Walking the Talk © Jacqui Sharp 2009

Adapted from Wesley A. Fryer 2005

Technology has sure changed the way we learn…

Comment by the school Caretaker, April 2009
Dr Larry Cuban
Cuban, L. (2001)
Oversold and
Underused Computers
in the Classroom.
Harvard University Press.
ISBN: 0674011090
Cuban, L. (2001)

Teacher Levels of ICT Integration

Entry Desks are in rows

Junior Tables are scattered around in the

centre of the classroom leaving a large mat
area
Very few or no small tables around the
walls of the room (if there is, it is for storage)

Nothing is hanging down

Very little on the walls and if it is…it is not

presented well

Teacher stands at the front of the class,

teacher desk is at front of the class

Computer is usually covered and is at the

back of the room

Computer is an add-on in the classroom

 Desks are in rows pointed to the front of the room.
Adoption
Junior Tables are scattered around in the centre of
the classroom leaving a large mat area clear.

Some small tables, cupboards, cubby holes are

placed around the walls of the room (if there is, it is
for storage).

Some artwork is hanging down.

Some of the children’s work is on the walls and

very little of it is has been created with a computer,
if it has it is ‘Published Writing’.

Teacher stands at the front of the class and does

some moving around the desks, teacher desk at
front, maybe to the side of the room.

Computer is uncovered and is used periodically for

Wordprocessing or Commercial Maths games.
Children prefer to work alone.

Students may be using the internet occasionally for very

broad Internet searches but otherwise the teacher is not
very comfortable with them being on the Internet.
 Desks are in groups.
Adaptation
Junior Tables are scattered around in the centre of
the classroom leaving a mat area.

There may be some small tables, cupboards, cubby

holes around the walls of the room designating
specific areas of the classroom.

A lot of the children’s work is hanging in the classroom and

it is well presented.

A lot of the children’s work is on the walls. A significant

amount of it is WordProcessed.

The Teacher works with groups and moves around the

desks and tables, the teacher desk is at the side of the
room.

The ‘Computer Centre’ has been set up, children use it for
Wordprocessing and most days for Reading and Maths.
There is evidence of management systems in place.

Keyboarding and computer skills are being formally taught.

http://www.west-windsor- Internet is being used more for games and

plainsboro.k12.nj.us/Wicoff%20Classroom%201.jpg research.
Appropriation Desks maybe swapped for tables.

Very little mat area, enough for at least ¾ of the class to

sit in. Teacher will be using a projector and laptop (and
maybe a mimio or IWB) frequently for teaching.

Tables around the edge of the room are curriculum

specific with learning centre activities.

The room is full of children’s finished work that is

both computer presented and hand done.

The teacher works with groups and moves around the

tables. The students also freely move around the
classroom from task to task. The teacher’s desk is not
obvious in the room.

Children are rotating through the computer centre or are at

laptops around the room all through the day, following
management boards and timetables working on specific
tasks. They experiment with other digital equipment such
as cameras, iPods, the IWB etc.

Internet research skills are well developed. Students work

well collaboratively. HOT models are integrated
seamlessly
 Classroom is divided up into curriculum areas with large
Invention tables holding resource material. Learning Centres are
being used freely.

There is barely any mat area, enough for a small group of

children. Projector/IWB/mimio is being used all day by
teacher and students.

The room is full of mixed media published work.

There maybe several computers scattered around the

classroom, other digital equipment such as iPods, tablets,
midi keyboards, game consoles and cameras are being
freely and confidently used.

Teacher and children move freely around the room,

teacher’s desk is not obvious in the room.

The teacher is an informal practitioner who involves students in the

planning of programmes and tasks. Students are highly independent
and self managing and are able to make choices themselves about
what they are going to do and how they are going to go about it.

Students learn the skills as they are needed. The teacher is

able to recognise when a skill needs to be taught.

