11th Annual 21st Century Learning Conference

The ISTE Certification for Educators is a rigorous professional certification aimed at ambitious educators, coaches, and school leaders, who are ready to step up to the challenge of taking their professional practice around the use of education technology to the next level.

This is the first qualification of its kind and has been developed to be of great value, irrespective of the curriculum model used in a school.

This unique certification is based on the ISTE Standards for Educators and is designed to support practitioners in moving systems from vision to practice. It does this by preparing participants to rethink and redesign learning activities with technology so as to engage students in real-world authentic and active learning.

The vendor- and device-neutral ISTE Certification for Educators training/professional development program focuses content and learning activities on all seven ISTE educator standards, with a special emphasis on the instructional indicators within the standards

WHAT IS IT?
An opportunity for school staff who are involved in technology to discuss issues of common concern, brainstorm solutions to common challenges, and to share success stories.

INTENDED AUDIENCE
School technology staff including (but not necessarily limited to: Technology Directors, e-learning/technology coaches and facilitators, technical support staff and their managers)

EVENTS HIGHLIGHTS
• Opportunity to learn from over 100 colleagues from Hong Kong and beyond
• Build and extend personal networks for learning and collegial support
• A great chance to share your own expertise with others in your field
• An added bonus for overseas delegates who are already coming to HK to attend the 21C Conference and Pre-Conference

The ISTE Certification for Educators is a rigorous professional certification aimed at ambitious educators, coaches, and school leaders, who are ready to step up to the challenge of taking their professional practice around the use of education technology to the next level.

This is the first qualification of its kind and has been developed to be of great value, irrespective of the curriculum model used in a school.

This unique certification is based on the ISTE Standards for Educators and is designed to support practitioners in moving systems from vision to practice. It does this by preparing participants to rethink and redesign learning activities with technology so as to engage students in real-world authentic and active learning.

The vendor- and device-neutral ISTE Certification for Educators training/professional development program focuses content and learning activities on all seven ISTE educator standards, with a special emphasis on the instructional indicators within the standards

BBC Micro:bit enables schools to bring accessible and affordable micro-controllers into the classroom. Explore how coding can go beyond the screen and learn how your students can easily make their own digital devices and wearables that integrate sensors, motors and LEDs.

In this session attendees will go hands-on to make projects that fuse traditional making skills with digital technology using Micro:bit.

- Learn how to code and use Micro:bit, adding additional extra components
- Hands-on exploration of a Maker Centred approach to coding and physical computing
- Take away resources and skills you can apply to your lessons and units

This session is suitable for Primary and Middle Years Educators interested in exploring physical computing and making. No previous experience with Micro:bit is required.

Stu Lowe is a leader in the use of BBC Micro:bit in the Maker Centred Classroom. His students have published multiple projects for the Micro:bit website and had their designs featured at the 2018 and 2019 BETT show. His approach is to empower learners with the skills to use coding as a creative tool in real world devices that they make.
 

Data is a central facet of contemporary education, yet it has been largely ignored by the educational technology community. Data informed decision making is critical for academics and operations in schools worldwide.

However, most schools don’t have aligned data systems or even understand their own process workflows. We’ll discuss the design and integration proper data systems in school, focusing on overall architecture, specific applications, data warehousing, and data integrity. Further, we’ll explore using those systems to develop operational efficiency and improve academic outcomes.

Choosing a Learning Management Systems.
In a connected world, it’s amazing how fragmented we can make the educational experience for students, and how the workload required by teachers to maintain the fractured landscape of solutions often ends in many throwing their hands in the air and returning to their tried and tested traditional teaching methods. Leveraging available technologies does not need to be difficult or fragmented. This presentation challenges the very notion of ‘learning management’ and looks at how an integrated approach can reduce teacher workloads, support differentiated learning, increase student and parent engagement, and unite the whole school community to improve educational outcomes for students.

