Day, isn't it?" I can't remember who confirmed it but it did trigger a little reminder in me that my job as an educator is to try as best as I can to ensure that these girls get every opportunity they need, to make sure that their talents aren't overlooked and that no doors are closed to them. As I said to the group of leaders at the SVA Hub Day at Mypolonga Primary School on Monday, it could be construed as patronising coming from me as a male educator but I am proud of the high participation of girls in the STEM opportunities I have set up at Prospect North Primary. When I held a meeting a few weeks ago for interested students for Lego League, 31 of the 47 attendees were female. Daily, two Year 6 girls find me in the school to share plans for their 2018 FLL team, wanting to be proactive, strive for improvement and high standards, and in control of their destiny.

In my own small way, I am trying to #PressForProgress and hope that these Digital Leaders giving me a hand today end as adults who can barely remember a much less fair world. And if you head over to the official website, there is an image with statements that all educators can find it easy to get behind.

If you want to be patted on the back for being a groovy, totally plugged in 21st Century educator, don't bother going to read Dean Groom's blog. But you value some authentic alternative views and some clever metaphorical language twisting like I do, then his latest post is well worth the read.

I've been harping on the concept of personalised learning and how the version being championed by US philanthropists sounded nothing like the version I know and then Stephen Downes pointed to an article that was very enlightening.

 

So Dean's post was ringing some of the same bells and in the spirit of old skool Web 2.0, I thought I would leave him a comment but not wanting to lose those delicate personal threads of consciousness, i thought I would re-post it here. Plus, I assume it is currently in "pending approval purgatory" and he might not deem it worthy to approve!

Dean,

You always give me food for thought and much of what you describe in this post rings true for me. It doesn’t mean that I’ve been brave (or smart) enough to not get caught up in the frenzy sometimes, but when you shine the light on an object in a certain way, suddenly aspects of that object can be more easily defined – or as the saying goes, seen in a new light.

Via Twitter you pointed to a post about educelebrities that also ties in closely with aspects addressed. We have a number of these down under – some have channelled into something with broad appeal to the teaching population, and others have gone all out to deliberately cultivate their educelebrity status. The latter can be found amongst the “founders” that you reference, and from my vantage point it appears like they are mining the Australian teaching landscape for their own betterment. They write articles for ACEL, they win awards and they cross-reference each other because circular self-amplification super-boosts their online presence. Maybe I am just jealous and maybe many teachers find their insights and ideas to be inspiring and useful. I just wonder what happened to just doing a good job at your own school and letting good practice speak for itself.

The personaliSed learning reference is extremely important and one to watch unfold this year for sure. There is the definition of personaliSed learning that sits inside my head and has been part of what I tried to enable for my students for at least twenty of the thirty years I have been teaching. (I have a DECD certificate acknowledging my loyalty for that period of time). But the new EdTech enhanced version possibly defined by its American Z is a new beast that promises so much but when you look closer, it is the opposite of what most progressive educators (which I like to think that I strive to be) want for their students. PersonaliSed learning for me involves student choice, students helping define the direction of the learning and students showcasing their learning in ways that are personal. Education technology’s role in this scenario is an enabler allowing the student access to information that they want, connection to resources and people that can help them in that learning and to create their own solution / product / showcase. PersonaliZed learning wants the technology to be in control, pushing or elevating the student through pre-determined content and concepts – Khan Academy without the choice is what springs into my head. Like you point out, the Z version promises what the s version has been shown to be capable of but reduces it all down to (in your words) “various modular ‘fun’ activities under the trending veneer of gamification.”

As for your description of the blockchain transcript, it sounds eerily like the e-portfolio concept of over a decade ago. I wasted time researching some that idea back in the day and we can see how it has really taken off in schools … or not. Like questionable fashion, even edtech ideas can be recycled in new packaging and touted as new and original. Of course, none of this means that I am any better than the average educator in sorting through the gift shop paraphernalia.

Beware the Z.

Suzanne Cridge from SVA pointed to a 2015 post of Jennifer Orr's today on Twitter that awoke my brain from its holiday-induced inertia.

And as I felt uncomfortable with the wording of her blog post title (but not its content or message) I have decided to unpack it a bit here by starting by subbing out the word "Worst" for "Most Disadvantaged" to sit better in my Australian context.  Despite the difference in choice of words and we are comparing different education systems, we are talking about equivalent concepts here - a Title 1 school in the US shares similarities with "low category" schools here in South Australia - so using the phrase disadvantaged covers a lot of the same issues - trauma, migrant or refugee backgrounds, poverty, transience, disability in significant amounts.

