I described my Digital Leadership initiative in my last post and how students have signed on to participate. I managed to secure some time in our Resource Centre to supplement the lunchtime sessions so that students could work towards their badges. We have started with the twin options of MinecraftEDU and Sphero Robotics, but potentially down the track, the program could expand to Digital Leadership in iPads, BeeBots or other technology connected possibilities. We've had a Minecraft server for a few years now and I've blogged about some of the ways it has been used at our school after the research our school has done in the past.
But the Spheros are brand new to me and the students. So in the last three weeks since I took delivery of the 15 little robotic balls, I have held two afternoons and four lunchtime sessions with the sole intent of letting the Leaders loose to work things out for themselves. It has been fascinating to watch. We have a few accessories to use with the Spheros - rubberised covers, small plastic chariots that have a Lego like connection section and Terrain packs with ramps, poles and connectors to create a stunt park or obstacle course. I nabbed a building's travel case of ten iPads and downloaded eight of the most useful Sphero apps, and supplemented them with my own staff iPad and a couple of spare Nexus 7 tablets not currently being used for anything else.
The first challenge was getting the Spheros to connect and communicate with a device. The connection is made via Bluetooth and every Sphero flashes its own tri-colour sequence when woken. My eBay special at home here has a sequence of Green, Blue, Red so it appears in the BlueTooth settings as Sphero-GBR. But you can imagine the mayhem when a whole bunch of stuents double tap their Spheros to wake them, forget to see what sequence is flashing and are confronted by a list of four to seven visible devices that are offering connection!
We started to see that often the Sphero the Leader wanted to use would not respond, or would suddenly start showing its blue aiming light but be under the control of someone else in the room who did not really know what their app was doing but they could tell they were connected to something! Once the connection issues were sorted, students had no problems getting the Spheros moving around the area using the Drive app - a simple set of controls allowing direction and speed as well as the ability to change LED colours and a limited number of "tricks" (zigzag, figure 8, square, circle, lightning). They tried out the nubby covers, zoomed around in the chariots, even allowing me to insert my iPhone into one of them and filming a Sphero Chariot POV of the Resource Centre surrounds.
Eventually, a couple of the students asked to use the Terrain Pack gear and starting setting up jumps and obstacle challenges to drive the Spheros over and through. One of the badges I had designated was a Rally Driver's badge and we had some discussion about what this would entail. I talked about being able to successfully negotiate a prescribed route but that they could set up their own challenge. A number decided that getting over the long ramp as pictured left would be testament to their skill but it turned out not to be as easy as they first imagined! The Sphero's smooth surface spun and skidded on the way up so some Leaders switched to a cover to get some much needed traction. Eventually there was a lot of excitement as Spheros veered off track at the last second, as successful attempts went unwitnessed and unverified. A lot of play and a lot of learning was going on in all sessions, and the cooperative learning I envisaged was starting to unfold.
A couple of more adventurous students decided to try out some of the other apps. One leader tried out the Sphero app which turns the use of the ball into a gaming experience with levels, points and rewards. This is quite a good way to get students thinking creatively about the Sphero and not just see it as a toy to drive around. The tricks that can be unlocked in the Core Exchange show that colour and movement sequences can be humorous and artistic, and can lead to the use of the MacroLab app where the programming aspect of Spheros can be utilised. Only a a small number of students have felt confident enough to have a go in this app but the pride in creating and programming a simple Macro could be clearly seen in the face of the two Leaders who just had to show me what they had coded.
These leaders clearly need more time to grow their expertise and I am learning a lot just simply through observation and trying to solve their problems as they arise. Some students are even keen to help me pack everything up at the end of a session, ensuring that all Spheros are powered down and "asleep", everything in its correct box and easy to access for the next time. I want this group of about twenty students to be able to assist me when I start using these robotic balls with middle primary classes. One test lesson with a class in my building taught me that one teacher on his or her own will struggle to get first timers up and going without headaches galore. Having some expert Leaders on hand to help with connection, modelling appropriate care and encouragement will be of benefit to all parties. The teacher will appreciate the support, the students in the class will get a better lesson and the leaders will have helped others in their learning and put their particular skills to great use.
One of the things that emerged from our 2012 WGS action research project around gaming for learning was the idea of acknowledging digital skills and expertise of students in a Digital Leaders program. As the student researchers played in the Minecraft environment or used the XBox, it became apparent that some students fell naturally into the role of instructors, organisers and coaches. In 2013, I formally organised the first group of Digital Leaders for our school, earmarking Friday afternoons as a time where they could work in-world in our MinecraftEDU server. These students were volunteers from the upper primary classes, and had a mix of responsibilities ranging from troubleshooting for younger students invited to participate, mentoring some handpicked disengaged students to running lunchtime sessions for middle primary kids. It was quite informal - but I began to see Digital Leadership as offering an opportunity for students to demonstrate leadership in a different form. Some of the students who became embedded in the program were shy, or struggled academically or socially. But in this role, they grew in confidence because they had expertise that other students saw as valuable and desirable. These students were acknowledged at the end of 2013 with certificates but I think they appreciated the gift of time where they could showcase their talents and interact with peers who had the same digital bent.
