| These things
are all very much a part of what the girls at MLC expect. |
Technology in the 21st
Century is a given
MLC School is committed to ensuring our girls are confident in using advanced technologies and that those technologies are reliable, fast and effective in encouraging girls to learn in more flexible and spontaneous ways. What we have increasingly become aware of is their preparedness to do just that.
The Laptop Program and On-Line Learning
As part of MLC School‘s commitment to Transforming Learning all girls from Year 5 onwards have their own laptop computers and girls from PK-4 have access to a mobile laptop laboratory. We have chosen an Apple Macintosh platform throughout the School and MLC has been recognised as an Apple Distinguished School for our years of experience, innovation and expertise in the use of Apple computers both in and beyond the classroom
The girls at MLC are used to and expect:
- MLC designed websites, learning portals, communication sheets and safe external internet sites, links and resources for teaching and learning experiences anywhere, at any time
- access to applications that give flexibility in the process, presentation and storage of learning experiences
- the provision of student and staff email for communication to teachers and other student groups
- access to the servers to store, transfer, collect, hand in and print material
- specialist training in and access to high-end applications.
The MLC School public and community websites connects students and parents to an external site for photo galleries, information about events and the latest news.
IT Developments
Students at MLC regularly access important aspects of their learning online as well as having the support and guidance of excellent teachers in the classroom. For many students this has extended learning opportunities beyond the boundaries of MLC. What was a pioneering e-learning concept has blossomed to become, as Mr Steve Doyle, National Professional Development Manager, Apple Australia said recently, “one of the best examples [of online learning] in the world.”
Virtual worlds allow our students and teachers opportunities to discuss global matters directly with those effected and from a variety of other cultures. Such perspectives may not be captured in a book. Our online tools ‘The Blue Sheet’ and ‘Pangaea’ support MLC’s Transforming Learning philosophy of flexible delivery and tailoring learning experiences, putting the girls firmly at the centre of their learning.
Preparing students to use IT in both their working lives and their personal lives. Many current vocations include the integrated use of technology and it could be argued that technology has become integral to everyday communication. Restricting access to technology would be creating a false environment limiting the development of those skills required for 21st century living and learning. The technology is not as significant as the skills of communication; collaboration, research, independent learning and networking but the laptops facilitate all of those skills. We now see over 200 online communities with a further 200 online units of work shared across the school.
In early 2008 we are testing our new ‘MLC Global’ ITC environment. ‘MLC Global’ is an online environment accessed thorough our MLC Intranet. It is a safe, secure site that will encourage ‘welcome’ international student and teacher connections throughout the world to talk online with MLC students and to collaborate in shared learning projects. International citizenship and global awareness will be a focus for MLC IT in 2008, as we build the infrastructure and the students’ skills so that they can participate fully in the ever ‘flattening’ world.
The 'N' Network
In 2008, the IT Department at MLC saw the decision to move to the ‘n’ network as “an opportunity to move forward not backward" said Director of Online Learning, Mr Westley Field. “Our strategy suggests that the way students learn is changing. Access to multi-media technologies at the fastest rate all day, every day is expected.”
So for several weeks at MLC, the IT Department have been installing the new “square shaped” network receivers, upgrading all the staff and student laptops with new software and measuring connectivity on our new ‘ n’ network. This move technology experts say could allow MLC to do away with wired networks entirely in the coming years. Other advantages, apart from speed of delivery, include less interference, and importantly for schools - increased security.
Learning Anywhere Any Time
These online initiatives have begun to transform the way students learn at MLC. There have been many changes.
Perhaps the most significant is the freeing up of teachers’ time to deal with individual needs. For example our units of work set up learning tasks. They describe what tasks the students must perform as well as providing options suited to individual learners. They also provide the ‘drill and kill’ information that students need. Students can, for example, watch a video of a process that explains how to do a task. If they don’t understand it the first time they can watch it again and again. They can also choose to work at a pace and choose tasks that suit them. In essence they have
control of their own learning. Gifted students can move ahead onto more challenging topics. Those who don’t understand can either review a topic or approach the teacher for specific advice. This leads to tailoring learning.
Teachers are now able to leave documents, ideas, discussions and more for students to access from anywhere in the world at any time of the day.
Students are now able to continue their work from anywhere in the world when they are absent from School either on exchange, field trip or extended holiday. We have and will continue getting constant feedback from students as their learning journey unwinds.