Students are able to work collaboratively and co-

operatively with others. Internet skills are highly developed.
Wacom Drawing Tablet
Laptops

Flip Video

Mimio Pad
Interactive
Whiteboard

Mimio
 iPhone Amplifier
iTouch ($45)
Nanos ($249)
($389)

Composite AV
Cable ($75)
iKaraoke
iPod Splitter ($20) ($109.95)

iPod Classic Speaker Systems

($399) (from $99.00)
Microphone
($119.95)

http://ipodsiphonesineducation.wikispaces.com/
 Browsers

Multimedia (Music, Movies

Picture Editing)
Wordprocessing
Graphic Organisers,
Drawing, Recording and
Reporting
 Year 5/6 class 28 Students Decile 10 Mac School

WHAT THE CLASS HAD WHAT I ADDED

 3 eMacs  One iMac

 1 teacher laptop,  3 Windows laptops
 Access to a COW (8  1 Windows standalone
laptops)  1 Windows Netbook
 LCD TV screen  mimio
 mimio pad
 Wii
 PSP
 iPods
 PDA
 Day one
Respect the equipment (remember it cost a
lot of money)
Press lightly on the keyboard (thumping it
will eventually break the keys and then we
may have to do without our computer for a
few weeks while we wait for it to be fixed!)
No food or drink by any computer
equipment (If you have a problem see the
computer monitor first before you ask the
teacher)
Please don’t download games and load it on
to any of our equipment as it is illegal
Please don’t change the desktop setup
without the whole class approval
Please work co-operatively and
collaboratively at the computer centre
Please keep to the roles assigned to you for
your session
Please don’t take the mouse off the mouse
operator
Book specific digital equipment by writing
your name on the Whiteboard timetables
Record tasks that you have completed on
individual recording sheets
Keep computer centre clear of clutter and
unnecessary items
Be self managing and organised, know what
you need to do and how you are going to do
it!
 http://www.nytimes.com/learning/general/onthisday/index.html

http://www.nzherald.co.nz/

http://www.metservice.co.nz/public/localWeather/auckland.html
 Report back on Morning Task
 Handwriting Cards

 Spelling Activity
 Keyboarding

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

name mice correct chocolate height beneath characteristic available
not milk country choir hero between chemistry abduction
now miss course coffee hoping bitter cigarette contradiction
than moon cousin comb house blaze especially introduction
that more cricket comfortable hung blood executive performance
the train cries committee modern blossom exercise sentence
then tree cruel community monotonous declaration exhausted cushion
there truck daughter complete nation delightful expenses aluminium
they tow decide computer national delivered extraordinary turquoise
this under describe concert naughty Department fascinating audience
 Spelling Activities

http://delicious.com/Takahe1
http://www.slideshare.net/s
harpjacqui/keyboarding-
practice-1403910






  Self tracking
examples

Full Unit is available http://www.jsharp.co.nz/thegardensresources/studenttracking.htm

http://www.jsharp.co.nz/thegardensresources/perimeter_and_volume_maths_unit.htm
 Streamed Maths
classes
 Students come in and
start Class Activity
 If you get any wrong,
you have to do the
‘Workshop’
 Otherwise work
through Student Self
Tracking Sheet
http://www.bbc.co.uk/skillswise/numbers/measuring
/perimeterareaandvolume/arearectangle/
20

10
 20cm

10cm

20 x 10 = 200cm2
Each square is a cm2
Each square is a cm

6cm2 10cm2 13cm2

27cm2
13cm2

15cm2
10.5cm2 14.5cm2 20.5cm2 9cm2

34cm2 16cm2
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks
2/maths/perimeter_and_area/index.html
 5m 7m

Bedroom 1 Bedroom 2 5m

4.5 m 1.5 m

Hall Bedroom 3 5m
3.5 m Lounge

Kitchen Bathroom 5m
9m Dining/Family
Room
7.5 m 4.5 m

4.5 m
 5m 7m

Bedroom 1 Bedroom 2 5m

25m2 35m2
4.5 m 1.5 m
22.5m2
Hall Bedroom 3 5m
33.25m2 Lounge
3.5 m
20m2

37.5m2 22.5m2
40.5m2
Kitchen Bathroom 5m
9m Dining/Family
Room
7.5 m 4.5 m

4.5 m
 How to write
excellent
Explanations

The Purpose is
to explain how
something
works or why
something
happens
Write in second person Write in third person

• She
• Her
• You • He
• His
•Their
•Him
•Them
•They
•It
Write in the present

ate eat
• Past • Present

They ate crayfish last week at

the birthday party.
She is going to eat her lunch now.
Was is
• Past • Present

He was in the classroom yesterday.

