Inking Your Thinking Case studies in innovation with the Surface

“The Surface naturally promotes spontaneous learning and innovation. With its choice of keyboard, voice, touch and digital pen input, it opens a world of opportunities for creating, collaborating, connecting, communicating and researching.” (Teacher F) This is Legal print for this brochure. Iliandis nimi, nos nullo mi, elecae same nis nihitem hitiati berumetur nos nullo mielecae samenis nihitem hitiati berumetur ratioreVitio. Nem vento officil luptatem quament ratioreVitio. Nem vento officil luptatem quament otaecepre laceatio eum quae apella nos eribusda alicime otaecepre laceatio eum quae apella nos eribusda alicime consed quat. Igent, volore dolupta temque sed consed quat. Igent, volore dolupta temque sed modi dit vendam venieni hiliquas illacium renimenim modi dit vendam venieni hiliquas illacium renimenim dusaepudam, que et est aut lautecto estrumque Nicola Yelland, Professor of , Victoria University, Melbourne dusaepudam, que et est aut lautecto estrumque omnimi, te solum endis nonemoste dolut et aut lis audis omnimi, te solum endis nonemoste dolut et aut lis audis dolum untotat ionsequam, si voluptaecto dellibu dolum untotat ionsequam, si voluptaecto dellibu sciunt vellab ipsande bissequam, sersperspis exerepe sciunt vellab ipsande bissequam, sersperspis exerepe rovidello tem. Itas asimus illa volorep elique nos ratur, Caja Gilbert, Research Officer, Victoria University, Melbourne rovidello tem. Itas asimus illa volorep elique nos ratur, cores auditate ommo magnimustem a anihillam, cores auditate ommo magnimustem a anihillam, Iliandis nimi, nos nullo mi, elecae same nis nihitem hitiati Iliandis nimi, nos nullo mi, elecae same nis nihitem hitiati berumetur ratioreVitio. Nem vento officil berumetur ratioreVitio. Nem vento officil luptatem quament otaecepre laceatio Research undertaken for Department of Education and Training Victoria and Microsoft luptatem quament otaecepre laceatio eum quae apella nos eribusda alicime consed quat. Iliandis nimi, Inking Your Thinking Case studies in innovation with the

“The Surface naturally promotes spontaneous learning and innovation. With its choice of keyboard, voice, touch and digital pen input, it opens a world of opportunities for creating, collaborating, connecting, communicating and researching.”

This is Legal print for this brochure. Iliandis nimi, nos nullo mi, elecae same nis nihitem hitiati berumetur nos nullo mielecae samenis nihitem hitiati berumetur ratioreVitio. Nem vento officil luptatem quament (Teacher F) ratioreVitio. Nem vento officil luptatem quament otaecepre laceatio eum quae apella nos eribusda alicime otaecepre laceatio eum quae apella nos eribusda alicime consed quat. Igent, volore dolupta temque sed consed quat. Igent, volore dolupta temque sed modi dit vendam venieni hiliquas illacium renimenim modi dit vendam venieni hiliquas illacium renimenim dusaepudam, que et est aut lautecto estrumque dusaepudam, que et est aut lautecto estrumque omnimi, te solum endis nonemoste dolut et aut lis audis omnimi, te solum endis nonemoste dolut et aut lis audis dolum untotat ionsequam, si voluptaecto dellibu dolum untotat ionsequam, si voluptaecto dellibu sciunt vellab ipsande bissequam, sersperspis exerepe sciunt vellab ipsande bissequam, sersperspis exerepe rovidello tem. Itas asimus illa volorep elique nos ratur, rovidello tem. Itas asimus illa volorep elique nos ratur, cores auditate ommo magnimustem a anihillam, cores auditate ommo magnimustem a anihillam, Iliandis nimi, nos nullo mi, elecae same nis nihitem hitiati Nicola Yelland, Professor of Education, Victoria University, Melbourne Iliandis nimi, nos nullo mi, elecae same nis nihitem hitiati berumetur ratioreVitio. Nem vento officil berumetur ratioreVitio. Nem vento officil luptatem quament otaecepre laceatio luptatem quament otaecepre laceatio eum quae apella nos eribusda alicime consed quat. Iliandis nimi, Caja Gilbert, Research Officer, Victoria University, Melbourne Research undertaken for Department of Education and Training Victoria and Microsoft Executive Summary