With our online learning systems we have built frameworks designed for flexible use. This provides both teachers and students with ‘tools’ that they can use to improve learning and communication.
Online Tools for Teaching and Learning
MLC has launched our Virtual Island School on an Online learning with PANGAEA website we call 'Skoolaborate'. With the generous support of the MLC School P & F we have our own secure site for young virtual explorers from MLC and all over the world.
Mr Westely Field, Director of Online Learning says, "this project is one of the first of its kind world wide. We will bring together the best ideas from around the globe, specifically targeting the Asia Pacific time zone such as China, Korea, Japan, Indonesia, Australia, New Zealand and other interested Asia Pacific countries."
In 2007, Dr Lindy McKeown PhD, whose field is the use of 3D virtual worlds, has been working with our staff and students, both online and face-to-face, to provide a kick-start for this new, exciting adventure.
Skoolaborate acts as a vehicle that promotes global awareness and understanding. Through creating a visual world - in our case a school - that young people can enter as characters and actually join classes to learn (our wikis) and discussions (our blogs). Most importantly it uses tools and environments that engage students in their learning.
Immediately after the Skoolaborate launch interest was sparked from other New Zealand, Singaporean, Malaysian and Australian schools. "We seemed to have hit a chord with this initiative - The students love it and other countries are lining up to get involved," said Mr Field.
In 2008 MLC School hosted 60 students and teachers from around the world in what is called the Skoolaborate
Congress. In an IT twist they came together physically, for the most part, to meet for the first time having been working together as avatars or characters on a virtual island for over 12 months.
Mr Steven Caldwell and his Year 6 class have been on a “Quest” testing a learning and teaching program that uses a 3D multi-user environment to immerse children in educational tasks. Quest Atlantis, or QA was developed by Indiana University Bloomington, Indiana and uses moves and strategies that are common to commercial computer gaming environments, but actually devises ‘lessons’ or tasks based on the latest educational research on learning and motivation.
The girls have been travelling to virtual places in the four main worlds of QA: Unity World, Ecology World, culture World, and Healthy World to perform educational activities (known as Quests), talking with other children and mentors, and even building virtual identities. QA has been a part of their learning at school as well as their research at home.
Each world has several villages that address different aspects of the world’s theme. In each village, there are 25-50 Quests that children perform alone or in groups, on the computer and/or in the real world. In QA, there are many ways in which ‘Questers’ can engage in standards based learning. Quests are curricular tasks that act as important scaffolds to virtual and real-world explorations to ensure effective content learning. Each Quest is connected to both academic standards and to our Social commitments. Missions are collections of multiple learning opportunities and tasks interrelated through some general problem and narrative. One of the most important aspects of QA is the mission to support children in developing their own sense of purpose as individuals, as members of their communities, and as knowledgeable citizens of the world. The QA project is committed to: creative expression, affirmation of diversity, personal agency, social responsibility, environmental awareness, healthy communities and compassionate wisdom. What Mr Caldwell has found is that the values of QA fit hand-in-glove with MLC’s values of Wholeness, International citizenship, Integrity, connectedness, Excellence and Diversity. MLC has been able to integrate QA Quests with the curriculum outcomes from the NSW Board of Studies.
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S.O.A.R. - Student Online Academic Reporting
In 2007 we launched SOAR - Student Online Academic Reporting allowing teachers, students and parents to access ongoing, online reporting information about individual student progress. This means each student has a secure; password protected learning profile for her teachers to build on throughout each semester culminating in the formal report at the end of the semester. This system is still under development as the reporting committee spend time matching learning pedagogy to the reporting of students’ learning outcomes, but our Year 6 girls were the first to have their reports accessed by their parents via email and our secure website. They were also able to access technical support, reply to teachers, give feedback, download and print individual reports. In 2008 online reporting will be extended to the whole school.
The ‘Blue Sheet’ is used to display information on common areas of interest. Basically any group that needs an avenue to swap ideas and communicate can set up a ‘Blue Sheet’.
- Each ‘Sheet’ uses a variety of applications that allow users to:
- upload and download documents
- participate in conversations via a ‘Blog’ interface (we use that for the announcements) or a discussion interface (the one we use in the discussion area)
- view news items that are new each day
- view a school calendar, again with new information each day
- search for people or information
- upload maintenance queries
- report incidents
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Online Learning with Pangaea
The ‘online learning portal’ or ‘website’ Pangaea allows staff or students to deliver, disseminate and discuss information, to and with students on a specific topic. It is about teaching a topic rather than just communicating to a group.