He is not here now.
• Write a title • How does rain fall
• Write an introduction • How does rain fall from
– Write a question or a the sky? Rain falls from
brief description clouds that are made of
– Use second or third tiny droplets of water.
person
– Use present tense
– Use technical language
 What
What happens
happens in the
What after? end?
happens
next? When the
How clouds get
The cool water
and why droplets
heavy the
droplets are
it starts? Water gather forced
droplets are together and together and
formed when form clouds. they get
moisture bigger and
Water comes
evaporates heavier and
from warm air
from the earth fall to the
that rises from
ground.
the ground.
Could include…

A summary
A comment about its use
A recommendation
Conjunctions join sentences
 Action Verbs are time telling words
they tell you when things are going to happen
Have I

Written in the present tense?

Written in second and third person?

Written an introduction that asks a question or gives a brief description?

Said ‘How or why it starts’?

Said ‘what happens next and after’?

Said what happens in the end?

Written a conclusion with a summary, or a comment?

Have I used other words for ‘and’?

Have I used action verbs?

Have I used technical or scientific words?

http://jacquisharp.blogspot.com/2009/03/hero-factory-create-
superhero-avatar.html

http://www.cpbi
ntegrated.com/t
heherofactory/
http://www.slideshare.net/sharpjacqui/publishing-writing-ideas
http://hotpot.uvi
c.ca/index.htm#
downloads
Google
 In the 1870s, two inventors
Elisha Gray and Alexander
keyword also key word ( Graham Bell both
) n. A word that serves independently designed
as a key to a code or devices that could transmit
cipher. A significant or speech electrically (the
descriptive word. telephone). Both men rushed
(www.answers.com ) their respective designs to the
Is a word that is patent office within hours of
associated with a site or each other, Alexander Graham
contents of a site. Bell patented his telephone
Keywords are used to first. Elisha Gray and Alexander
categorize and search Graham Bell entered into a
for specific web sites. famous legal battle over the
(http://www.mantis.biz/ invention of the telephone,
glossary/#k ) which Bell won.
Keywords and Hits

• Telephone
• Telephone invent
• Telephone invent
Alexander graham bell
• Telephone invent
Alexander graham bell
telegraph
 • Do you believe what
you see and what you
hear?
• http://www.youtube.co
m/watch?v=NBfi8OEz0r
A&eurl
• http://www.youtube.co
m/watch?v=hibyAJOSW
8U&eurl
Ideas adapted from
http://langwitches.org/blog/2009/03/11/dont-
believe-everything-you-see-online/
 All about Explorers

• Go to
http://allaboutexplor
ers.com/webquest/
• And click on the
name of an Explorer
• Complete the tasks
• What did you find out
• Put a comment on
your wiki page

Ideas adapted from

http://langwitches.org/blog/2009/03/11/dont-
believe-everything-you-see-online/
Use Ctrl – F
(- F for Mac)

Type in one of
the keywords,
press Enter on
Keyboard
First instance of
the word will be
highlighted
 Search Engines
Try these Search Engines with your keywords

http://www.sortfix.com/index.aspx
http://www.you
tube.com/watc
h?v=jtzdxseO-
gs&eurl=http%
3A%2F%2Fshar
pjacqui.blogspo
t.com%2F&feat
ure=player_em
bedded
http://takaheone.wikispaces.com/
http://www.readinghorizonsathome.com/lemonsforliteracy/
 Jonassen, Peck and Wilson (1999) state that teachers
must learn how to use the technology themselves.
They must gain skills and fluency with the technology

 In many instances, teachers will be learning with the

students…They [students] can and will learn with
technologies, with or without the help of the teacher.

 Rather, teachers should try not to be the expert all of

the time. It is imperative that teachers are part of the
learning process as well and are able to display to
students that they can be learners as well.
 Cuban, L. (2001) Oversold and Underused Computers in the
Classroom. Harvard University Press.
 Dynamic Classroom, Transparent Technology (Wesley A. Fryer)
http://www.wtvi.com/teks/dynamic/
 Jonassen, D., Peck, K., & Wilson, B, W. (1999). Learning with
technology. A constructivist perspective. Upper Saddle river, NJ:
Merill.

 Sharp, J. (2006). Graphic Organisers. Ideas and activities with CD.

 ICT teaching and Learning http://sharpjacqui.blogspot.com/
 Web 2.0 and Education http://jacquisharp.blogspot.com/
 Class Delicious page http://delicious.com/Takahe1
 Comic Life http://http://plasq.com/comiclife
 Hot Potatoes download
http://www.halfbakedsoftware.com/hot_pot_download.php