The use of Microsoft’s two-in-one fact a “2-in-1” device – a hybrid of a students solved science and maths Surface device in schools, has the and a portable device. It is problems, performance improved potential to promote new learning unique in the current market with its significantly when they used a for students and the use of innovative capacity to function independently as a interface rather than a pedagogies by teachers. tablet which can also be magnetically keyboard” “docked” to a full-size keyboard, With the introduction of the First (Oviatt, 2013, p.4) allowing it to function as a regular Generation Surface devices in October Windows laptop. This enables it to The “Inking Your Thinking” project was 2012, enhanced and dynamic ways run full versions of , while conducted in 2014, in partnership with of learning in our schools became still accessing Windows apps and the Victorian Department of Education possible. These included the ability to touch screen, as well as the additional and Training (DET), Victoria University interact via a pressure-sensitive Surface advantage of the Surface Pen. and Microsoft. This study took place Pen (stylus), and the use of touch or in three Victorian government schools keyboard interactions with digital The use of a stylus for interacting with where students in Kindergarten, Year 2 texts, images and videos, as well as the digital content has been the subject of and Years 7 and 8 were provided with ability for students to share ideas and research in recent years. A leader in the access to Surface devices. collaborate on investigations in real field, Sharon Oviatt (2013) summarised time using Office 365 software on the her findings: Each setting was unique in Contents devices. its educational setting, socio- “Over the last decade, our demographics and in the number of While sometimes referred to as a studies and those of others have devices to which students had access. Executive Summary 3 ‘tablet’, the Microsoft Surface is in repeatedly shown that when Introduction 5 Impact of Surface on Learning 8 Research Design 10 School Case Studies Dallas Brooks Community Primary School 12 Horsham West and Haven Primary School 21 Hawkesdale P - 12 College 29 Conclusions 39 References 41 Appendix 1: Featured Apps and Programs 43

Professor Nicola Yelland College of Education Victoria University Footscray Park Campus Ballarat Road Melbourne Victoria, 3051 Australia. Contact: [email protected]

We would like to thank all the teachers, parents, principals and the Department of Education and Training personnel who made this research possible.

5 | Inking Your Thinking Inking Your Thinking | 6 Introduction

New technologies are evolving at an The case studies are compiled from the Surface Pen, and enjoy the benefits ever-increasing rate. Most recently the data derived from three State schools of Windows. introduction of the Microsoft Surface in Victoria, with a total of 180 students Furthermore, the eduSTAR software created a new category - the “2-in-1” across four Year levels: Kindergarten, image can be used in ways that other device - that incorporate the benefits Year Two, Year Seven and Year Eight. 2-in-1 devices cannot at this point. of both tablet and laptop technologies. It focuses on children’s learning DET provides schools with eduSTAR, As such it affords new opportunities across subject areas and learning 21st 80 pieces of and contexts for learning with new century skills using Microsoft’s Surface, including the Microsoft Office Suite technologies in schools. specifically in context of the use of a and software for video, image and digital stylus working in concert with a This report presents case studies of music creation, thinking skills, literacy, and a keyboard. classrooms using Microsoft’s Surface mathematics and science. and Asus Vivo Tab Note Eight devices While there are a variety of 2-in-1 as part of their curriculum program. devices available, the Surface is unique The project was part of a long-standing in its design and incorporation of a partnership between Microsoft and the stylus, the Microsoft Surface Pen, on Department of Education and Training an advanced ‘touch’ screen. Users can (DET) in Victoria. work in more detail on the screen with

The case studies in this report were and communicating their ideas to an • Early years literacy skills were designed to explore the potential of audience. These essential elements of enhanced by maximising the the new technology and document the 21st century schooling are enacted in multi-modal nature of the Surface. innovative ways in which the Surface the context of curriculum frameworks, Students wrote, drew and discussed Unique features of the Surface could be integrated in classroom across which support knowledge creation their learning (Sheppard, 2011). Pro that promoted new learning four levels of schooling. as well as the exploration of existing • The built-in camera and knowledge. The questions underpinning this enabled students to take in this project included: research were: The findings from the research photographs and make videos indicated that: to explain their ideas, clarify their • Mobility, portability and versatility of a tablet with 1. How can the Microsoft Surface, a thinking and extend their vocabulary the power of a laptop. 2-in-1 device, be integrated into • The Surface Pen was a key point of • Device and laptop use was made possible within a Kindergarten, Primary and Secondary difference with existing devices and • Using the built-in camera and single two-in-one device. school settings in order to maximise students found the desktop easy to software like OneNote, enabled • Digital, pressure-sensitive stylus, the Surface Pen, learning in the 21st century? navigate with a stylus, thus enabling teachers to annotate and collate assisted in note-taking. them to create more thoughtful work artefacts that captured evidence of 2. In what ways does a 2-in-1 device • Windows operating system familiar to students in students’ learning that has a stylus, the Surface Pen, • Students adapted quickly to using the school system. impact on learning scenarios in the Surface, were actively engaged in • Producing eBooks supported • Ability to run Apps and Programs such as Microsoft educational contexts? their learning and valued the device students to create content and Office and the Adobe suite as well. enhanced a range of skills including: • Downloadable Apps from the Windows store 3. Do teachers and students think that • Teachers used the Surface as a writing, spelling, reflection, audience enabled personalisation of the device through the learning with 2-in-1 devices, such as resource to plan and introduce awareness, collaboration and action of “pinning” Apps to the Start menu. the Surface, impacts on the quality learning activities focusing on both creativity • Ease of connecting to the school network for of their learning and the ways in creative and skill building, knowledge traditional files sharing and printing. which they are able to represent their acquisition learning activities • Learning with the Surface and the • Buttons on the Microsoft Surface Pen enhanced learning? innovative and integrated use of • The versatility of the Surface functionality of use. specific applications supported Using the Surface in classrooms supported a variety of new learning • USB ports and the ability to interact with peripheral students to learn independently and provided contexts for deep learning experiences for students across year hardware extended the potential of the device. express their ideas and thinking, and the application of 21st century levels • Long battery life enabled usage for extended reflect on their learning, make skills in a variety of ways. The case periods of time. • Students demonstrated responsible learning visible and present their studies illustrate the ways students behaviour using the Surface both understandings (Hattie, 2009). The are engaging in being creative, using within and beyond the classroom Surface Pen appeared significant in critical thinking skills, collaborating expanding these learning choices.