In 2014, some of the same kids continued with the program but through a combination of factors, we now longer had access to a time in the weekly timetable to set aside for this group. I ended up running Minecraft sessions four lunchtimes a week across the school using our new suite of Digital Leader laptops, but the Leaders dwindled to a small but loyal group of volunteers. Some of the lunchtime groups attracted students who were struggling in the social whirlwind of the lunchtime playground and saw time absorbed in Minecraft as a safe haven. But looking back, I can see that I didn't invest enough time in the actual Leaders and really leaned on their goodwill for the entire year. They were great kids but as they were moving onto high school this year, I knew things had to change. But I couldn't work out what the way forward should look like.
As this year started, I would run into kids in the yard asking me, "When are you starting Minecraft back up again, Mr Wegner?"
I had lunchtimes free to actually eat my lunch but I was feeling guilty about not providing an option that kids were super keen on. My big pile of priorities to get off the ground kept stalling the inevitable moment when I would have to get started. But I knew that the Digital Leaders program needed some structure, needed fresh student participants and I wasn't ready to do anything until I knew what was required. The weeks ticked by. I thought kids would grow tired asking about lunchtime Minecraft but the almost daily queries continued.
Then on a Partnership Leadership day with Anthony Muhammad, the structure of the 2015 program came to me. We were having a morning tea break. I had taken delivery of my new Spheros earlier in the week. I had just been nibbling on a pastry when the concept came to me - a badge system that acknowledged skills and allowed progression and responsibility. I scribbled the basic structure on notepaper during what remained of the break, and put some more finishing touches during the lunch break. The next day, I fleshed it out using Cmaps and ran the idea past a few colleagues. I used ClassBadges.com to create and find the badges I needed and to provide the tracking system I would need. I typed up the whole thing into a clear structure that could be used with staff and students. You can download a copy here.
It is loosely based on a gamification hierarchy. Demonstrate a skill in either MinecraftEDU or Sphero Robotics and earn a badge. Earn all of the badges in that level and then level up. What I wanted was a system where as many kids who were interested could join in and progress at their own pace. Getting students from Apprentice to Assistant will give me the expertise needed to start to run lunchtime sessions again. Diversifying from a Minecraft only diet will also attract a different type of student, but again with choice as a driving factor students can choose one path or the other - or both! Moving up from the Apprentice level also grants students their official lanyard with ID plastic tag where a printout display of earned badges with the student's name shows others what the Leader is qualified to help with or what role he or she can perform. I ordered cool purple lanyards (the school's overlooked colour) with WGS Digital Leadership embossed on them, and presented the whole concept to the Year 3 - 7 classes at an assembly on the following Tuesday after my initial brainwave.
Three weeks later, I have 51 students enrolled in the program. As expected, students are at all different stages but I presented the first official lanyards to six very proud students at last week's 3-7 Assembly. I'll be giving out some more this coming week at the end of term Whole School Assembly. I have run lunchtime sessions for potential leaders only alternating between using our MinecraftEDU server and learning how the new Sphero robotic balls work. I have found enough ninety minute sessions to get back that valuable time that leaders need as an additional incentive to provide support down the track. Students use the Leadership blueprint to plan their approach to earning badges, and are diligent about providing evidence so that the next badge can be awarded and tracked.
My vision is that there will be a core group of students who can be rostered on for lunchtime activity sessions, and be on call to help teachers who want to use either Minecraft or the Spheros in their classroom. I hope by opening it up to so many students that I am providing opportunity for younger students to gain experience in sharing their expertise with others. I am also hoping that a small group of students have the chance to become a Diplomat or Advisor, where visitors to our school can hear first hand from talented students about the unique opportunities we offer in this ares for our students. So far, it is off to a promising start.
For someone who likes technology, particularly for learning, I have never been that interested in the field of robotics. For all of this recent focus on coding and programming in education, I haven't really got swept up in becoming personally skilled or knowledgeable in the area. I recognise its importance but have to admit to putting things like Lego MindStorms in the "too hard" basket. My interest has always been in the internet and like many self taught learners, it's easy to play to my own strengths and steer away from might be a steep learning curve out of my comfort zone.
The recent release of the Australian Curriculum for Technologies (pending final endorsement) has renewed the focus on specific ICT and digital technology skills. The Technologies curriculum is now split into two specific subjects - Digital Technologies and Design & Technology. The latter of these contains much of the SACSA Design & Technology curriculum and its focus on Design/ Make/ Appraise so in general, most of my primary school colleagues feel comfortable with the expectations of that subject. The Digital Technologies curriculum is a more specific focus on skills and knowledge that our previous state curriculum spent time integrating throughout the curriculum. So it feels a little bit like subject matter that is making a comeback even though we know that digital technologies work at a more sophisticated and lower cost point in our daily lives than even ten years ago.
We held one of our student free days as an Australian Curriculum focus, and had two DECD consultants spend half of the day focussing on the Digital Technologies curriculum. 2015 is a familiarisation year and we looked at several of the key concepts like computational thinking and programming. We looked at and used BeeBots and one of our talented upper primary teachers showed how her work with Lego MindStorm robotics was giving students opportunity to program. This teacher has been totally self taught after recognising the need within the upper primary students and led the way in overhauling our resources for Lego Robotics. She has spread her expertise across the whole five class unit, and even fostered interest through a lunchtime club. So, again, I know her work in this area is good but I have never dabbled using these tools myself. The BeeBots are great - simple in terms of setting out a sequence of commands and very accessible for early years students. After the day, I had a lot of teachers requesting that our meager supply of these robots be replenished. I've ordered them and they are on their way.
