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<title>itapps Digest, Vol 62, Issue 10</title>
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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hi Sheryl,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Just wanted to say thanks for such a detailed and thoughtful response
– it was a great read!<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Cheers,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Adrian Janson<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>VITTA President<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Director of ICT,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Melbourne High School<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
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<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=EN-US style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> itapps-bounces@edulists.com.au
[mailto:itapps-bounces@edulists.com.au] <b>On Behalf Of </b>Carnie, Sheryl M<br>
<b>Sent:</b> Tuesday, 6 April 2010 2:34 PM<br>
<b>To:</b> itapps@edulists.com.au<br>
<b>Subject:</b> RE: itapps Digest, Vol 62, Issue 10<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div id=idOWAReplyText4435>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>Hi all</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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...</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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. The 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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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. It 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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>So, to strategies we are using to embed eLearning in the
curriculum...</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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 <strong><span style='font-family:"Cambria","serif"'>how</span></strong>
<strong><span style='font-family:"Cambria","serif"'>learning</span></strong>
that can be facilitated digitally, rather than focussing on <strong><span
style='font-family:"Cambria","serif"'>what</span></strong> 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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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, maintain 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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.</span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>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.<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>A lengthy response to make up for all the "lurking". Hope
there was something of interest...<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>Cheers<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>Sheryl Carnie<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Cambria","serif";
color:navy'>Bairnsdale Secondary College<o:p></o:p></span></p>
</div>
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<div class=MsoNormal align=center style='text-align:center'>
<hr size=2 width="100%" align=center>
</div>
</div>
<div>
<p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'>From:</span></b><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> itapps-bounces@edulists.com.au on behalf of
itapps-request@edulists.com.au<br>
<b>Sent:</b> Tue 4/6/2010 9:42 AM<br>
<b>To:</b> itapps@edulists.com.au<br>
<b>Subject:</b> itapps Digest, Vol 62, Issue 10</span><o:p></o:p></p>
</div>
</div>
<div>
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<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" <kevork@edulists.com.au><br>
Subject: [Year 12 IT Apps] epotential feedback, opinion and ideas<br>
To: "elearning Teachers' Mailing List"
<elearning@edulists.com.au>,<br>
"Year 12 IT Applications
Teachers' Mailing List"<br>
<itapps@edulists.com.au><br>
Message-ID: <360E0070961241E98F5C193C38B243F0@NOTEBOOKKRO><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 <a href="http://epotential.education.vic.gov.au/continuum.php">http://epotential.education.vic.gov.au/continuum.php</a>.<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" <a href="http://fcit.usf.edu/matrix/index.html">http://fcit.usf.edu/matrix/index.html</a>
. 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>
kevork@edulists.com.au<br>
www.edulists.com.au<br>
Tel: 0419 356 034<br>
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Message: 2<br>
Date: Mon, 5 Apr 2010 23:38:59 +0000<br>
From: Kent Beveridge <kbeveridge@stbc.vic.edu.au><br>
Subject: [Year 12 IT Apps] epotential feedback and comment<br>
To: "Year 12 IT Applications Teachers' Mailing List"<br>
<itapps@edulists.com.au><br>
Message-ID:<br>
<64FBC7D59E9D6B4DA547B82B7F07665C02ED13B8@garlic.stbc.vic.edu.au><br>
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<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: itapps-bounces@edulists.com.au [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 <a href="http://epotential.education.vic.gov.au/continuum.php">http://epotential.education.vic.gov.au/continuum.php</a>.<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" <a href="http://fcit.usf.edu/matrix/index.html">http://fcit.usf.edu/matrix/index.html</a>
. 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>
kevork@edulists.com.au<<a href="mailto:kevork@edulists.com.au">mailto:kevork@edulists.com.au</a>><br>
www.edulists.com.au<<a href="http://www.edulists.com.au/">http://www.edulists.com.au</a>><br>
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