We provide as many opportunities for the students to express their ideas as possible. Our intranet, for example,
allows students to experience and develop leadership skills. We have concentrated on not assuming that the role of the teacher or facilitator is reserved for adults. We have many
students organising groups, clubs and units of work for other students, with other students or in combination with teachers. We are blending the role of the teacher and learner in order to encourage independent thinking.
'Pangaea' has been designed initially around the principles of 'Understanding by Design'. It is a system that can facilitate learning with anyone, anywhere at anytime and is being built in line with the philosophy of Transforming Learning.
We have refined our online Library presence and upgraded to a new Library Management system. This system allows students to access library resources both at school and at home. There are sections that provide resources that specifically target key areas that the students will be studying
Laptop
Information Evenings
Each year we hold Laptop
Information Evenings designed to help parents understand
the options available when organising their daughter's laptop. On
these evenings we demonstrate how laptops are used as a learning
tool to present student learning through multimedia software, to
search for information, to communicate with other students and teachers
and to store and retrieve information.
The laptop supply company, from whom MLC purchases their laptops, will send representatives
to explain the features of the preferred models. They will also
explain the suite of software available on these laptops. It is
because MLC organises the purchase and leasing of so many laptops
that these companies are able to offer bulk order discounts on both
the laptop itself and the software that MLC requires every student
to have for compatibility in classes.
Also on these evenings the
processes for leasing and the insurance
implications are explained. The program includes:
- Information relating to laptops
- Occupational Health and Safety
- Presentations by current students
using the laptop technology.
Representatives from the MLC IT Department are also on hand to answer any questions you may have
in regard to the use of the laptop and technology generally in the school.
Click
here to download Note Book Order Form and answers to the most frequently
asked questions.
Other Services
- Onsite
laptop service centre ensures that an unreliable laptop can be repaired quickly
- Laptop help desk for logging inquires, quick diagnosis
of problems and as a link to the technical staff who sit behind
the MLC School IT infrastructure, are there to make the use of
technology an enjoyable and not a frustrating experience.
| Working with young children is not as straight forward as it would at first seem. Their environment is so very important. Environments are teachers nowadays within themselves. |
Apple
Macintosh and MLC ~ Leasing or Buying
MLC has selected two models of Apple Notebook from which parents can choose to either lease over a two-year period or buy outright. These notebooks are configured to MLC specifications with a carefully selected suite of the latest compatible applications for use at MLC. At the end of the two-year period, we recommend that all laptops are upgraded to ensure all the girls have the latest model and applications for learning. With the special prices negotiated for MLC School we can help to ensure that your daughter always has access to the latest development and systems to maximize her learning experience, by updating every two years. Insurance and warranties are included in the lease fees. Those parents who choose to buy the notebook need to organise their own insurance. MLC recommends parents lease their daughter’s laptop as the cost effective, convenient and most up-to-date alternative. Whether leasing or purchasing a laptop there is a software license fee for MLC installed software. This is an annual fee appearing on the school fees.
Our Director of Online Learning, Mr Westley Field answers questions about the innovative use of technology
Parents often ask questions about the innovative use of technology as a learning tool at MLC School. They are curious as to how the program developed at the school and how some of the issues regarding the internet and e-communication have been approached with the girls. Our Director of Online Learning, Mr Westley Field addresses some of these questions for you here in an interview he gave to a journalist on just these areas.