So, Beebots filled that need for the programming part of our new curriculum nicely for our Early Years students, and MindStorms is targetted at the Upper Primary area so I asked the consultants what would be best for the Middle Primary Students (Year 2, 3, 4) and their suggestion was the Probot. I then remembered that there were four of these sitting in a tub in my office! These were from one of the closing schools (my school was formed in 2011 from 3 smaller sites) and hadn't been touched in four years. To my mind, they weren't that much more sophisticated than the BeeBots, and when I went to purchase some, the price for each was over $160. That was $100 more than a BeeBot - withe major differences being that it was larger (not really a plus) and had an input screen so that instead of pushing > four times, I could key in 4> for the same result. Not exactly a quantum leap forward in extending programming skills, and potentially could have students complaining that Probots were boring and they were doing the same stuff as they would have with the BeeBot.
So sitting at my desk, I was hesitant to buy the fleet of Probots for the school because of these concerns. So, I turned to my trusty ally, the internet, as I was sure that there must be a better alternative to the Probot. Something to bridge the gap between BeeBot and Lego Robotics - but unique and engaging in its own way. I remembered that I had something that might be useful in my neglected delicious account - and found Romo. This is a neat idea where you plug an iPhone into a robotic base and interact with it. This was promising but not quite what I was after. The school isn't flush with iPad Touches and iPhones so I went looking anew.
Then I found what I was after - Sphero. Basically a ball shaped robot, controlled via apps on a tablet or device. The site was informative and I liked the fact that it linked into its own Education section. One of the Apps where I could imagine potential was MacroLab where users can create macros; basically long lines of commands in order to get Sphero to perform a particular action or routine. I could see the programming aspect coming into focus - but unlike MindStorms where the robots being built are very sophisticated, the ball robot was conceptually very simple. I watched some videos, and went to see Marg, my line manager, who has a deep background in digital learning to see whether her impressions matched mine.
My original thought was to buy one and play with it myself to work out the potential. Marg was more confident. "Buy a class set if you think that they are what you want," was her reassuring reply.
So I did.
I ordered them from the Sphero US store, and they arrived in under a week. (I am still waiting on the BeeBots, ordered from an Australian company!) I paid the GST import duty and bought power adaptors as they shipped with the US version. I bought covers for the Spheros and several Terrain packs which have click and hold pieces to create obstacles and barriers to manouevre the Sphero through. I also purchased an original Sphero on eBay (I ordered Sphero 2's for the school) for $46 as an investment in my own professional learning.
So, they are pretty cool and I think that they will serve the purpose I envisage. I had a search through my blogging connections to see if I could find anyone I knew using them for learning - my only link was to Wes Fryer's STEM resources as part of his after school Maker's club. He had four of the beasts and was feeling well resourced - but I had ordered fifteen!
How does Sphero work? Basically, the ball needs to be charged prior to use on its own induction stand. Three hours charging gives the user an hour's worth of constant use. I've downloaded about nine apps to try but the first one I have had students start on is Drive, a simple app that gets them to use the tablet as a remote control for the Sphero. They can control direction, speed and colour within that app. The standard Sphero app is wrapped up in a gaming interface where points accumulate for Missions and can be exchanged at the Core Exchange for pre-programmed Macros or tricks. This app is the one that gets users thinking beyond just getting it to move around and crash into things. An example is the Frog macro where Sphero turns green and jerks forward with a timed croak from the app. There are many others but these "tricks" then can lead to using MacroLab, where users can then create their own - the actual programming!
I'm only in the beginning stages of this all. I have been using my Digital Leaders at school to become the student experts using Spheros, and I have had to think through many logistical issues when using then ranging from charging to security, from sourcing enough iPads to dealing with multiple Spheros trying to connect to their iPad via Bluetooth all at the same time. These devices could suck up a lot of my time if I allow it, but I also still have to introduce them to staff, provide support in their use in classrooms and in planning for the coverage of the Digital Technologies curriculum. But this is still the first robot that I have got seriously excited about. We'll see how it progresses.
Our department has announced a commitment to getting schools to use PAT Maths and Reading tools, which our school has already been using for 2 years now. I've had training and as part of my role, I have spent time becoming familiar with the tests, the scoring system and the interpretation of results. Data analysis isn't something that I am naturally talented at and I have to run over things again and again until I am sure that I "get" it. Unfortunately for me, there is no substitute for this repetition as I learn mainly by having a go at things - official training only really points me in the right direction. I simply must play with numbers and results, and look to see patterns that mean something. With all of this in mind, I ran a PD session in the week before school started for interested staff to try and share some of that hard fought for wisdom.
At my school, we use the online PAT system to test the students once a year in Maths from Year 1 to 7, and in Reading Comprehension from Year 3 to 7. Because it is online, students' results are available immediately without the manual scoring workload that was associated with the old paper version. There is a bit of administration work required before hand as I had to enter in all of the students, assign user names and passwords, add tags to sort students by Year Level, class and other key factors (EALD, NEP, ATSI) as required by our school. However, once the tests have been taken, I then take on the role of intermediary to help teachers make sense of and then use of the data gathered. Like most schools, this is only one part of the whole student achievement data picture. We collect lots of other data to inform us about how students, classes and cohorts are travelling in their learning. But each piece requires clarity and understanding in order to ensure that an accurate interpretation takes place.
