Students work in teams to research factors which influence voter behaviour. Traditionally students would investigate political issues through a text book. This Civics programme made use of technology to allow students to connect with political issues through news and social media websites as well as political surveys created by students for their parents. Students were able to connect the theory in the classroom to the real world issues faced by their families and society. This resulted in significant improvement in students engagement and understanding.

The ILTES is a teacher with the primary role of supporting staff and students with the integration of contemporary learning technologies to optimise the teaching and learning experience. They ensure the latest technology is utilised in a way that results in the best possible learning outcomes and experiences, review and implement current and evolving pedagogies to provide rich and differentiated learning environments and contribute to the development of effective learning practices.

As part of the role they:
– Provide guidance on what effective ILT looks like. It is important that this is backed up by the evaluation of specific professional learning activities. Sophisticated, robust, multi-method ways of evaluating professional learning are required to identify the impact of professional learning activities being delivered.
– Advocate for professional ILT performance and development culture within the school. Evolve the Scotch College strategic plan to inform the development of the ILT Performance and Development Framework in a sustainable and scalable way
– Effective professional learning seeks to develop teachers and school leaders who are adaptable and able to deal with new and unexpected challenges that can occur within ILT. It exposes teachers to new and emerging practices and the theories that underpin them. It should focus not simply on improving existing practice, but also on assisting teachers and school leaders to understand the theory behind what practices work in different situations, and when and how to apply a broad repertoire of strategies.
– Affecting positive change within all interactions and resources for students is key to ensuring that skills and tools centred around ILT use are embedded in all we do

Finally, all of this is achieved through the lense of project based work with teacher and students to ensure that it is linked directly to the teaching and learning programs.

Michael Campbell teaches across a number of disciplines at Scotch College and is keen to encourage his students to transform their learning experiences using creative approaches across each of the learning areas of Science, Mathematics and Physical Education. Michael uses Clips with his class to create instructional videos and for the students to create and share their learning. Students can redefine their learning by using multiple environments and spaces to leverage deeper learning within each subject area. The ease and functionality of the Clips app enables students to achieve a creatively published video in a short period of time.

Scotch College has fully embraced the Apple ecosystem, as such Apple TVs are an important tool for the College in delivering educational content. All classrooms in the College whether equipped with TV’s or ultrashort projectors are equipped with Apple TVs to allow staff and students to project content no matter where they are in the room using their iPad or MacBook Air. All meeting rooms and larger venues are also equipped with Apple TVs to make connecting to more complex audio visual systems as simple as possible. Finally, all the boarding houses are equipped with Apple TVs in their recreational spaces to allow boarders to access recreational content like a student at home. In total the College has over 185 Apple TVs deployed that are all managed by the ILT department using Jamf.

As part of learning in Science, Toby Robinson would generally ask students to complete a handwritten dichotomous key in their Science journals.  However, Toby encouraged the students to use the app Popplet, which was distributed through the use of Classwork, to organise their thinking and classification of organisms.  Exploring new teaching and learning opportunities in the area of Science has allowed for students to show more creativity and personalisation using higher-order thinking tasks.  Using the Classwork and Classroom app, has given Toby the ability to recognise students who have misunderstandings as they complete their work and frees him to have time to check in with specific students.  The ease of submission through the Classwork app also provides timely feedback.

Michael Campbell, Middle School Physical Education specialist, realises the importance of students being able to see their practice in action in order to be able to identify strengths and weaknesses in body movement.  Michael harnessed the potential of the iPad as a mobile device to organise students to record themselves and their peers in collaborative activities looking specifically at their physical skills and practice in slow motion.  Recording the student’s tee-ball striking skills challenged them to improve their execution by viewing and discussing their slow-motion action.  The boys used airdrop to share their footage to their collaborative partners which they then analysed and would screenshot the particular image which would provide evidence of the area to focus for improvement. A Keynote scaffold was used to organise the images and the students then added audio recording of what they felt were their strengths and challenges.

Students in Year 7 at Scotch College utilised the functionality within Garageband to respond to their research about the invasion of cane toads in Western Australia by creating collaborative podcasts. Initially, the students worked together through a scaffolded activity in Pages to research, plan and create their scripts for the activity. Once familiar with Garageband, the students worked collaboratively within jam sessions and real-time collaboration to create their podcasts. Previously, teacher Andrew Arbuckle, would have asked the students to complete a hand-written report.  In reflecting on the activity Andrew has been excited by the engagement of the students and the quality of their learning.

Podcast Below

As a Middle School Mathematics teacher, Tyson Waterman’s classes have been largely dependent upon the more traditional paper and pencil options to study and consolidate mathematical understandings. However, through the use of a Keynote scaffold, Tyson challenged his students to take mathematical concepts into authentic learning situations by challenging the students to go mobile with their devices to find angles in their environment. The students worked collaboratively to identify different shapes and angles and to audio and photo record and use the Apple Pencil functionality to annotate their images. The task was open-ended enough to allow students to extend their understandings.

Year 5 students at Scotch College are adept at navigating several systems in Andrew Well’s Year 5 class. The use of Classroom and Classwork have become an integral platform to allow for a multi-faceted approach to learning which incorporates the use of a variety of apps for each specific learning task.  Classwork as a mode of delivery benefits both teacher and student in the ability to allow accessibility options and methods of interaction with speech-to-text, audio, video and app interaction available to be submitted in the space.  Independence and choice in utilising a number of different apps and integrating their use allows for creativity and personalisation of the learning journey. Students are connected via Classwork when suitable to the task and can share their ideas and collaborate through iWork.

Students work in teams to research how physics is applied in real world situations. Traditionally students would articulate their knowledge of Newton’s Laws with images and text. With the use of movies and presentation tools students are able to demonstrate applications of physics in action. This example demonstrates how a game of soccer can be used to define the Newton’s Laws of motion