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<DIV><FONT size=2 face=Arial>Hi Sheryl,</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>So glad you have outed yourself, and look forward
to more postings by you on the IT Apps list.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Like you, I have not taught IT Apps for several
years, but have kept in touch with the subject via this list and by being
involved as an exam marker since 2005. Minimal contributions to the discussions,
but I really do gain a lot from being part of the list.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>ePotential - another empire being built? Beyond the
technological capabilities of many present teachers? Is eLearning the ultimate
way to learn, or is it just part of the wide range of teaching/learning
strategies available? Is any one teaching/learning strategy ever <STRONG>the
way</STRONG> to go?</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Still thinking.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Ultranet! Another empire on the horizon. Cut down
since its original inception. Look forward to the whole day pd in August and
will then be interested to see how it performs.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Now back to painting with my wife and the
grandson</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Robert Hind (Semi-retired)<BR>Ashwood and
Traralgon<BR><A
href="mailto:robert@yinnar.com">robert@yinnar.com</A></FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>----- Original Message ----- </FONT>
<DIV><FONT size=2 face=Arial>From: "Carnie, Sheryl M" <</FONT><A
href="mailto:carnie.sheryl.m@edumail.vic.gov.au"><FONT size=2
face=Arial>carnie.sheryl.m@edumail.vic.gov.au</FONT></A><FONT size=2
face=Arial>></FONT></DIV>
<DIV><FONT size=2 face=Arial>To: <</FONT><A
href="mailto:itapps@edulists.com.au"><FONT size=2
face=Arial>itapps@edulists.com.au</FONT></A><FONT size=2
face=Arial>></FONT></DIV>
<DIV><FONT size=2 face=Arial>Sent: Tuesday, April 06, 2010 2:33 PM</FONT></DIV>
<DIV><FONT size=2 face=Arial>Subject: [Year 12 IT Apps] RE: itapps Digest, Vol
62, Issue 10.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV></DIV>
<DIV><FONT face=Arial><BR><FONT size=2></FONT></FONT></DIV><FONT size=2
face=Arial>> Hi all<BR>> <BR>> I was going to continue be one of the
"list lurkers" on this issue, but since it is this topic that pushed me back
from being an "emerging poster" to a "lurker", it's an appropriate time to have
a say.<BR>> <BR>> There are many reasons why people value their membership
of this forum, but choose not to publicly post. In my case, I find it a
rich source of professional dialogue and it challenges me to think and move
beyond the frontiers of the discussion and practices occuring in my own school.
I have huge admiration for those who actively post and do so in a spirit of
collegiality and unselfish sharing, and with professionalism. I value the
diversity of views you express, the roburst discusssions and the interchange of
ideas - thank you for your contribution to both my professional and personal
growth. While I have not taught ITA during the life of the present Study Design,
nor any VCE IT at all, I continue to get enormous benefit from my membership of
this list. I consider many of the contributors to be "transformative" in their
impact on me, and I'm sure on many other listers, and undoubtedly in their own
schools.<BR>> <BR>> While I have responded off-list to requests for
information or assistance over the past few years, it was a strongly worded
response to my contribution to an early discussion about ePotential and
government schools that persuaded me to make future responses privately.<BR>>
<BR>> Kevork, I think this is a really relevant discussion and I would be
interested in the experiences and views of other schools. So, here are
mine...<BR>> <BR>> All our staff are expected to complete the ePotential
survey as part of their Performance & Development Plan. The results can be
viewed only in aggregated sub-sets (eg KLA area) by a few authorised people in
the school. The results of an individual cannot be accessed by anyone other than
the individual. Consequently, the survey data can be used for whole school
planning and gives a "snapshot" of where the whole staff is at in terms of
everyday application of eLearning strategies. Of course, like any survey of this
nature, the data is only as good as the input from survey takers, so if they
decide to "overstate" their application of strategies, there is no way of
identifying this (my observation is that people are more likely to understate
their use, due to a lack of confidence in their skills). We have no
"expected" levels for staff, nor is this reported or monitored for individuals.