PAT uses a combination of stanines, percentiles and their own PAT scoring system. Many teachers are puzzled by the concept of stanines but they are not that hard to grasp. Stanine is an abbreviation of "standard nine" where students score fall into a Stanine from 1 to 9, with 1 being the lowest and 9 the highest. Generally, students don't progress from one stanine to another - they are moving goal posts that sit aside a calculated mean score for each year level. This calculated mean (generated by thousands of PAT scores) tracks the mythical "average" student and outlines what "typical" growth over the years should look like. Don't get me wrong, students can and do move from one stanine to another, but this movement is more likely to show an unusual gain or decline that will require further analysis. Generally, if a student has a stanine between 4 and 6, then they fall within the average range with the bell curve being in statistical effect meaning that over half of students should fall into this range. Stanine 1 -3 indicates where students who have learning difficulties or learning gaps are, and helps to flag possible learning intervention, while 7-9 is the realm of the highly capable to gifted students. Statistically, these two groups contain the same number of students - 23 % at either end. Percentiles also can be used to peg out these levels but stanines seems to be more manageable as a concept.
The PAT score is different, and is the way progress is measured. The Maths scale doesn't line up with the Reading scale but they both operate in the same manner. This can be seen on the Scale PDFs (shown right) that come with a school subscription. You can see how the PAT score runs up the left hand side of the chart while the stanines shift their way across the year levels. So every score can be read across the diagram, and you can determine if this means the students falls into the average range, or has low or high achievement. When you have multiple scores for an individual, you can use the chart to map out their progress and some determination can be made about whether they are tracking as expected, making better than anticipated gains or whether progress has slowed.
However, for some teachers, this chart feels like information overload and they just are not confident enough with the scales and how they connect to the stanines to really be sure of what they are looking at. Here's where I have made an attempt to simplify and clarify. One thing I did to aid their understanding was to annotate the median point in Stanine 5 across the year levels to show them as moving goalposts, while pointing out that progress is measured by the PAT scale.
This was helpful for most but a conversation between our special education team and a frustrated teacher lead to a simpler version that I will share next. This teacher had her class data in our school WGLADS spreadsheet but pointed out that the number for either PAT result didn't really mean anything to her. I remembered that we have introduced a colour coding system into that spreadsheet where NAPLAN bands, PAT stanines and report grades were given a simple colour system. Blue meant high achievement (as in blue ribbon!!), amber meant an alert for underachievement or learning difficulties while results left uncoloured fell within the average or acceptable range. When doing a simple filter on a class, the students can be seen to fall into these three rough categories as a starting point for addressing the learning needs of the class. So, I thought adding the colours in on the stanine segments would help a teacher at a glance determine where a result sat in the range of potential achievement. The teacher also found it hard to relate to the percentile figures (which a data lover like myself has no issue with) so I stripped them out as well. I added in red lines across the page to make it easier to read a score across the year levels. A print out of this or using digital markup tools would make it an easy exercise to map out a student achievement history, and make some determination about whether appropriate progress was being made.
Getting teachers to engage with this data is a pretty big step, and the easier and more palatable I can make it, the more they will seek to use it in a meaningful way. I don't want staff thinking that PAT data is super mysterious or that you need be some sort of assessment geek to make sense of it all. Use the tools provided and the teacher can see where the class sits at that point in time. If they them wish to drill down more deeply into the individual student's results, they can do so in the Report generation mode within the ACER PAT website. The tools in here enable the teacher a more detailed view of how a student is handling different aspects of the subject being tested. The website also gives you access to some handy videos that explain the various aspects of the PAT system in an easy to understand way, and importantly, they take the time to remind educators that this is only a snapshot in time, and that student achievement needs to be evaluated through an array of assessment and evidence. A test like this should confirm and provide evidence for what a teacher already knows - but it is not surprising that it can sometimes reveal things that can be masked in the classroom. As an example we had a Year 2 student who we believed was quite capable but was not always focussed in his maths lessons. The teacher was unsure whether he really understood the learning or was just coasting. After he aced the Year 2 Maths test, blitzing it without any requests for help, and scoring in the 99th percentile (only 1 % of all Year 2 students would be higher than him), it was clear that he needed more challenge. This was confirmation that was very useful for the school to know and bear in mind moving forward.
I hope this post helps a few people who may be still coming to terms with PAT. I am no expert so feel free to correct any errors or misinterpretations you may find. I'd like to thank ACER for giving me permission to post their copyrighted material, and my alterations of that material. There is much more I could cover but nothing beats hands on use of real student data and results, so don't be scared about digging deep and seeing if my observations help to shed some light on this particular assessment system.
When my job was advertised last year, it included an aspect that wasn't there when I first won the position back in 2011, that of Student Data Management. It evolved to be a part of my role over a couple of years, in line with the development of our own Student Achievement Data System. We started this back in 2012 under the guidance of our then Primary Years Head of School who figured that as our system was a glorified spreadsheet, it was better that the person in charge of ICT (me) should be responsible for it. It's grown from there and we track a lot of data now, and have student data spreading over a 3 year period that can be analysed and used to drive classroom decisions about learning programs. For us, data is a tool.