This session will explore how web based resources, technology tools and more can support the reading and comprehension of math and STEM content, create and understand math notation in a digital world, and support real time formative assessment strategies . We need to take away the barriers of reading, digital notation, and static assessment, getting in the way of our students being able to understand the underlying concepts of math and engaging in learning math in a digital environment.
Participants will have an increased understanding of supporting students to read, write and express themselves in maths and STEM, in line with their own personal learning needs, and providing formative assessment opportunities. Access to EquatIO, the new Texthelp math tool designed around the well-evidenced principles of Universal Design for Learning (UDL), will be made available to all participants.

Co-Presented by Mandy Hollingshead and Coby Reynolds

Looking for new ways for students to showcase their own learning? Well, making videos has never been easier. This interactive workshop will guide participants through the ease of creating engaging videos using their Apple Pencil in Keynote and some amazing features of Clips. Participants will leave with a greater understanding of how students can create and share their learning with iPad.

Andrew's presentation looks at the work he has undertaken over the last 5 years at Garden International School - designing, implementing and promoting the completion of an Immersive Learning Environment. It will explore the technology used in the space including hardware and software - examining how smart lighting technology is being used alongside projection and sound. Andrew will answer how theatrical ideas around multimedia production elements can be used to engage learners and enhance experiential learning opportunities.

Throughout the presentation, he will refer to successful classroom activities he has developed and how he has promoted the use of the Immersive Learning Environment into curriculum development of Primary Enquiry, Literacy and Secondary Subject departments such as Science, History, English, Art and Geography. Andrew will also look at how teachers can employ technology in their own classrooms to develop smaller scale immersive environment.

Gaming: Literally - Using video games to enhance the study of literatureGames are an immersive and ever improving entertainment medium. They are something that should be viewed as useful within educational circles, specifically in relation to studies like language and literature.
The presentation aims to make the case for using games in this way, explaining how they could be implemented and why not doing so would be an incredible waste of an immensely useful resource.

FarmBot Action Research Project - Michael Gates / Peter Wynd- Dulwich Suzhou
As part of the Dulwich College International Pioneering Spirit initiative (the founder of which will also be presenting at the 21CL HK event), Dulwich schools in Suzhou and Singapore successfully received a fairly substantial grant money back in April 2018.  
The money was to invest in an Open Source, CNC agricultural robotics solution: FarmBot.   A startup from USA a few years ago.

We intend to present on the first year of this exciting action research project.  We especially have been interested in researching the engagement levels and levels of ownership of a group of students in such a pioneering project (and obtaining data to evidence this) and how to make such an extra-curricular STEAM project embed itself 'organically' into an academic curriculum.

Another exciting strand of this project is the fact we are collaborating with our sister campuses at Dulwich College Suzhou (Ducks section) and Dulwich College Singapore.  We have also gained collaboration with additional tertiary education institutions with exciting consequences.  We wish also to present on the challenges and opportunities such collaborations have had.


Wearable Technology - Pioneering Spirit Project - - Kathryn Hall  - Dulwich College (Singapore)
In conjunction with Dulwich College International this is an example project as part of the Pioneering Spirit initiative run by the group.
My project is to develop a fashion project with students incorporating wearable technology. The focus is that the project is to encourage innovation, links to industry and enterprise and develop creative skills.

The aim of this project is to design and make a fashion collection that incorporates wearable technology such as lights, sensors, activity trackers, sound devices as well as making use of new technology and “smart materials” such as glow in the dark and thermo-chromatic paints.

The outcome will be a fashion show, inviting other schools and teachers within the DT, Science, ICT and Art fields (incorporating STEAM).

The project is pitched towards students in years 5-8, initially as a competition for design, then ECA for manufacturing the designs. In addition the students will take part in an enrichment day, inviting industry professionals from technology and design fields to conduct workshops with the students. This will develop an enterprising spirit and get students considering practical applications for their designs and how the growth industry of wearable technology might develop in the future.