The hope is that the "whole staff" profile shifts to the more advanced levels
over time. Th!<BR>> e whole staff data is used to identify some common
PD needs, but given the spread across the levels, PD needs to cater for a wide
range of skills, experience and confidence anyway.<BR>> <BR>> An hour is
provided for staff to complete the survey during designated compulsory meeting
time, but staff are free to complete the survey at any time of their choice. It
takes about 20minutes to do the survey and the remainder of the meeting time can
be used to explore the continuum, or not, as staff choose.<BR>> <BR>> We
don't treat ePotential as a "strategy" for embedding eLearning. We use it as an
indicator/measure of whole staff application of eLearning across the curriculum,
and for a guide as to whether the strategies we are using for embedding
eLearning are having a positive impact ie moving us to the higher levels. How
those levels are established or named is less relevant than what they indicate
in terms of take-up of eLearning. It is accepted that within a staff of 100 we
will have people spread across the continuum, and there is no expectation of a
"minimum" level. There is an expectation that staff move up the continuum levels
over time. Staff are encouraged to access the continuum to explore ideas for
eLearning applications, and for support in skill and task development. The goal
for every staff member is to change their current practice in some way to
incorporate greater use of eLearning strategies, so it's an individual goal
rather than a whole school level of achievement. I!<BR>> t applies
equally to me, as a high level user of eLearning strategies, as it does to my
colleagues who are emerging users. Verification of change takes place informally
in discussion with colleagues in what we call "Professional Learning Groups".
It's non-threatening, supportive and not time intensive.<BR>> <BR>> So, to
strategies we are using to embed eLearning in the curriculum...<BR>> <BR>>
1. Each KLA has an eLearning Driver (hate the term but it does describe the
role). These people have access to intensive training with our Ultranet Coach.
This takes place during the school day and so far this year has involved a full
day and half day, with more days to come. These sessions focus on eLearning
pedagogy, not software skills (or the Ultranet). So, we are constantly
addressing the issue of how learning that can be facilitated digitally, rather
than focussing on what students can do with the equipment or software.
Time at KLA meetings is set aside for these people to share the learning with
KLA members, to promote discussion about eLearning and, in particular, to
encourage sharing of eLearning ideas within the group.<BR>> <BR>> 2. We
have around 130 netbooks in use at the moment, courtesy of the Feds money. 50+
of these are allocated to our Foundation VCAL students who have 1:1 access 24/7
and accept personal responsibility for them. 75 netbooks are divided into 3x25
trolleys. These are used by 15 staff who successfully applied to take part in a
"pilot project" for their use at Years 7-10. These staff are guaranteed access
to the netbooks for all sessions with their designated classes for the entire
semester. So, all up we have 25-30 staff delivering general curriculum programs
knowing they have access to netbooks every session (only one of these people is
an IT specialist; none of the classes assess the IT domain). These staff have
all had at least one full day's training during school time, mainly
focussing on eLearning pedagogy. Nings are used by all three groups (VCAL, pilot
project, eLearning Drivers) to discuss & document difficulties, share ideas
etc, promote discussion about pedagogy, main!<BR>> tain contact with the
Ultranet Coach). There will another round of "pilot projects" for Semester 2, so
another group of staff will have the opportunity to embed eLearning strategies
in their classrooms. They will benefit from the experiences of the first group,
who are expected to share their experience with the whole staff. Meeting time