7 | Inking Your Thinking Inking Your Thinking | 8 Impact of using the Surface on learning

The future is not what older people think, but what younger people do. (Nicholas Negroponte, 1990) Research Living in the 21st century requires be regarded as being more relevant packages running on Windows, has a regular recalibration of skills and for promoting thinking and adaptive far greater potential as a device for knowledge as a result of innovations learning than keyboards because they, learning than devices without this that seem to constantly appear in our “…provide a single focused input tool combination of affordances. lives (Yelland, 2007). for expressing all representations (e.g. Additionally, Oviatt (2011) contended design symbols, diagrams, numbers, language Technology enables and urges us that both the pen and multimodal and shifting among them while to reconsider the ways in which we interfaces support human-computer working on a task” (p 3). engage in everyday activities. There interactions more effectively than have been calls for a refocusing of This ability to use a stylus fluently on a graphical interfaces. curricula away from content to the screen has a distinct value for learning Oviatt (2011) continued by stating that, acquisition of 21st century skills according to Professor Gordon Sanson, “multimodal, pen and conversational (Partnerships for the 21st century, Director of e-Education Unit at Monash interfaces are all capable of stimulating New technologies facilitate exploration 2. In what ways does a 2-in-1 device Each case study consists of learning 2008), which have been extended University, who claims that the value of high levels of communicative activity, of ideas, creativity and the application that has a stylus (Surface Pen), impact scenarios that exemplify subject foci from the original four: creativity, a stylus-enabled computer for thinking which is compatible with engagement of knowledge in new and dynamic on learning scenarios in educational and the 21st century skills of creativity, critical thinking, collaborating and is that it affords the integration of ‘high in exploratory learning and ways. They connect students with contexts? critical thinking, collaborations and communicating (Trilling & Fadel, 2009), fidelity’ artefacts with the fluency of authentic audiences, which they communication in the context of new constructivist views of learning” (p.3). 3. Do teachers and students think that to include citizenship and character ‘low fidelity’ notations and annotation previously could not access. And they learning and becoming global citizens. learning with 2-in-1 devices, such as education (Fullan, 2012). Further, it made with stylus (2009, Keynote If learning is about belonging and facilitate the use of 21st skills that will the Surface, impact on the quality In practice the skills are not is also recognised that fluency with presentation ATiEC). engagement (Yelland, 2007) this is support students long after they leave new technologies will be an essential an important statement because, of their learning and the ways in encountered in isolation but are The annotation on digital artefacts school. component of future employment when considered with multimodal which they are able to represent their interrelated and complement each is also said to improve thinking and across the range of opportunities learning experiences facilitated by new The case studies in this report were learning? other. However, in our findings we synthesis of ideas – both crucial skills (Cuban, 2001). technologies, 2-in-1 devices, like the designed to explore the potential of organise, present and discuss them not supported by non-stylus enabled This report consists of case studies Surface seem to have the potential to the new technology and document the under these headings, as well as In her research, Oviatt (2011) recognised devices. conducted in three Victorian schools in be very powerful for learning. innovative ways in which Surface could highlighting the connections and the impact of new technologies on four different year levels (Kindergarten, This view resonates with the Microsoft be integrated in classroom across four relationships between the skills as we the way that 21st century learners 4 year olds; Year 2, 7 year olds; Years pen value proposition that using levels of schooling. observed them occurring. think and act. Oviatt proposes that the 7/8, 13-14 years). The teachers and the Surface with a Surface pen and use of the stylus or pen interface, like The questions underpinning this students were supported by DET The findings presented in this report keyboard, which can be used with Apps that available with the Surface, can research were: and Microsoft, with the provision reveal the enthusiasm of the teachers as well as more sophisticated software of Microsoft’s Surface devices and for the use of new technologies in 1. How can the Microsoft Surface, professional learning opportunities. their classroom, and the support of the 2-in-1 technology, be integrated into The data was collected on observation Principals who provide the essential Kindergarten, Primary and Secondary days spent in the classrooms and in positive leadership to encourage school settings in order to maximise discussion with school personnel. changes in practice. It is apparent that new learning for the 21st century? the use of the Surface encouraged the acquisition and use of 21st century skills in a range of engaging learning activities.