I have heard many defensive comments from educators from private schools systems that sort of miss the point. "We have families here who are struggling financially." "We have students from different cultures." "We have students under the Guardianship of the Minister." Yes, you do but not to the same degree or in the same numbers. It doesn't impact on the way you teach or run the school to the same degree as schools that are officially designated as "disadvantaged".

Even in the SA public school system, the degrees of complexity are easy to identify. We use a system of Categories to define the least to most disadvantaged and complex. Category 1 to 3 are the low categories where the most disadvantage and complexity can be found while at the other end, Category 6 and 7 schools have the more affluent communities where things like Non-English speaking kids are a small minority, School Card percentage is low and where families in crisis are less noticeable. I've taught at both ends of the category spectrum and can testify that there is significant difference in what teachers encounter on a day to day basis, and practices that run smoothly for a more compliant student body can come undone in environments where the kids have a lot more to deal with outside of their school life.

In my first year at Woodville Gardens, I recall some of our teachers being highly offended that a visiting teacher from a Cat 7 school making a remark that she was glad that she managed to avoid teaching in "tough schools" like ours as she wasn't sure that she could handle it. Rightly so, our teachers resented the implication that our school was viewed as a less desirable place in which to carve out a career.

Talk to teachers at these schools and you will hear sentiments about making a real difference, and about adjusting and making learning relevant for students who haven't had the advantages of being born into a family where the dominant language matches the language of our institutions of learning, where coming to school hungry is not through choice, where the impact of social issues like racism and being left to fend for yourself at a young age is a reality. The stories that are shared of students we have known sound far fetched to educators who have never experienced this complexity on a regular basis. Engagement is not just a fancy word to bandy around - it is the real key to getting our kids to buy in and own their learning.

Jennifer sums things very well in this paragraph:

Our students often speak two or more languages, help their families navigate bureaucracies, care for younger siblings, and support the family in a variety of ways. Our students are skilled and smart in many different ways. Unfortunately, those ways aren’t always reflected in school-related skills or on standardized assessments.

To bring this post full circle, that is why it is cool for my school, Prospect North which serves a complex, disadvantaged community to be connected to people like Suzanne who works for Social Ventures Australia (SVA), an organisation that helped to connect up schools from the disadvantaged sector all around Australia who are doing innovative things into a community that shares and develops its practice. These schools are working hard to ensure that these students not only have the best teachers but their educational experience matches or surpasses what high category and the private sector schools can offer their kids. It's a reason I was so proud of my First Lego League teams - they deserve the opportunity as much as any kid in Australia and given that opportunity will step up and shine. And this only happens, as Jennifer points out, if the best teaching is happening in those schools. Not just because it is a good idea but as Jen points out, it is imperative:

Every minute will be accounted for and a part of meaningful learning. It has to be.

 

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Over the past year, my 2009 model 15 inch Macbook Pro had been gradually getting slower and slower. I had upgraded it to El Capitan which is the most modern OS that a laptop of this vintage can successfully run. But it was struggling to load things, the coloured spinning wheel of death was becoming a more frequent occurence. Then it got really serious.

A restart would take ten minutes, and the display would just hang until one night it just refused to start up. I had been thinking that maybe this year I would have to bite the bullet and buy a new laptop but the prices were looking very pricy to replace this one with something of similar ilk - something like A$3500 unless I was prepared to look at a Macbook Air or a 13 inch model to drop a $1000 off the RRP. But I really like this laptop - I have looked after it and the big beautiful screen and the clean minimally scratched aluminum body was still in good shape. If it could be rescued in some way....

The other thing was that I hadn't done a backup since February. I am not a technical person at all and hadn't actually used Time Machine for over 12 months when I decided to do a backup onto an external drive because well, it was overdue, and just like servicing a car, it is what a sensible computer user should do ... just in case.

I sought out the technician at school for some advice - someone who knows the inside of computers really well and he said he'd have a look during his lunch break. He confirmed what I was suspecting - the hard drive was dead. But he suggested that I could give my MacBook new life because as I mentioned earlier, the whole laptop was still in good physical condition and apart from an ailing battery and a noisy fan (cured by blowing out 8 years of accumulated lint and dust), everything else still looked in good shape. He recommended that I buy a larger capacity SSD hard drive which he would help me to swap over. I went to a computer parts retailer MSY and got a Crucial 525G SSD for A$195 which doubled my storage and would be superior to old drive by being better than new. The technician got it swapped over and described the process I would need to do to recover and restore the laptop.