will be provided for this and these staff are not expected to prepare lengthy or
overly formal presentations - more of a show case scenario really. More netbooks
are on the way, we have 300 desktop machines for students and 3 sets of laptops
for classroom use (1,100 students), so we're overcoming some of the access
issues that have curtailed enthusiasm for embedding eLearning strategies on a
day-to-day basis.<BR>> <BR>> 3. We have spent one of our three
start-of-year PD days both last year and this year on eLearning. These sessions
have involved both general information/discussion sessions about eLearning and
"hands on" sessions eg familiarisation with netbooks, podcasting, moving beyond
PowerPoint for presentation of student work, wikis etc. The general info
sessions have generated huge discussion amongst staff, and again have focussed
on pedagogy, the ways students use technology in their out of school hours
lives, examples of class room applications across the curriculum. During the
year, optional afterschool workshops are offered by staff to other staff,
usually with a skill development focus. These are usually well attended, promote
sharing and build confidence.<BR>> <BR>> 4. As you might have gathered, we
get great support from our Ultranet Coach, who was formerly one of our own staff
members. During the past few years, he has been on site at least one day a week
and has offered one to one coaching to staff who want to implement a new
eLearning strategy. This has been with a "one step at a time" approach so people
feel encouraged to take a risk but not overwhelmed by taking on too much at
once. We're really fortunate that he is terrific at what he does, but the
implementation of the Ultranet shortly will probably mean less time for this
sort of role. We've also had two people take Teacher Professional Leave to coach
other staff on a one-to-one basis. This eLearing coaching was by teacher request
when they wished to implement something in their class rooms. The TPL staff
worked full time in the school on a 0.8 teaching load, plus "as needed" time
release, to facilitate this.<BR>> <BR>> I agree that the secondary
curriculum is under-represented in ePotential work samples, and that examples of
use with Later Years subjects are particularly limited. I guess it is up to we
secondary teachers to submit examples for inclusion. However, I've still come
across some examples that have been of use to me and it pays to look both above
and below your level (hence your comment about appropriate levels for samples
Kevork). I see these more as idea starters, than ready made activities to take
to my class room.<BR>> <BR>> Like a lot of schools, particularly rural
ones, we have a staff profile with many more people at the higher end of the age
range than the lower end. We do have compulsory IT for Year 7 students,
multiple Year 8-10 IT electives and run IT Apps, SD and VET Multimedia (can't
remember the new name!) and on occasions we run VET IT. I wouldn't say we're a
"leading" school in the embedding of eLearning across all curriculum areas, but
we are making steady progress with staff of all age groups willing to take on
the challenge.<BR>> <BR>> My role in all of this? I'm the eLearning Driver
for the Humanities KLA and was one of the TPL people, but other than that, I'm
just a class room teacher of Humanities and IT.<BR>> <BR>> A lengthy
response to make up for all the "lurking". Hope there was something of
interest...<BR>> <BR>> Cheers<BR>> Sheryl Carnie<BR>> Bairnsdale
Secondary College<BR>> <BR>> ________________________________<BR>>
<BR>> From: </FONT><A href="mailto:itapps-bounces@edulists.com.au"><FONT
size=2 face=Arial>itapps-bounces@edulists.com.au</FONT></A><FONT size=2
face=Arial> on behalf of </FONT><A
href="mailto:itapps-request@edulists.com.au"><FONT size=2
face=Arial>itapps-request@edulists.com.au</FONT></A><BR><FONT size=2
face=Arial>> Sent: Tue 4/6/2010 9:42 AM<BR>> To: </FONT><A
href="mailto:itapps@edulists.com.au"><FONT size=2
face=Arial>itapps@edulists.com.au</FONT></A><BR><FONT size=2 face=Arial>>
Subject: itapps Digest, Vol 62, Issue 10<BR>> <BR>> <BR>> <BR>> Send