The project has longevity as aspects can be used in future curriculum projects in DT, Science and ICT and ties in with NC objectives. Equipment purchased can be used by other departments or contributed towards a “makerspace”.

Making Learning Accessible with Technology (EAL students)

In this session, we will discuss the 21st century skills (4Cs) and how can we integrate these skills into teaching EAL learners with technology? We will see the use of Microsoft immersive technologies and how these tools are helping EAL learners. Tools like immersive reader, dictation, assessments, Office Lens which support listening, reading, writing and speaking. We will discuss how can we introduce these free tools in a classroom with a few examples.

Many school educators and leaders are striving to develop a cohesive digital citizenship curriculum that will empower the students to be balanced and principled “digizens”.  

This year as CDNIS celebrates our 12 years of 1:1 personal device programme, we have decided to create a newer, more relevant Digital Life Curriculum.  

In this workshop, I will present how we involve the community to re-write a student-centred Responsible Use Agreement and design a comprehensive digital citizenship curriculum.  

Participants will take away some useful strategies and resources to support the building of a new digital citizenship curriculum for their own school and classrooms. 

This session will focus on one school's usage of attitudinal data to better understand students' feelings about themselves and their functioning in school.

Attendees will gain insight into the 9 sub-categories of the Pupil Attitudes to Self and School (PASS) survey and how these results can support programming decisions, general student well-being, and intervention.

Additionally, the usage of data as a part of Master's degree research into student well-being will be further explored.

Tech tools can be integrated into our classrooms in a layered way for differentiation. From the most basic way of replacing our traditional task, to the more creative way of enhancing our tasks, all the way up to the most unconceivable way of transforming the tasks...there is a systematic method for teacher to choose the best fit apps, and design the best fit tasks.

I will take my Chinese class as an example, introducing how I use multiple tech tools (apps, extensions, add-ons) 'in a layered way' to maximise students' engagement and creativity in learning. I will also share how do these tools effectively help with differentiated learning in 3P (present, process and product) ways. 

With the future of the global economy being reshaped by blockchain technology, we need to make sure we are preparing our students for the opportunities and challenges this new technology presents. This presentation will teach beginners what blockchain is, how cryptocurrencies fit in, and give some hands-on lesson ideas for teachers to introduce the concept to their students.

Creating learning environments that accommodate, foster and challenge ALL learners, including our EAL students, regardless of the barriers that currently exist for them around the literacy demands of school, is an ever increasing essential requirement for international schools.
During this session we will explore a range of digital tools to support student reading and access to learning content.

Session Objectives

1. Learn how to use Keynote for engaging presentations
   
2. Take away sleek templates pre-built for you and learn how to modify them for your own purposes
   
3. Have fun!
   

**Required: Must have a Mac with updated Keynote installed for use

Session Description

Are you a Mac user? Do you present in front of an audience (e.g. students, colleagues, parents) and wonder how you can make your presentations more engaging? Are you guilty of using too much text on a single slide and know that it’s bad, but you do it anyway? Come take away some practical tips and tricks to making a presentation engaging.  Let’s talk about C.R.A.P. by Robin Williams (not Patch Adams Robin Williams…!) and how that can really help you enhance the way you perceive design, and therefore, your own presentations.

Target Audience

Teachers, Administrators

BBC Micro:bit empowers students to create all sorts of interesting projects and creations. In this session attendees will get to create and code games using Micro:bit that use the various sensors in the devices as well as the display. Educators will be able to expand current coding practices to physical games as well as learn how Micro:bit can tie to the new Scratch 3.0 to interact with creations on the screen.

- Explore the different sensors in a Micro:bit including the accelerometer to track how the device is being moved.
- Learn how students can make simple games that they can code themselves and play with others.
- Build with the new link in Scratch 3.0 to control control student made Scratch programs.

This session is suitable for Primary and Middle Years Educators interested in exploring physical computing and making. No previous experience with Micro:bit is required but an interest in simple block based coding would be a benefit.
 