| Research (Michael Fullen) indicates that the use of technology in schools is closely related to positive learning outcomes. The more access to meaningful use of technology the more learning outcomes. For this reason we wanted to get computers in the hands of students as soon as possible. Historical and practical considerations have led us to start students on their own laptops in Year 5. The schools provides access to labs of computers as well as carts of laptops from Kinder through to Year 4. |
| Absolutely. We are preparing students for both their working lives and their personal lives. Many current vocations include the integrated use of technology and it could be argued that technology has become integral to everyday communication. Restricting access to technology would be creating a false environment limiting the development of those skills required for 21st century living and learning. The technology is not as significant as the skills of communication, collaboration, research, independent learning, networking etc |
| Yes to all of the above. We provide as many opportunities for the students to express their ideas as possible. Our intranet for example allows students to experience and develop leadership skills. We have concentrated on not assuming that the role of the teacher or facilitator is reserved for adults. We have many students organising groups, clubs and units of work for other students, with other students or in combination with teachers. We are blending the role of the teacher and learner in order to encourage independent thinking. |
| There have been many changes. Perhaps the most significant is the freeing up of teachers time to deal with individual needs. For example our units of work set up learning tasks. They describe what tasks the students must go and perform as well as providing options suited to individual learners. They also provide the 'drill and kill' information that students need. This way students can, for example watch a video of a process that explains how to do a task. If they don't understand it the first time they can watch it again and again. They can also choose to work at a pace that suits them and choose tasks that suit them. In essence they have control of their own learning. For gifted students this means that they can move ahead onto more challenging topics and for those who don't understand they can then approach either review a topic or approach the teacher for specific advice. This leads to tailoring learning for every student. That way we don't have a teacher explaining the same content to a hoard of students some of whom understand the message and some who don't. |
I don't think it matters what type of school it is, technology is just a part of what we, as humans do, to interact, collaborate and research. You could ask the same question of work or life in general. It has completely transformed some areas, for example the ability to develop extended networks beyond the schools walls and to have unlimited research at your fingertips.
For example our virtual worlds project, 'Skoolaborate' involves schools from Japan, Taiwan, New Zealand, Australia and America. Students gather in a virtual land full of learning opportunities. They can for example run a virtual Shop in a mall, promote, design and sell their stock to other inhabitants. Their efforts either succeed or fail, they can see and experience what works. They develop genuine understanding of what appeals to different cultures These authentic learning experiences allow students to gain skills vital in their lives and future workplaces. It gives them a chance to take a risk and learn is a safe learning environment. Virtual worlds also allow our students and teachers opportunities to discuss global matters directly with those from a variety of other cultures providing them with perspectives that may not be captured in a book.
Technology has also allowed access to learning anywhere and at anytime allowing schools to think more flexibly about how, when and where to deliver learning. We an offer engaging learning experiences in places as remote as Broken Hill as well as from the centre of the city will no disruption to students access to the main school, their teacher, parents and peers. |
| This is not a technology question it is a behavioral question. We have one rule for the use of technology in the school. That is that it must be used to improve your educational outcomes. If students choose to use it in other ways then we regard that as a behavior issue not a technology issue. Limiting access to technology reduces the students skills in learning how to keep safe when using technology. |
| If technology is used to improve learning outcomes then no. If technology is used for the sake of adding 'bling' then yes. Having every student connected wirelessly all day allows students to access technology at the time and place that it is required to enhance their learning. Our students are not instructed when to use their laptops but rather have gained the experience to know when technology will help them in their learning. Again they are in control. |
| The school has high regard for professional development of staff. We approach professional development from a variety of angles including peer mediation where teachers are given the opportunity to share their professional practice with each other. This is probably the most valuable learning. We also encourage staff to seek outside experiences in order to broaden their experience and outlook. Training is offered face to face, online via groups and individually. |
| I can't think of any just as I cant think of any vocations that remain unaffected. Remember that one of the most important aspects of technology is that it can facilitate better communication. Communication and collaboration are central to all subjects. Again it is the use of the technology not having the technology. For example technology plays a significant part in communicating with Parents via excursions and student progress. Parents can keep up with what is happening if students are away by logging into the intranet and reading blogs by students with pictures of what they are doing why they are doing it. We have just implemented a reporting system that allows parents to check on student progress from anywhere at anytime. When complete it will allow both students, teachers and their parents to share their thoughts and information about progress throughout their entire school life. At MLC we have fantastic examples of learning with technology across all subjects including more traditional subjects like the arts and sciences and also for pastoral, sporting and civic responsibility groups. |
The provision of state of the art technology is becoming the differentiating feature not between various sectors of education but rather between progressive schools and non progressive schools. There are samples of innovative and progressive thinking schools across all sectors. One area where non progressive schools or systems lag is in imposing limitations and restrictions that are so restrictive that they prevent students from using technology in a way that enhances their learning and understanding of how to operate in a global society as a global citizen.
Michael Fullan is Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, Michael is engaged in training, consulting, and evaluating change projects around the world |
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