itapps mailing list submissions
to<BR>> </FONT><A
href="mailto:itapps@edulists.com.au"><FONT size=2
face=Arial>itapps@edulists.com.au</FONT></A><BR><FONT size=2 face=Arial>>
<BR>> To subscribe or unsubscribe via the World Wide Web,
visit<BR>> </FONT><A
href="http://www.edulists.com.au/mailman/listinfo/itapps"><FONT size=2
face=Arial>http://www.edulists.com.au/mailman/listinfo/itapps</FONT></A><BR><FONT
size=2 face=Arial>> or, via email, send a message with subject or body 'help'
to<BR>> </FONT><A
href="mailto:itapps-request@edulists.com.au"><FONT size=2
face=Arial>itapps-request@edulists.com.au</FONT></A><BR><FONT size=2
face=Arial>> <BR>> You can reach the person managing the list
at<BR>> </FONT><A
href="mailto:itapps-owner@edulists.com.au"><FONT size=2
face=Arial>itapps-owner@edulists.com.au</FONT></A><BR><FONT size=2
face=Arial>> <BR>> When replying, please edit your Subject line so it is
more specific<BR>> than "Re: Contents of itapps digest..."<BR>> <BR>>
<BR>> Today's Topics:<BR>> <BR>> 1. epotential feedback,
opinion and ideas (Kevork Krozian)<BR>> 2. epotential feedback
and comment (Kent Beveridge)<BR>> <BR>> <BR>>
----------------------------------------------------------------------<BR>>
<BR>> Message: 1<BR>> Date: Mon, 5 Apr 2010 13:53:19 +1000<BR>> From:
"Kevork Krozian" <</FONT><A href="mailto:kevork@edulists.com.au"><FONT size=2
face=Arial>kevork@edulists.com.au</FONT></A><FONT size=2 face=Arial>><BR>>
Subject: [Year 12 IT Apps] epotential feedback, opinion and ideas<BR>> To:
"elearning Teachers' Mailing List" <</FONT><A
href="mailto:elearning@edulists.com.au"><FONT size=2
face=Arial>elearning@edulists.com.au</FONT></A><FONT size=2
face=Arial>>,<BR>> "Year 12 IT
Applications Teachers' Mailing
List"<BR>> <</FONT><A
href="mailto:itapps@edulists.com.au"><FONT size=2
face=Arial>itapps@edulists.com.au</FONT></A><FONT size=2 face=Arial>><BR>>
Message-ID: <</FONT><A
href="mailto:360E0070961241E98F5C193C38B243F0@NOTEBOOKKRO"><FONT size=2
face=Arial>360E0070961241E98F5C193C38B243F0@NOTEBOOKKRO</FONT></A><FONT size=2
face=Arial>><BR>> Content-Type: text/plain; charset="windows-1252"<BR>>
<BR>> Hi Folks,<BR>> <BR>> This is going to both elearning and
itapps lists as many itapps teachers would in all likelihood have an involvement
with elearning in their schools.<BR>> <BR>> You would all be aware of
DEECD's efforts in scaffolding student, teacher and school elearning and
structuring ICT leadership etc.<BR>> The site showing the continuum, relevant
documents and samples of work can be accessed at </FONT><A
href="http://epotential.education.vic.gov.au/continuum.php"><FONT size=2
face=Arial>http://epotential.education.vic.gov.au/continuum.php</FONT></A><FONT
size=2 face=Arial>.<BR>> <BR>> In fact there are parallel continuums or
continua in many/most jurisdictions. A statement recognising "partnerships" at
least, is posted on the Victorian site:<BR>> in partnership with:<BR>>
Department of Education, Employment & Training, Northern Territory<BR>>
Department of Education & Children Services, South Australia<BR>>
<BR>> I am told that the epotential continuum started life in the Northern
Territory and worked its way down and across to Vic where it was
rebadged.<BR>> <BR>> A colleague has also alerted me to a Florida
equivalent " Technology integration matrix" </FONT><A
href="http://fcit.usf.edu/matrix/index.html"><FONT size=2
face=Arial>http://fcit.usf.edu/matrix/index.html</FONT></A><FONT size=2
face=Arial> . This is worth a look.<BR>> Check out the comparison of levels
between a few of these jurisdictions:<BR>>
<BR>>
Jurisdiction<BR>> Levels of elearning
integration<BR>> <BR>>
Victoria<BR>> Foundation , Emergent, Innovative,
transformative<BR>> <BR>> South
Australia<BR>> Develop, Apply, Deliver,
Transform<BR>> <BR>> Florida (
USA)<BR>> Entry , Adoption, Adaptation, Infusion,
Transformation<BR>> <BR>> <BR>> Here are some of the issues;<BR>>
<BR>> 1. I am told Independent and Catholic schools as a system ( for various
reasons ) don't use the epotential continuum by choice. If roughly a third