I didn't always see data in this way. I tended to see it as a weapon used by governments and departments to drive compliance - and there is much truth in that viewpoint. But being responsible at my school has given me an insight into understanding the various measurement systems that have been set up to map student achievement and how to look for patterns and trends. It has helped me to sort out some of the hyperbole that the media likes to use when bending data to tell the stories of woe and under achievement within our schools, and to see how presenting data in certain ways can spin the story that it tells.
Notice how the difference in scores really show out here. School A and even School B should be really alarmed at this extremely worrying results! But the graph only focuses on the very tip of the measurement scale. Rescale the graph to show from 0 - 550, and this is what can be seen:
All of a sudden those differences at the top don't look so drastic. So, how the data is presented to the viewer can really sway their interpretation of that data. And if you had a hundred schools lined up like this in a graph, you might struggle to tell the low achievers from the high - it is why a league table can also skew perspective, and make a school look like it is failing when in reality, it might only be a few points away from matching those ranked up in the upper echelon.
So, when I pull together graphs for the staff to view, I choose to show a whole picture and let them view the differences for themselves. After all, if we want teachers to use data to inform their teaching, they need opportunity to look for the patterns for themselves. We can set benchmarks as well, but the goal is improvement for all of our students regardless where they sit on the varied achievement scales of the assessment tools commonly used.
I'll leave this post for now but I do want to come back and explore a few of the tools we use for our Data System.
Sport in general has always been a paradoxical attraction for me. I grew up on a farm where my father didn't believe in the value of sport - it was more important to be watching the sheep on a Saturday or chopping weeds in the back paddock or collecting the eggs than to be hitting a tennis ball back and forth, or chasing a red leather ball around the local oval. To be honest, I didn't even really know that orgnaised sports even existed until I was about eight or so. I went up to stay with my aunty up at the nearby town of Booleroo Centre, where my much older cousins played Aussie Rules for the Roosters. I remember her taking me to see the games on a Saturday afternoon. My memory is hazy but I think my older cousin Andrew played for the Seniors while my younger mid teen cousin, Timothy was playing Junior Colts. My aunty also told me that the A grade team used a brand new ball for every game. I couldn't believe that!
"What do they do with the ball after each game if they get a new one next week?" I asked in my isolated naivety.
"They use them for training or the B grade games, and sometimes they give the old training balls out to young kids if they want one," was her reply from memory. "I'll get Timothy to get you one."
She was as good as her word. I got a well used football and it was the first one that I had ever owned. The hide got roughened up pretty quickly in those days so the trick was to give it a coat of brown shoe polish to restore the leather back to a better feel.
I went to a small parish school for the first four years of primary school where the numbers peaked at about a dozen kids and dwindled down to six before it was decided that it needed to be closed. The school was run by an old fashioned disciplinarian who also was in on the traditional Lutheran headset that sport wasn't worth the bother. We won a brand new football when I was in Grade Three from the Savings Bank of South Australia for being the best small school in school banking participation or something like that, but we never got to play with it. No, it stood proudly (and pristinely) on display in all its red leather glory as a testament to our savings discipline. When the school's imminent closure was announced, the teacher relented and actually let me and other remaining boy in the school take it out for a kick.
So, the school closed and my sister and I then went to a new school in the nearby town of Appila. This school was not much bigger than the first and had thirteen students. I was the only Grade Five in the whole school but I did become friends with the local builder's son who asked me for the first time in my life, "Who do you barrack for?"
I didn't know what he meant but he patiently explained about the SANFL and how if you liked footy then you had to barrack for one of the big teams in Adelaide. My sister and I talked about this serious decision, and in the end I decided I would be a Port Adelaide Magpies supporter just like my friend. It turned out that he played mini-league for the local Jamestown-Appila Magpies who wore the same black and white prison bar jumpers as their elite counterparts in the big city. That's how he had made his choice. My sister, for reasons known only to her, chose Sturt, the Double Blues who were another popular team of the mid seventies era.
I still didn't get to play any organised sport right up until I was sent off to boarding school in Adelaide at the age of twelve. That was an intimidating experience and funnily enough when I got there, I was told that all boarding students were expected to participate in sport! What should have been a dream come true wasn't quite so easy though. I had acquired glasses and my parents had told me that playing football was too dangerous and besides, your glasses might get broken. So I opted for the less perilous choices of tennis in the summer and squash in the winter. My oldest son has had issues with low muscle tone and I suspect that I may have had undiagnosed issues like that growing up because I never really got the hang of doing sporty stuff. Probably not playing any organised sports growing up was another contributing factor.
But probably because of my lack of aptitude for sport, my interest and love of sport grew. I watched the school's footy games on Saturday mornings and went to some SANFL games with my fellow boarders. I really liked watching televised footy matches as well - the VFL Winners show was great on a late Saturday afternoon as they broadcasted the last quarter of the Game of the Day from Melbourne and showed highlights from the other games. Dr Geoffrey Edelestein had bought the South Melbourne Swans and moved them to Sydney and every second Sunday afternoon, the boarders could sit down in their common room and watch the onfield exploits of Mark Browning, Silvio Foschini and Paul Morwood.