9 | Inking Your Thinking Inking Your Thinking | 10 Dallas Brooks Primary School Kindergarten (4 years of age)

Dallas Brooks Community Primary School was created from the amalgamation of two primary schools in the northern suburbs of Melbourne, with 470 students from Preparatory to Year 6, and 150 children enrolled in preschool programs. The school encourages and supports professional learning, effective teamwork and inclusiveness. Its newly designed facilities reflect a 21st century approach to teaching and learning that includes open flexible learning areas and use of a range of new technologies. The school community represents a diverse range of socio- economic, cultural, religious and language backgrounds. Dallas Brooks Community Primary School is a Microsoft World Partner School.

Two kindergarten classes consisting “Many students are struggling activity planned by the teachers (e.g. of 60 children participated in the case with control over the size of the collage, drawing, threading). However, study, with seven Surface devices working screen space (referring to after a while, one of the teachers available to them. The children revealed the Asus device). Developmentally thought that it would be more effective high levels of engagement with ideas, most early years students are to incorporate them into the program skills and knowledge while using the still working in large motor by having them integrated into the devices in a play-based curriculum. The format and use large sweeping various planned activities. So, for learning environments created contexts motions rather than fine motor. example, a Surface was added to a ‘Post in which they could encounter, use and Furthermore children at this age Office’ play area as part of the props practise 21st century skills and build tend to anchor a piece of paper, (Figure 1), while another might be used their capacity in literacy and numeracy or in this case the device, with at the ‘learning about numbers’ play in multimodal formats. Once these their opposite hand. This means table. Additionally, the devices could skills are established they can be built that for some children part of the be taken outside into the playground on as the children progress through the screen is obscured.” where the camera was often used. schooling system. School Case (Teacher A) The teachers were initially concerned The Surface devices provided an about the Surface devices being Findings opportunity for teachers to investigate dropped or getting dirty or wet if they Originally the school was provided whether the larger screen size and were used in the playground. However, with Asus Vivo Tab Note Eight devices easier to access buttons would support they came to realise the durability of but the teachers observed that due learning for younger students still the Surface and the learning benefits Studies that accrued as a result of using it to the size of some of the students’ developing their fine motor skills. fingers and their fine motor skills it was outside to document play and to The seven Surface devices were Figure 1: The Post Office preferable to provide the students with facilitate environmental investigations. Microsoft Surface devices. As explained originally placed on a table in the by one teacher: Kindergarten rooms, just like any other

11 | Inking Your Thinking Inking Your Thinking | 12 Creativity The children also used the Microsoft Critical thinking Surface devices to take photos of The opportunity to create art Two of the most popular Apps themselves and each other while they electronically gave the children the (Appendix 1) on the Surface were a were playing, usually outside (Figure 4). chance to play with different media for memory game, Animals Memory 2 One of the teachers noted: drawing and encountering multimodal and the School Writing App (free to representations. “…they were outside in the play all Australian schools) that helped area and they had the Surface students practice drawing numerals The students enjoyed using the Surface outside and they were actually and letters (Figure 5). Pen for creating electronic artwork, photographing each other at including drawing figures (Figure 2) The use of the stylus was vital in this play. And then I was fascinated with their fingers directly on the screen. activity since it enabled the children because I was watching the kids to form the numerals and letters The children enjoyed creating abstract and it was so interchangeable! accurately. It allowed students to pieces with all the features (stamps, They were using their fingers for develop dexterity with the Surface Pen magic paintbrushes) that they could the big sweeping motions that that would not have been possible if find in the Apps. they needed and then picking up they had drawn the figures with their the stylus for the intricate aspects The students discussed their art fingers. of what they were doing. So they together explaining why they preferred were just interchanging. The The active digitised “Smart screen” with one drawing to another, or highlighting seamless interchange between palm rejection was also beneficial for the differences between the two finger and stylus, finger, stylus.” the students to practise their pencil formats. These are valuable early grip with the Surface Pen as they were literacy moments that give children the (Teacher B) able to rest their hand on the screen to opportunity to build their vocabulary, Using Kids Story Builder App students write. as well as become more confident in were able to create digital stories by articulating their ideas orally when choosing photos, adding text and The use of Apps and Programs focused asked to explain what they have drawn audio to tell their story. on skill building with young children using the different materials and tools. has been shown to be valuable in terms This was an exciting development of providing them with the opportunity Multimodality was also a feature and one which the teachers showed to use skills in an enjoyable context of portrait drawing (Figure 3). The interest in pursuing since it related to (Yelland & Gilbert, 2013, 2014). It also children observed their faces in a the children, not only being creative encourages and facilitates critical mirror and then drew themselves both in terms of photography, but also thinking about scenes and using Figure 4: Taking photos in pencil and in Tux Paint, part of the gave them opportunities to become literacy and numeracy skills as students eduSTAR suite of software provided on autonomous in deciding what they are encountering them in an engaging the device. recorded as being of interest to them, modality. and having a permanent record of this which could be shared with parents and reflected upon at any time.