of Victorian schools ( is that about the proportion ? ) don't use this
tool what does it say about standards across the state or agreement about what
anything means ?<BR>> 2. Speaking over the water cooler with state school
counterparts I hear a number of state schools don't use the epotential continuum
for various reasons such
as:<BR>>
a) the continuum does not relate to what happens in their
schools<BR>>
b) the continuum and the samples of work on the epotential site do not
adequately address secondary levels of ICT use or worse almost totally have an
absence of any VCE
application.<BR>>
c) Noone has seen what the transformative level looks like. Therefore, how can
one know if it has been achieved
?<BR>>
d) A lack of agreement between some samples of work and where it fits in a
continuum.<BR>>
e) Concerns regarding just what embedding elearning means. Complaints that
simply digitization of information is seen as elearning by some without the
connections with higher order critical thinking, analysis, hypothesis testing
and more. Is the technology being used to improve learning, application or just
occupy the students eg. Does animating a character add anything different to a
student's understanding or just give them a visual or audio representation of
what is already on paper ? Does drawing a mind map diagram of what is already in
written form add anything to their understanding or knowledge ?<BR>> <BR>>
In view of some of these issues I was wondering if<BR>> 1. Could I get
some feedback on whether any schools are using the epotential continuum as the
scaffold upon which to build embedding of the elearning in the curriculum ? If
schools have chosen to not go with the epotential continuum can I please ask
their reasons ?<BR>> <BR>> 2. What other appraches are schools taking to
the challenge of embedding elearning in the curriculum and how is this being
delivered, measured and verified ?<BR>> <BR>> With thanks<BR>> <BR>>
<BR>> <BR>> Kevork Krozian<BR>> </FONT><A
href="mailto:kevork@edulists.com.au"><FONT size=2
face=Arial>kevork@edulists.com.au</FONT></A><BR><FONT size=2 face=Arial>>
</FONT><A href="http://www.edulists.com.au"><FONT size=2
face=Arial>www.edulists.com.au</FONT></A><BR><FONT size=2 face=Arial>> Tel:
0419 356 034<BR>> -------------- next part --------------<BR>> An HTML
attachment was scrubbed...<BR>> URL: </FONT><A
href="http://www.edulists.com.au/pipermail/itapps/attachments/20100405/c34ad819/attachment-0001.html"><FONT
size=2
face=Arial>http://www.edulists.com.au/pipermail/itapps/attachments/20100405/c34ad819/attachment-0001.html</FONT></A><BR><FONT
size=2 face=Arial>> <BR>> ------------------------------<BR>> <BR>>
Message: 2<BR>> Date: Mon, 5 Apr 2010 23:38:59 +0000<BR>> From: Kent
Beveridge <</FONT><A href="mailto:kbeveridge@stbc.vic.edu.au"><FONT size=2
face=Arial>kbeveridge@stbc.vic.edu.au</FONT></A><FONT size=2
face=Arial>><BR>> Subject: [Year 12 IT Apps] epotential feedback and
comment<BR>> To: "Year 12 IT Applications Teachers' Mailing
List"<BR>> <</FONT><A
href="mailto:itapps@edulists.com.au"><FONT size=2
face=Arial>itapps@edulists.com.au</FONT></A><FONT size=2 face=Arial>><BR>>
Message-ID:<BR>> <</FONT><A
href="mailto:64FBC7D59E9D6B4DA547B82B7F07665C02ED13B8@garlic.stbc.vic.edu.au"><FONT
size=2
face=Arial>64FBC7D59E9D6B4DA547B82B7F07665C02ED13B8@garlic.stbc.vic.edu.au</FONT></A><FONT
size=2 face=Arial>><BR>> Content-Type: text/plain;
charset="iso-8859-1"<BR>> <BR>> I saw this elearning scaffold a short
number of years back at a former(state system) school. The initial impression I
got was that the principal of that venue was 'strongly encouraging' (take what
you might from that) all staff to go down this path as the 'decision had been
taken' to persue this strategy. Needless to say, the school was crowing about it
being one of the first to go this path.<BR>> My personal thoughts when this
announcement was made was that many staff thought the old 'here we go again'
routine of gov't forcing change on its state school system (and its employees)-
like many of its well intentioned but hard to implement strategies.<BR>>