When I was in Year 11 and 12, I volunteered to be the runner for the school's B Grade senior team. I had a few mates on the team, and the coach needed someone to run the water bottle and the messages out to the players. I felt important and close to the action. In an era where all of the best SANFL footballers ended up heading over to play with the best in the VFL, a friend wrote in my Year 12 Yearbook a message that gave me pride - "Weg, champion footy runner. Will he go to Vic. next year?"
I went off to teachers college and sport took a back seat to socialising and going out to live music venues instead of footy games. But a mate of mine had his own set of golf clubs and we would occasionally head out to North Adelaide public links for a hit instead of going to lectures. I bought a starter set so I wouldn't have to pay for hire clubs each time and I was hooked. Golf was a game where anyone could participate - you didn't need a team, there was no organised practice and no opponent except for the course. I remember going out with my friend one day and having the course to ourselves while the Australian Grand Prix (still in Adelaide in the mid-eighties) could be heard buzzing in the background. Golf then helped me break into the community when I got my first teaching contracts. I played at Port Broughton and got my first handicap of 36.
Then I got sent out to a little town on the Eyre Peninsula called Wirrulla and my sporting involvement bloomed to my greatest involvement ever. I played football for the first time ever (without my glasses) in the B grade because being involved was important, not if you were any good - they needed the numbers. I played golf, became club treasurer and kept a plastic bucket of change under my bed until I could get to the bank during the week. I played darts during the week, had a go at asphalt basketball in the summer, and played No 5 in the Wirrulla tennis team.
In 1990, I was given my first permanent job at Port Augusta, right at the top point of the Spencer Gulf. As well as getting heavily involved in the local golf club, I had a go at social volleyball and social basketball. One of the teachers at my school and our Aboriginal Education Worker were right into basketball and tuned me into checking out the NBA, which had games and highlight packages on late night ABC (Australian Broadcasting Corporation). It was right in the middle of the Michael Jordan era and the Chicago Bulls were the team that everyone wanted to watch. I remember the New York Knicks being a pretty cool team and I liked watching John Starks, a no nonsense player whose style of play appealed to me. The basketball card craze hit Port Augusta schools pretty hard, and every upper primary kid had their big 3 ring folders with plastic card sleeves with their collection of cards. I had one child who was a particularly hard case in my class, who the police were constantly picking up in the streets late at night or finding him shoplifting down at Woolworths. He was hard to engage in class, and would just leave the school if it looked like I was going to pressure him into doing the learning that the rest of the class was doing. But he had a massive basketball card collection, and although I'd like to say it was a bridge for him to engaging with our learning, he would at least be content to thumb his way through his collection without doing a runner.
The ABC also featured a weekly American Football show hosted by an Australian TV icon, Don Lane. His American accent was just perfect to host this show which showed highlights from three games each week and showed the last quarter of the best one. He explained the important concepts to the curious Australian audience, and I loved it. He would have weekly prize giveaways - a Giants cap, a Raiders hoodie - all showcased with his catchphrase, "Who wouldn't want one of these?" He promoted a book called The Australian Guide To American Football which I bought along with the follow up book The Other Side Of American Football. Now I knew what a blitz was and that a tight end wasn't a bowel problem. I bought a Los Angeles Raider pennant as the team that I decided I liked but my girlfriend (now my wife) bought me a 49ers Starter cap which was pretty cool as well.
Eventually, the ABC took these shows off the air, I got married and moved back to Adelaide, and I lost my keenness for American sport. I still loved to watch Aussie Rules and as the VFL had become the AFL, started following the progress of first decent non-Victorian football team, the West Coast Eagles. I tried to like the new Adelaide team, the Crows, but there was something not quite right about them. When Port Adelaide finally got the chance to field an AFL team in 1997 as the Power, it was time to switch my loyalties full circle back to the team that answered that question back in primary school, "Who do you barrack for?"
Professional sport is a strange sort of beast. As a society, and generally as a worldwide phenomena, humans place sporting expertise on a very high pedestal and disproportionally reward these individuals. And when I decide to spend my time watching a team of multimillionaires play a game, or buy a team product like a cap or t-shirt, then I'm helping to bankroll the whole sideshow. Yet, does professional sport really contribute that much to the betterment of human existence on Earth? The flip side of that is that humans like entertainment (those of us in the luxurious position of being able to, as so many people on our planet are starving, living in poverty or facing a dire future. Why would they give a toss about Lebron James' latest colorway on his signature basketball shoe?) and professional sport is entertainment in a very primeval form. A pro athlete is only as good as his or her last game, one injury could end it all, and we so often see that total life dedication to becoming elite in sport leaves some unable to do anything else when it comes to life beyond their sporting expertise. There's certainly elements of gladiatorial Rome in any sporting arena.
It's also a form of classic escapism. Pretending for an hour that the next goal is the most important thing in the world and that your loud cheers (even from the edge of your lounge chair) could be the thing that pushes your team or favourite player to victory. Sports journalism has perfected the art of using an athlete's life journey as a metaphor for humankind's struggle for purpose, for redemption, for meaning.