I used my old DVD of Snow Leopard to install a fresh OS and then tried to download a fresh install of El Capitan from the Mac App Store. For some reason, I could not get this to work, as the Download button was greyed out but a search through some Mac forums uncovered the issue (which I can't recall right now!) and got me back on the right track. I learned how to boot the Mac into Safe mode, how to format the new SSD drive ready for the new OS, and then finally I managed to bring back all of my files and content from my February Time Machine backup. Any files or changes I had made between February and June were lost but 95% of what I had feared gone (including things as trivial as auto-fill passwords for e-banking) were back! Even my son's YouTube video originals which were dumped when the old 250G hard drive was nearly capacity were there although Josh had no desire to see embarrassing creations from 18 months ago when he thought being a YouTuber was the coolest thing on earth.

The tech at school also suggested that a new battery would be a relatively simple upgrade for me to have a go at. He pointed me to eBay and advised me not to go too high in costs as there might not be much difference in quality when getting a non-genuine but compatible replacement. So for $40, I had a replacement battery sent to me from Sydney (via China probably) and I checked out a couple of how-to YouTube videos before unscrewing the base and disconnecting the old battery and putting the new one. I got a bit confused about how to successfully calibrate the battery - the YouTube videos had one method geared towards the battery they were promoting and the one I had bought had its slightly different process. I was meant to let the battery drain down initially to 2% before charging it back to full as letting it completely drain first up would cause battery life damage according to the enclosed pamphlet. I was watching it carefully but it discharged a bit more rapidly than I anticipated and basically went from 7% to flat without warning! Anyway, I am now just using it as normal now and the battery does not seem to have a particularly long life - maybe around 90 minutes but considering the old battery would barely last 20 minutes off the charger, it is a marginal improvement and certainly I am no worse off for a laptop that I mostly use when kicking back on the couch with easy access to the power cord as required.

I am pretty pleased - for an outlay of less than $240 I have given my MBP a new lease of life and hopefully helped to dodge planned obsolescence for a few more years. I am a bit more confident about backups and re-installs and know that for anything device based there is a solution on the web somewhere that will most probably solve the problem. If I could do this, then it means that almost anyone else could.

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Moving on from a school to a new role gives me some mental space in which to reflect on how this teaching career has panned out so far. I think I've been pretty fortunate to work in some very interesting places under some unique circumstances with many extraordinary educators. I mean, I have heard about some teachers who can't seem to take a trick, finding themselves in untenable situations in dysfunctional sites but that hasn't been my experience. Maybe it's a positive outlook but that has been made easier through a large number of factors. So, let me check back through the years.

When I was an early career teacher seeking out rural contract positions, I managed to end up at Miltaburra Area School for a year and a term. This is a school in the middle of a paddock, near a set of crossroads intersecting the Eyre Highway - the result of a compromise between four closing community schools. It was also pretty new when I worked there so that was a great experience.

When I gained my permanency and lobbed at Willsden Primary in Port Augusta, I had the unique experience of teaching one of my cousin's kids in my Year 3 classroom. And when I applied to head back to Adelaide after four years of country service, I had to list down all of the schools I was keen on transferring to. I didn't know Adelaide very well so I started by looking at where golf clubs with affordable membership were located. That really was my sole reason for listing Flagstaff Hill at No. 1 on my list and again, what were the odds of scoring the nearby school as my new destination? Also, what were the odds of being located in an open space classroom next to a teacher whose beliefs and innovative drives were so similar to mine that we would collaborate on everything for the next eight years and he would become a life long friend?

Sometimes other people's lack of engagement can be personally beneficial. Flagstaff Hill had a great computer room at that time but very few teachers were that interested in using it much, leaving me to take my class over there more frequently than what my fair share should have been. My enthusiasm was noticed by the ICT coordinator who started moving more computing equipment to my classroom's vicinity because he could see it would be used well, and cultivating my technology skills as a consequence.

On the family side, our first son was born and there were factors at play that had me seeking to looking for a role closer to home. We still had the "ten year tenure" here in SA which moved teachers onto new schools after their tenth year without much choice. I didn't like the idea of not being in control of my own educational destiny and with some encouragement from my teaching offsider and the ICT Coordinator, I started looking for Coordinator leadership roles. Well, would you believe it, a school less than five minutes drive from home were looking for an ICT Coordinator and there was no incumbent?

From this role, I also got to work with more incredible teachers and learn from one of the most knowledgeable and switched on principals I have had the privilege to work under. We got to become a Microsoft Innovative School and I got to go to Melbourne and network with other like minded educators from around Australia. Then my boss went on long service leave to Europe and I got to act up as Deputy for the term. The normal deputy (acting as principal) and I went out to a leadership hubgroup held at the brand new "superschool" at Woodville Gardens during that term, where we met in the conference room and I said hello to their ICT Assistant Principal who I knew through edtech networks. My colleague elbowed me in the ribs and said, "You know he's retiring at the end of the term? You should find out about the vacancy he will leave behind."