<BR>> Issues seen at the time(and now?) included:<BR>> Costs of PD<BR>>
Training, as opposed to PD, meaning new qualifications required?<BR>> Time
for attending these PD sessions<BR>> Value to learning<BR>> Attitudes of
staff to the strategies<BR>> Actual improvement to skillsets of staff<BR>>
Terminology (new) to be learned and implemented<BR>> Strategies to implement
the 4 stages within schools<BR>> Alienation, and castigation, of staff who
dont participate actively(with threats of formal or informal actions from
hierarchy-they were subtle, but nevertheless apparent)<BR>> Who on staff,
actually, realistically and practically, has the skillsets required to implement
these strategies...<BR>> Job advancement and career opportunities opening for
those who acquire these levels? Or closing for those who dont! (tell me staff
dont think about THIS ONE).<BR>> etc.<BR>> <BR>> I still can clearly
remember when and exactly which room it was made, this strategy was initiated to
the staff on mass in a meeting held specifically for the purpose of telling
them.<BR>> <BR>> My comment?<BR>> Whilst I did look through the
necessary levels as I perceived they applied to myself, I found it difficult to
know if I had the skillset or even the time to acquire the skillset,
required to achieve these 4 levels.<BR>> The first 3 I strongly feel are what
every teacher endeavours to offer their pupils, themselves and the employers.
The 4th(transformative) I feel is, well, above many staff to achieve no matter
how hard they try! To transform is to change..that is often difficult to
encourage students to do and many teachers try doing this in their own way
depending on their environments anyway.<BR>> Me? I actively attempt to do the
first 3 and will freely admit to a degree of difficulty of the 4th!<BR>>
Every year I teach, I try new stuff...yes EVERY year! I dont try to
transform myself, or 'morf', and I dont try for miracles..I just try to get the
message across in a way that hopefully my audience(the students/learners) can
relate to or make sense of.<BR>> <BR>> A weakness of the 4 steps as I see
them but is not discussed is that of how adults(staff and teachers) relate to
each other. To get this 4 step strategy to work, I believe, you also need 100%
support of ALL your colleagues and in any workplace that is going to be
difficult to achieve for many different conscious/unconscious and cognitive
reasons.<BR>> <BR>> So, in summary?<BR>> Get yourself a Principal whom
everyone supports, go grab a staff of Phd and Masters trained people, add a dash
of strong industry links, throw in a bucket of money, find some land to build
this fantastic school environment and then try to see if everyone gets along and
thinks alike. THEN, add students and watch the whole plan evaporate!<BR>>
WHY? Because we dont live in an ideal world and politicians like 'spin' and
'strategies' ('myschools website' and its statistical flaws etc).<BR>>
<BR>> I am happy to give things a go, but as those who know me know, I am
also a realist(some say pessimist). If I am so against all this, then before you
have a go at me, consider this..I went back to part time study recently and
gained 2 further qualifications in 3 years. If thats not trying to transform
myself and my learning strategies...what is? Oh, BTW, I am part way
through another qualification too right now! If thats not proactive then go
fish!<BR>> <BR>> Ok, thats my take on the 4 steps. They sound fantastic,
in theory, but practically? I'm not convinced they can be implemented in EVERY
school. Some perhaps? But not all.<BR>> Maybe in my next life I'll come back
as a politician...hehehe.<BR>> <BR>> Next comments????<BR>> <BR>>
Kent Beveridge.<BR>> ICT Co-ordinator<BR>> St.Brigids Catholic SC.,
Horsham.<BR>> ________________________________<BR>> From: </FONT><A
href="mailto:itapps-bounces@edulists.com.au"><FONT size=2
face=Arial>itapps-bounces@edulists.com.au</FONT></A><FONT size=2 face=Arial>
[itapps-bounces@edulists.com.au] on behalf of Kevork Krozian
[kevork@edulists.com.au]<BR>> Sent: Monday, 5 April 2010 1:53 PM<BR>> To:
elearning Teachers' Mailing List; Year 12 IT Applications Teachers' Mailing