So, me, I like sport. Having my youngest son play basketball has re-connected me to watching more of that on TV, and reading about it and caring about what is happening in that disconnected_from_everyday_humdrum_life. Getting pay TV last year has me watching NFL and NBA again even though I can't take to baseball or soccer. And now thanks to videogames, I'm enjoying watching the NHL which could turn out to be the most compelling one of them all for me. So the irony is that I am one of the least talented sports person around, but it doesn't take talent to appreciate the pure escapism and spectacle of sport at its highest level.
We've had our MinecraftEDU server running for over a year now, and I thought it would be a good idea to document some of the initiatives that are starting to bear fruit. I am lucky that one of our technicians is an experienced Minecraft user and enthusiast, and setting up our server and giving me remote desktop access was a breeze for him. It has taken me a while to cement the process of starting, saving and creating new maps but essentially we can have as many Minecraft "worlds" as needed, but only one of them can be running on our network at any one time. This is useful because I can designate worlds for specific purposes, give classes their own world and have some free time lunchtime worlds where the action is more free flowing and less purposeful.
I have a Digital Leader program where students volunteer their time to come along to help assist the lunchtime Minecraft sessions. I have a trolley of laptops with suitable graphic capabilities, and every lunchtime I am a travelling roadshow with 5 different buildings hosting Minecraft @ Lunchtime on their own allocated day of the week. The Leaders help with setting up, troubleshooting and technical advice. One Leaders also looks after the Teacher Controls and monitors activity, reminding players about respect and fairness. Originally we had sign up sheets because the whole concept was so popular - and it became a really good option for some of our students who struggle to make good choices out in the yard at break times. Now, we generally take the first dozen kids who are asking, balancing it up if we see someone new and asking some super regulars to take a break to fit them in. It seems to organically work without over-organisation.
Slowly but surely, a few curious teachers have asked for some support to see if MinecraftEDU could be used as part of their learning program. Our Vietnamese teacher was the first, using a new world with a Year 2 class to build Vietnamese temples and other buildings as part of cultural learning. He didn't need much support but has remarked about the engagement with the task and how the students have looked at architectural features from images from the web and sought to incorporate them in their designs. This has also made them open to the information sharing around the purpose of the temples in Vietnamese culture provided by the teacher. Another teacher wanted her students to showcase their learning on animals (I think she was doing information reports) by reproducing a habitat or enclosure suitable for their animal to live in, along with providing key facts for visitors to read on a Minecraft sign.
Another teacher wasn't sure what she wanted to do but was impressed by the engagement factor she saw during her building's lunchtime session. She saw the collaboration and design, and thought that maybe we could tie it into Mathematics. For this class, I created a perfectly flat world and got the students to build their own house and fence it off as a way for everyone to experience some initial success. This was a Year Five class and it ranged from highly skilled kids who use Minecraft daily at home to students who had only ever heard of it. I set the task and reminded them that they could learn from each other and that sharing skills was something to be encouraged. The engagement was amazing, hooking in all students even the ones who could be described as quite disengaged. The sharing of knowledge went well, and there have been some great examples of working together that I did not anticipate. There is one student who has limited English skills, having missed the opportunity to be part of an English-intensive New Arrival Program class because of where the family initially settled in Australia who finds it hard to succeed in a traditional setting because the way instruction and tasks are delivered. However, in this task, she worked with three other students (and friends) who are bilingual (and proficient in her first language) and together they scaffolded the task with her, working collaboratively to produce a co-located set of townhouses, that also included new features like a linking pathway to other students' buildings. Our plan is to link this to Mathematics by exploring the mathematical properties of each building - shape, measurement including perimeter, area and even volume.
It is great to have as many worlds as needed but I discovered a pitfall last week. I was working in my office when two students from the Year Five class burst in with agitated looks on their face. "Mr. Wegner. Some other kids are in Minecraft and they're destroying all our stuff! All our work is getting ruined - we need help!"
I went to investigate and found a teacher had given her students some "free time" to use the MinecraftEDU server without really knowing what it all entailed. The Year Five class had been working in their world the previous afternoon while I had been at a meeting, and so I hadn't had the chance to save their map or change the world over to one where collateral damage wouldn't be such an issue. In one way, I was pleased that the Year Fives viewed their Minecraft work as learning that they valued and were upset to have destroyed. But I had to work out how to minimise the damage. In the end, I got the offending (unwittingly and an apologetic teacher who didn't know that there was more than one world) class to stop, and change over to a lunchtime world but chose NOT to save the Year five class map. That meant that it would revert back to the last time I had worked with the class on the Tuesday. It did mean that any changes made on the Wednesday when I was out were gone but it was preferable to saving a world that had the effects of rampaging Year Twos thinking they were in a fun zone, not realising that they were messing with other students' work and learning. So, monitoring which world is up and when is key to ensuring that students' learning is preserved.
I'm not a big fan of the food at the Adelaide Convention Centre, so during the lunch break during the past two days at ACEC2014, I wandered off to Hindley Street in the nearby CBD in search of a quick and tasty takeaway lunch. And tonight when I got home, my wife suggested that we get pizza for a treat so on my way down to the local pizza outlet, the idea of ACEC takeaways came to me as an alternative way of reflecting on the important bits from the sessions I've been to over the past few days.
