Wednesday, October 24, 2012

Using Google Tasks to Manage Your Tasks

Today I presented to the staff on how to use the Google Tasks feature, integrated into both Gmail and Google Calendar, to manage their tasks. I use the Google Tasks feature to create tasks from emails, as well as to create tasks from scratch; usually using the GoTasks app available from the iTunes store. I like the way that when I create a task from an email, a link to the (related) email is included in the task details, meaning that I can re-view the email easily simply by following the link.

Google Tasks view in Gmail

Google Tasks view in Calendar



Wednesday, October 17, 2012

Google Drive Collaboration

Recently my use of the collaborative nature of Google Drive has increased markedly as more students bring digital devices to school to support their learning. Many teachers consider students having digital devices in the classroom to be a disruption, as they often seem to use them for the wrong reasons, rather than using them to enhance their learning opportunities and engage with new and exciting (or even traditional and mundane) content in a unique and interesting way. I believe that having digital devices in the classroom, particularly laptops and smartphones, is the best thing since sliced bread; student engagement is increased and knowledge acquisition through collaboration happens at a very deep level.

Wednesday, October 3, 2012

Finnish Lessons for NZ

Pasi Sahlberg's Finnish Lessons: A presentation which was originally written for BC, but applies to NZ.

Also, read the introduction to his book, titled Finnish Lessons as well.

Tweets from #PPTAConf


Charter Schools Don't Work

Karran Harper-Royal spoke passionately about her experiences with the establishment of charter schools in her home city of New Orleans which largely followed Hurricane Katrina's rampage through the city.

KIPP (Knowledge is Power Program) established many charter schools in and around her neighbourhoods. They label themselves as unprecedented successes, using dubiuos statistics to support this statement and pretending that they know what it takes to help children achieve their dreams. The unfortunate reality is anything but what they say it is: "Equal access for all children" (a reality that many in New Orleans helped establish during the US educational revolution of the 20th century) is unfortunately not the case anymore; schools can now "choose" to not accept certain kids, and these kids are then supposed to be able to "choose" another school to attend instead; albeit that the choices are failing schools which aren't able to cope with the special needs of these children.

K. Harper-Royal discussed the concept of philanthropic(/)capitalism, where those "philanthropists" who wish to "help" struggling students/schools do so on the premise that there will be a return on their (fairly substantial) investment. Since there must be a financial return, there must be a profit generated by the school and they must show that they are helping their students to achieve; often easy to show when you make up test results and don't adhere to national standardised testing (e.g. operating outside the National Curriculum). Don't believe the stats!

Experienced teachers are seen to be a risk at charter schools, not the asset that they actually are. Instead new, young and cheap teachers are valued by the schools, because they generally tow the line and avoid rocking the boat. How will this situation help our most vulnerable students?

What can we expect to see from charter schools? According to Royal-Harper, instability for communities and families, loss of voice for communities, difficulty rebuilding damaged communities (take note Christchurch!), disconnected children, privatised services and blighted schools. She sees our (teachers') challenge as educating people about what it takes to make schools successful; creating coalitions, getting political through social media groups (online) and connecting with New Orleans' parents.