I did, so through that comment and chance encounter, I ended up in my next level leadership role at a school that was so new that the grass on the oval hadn't even grown through yet. A school that was a relatively blank canvas technology wise for me to nurture and grow - a responsibility I have never taken lightly and with a lot of second guessing. Again, I got to be part of an amazing leadership team and I can't describe the enormous personal growth with enough emphasis. This was my first chance to experience the process of line management where fostering and seeing professional growth of teachers under my care is as satisfying as the progress of any students I have taught over the years.

So, that's why as I take the next step to a new school in a new role from next term, I am pretty confident that my luck will hold out.

It has so far.

Brian Tracy I've found that luck is quite predictable. If you want more luck, take more chances

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I attended a day hosted on behalf of our partnership on PAT Data today as one of my school's representatives. Student Achievement Data is one of the key parts of my role as Assistant Principal and this testing system is one that I have made the effort to become familiar with. I have blogged about some of my work in this area before so for me, the presenter was going over some familiar ground in her introduction. As she spoke, I started typing up questions that were forming in my brain about this form of testing and the data it produces.

Does standard equal average?

How do these standards then translate into comparisons for Australian schools v. other countries?

Do we set standard as average which can be variable according to the cohort (even an Australian wide cohort as measured by ACER) or is it political when standards are determined externally and then we measure whether our students are above, below or matching?

Interesting that in a multiple choice test, a correct guess is measured as evidence of student achievement – so, should we discourage the “just have a try” method if it is likely to end up with a guess?

If a child guessing produces a scattered graph where the easy questions are wrong, are the guessed correct answers of greater difficulty discounted in calculating the score?

I got answers to most of these questions along the way, but it led me tonight to pondering about the concept of making a difference.

I was lucky enough to attend EduTECH last week for the fourth time, taking a team of seven colleagues with me. For me, the highlight was a presentation and then a workshop from EduChangemakers, Aaron Tait and Dave Faulkner, totally focussed on the concept of making a difference for students. If you read this blog and/or follow me on Twitter, you will know that I have complained about the term "edupreneur" and expressed concerns about its wider connotations. So, I was surprised at myself to be blown away by this duo's authenticity and story. We had just sat through a middling presentation by a private school who had done a makeover of their learning spaces, struggling to come to terms with terms like "non-selective" (code for they don't screen potential students for academic standards prior to enrolling, no different from the vast majority of government schools) and "double streaming" (they have more than one Year 2 class - we chuckled that we must be quadruple streaming Year Twos at WGS!) and then Dave came up on stage and told us the story of his first day at Halls Creek District School where the first student he encountered looked at him and said, "What the f#^& are you looking at?"

All of a sudden, we had someone in front of us who understood disadvantage and battling disengagement, who was telling us about how to empower teachers to solve problems in new ways. I did a complete 180 degree turn in my thinking and even went down straight after the presentation to buy their new "Edupreneur" book. Both Aaron and Dave were down there at the time and were down to earth and friendly to talk to, and they both encouraged me to come to their workshop even it was officially full. The workshop was a whirlwind taste of their full day workshop change process which uses Design Thinking as its basis.

No, now I am reading the book which is focussed on teacher-led innovation. As the title of this post suggest, this is all linked to the innate desire of most educators to make a difference. This can be on a small or major scale but it is surely a driver of any teacher who participates in any form of professional learning or self improvement. It is also the desire of systems who choose testing systems like PAT.

What making a difference looks like can wax and wane over time. I know it has for me. Even when I see some educators on Twitter participate in self-promotion and in-crowd shoutouts, I know that they are only seeking to make a difference for their students. I was probably like that a decade ago, full of idealism and a desire not only to make a difference but to be seen to be making a difference. But time can erode self confidence and the bravado and self righteousness of youth can be replaced by doubt. Every now and again, it is good to take stock and re-ask the question, "How can I make a difference for the students I work with?'

To properly look at and talk about the future, it is important to look back at the past. If you are an educator using social media for your own professional learning, or if you are leading professional learning around any current issues, it is important to know a bit of history and to recognise that you are moving along a path that has been forged by others before you. I haven't always been so quick to recognise that myself in the past - and I see some of my own naivety and self importance from a decade ago manifesting itself in others in the present day. I will try to provide an example.