So apologies in advance to any of the speakers if this feels a bit odd and a touch disrespectful to your work but I am trying to tap into my creative side here and ensure that I commit to debriefing my brain.
Alec's Web Cafe
Proprietor: Alec Couros
Menu includes: Canadian insights, digital identity donuts, hacked teachers
This charming eatery features a wide open dining area with glass partitions fronting the kitchen ensuring that the whole place is entirely public. Retro posters (Apple Macintosh, Napster) adorn the walls but the menu is ever changing to reflect the dining habits of today's web consumer. Best of all, diners can walk right into the participatory kitchen and cook their own versions of the menu offerings.
@murcha Twitter Pantry
Proprietor: Anne Mirtschin
Menu includes: Wholesome country food, small nugget links spiced by influences from around the world.
The reviewer was flattered to be recognised and then cited as an inspiring factor in this fine dining establishment by Anne, which was both surprising and humbling. The Pantry featured sharing of multiple recipes, plus handy tips for preparation and cooking catering for all comers from the first time diner to the regular with their favourite table. A tasty backchannel was also available.
Proprietor: Georgina Pazzi
Menu includes: Generous serves of inspiration, new terminologies.
This cafe manages to balance the palate between classroom practicalities and leadership vision, which is no mean feat. Menu focuses on a number of tasty literacies with #humanlit being the signature dish. Cuisine is influenced by NMC2014 and personalisation. Diners will feel "in the flow" when eating here and are encouraged to scrawl their personal motto on the feature wall when leaving. I seem to remember this establishment winning awards in the past as well.
GGG (Greg Gebhardt's Gastronomy)
Proprietor: Greg Gebhardt
Menu includes: Double serves of both safety and glimpses of the future.
This restaurant is divided into two distinct dining areas, one sponsored by the Federal Government and another solely funded by the owner himself. The Government section seemed to be populated by numerous young people on multiple devices, but the engaging menu kept them all in a safe and focussed environment. The trick seemed to around referring to the customers as Digital Citizens as the mention of Cybersafety seemed to have them seeking out more risky locations. Meanwhile, the other area is very futuristic with the menu containing many beta items, and even a few dishes that have yet to be made! Many teachers have found dining in this area to be an intimidating experience but some hardcore educators are always willing to try the hottest and newest thing on the menu.
Proprietor: Kathy Schrock
Menu includes: All drinks served in Google Glasses, and a wide range of tasty apps.
This place is fast paced with a seemingly endless menu of digital delights. The theme of the diner is Story as it relates to learning, with numerous videos playing on the wall projections while waiting for my meal. True to expectations, the simple treats are likely to stick in my memory for a long time to come.
The Observation Deck
Proprietor: Paul Herbert
Menu includes: Liberal doses of self deprecating humour, practical processes.
Technology plays a role here but took a back seat when I settled in for my meal. Practical nourishment for leaders is the specialty here but don't expect to be able to dine alone. You are encouraged to give feedback to the staff here, but they will also take the opportunity to rate you as a customer. My key takeaway here was to ask diners (students) here - what were you eating (doing)? and why were eating (doing) that? That will tell you most of what you need to know about any restaurant!
I also enjoyed sessions from Stephen McGinley, the staff from Cowandilla Primary School and a grounded, thoughtful session from Rebecca Davies that will have me rethinking my own approaches to my role at school.
With all of this dining, I'll take a while to think off the digital calories, but it will help me fuel an improved approach to my work and my own personal learning.
By the way, if you went (or are still going) to ACEC2014, what were your takeaways? Share them in the comments, on Twitter or your own personal patch of cyberspace and send a link back this way.
We have a significant number of students from African background at our school. Now that in itself is too broad a description as the students we have enrolled hail from over twenty nations and cultures across the African continent. Two of the more major groups include Somali and Kurundi families, and our Community Development Officer has been working with some of our parents in playgroups and parent group meetings on a weekly basis. The Kurundi group meets with her, along with one of our multilingual BSSO's (Bilingual School Support Officer) offering translation support, on a weekly basis to explore things of interest in the areas of health, support services, cooking and so on. Many of these mums have had little formal education prior to arriving in Australia, or had to make do with whatever was on offer in the refugee camps. Many are keen but lacking in confidence in being highly involved in their children's education, and one of the aspects they feel out of touch in is the area of ICT.
Through our Community Development Officer, I have been approached to help address this need with this group this term. Many of the parents have phones or cameras but don't know how to get the photos from the camera onto a computer or into printed form. They don't feel confident in navigating their way around a laptop so we have decided the way to cross the barriers between what their kids know and their own skills to via Family Photos. I suggested that we work on making Snapfish printed photo books with the parents where they take photos from their phones or cameras, and use the Snapfish interface to create something they will really treasure. They can learn how to use cables to download photos into folders, how to find and look through photo files, how to use the internet to look up images they might want to include (country flags, images from their homeland) and how to use web technologies that involve drag and drop, typing in text, making choices from menus, making changes to a template and a whole bunch of skills that don't necessarily need a strong command of English in order to be able to achieve. I'm looking forward to it- and hope that our hunch about the common connections that can be made through family photos can help these parents feel more empowered about the technology that is so commonplace in Australia and in our classrooms, and they can engage with their kids more easily. I'm looking forward to receiving my demo Snapfish booklet soon to help tune these adult learners in!