Figure 2: Being creative with electronic art work

Figure 3: A Self Portrait

Figure 5: Skill building Applications 13 | Inking Your Thinking (numerals and memory game) Inking Your Thinking | 14 Figure 6: Using the camera for Figure 7: Creative and critical early numeracy positional terms thinking in eBooks

Using the camera also afforded “So we’ve been taking photos of Engaging the children in collaboration The teachers also indicated that they each other about their experiences.The levels of engagement with ideas. It the opportunity to introduce early the chickens every day and we’re is vital for this age group, and creating felt that having the Surface devices interactive whiteboard also facilitated also provided contexts in which they mathematical language like the going to make a book out of it. a shared book (Figure 7) is a relevant encouraged the children to share talking and sharing with the whole could encounter, use and practise 21st positional and relations terms (Yelland, We have the chickens for two and exciting way to make early reading and take turns. It was evident in the group. century skills and build their capacity Diezmann & Butler, 2014) so important weeks and then the children get connect with their lives and interests. observations that the children were in literacy and numeracy in multimodal for early numeracy activities. For to take them home. We’ll have In this class they documented their able to take turns with the devices, Summary formats that can be built on as they example, when the children were in [the book ready] by the end. So planting of seeds in an eBook that for example, when playing in the Post progress through the schooling system. the playground they might be located what happens is the chickens will could be read by individuals or small Office play area. Additionally, they The kindergarten classes at Dallas Feedback from the teachers also on top of the ladder or digging in the hatch and then after they hatch, groups of children. As the teacher waited for their turn to take photos Brooks are on the first step of their indicated that they used the Surface sandpit or sitting on a block (Figure they stay the same size for a noted, because they have an interactive with the camera when outside. school journey. The school has a vision to support questioning and reflections 6). The Surface Pen can then be used little while so we won’t need to whiteboard it can also be used as a to “…have a cohort of students who are when they were discussing a topic in to highlight aspects on the photo and do a page every day, so by the class reading activity. In this way the responsible global citizens, able to make Communication group time. record the corresponding language. end of it we’ll have the book all children are able to communicate their decisions based on how that decision ready. We’ve got the interactive ideas and findings to a larger audience. Communicating ideas and the shared affects more than just the local context.” “We’ve used them in a couple of The class was also involved in watching whiteboard, so we’ll be able to reading of eBooks were the most (Teacher B). group times. So if we’re talking chickens and plants grow. Although popular use of the Surface devices. put it on there when it’s done. Having Surface devices as a resource about a subject, instead of getting it is not specifically designed for use Collaboration The class even used their 2-in-1 device We’ll do it together. They’ll tell me for their learning has encouraged a laptop out we’ll just go on the in the preschool years, this can be Attending Kindergarten is often the in their daily yoga sessions with the what to write, rather than me just the students to encounter and use internet so that they can see aligned with the Science curriculum first time that 4-year-olds encounter teacher to know precisely how they writing it. So I’ll show them the 21st century skills in contexts that are something. Like we were talking outcomes because it provides a context children of the same age. It also should be doing their moves. picture and they’ll tell me what’s engaging and linked to their lived about circus tents and they for thinking about living things in our provides a context for social encounters happening in the pictures. They One of the main benefits was that the experiences. wanted to know what a real circus environment which is of interest to this and developing social skills like love the recording of their voices teacher was able to show and share the tent looked like, so we looked up age group. sharing and collaborating with others, One teacher said that she “… noticed too. [We’re using] Kids Story children’s work with their parents. what it was on the Surface. The Teacher A described the process: Builder.” especially around shared resources different strengths come out of the teachers could use the Surface such as the device. At this age, there were limitations on children when they’re using the (Teacher A) Pen to highlight key information communicating to a broader audience Surfaces.” The collaborative eBooks and taking identifying and discussing and peer-to-peer communication, photographs described previously are Engagement is an integral part of deep characteristics. but it was evident that the creation sample activities that required children learning. The examples of this group of eBooks around the topics of living (Teacher A) to collaborate with each other with of young children revealed their high things enabled the children to talk to specific desired learning outcomes.