I first joined my local edtech professional association back in 2005, being encouraged by a mentor from the Technology School Of The Future named Yvonne Murtagh. It was through one of her workshops that I became really interested in the potential of Web 2.0 (as it was called back then) and I embraced the concept of blogging for professional learning. The association was CEGSA (known now as EdTechSA) and through various channels I met a high school teacher named Bill Kerr. Bill was working in the area of computer science and digital game making (amongst other things) with his students, and was an advocate of programming well before the recent push that sees coding as an important skill that students need. I am sure that he would view the latest push from experts with a wry smile and just a little frustration that so few educators (myself included) could see the value of this work eight years ago. Bill ran some great presentations at the annual conference where he would buck the trend of what was being offered, and showcase some interesting things. One year, he managed to get his hands on a OLPC laptop - and another time, he gave a talk about Alan Kay, a contemporary of Seymour Papert that seems even more relevant in today's STEM and Makerspace frenzied edusphere.

Gary Stager has also worked in this space for many years, working with the acclaimed David Loader in Melbourne back in the early nineties on a pioneering one to one laptop program. He has been and is still a leading advocate of the maker movement for learning. I have had the privilege of seeing Gary on several occasions and he always challenges my thinking because he can take what is accepted as good practice in the wider education community and turn it on its head. He also must be frustrated and relieved in equal parts that his message and work over such a long time is now gaining mainstream acceptance. But education and schools are slow moving beasts - so slow that messages and ideas that seem new are often reincarnations from the past. But the latest generations promoting edtech quite often think they are the pioneers and the innovators when in fact, with a little bit of digital literacy, they can find that they are the benefactors of less heralded but more important work and thinkers from the not so distant past.

Like I wrote earlier, I too have suffered from the delusion that I was travelling a new path that the majority of educators had to eventually get on board with. But being an early twitter user or maintaining a blog for over a decade or doing interesting things in the classroom doesn't qualify me for anything but being a learner who can still learn from others and share a few things along the way with others. Bill critiqued the read/write web I was in love with back in 2007, and at the time, I felt offended and a bit misunderstood. So I am sure that some more recent voices on Twitter and other online spaces would likely be unresponsive to my plea to "know your history" a bit more before you put yourself up on a pedestal as a progressive educator or a changemaker. But if you are pushing makerspaces and don't know who Gary Stager is, you need to look back. If you think you are being cutting edge with games and have never heard of Marc Prensky, do a bit of homework. And if you think you're cool because you're a self professed connectivist or have a PLN, but have never read Stephen Downes, George Siemens, Nancy White or Leigh Blackall, then get in touch with the recent past. I'm not bothering to link those names because Google will lead you down as many relevant rabbitholes as you can handle.

Don't be like George Bush when he said, "The past is over."

The first week of school has just finished, and at my site that has meant some new staff, a number of new students and a heady mix of excitement and trepidation. I spent some time this morning with my new principal trying to describe the scope of and the idiosyncrasies of my role at WGS. I am really lucky to work in a role that suits me and challenges me at the same time. I am always fretting about whether I am prioritising and making correct decisions, and am probably my own harshest critic. Being at a disadvantaged school does mean that I have access to funding to really be able to provide quality technology options for our students, and I really try to think through the best way to use that tax payer funded money.

I am very conscious of the responsibility of being accountable as an employee of the public education system, and I wouldn't want to work in any form of school. I turned down an invitation to showcase some of our technology at one of Adelaide's more prominent private schools because I just couldn't bring myself to even indirectly contribute more to the already well advantaged. It felt traitorous to the system to which I am loyal. I am aware that religious institutions helped to popularise education well before public education became an essential public good. But in my eyes, so much of private education is about maintaining class divisions, gatekeeping against the wrong sort of people, or lavishing even more opportunity on the most privileged within Australian society.

I have heard the cries before from private school teachers and supporters before about catering for the disadvantaged and being inclusive - and some are, but only to a point. I had the privilege of hearing Lynne Symons speak last year at our EdTechSA AGM. Lynne was, at the time, the principal of Mark Oliphant College, the biggest of the government super schools founded just over five years catering for over 1500 students from Reception to Year 12 in one of the most disadvantaged urban areas in the state. As she said in her speech, and I paraphrase here, you might have some poverty in your school or have some disadvantage in your school, but our government disadvantage and complexity eats any private school's for breakfast. And I know it's not a competition about who is serving the neediest or who has the most families under stress, but only the public system takes all comers in and is more concerned about the progress and journey that each student takes, rather than if their students can get their Year 12 results on the front page of the state newspaper. No school gets it right for all of their students all of the time but I am proud to work for a system where that is the goal.