List<BR>> Subject: [Year 12 IT Apps] epotential feedback, opinion and
ideas<BR>> <BR>> Hi Folks,<BR>> <BR>> This is going to both
elearning and itapps lists as many itapps teachers would in all likelihood have
an involvement with elearning in their schools.<BR>> <BR>> You would
all be aware of DEECD's efforts in scaffolding student, teacher and school
elearning and structuring ICT leadership etc.<BR>> The site showing the
continuum, relevant documents and samples of work can be accessed at </FONT><A
href="http://epotential.education.vic.gov.au/continuum.php"><FONT size=2
face=Arial>http://epotential.education.vic.gov.au/continuum.php</FONT></A><FONT
size=2 face=Arial>.<BR>> <BR>> In fact there are parallel continuums or
continua in many/most jurisdictions. A statement recognising "partnerships" at
least, is posted on the Victorian site:<BR>> in partnership with:<BR>>
Department of Education, Employment & Training, Northern Territory<BR>>
Department of Education & Children Services, South Australia<BR>> I am
told that the epotential continuum started life in the Northern Territory and
worked its way down and across to Vic where it was rebadged.<BR>> <BR>> A
colleague has also alerted me to a Florida equivalent " Technology integration
matrix" </FONT><A href="http://fcit.usf.edu/matrix/index.html"><FONT
size=2 face=Arial>http://fcit.usf.edu/matrix/index.html</FONT></A><FONT size=2
face=Arial> . This is worth a look.<BR>> <BR>> Check out the comparison of
levels between a few of these jurisdictions:<BR>> Jurisdiction<BR>>
<BR>> Levels of elearning integration<BR>> <BR>> Victoria<BR>>
<BR>> Foundation , Emergent, Innovative, transformative<BR>> <BR>>
South Australia<BR>> <BR>> Develop, Apply, Deliver, Transform<BR>>
<BR>> Florida ( USA)<BR>> <BR>> Entry , Adoption, Adaptation, Infusion,
Transformation<BR>> <BR>> <BR>> Here are some of the issues;<BR>>
<BR>> 1. I am told Independent and Catholic schools as a system ( for various
reasons ) don't use the epotential continuum by choice. If roughly a third
of Victorian schools ( is that about the proportion ? ) don't use this
tool what does it say about standards across the state or agreement about what
anything means ?<BR>> 2. Speaking over the water cooler with state school
counterparts I hear a number of state schools don't use the epotential continuum
for various reasons such
as:<BR>>
a) the continuum does not relate to what happens in their
schools<BR>>
b) the continuum and the samples of work on the epotential site do not
adequately address secondary levels of ICT use or worse almost totally have an
absence of any VCE
application.<BR>>
c) Noone has seen what the transformative level looks like. Therefore, how can
one know if it has been achieved
?<BR>>
d) A lack of agreement between some samples of work and where it fits in a
continuum.<BR>>
e) Concerns regarding just what embedding elearning means. Complaints that
simply digitization of information is seen as elearning by some without the
connections with higher order critical thinking, analysis, hypothesis testing
and more. Is the technology being used to improve learning, application or just
occupy the students eg. Does animating a character add anything different to a
student's understanding or just give them a visual or audio representation of
what is already on paper ? Does drawing a mind map diagram of what is already in
written form add anything to their understanding or knowledge ?<BR>> <BR>>
In view of some of these issues I was wondering if<BR>> 1. Could I get
some feedback on whether any schools are using the epotential continuum as the
scaffold upon which to build embedding of the elearning in the curriculum ? If
schools have chosen to not go with the epotential continuum can I please ask
their reasons ?<BR>> <BR>> 2. What other appraches are schools taking to
the challenge of embedding elearning in the curriculum and how is this being
delivered, measured and verified ?<BR>> <BR>> With thanks<BR>> <BR>>
<BR>> <BR>> Kevork Krozian<BR>> </FONT><A
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