15 | Inking Your Thinking Inking Your Thinking | 16 The Inking your Thinking study The Year 2 children created eBooks by Critical thinking involved 77 Year 2 children working in hand drawing illustrations (some used The Year 2 teachers worked Horsham West a new flexible learning space. Fifteen an App called Fresh Paint), adding collaboratively to foster the acquisition Surface devices were shared across photographs and graphics sourced on of literacy and numeracy skills in the three Year 2 classrooms – five in each the internet. context of authentic activity. This Primary School classroom. Their portability meant In their investigation of ‘Living Things’, invovled investigative explorations that that teachers and students could easily Year 2 (7 years of age) the students examined life cycles encouraged both creativity and critical access them for use in small group and, based on the information they thinking. rotations and collaboration. collected, designed and produced the There was an interesting mix of The Surface devices were used to eBooks in small groups of up to four using the Surface device, as well as The Horsham West Campus is located on support investigative approaches children. The children decided which manipulatives, so that the children to learning in collaborative contexts Apps they wanted to use and what the Western hinterland of Horsham in could document their thinking for characterised by whole class, small to say, and then worked together to later discussion and reflection on the group and individual activities with summarise what they had learnt about Victoria. It caters for 585 students with an concept. This was only possible because shared outcomes and strategies for life cycles (Figure 8). The range and the device was mobile, easy to use and both peers and teachers. scope of the books was exciting, as extensive program. thinking could be annotated readily. were the different approaches to the Incorporating the Surface devices The two following examples highlight final products. Specialist facilities include a gym, music room afforded opportunities to extend their how it worked effectively. proficiency in literacy and numeracy The experiences provided the children In the first example the children were and art room. More recently, the school also skills. with the opportunity to reflect on studying push and pull factors and different modalities and select the constructed a new building that has purpose- The topic of ‘Living Things’ was were required to predict how far a toy one that they thought was most explored during the case study vehicle could travel when pushed. They appropriate to tell their story. built classrooms for Years 2 and 3. observation period. Students were used the video on the device to record excited by and thrived on challenges, In terms of becoming digitally literate their estimates in their small group and In addition to the Inking Your Thinking case using the Surface devices with skill and the use of the Surfaces enabled them then found out who was the closest. ingenuity. to create texts that were both linguistic In the second instance the children study project the school has been part of the and oral in content and also to mix the The following examples illustrate the were studying arrays as an introductory two elements in dynamic ways that Microsoft Partners in Learning initiative that ways in which the teachers designed activity in the concept of multiplication would not have been possible without learning experiences to encourage the (Figure 9). They made various arrays the technologies. aims to build 21st century learning capabilities development of 21st century skills. and took photos of them. They then for students who use new technologies. The design process engaged them imported their photos into Explain Creativity in the creative process, as well as Everything and recorded their thinking – bringing it to the surface and saving The creative examples provided here negotiating in small group contexts it for further discussion at a later are located in story making (narrative) about what information was to date when it could be linked to new and art. be included and the format and presentation of the books. learning.