Description:
From classroom to district-wide system, there is a growing need to measure learning. Schools typically have sophisticated protocols and tools for assessment, curriculum, and lesson planning, but many are still looking for ways understand data collected through these tools. This workshop is geared towards academic and non-academic leaders who are interested in big data and analytics for all aspects of school operations. We’ll be looking at the basics and methodologies of using PowerBI, a free business intelligence tool by Microsoft, to complement and assist with the data informed/driven dialogue for the improvement of teaching and learning. 

Outline:

1. Measure learning introduction (5 mins)
   
2. SIS and data flow (10 mins)
   
3. Using PowerBI (45 mins)
   
   1. Independent (free desktop version)
      
   2. Live connection to database systems (requires SSRS license) 
      
   3. Link to data driven/informed dialogue 
      

This presentation will look at how technology can be used within an Early Years classroom in an integrative and authentic way to encourage independence, critical thinking and communication. Participants will be given examples of coding, independent inquiry and app smashing using different apps and Seesaw to promote an empowerment of learning. This presentation highlights Early Years students as Digital Natives who are capable and proficient in their ability to use technology as a tool in their learning.

Student voice positions students as the agent of change. It opposes depersonalized, standardized and homogenized educational experiences as it begins and ends with the thoughts, feelings, visions and actions of the student themselves. In the era of modernization and innovation, integrating technology in the classroom provides tremendous effects on education empowering student voice. Through various education technology applications, learning has been evolving and surpassing the boundaries of the walls of each classrooms.

Educators in K-12 have been gearing up their skills and competencies by utilizing programs and applications in their teaching. In empowering student voice, which I believe should be at the core, as we move to being a student-centered learner, I integrate these various Edtech apps apps in my curriculum. These can be downloaded for free or at a minimal cost by both students and teachers, not to mention the parents as well.

Through this presentation, I will be talking about the advantages and disadvantages of using micro:bit (as well as other circuit boards) for project-based learning experiences for MYP students. Participants will have the opportunity to try out projects we use in my classroom and we will brainstorm potential interdisciplinary connections with other subjects.

On good days, Flipped Learning can basically buy time for you to lead, connect with, and learn with your students.  On bad days, it can be painful for students and the teacher.

The good news is that nearly all devices now allow you to buy time without spending a dime. Yet, it can be costly if poorly implemented. Unlike light switches, classrooms do not need to be ‘flipped’ either ‘on’ or ‘off’. You can start small.

I took two courses from Jon Bergmann, who coined the term 'Flipped Learning'. I am excited to share the best of what I learned and my experience in “real world” application.

In one hour, I will help you with tips for success, things to avoid, a list of tools, and practice using select tools to start your journey. It is not about the tech, but connecting with students.

For the best experience, bring digital or physical resources for an upcoming unit as we can make a video which you can use to help your students next week in your class. 

Did you know students can share their learning and understanding using drawing and mind map on Pages on iPad and Mac? In this interactive workshop participants will be actively involved in creating their very own book using Pages. They will explore the creative and practical elements of the app using an iPad, as well as some fantastic new features and ideas which make book creation simple and easy for students. Participants will leave with a greater understanding of how students can create and share their learning with iPad and MacBook. 

Hyperdocs? Hyperdocs! Hyperdocs are not merely digital worksheets. Nor are they similar to
WebQuests. Hyperdocs are transformative and interactive online documents (e.g. Google Docs) that replace traditional worksheets. In essence, Hyperdocs are well suited for creating inquiry-based lessons which enable students to learn through the exploration of a topic. They are less about the design, but more about the delivery of the lesson and the content we want our students to learn.

In this session, we will explore the theory behind Hyperdocs and what differentiates Hyperdocs from digital worksheets and WebQuests. Afterwards, participants will deepen their understanding of the seven steps (engage, explore, explain, apply, share, reflect, and extend) that are incorporated in a successful Hyperdoc and gain some insights in which other online educational tools might be useful to include in these steps.