Purposeful technology integration and implementation (The role of…
Purposeful technology integration and implementation
Examples of technology integration and implementation
Firbank Brighton Junior Campus, Victoria, Australia
Eleni Kyritsis examples
Global Scrapbook Project- instead of posting a physical journal, students collaborate online via GSuite slides and posted via Twitter, Google+ and Facebook.
Microsoft's Class Notebook e.g. design thinking process
Coding- computational thinking (algorithmic thinking to start)
How technology can be used to monitor, document, measure and report on learning
Microsoft OneNote to organise student data and evidence of learning (assessments and anecdotal notes)
How technology can support inquiry
Video conferencing with learners in places or expertise of the inquiry e.g. blogs, twitter, online surveys, skype/Google Hangouts, mystery skype
The role of technology in the PYP
“Our focus as teachers should always be on the learning, not on the technology."
Authentic and purposeful
Try something new. Ask the students to play with it and tell us what they can do with it.
Multimodality e.g. GSuite to improve collaboration
Connection across countries e.g. Global Scrapbook, mystery skype
Responsible digital citizens e.g. 5 P's for a positive digital footprint boardgame
Support and extend learning
Pick up a pencil when it's the best tool to learn with... technology should be the same.
Digital and non-digital tools
e.g. a combination of both to show prior learning of angles and digital and non-digital tools like protractors and coding
Deepening your understanding
How have you cultivated a shared understanding about the value of technology in learning and teaching in your school?
In what ways is the agency of the learning community supported through decisions about technology use?
Technology in the PYP immerses students in the interplay between learning technology, about technology and through technology
• Revisit the “Technology in the PYP” section and use this to help map Eleni’s examples against: learning technology, learning about technology and learning through technology.
• Now reflect on technology in your school context.
• Map the ways in which students learn technology, learn about technology and learn through technology, noting the interplay between them.
• Reflect on the representation of these three aspects within your curriculum, and on their impact on student learning.