Figure 9: Mathematical Arrays Figure 8: eBooks on Life Cycles

17 | Inking Your Thinking Inking Your Thinking | 18 The use of the Surface enabled the The eBooks described in the previous The students were also able to use the The graph was not only an example This process was facilitated by using Summary students to engage in “inking your section not only encouraged the split screen function to display the of the use of numbers in a relevant the Surface Pen, as opposed to typing, “The Kids love the Surface Pen thinking,” in which the Surface Pen was children to be creative but also enabled research on the internet on one side context but it also provided a context the detailed information. Creating and being able to write on the the primary way students articulated them to embark on investigations and their OneNote notebook on the in which the children could use the and placing the text in an appropriate screen. That’s been valuable.” and recorded their deliberations, which required them to find data and other, enabling them to summarise operations to figure out the solution location around a visual stimulus investigations and findings. synthesise it effectively for an audience their thinking. They then inserted a to addition problems, e.g. “There was made easier and the personal (Teacher A) in a meaningful and appropriate screenshot of the map into Explain are 26 people in our class including aspect of having the details written The results of this work were learning The examples provided here illustrate format. Everything and used the stylus to our teacher!”, and also the difference by hand made the final product more outcomes that not only reflected what the ways in which the use of the indicate that an earthquake occurred in between numbers, e.g. “12 people individualised. they had learnt but also how they had When studying the topic of building Surface devices in this Year 2 classroom Haiti in 2010 (Figure 10). recycle bottles and cans, two recycle achieved it. Reflecting on the use of empathy the children in one class has afforded the opportunity for the water – so that means 10 more people a stylus to interact with digital texts, watched a five-minute YouTube In exploring the topic of recycling, Communication children to gain proficiency in literacy recycle bottles and cans.” Sanson (2009) argues that a computer video in a series called Living on another group of children collated the All three Year 2 teachers valued the and numeracy in applied contexts and is a tool for thinking and a stylus one dollar a day (www.youtube. types of items that they recycle in their acquisition of foundational literacy supported an investigative approach to supports students to externalise that com/watch?v=Ze72rpWp_Dg). family. This was followed by a class Collaboration and numeracy skills and encouraged learning. thinking through drawn annotations Episode 4 was entitled Disaster discussion on which item you recycle The teachers used whole class, small an investigative approach to concepts The learning activities shown illustrate and visual brainstorming. This was Strikes (www.youtube.com/ most in your family and selecting the group and individual approaches and topics. As part of this process time the ways in which the teachers have evident for the students at Horsham watch?v=bk9GL1AnMLM). It tells top item. This information was collated to learning. The Surface devices was always made to share information designed learning experiences to West and Haven Primary School. what happens to a family of farmers in in a graph (Figure 11) using Explain supported teaching and learning in and findings with the whole class and encourage the use of 21st century skills. Guatemala when their crop was washed Everything and each child wrote a The teachers were flexible each of these contexts. By Year 2 the also at the lower primary assemblies They have done this in collaborative away in a deluge of rain. sentence about what they observed and innovative in the range of children were used to collaborating (Years Prep to 3). The children could contexts characterised by whole class, from the data on the graph using the investigations that could be included This acted as a catalyst to introduce on tasks and the examples provided do this via the interactive whiteboard small group and individual activities Surface Pen. Two boys recorded their under the board heading of living other types of natural disasters and thus far indicate that they completed and projector, and also directly and shared outcomes and strategies observation in the App and then shared things (Science Curriculum; Science as there was discussion of an earthquake these with a high level of success. The from the Surface for smaller groups. with both peers and teachers. it with the group. They noted: teachers valued building collaborative Sharing and communicating findings Human Endeavour). The scope of topics in Haiti. One of the three activities that The learning experiences have included: the children then embarked on was • The top two items that were recycled skills with the children: in these contexts provided valuable opportunities to learn about skills and engaged the children in multimodal to use the devices to find Haiti, locate were bottles and cans (with 6 people “…the collaborative work on • Life cycles processes from peers and teachers as learning that incorporate visual, oral, its neighbours on the map and then each) the Surface has been good for • Living in poverty, use of water and well as extend their knowledge base kinaesthetic and aural approaches and search the Internet for information lots of reasons ... they’ve had to disasters • Four people recycled small packages with additional information that had thus are much richer than if they were about the earthquake. The children learn to share and take turns. • Recycling and pollution and three recycled large cardboard been explored by students individually simply done with pen and paper. saved their maps to their OneNote On top of that they’ve actually • Objects that we use. boxes or in groups. This was summarised by files quickly and easily using the improved. They’ve had to learn to Teachers reported that the stylus Teacher D: ‘Send to OneNote tool’. They then • Two people recycled water and five take on roles within a group. I’ve facilitated a wider range of learning searched for information about the indicated that they don’t recycle at sort of appointed a captain who “We’ve been using Explain activities for their students and that devastation caused by the earthquake all. (Added to this final comment was then made sure that everybody Everything ... where the kids have functionality has impacted on their and discussed it in their small groups. “What a pity!”). got a turn, so there have been been able to draw on their screen lesson planning. responsibilities that have come and articulate their thinking This is 21st century learning at its most out of it as well. (I said to the verbally, by recording their voice effective. captain) you’re responsible for in the program as well ... we share making sure that everybody in that as a class ... so that’s been an the group gets a turn. And they’re interesting exercise.” quite happy to do that.” (Teacher C) (Teacher C) Figure 10: Figure 11: Graph of the most Earthquake in Haiti frequent form of recycling items

19 | Inking Your Thinking Inking Your Thinking | 20 Hawkesdale

Figure 13: Multimodal P-12 College art (Year 7) Years 7 and 8 (11 and 12 years of age)

Hawkesdale P12 College is a small, rural school of 240 students. The school is small enough to foster a strong sense of community and create contexts for positive teacher-student relationships, and large enough to offer an extensive range of curriculum opportunities for students from Prep to Year 12. As a result it has consistently achieved results that allow Figure 14A: Living their graduating students access to a wide-ranging set of Things – Cells opportunities in life. The school aims to develop a strong sense of community values that incorporate; fair play, having a go, getting along with others, tolerance and being responsible. Every student is a valued member of the cohesive school community of students, families and staff.

Figure 12: Representations of Colour (Fresh Paint and Paper) Figure 14B: Living Things – Cells

Forty-four Surface devices were and geographically isolated… I try and specific software, as directed by their Creativity (Figure 13). She had created examples added capacity to extend their ideas in provided to Hawkesdale P-12 College. link the students with the world so they teachers, and to search for information with Fresh Paint on her Surface and the technological modality using all the The Surface Pro device enabled Year These were distributed to 23 students learn beyond the text book.“ to incorporate into projects as well with traditional materials (pencils) in affordances unique to that mode. 7 and 8 students to experiment and in Year 7 and 20 in Year 8 students as submit assessments in the school’s her Art folio. She indicated that she The examples provided in this report create art electronically and compare to create a 1-to-1 learning program. learning management system. did not have a preference for either illustrate the ways in which the it with the more traditional materials Critical thinking Twelve teachers also had access to modality but could see the potential Surface supported 21st century skills, Teachers highlighted the use of the they had been using. This gave them Surface devices for their own teaching, of the electronic format for her Manga Multimodal representations were also particularly in Mathematics, Science, Surface Pen as an extremely useful tool choices in how they represented their assessment and planning purposes. inspired illustrations because “…it evident in Year 7 Science in another Art, Chinese and Humanities. in supporting students to record their ideas, and independence in making Both students and teachers took the means I can constantly add and go back example of studying the topic of living ideas and thoughts at home and at selections about which modality to use devices home, including the Surface to change my work more easily.” This things – cells. (Figure 14A and B) school. in a specific context. Pen and wedge Bluetooth mouse, to Findings would not have been possible without Two Apps - Skitch and Explain encourage ownership and exploration. This research was facilitated by the When students were using the Surface One of the early concepts they learnt the use of the Surface Pen. Everything, allowed students to Pen, it was observed that some about in Year 7 was colour. Figure The school has developed 1-to-1 learning model in which each The Surface Pen has a smart, fine annotate images with arrows, shapes, consistently preferred to use them to 12 illustrates two examples of how opportunities for their students to student had a personal Surface device. nib that is pressure sensitive so it and text to explain their thinking on navigate the screen, rather than use this was considered and represented meet and communicate with students The students indicated that they can emulate real world experiences a concept. Having the Surface Pen their finger on the touch pad. electronically and with traditional of similar ages in Asia (e.g. Malaysia, thought this was fantastic because with pens but also go beyond their facilitated this process since it was paper materials, to demonstrate the Taiwan). This is an important part of the device was light to carry and it capabilities so that the student can much easier to locate and create Teachers commented that several of potential of each modality. the program. The Information and enabled them to work wherever and these students appear to be highly extend their range of media for the text in the restricted spaces that Communications Technology (ICT) whenever they needed to, while also visual in their learning approaches One student was interested in Manga creating artistic works. imported maps and photographs teacher is a passionate advocate being able to use it for out of school and that the more “creative” students (Japanese comics in a range of genres imposed on the learner. activities as well. Further, students This meant that students could doodle regarding the immersion of technology showed great skill, detail and precision for both children and adults) and Using the Surface Pen in these contexts were able to log on to DET’s eduSTAR and draw with the same ease as they into the classroom and rural and global in using the Surface Pen to annotate spent a lot of her time in and out of created opportunities to discuss and standard operating system to access could with traditional materials with the education. She said, “…we’re culturally texts, create diagrams and images. class drawing and creating designs annotate visual stimuli in new and

21 | Inking Your Thinking Inking Your Thinking | 22 dynamic ways that were not possible The Year 7 mathematics teacher stated: the lessons so that the students were before this combination of technology. engaged in a series of smaller activities, “ The Surface Pen is an advantage, The Apps encouraged the Year 7 and as he found this facilitated student especially in Mathematics. Explain 8 students to reveal their thinking in learning and kept them engaged. Thus, Everything is a really good App a tangible way and share it with their having a range of activities, including for Mathematics because they teachers and peers. those on the Surface was very useful can record little videos with them for him. As with the Year 2 children, those in talking...being able to write with Years 7 and 8 were able to articulate the Surface Pen is especially good The teacher used Nearpod for mathematical and scientific ideas and for fractions which are really assessment and indicated that he felt record their thoughts easily for later hard to do on a netbook because it was good example of formative discussions. In some instances having you have to type them all in. So assessment tasks. He highlighted how the Surface Pen facilitated this process Mathematics is definitely more it provided him with vital statistics considerably as they were able to label easily achieved on the touch about the ways in which his students items easily and clearly while moving device.” were performing in the different around various learning locations aspects of the language, so that he was (Teacher E) (Figure 15). clear about where he needed to focus In Year 8 Mathematics the class specific attention for skill building in his The Surface Pen was identified by incorporated the use of the Surface teaching. students as being significant in into their work on Transformations and enhancing their learning experiences. He was keen to explore the aspect of for Cartesian Coordinates and Algebra When students were working to Nearpod that would enable him to (Figure 16). The Surface Pen enabled understand complex symbolic incorporate video vignettes into this students to plot the points easily and algorithms in mathematics or chemical type of assessment as he thought it participate in a fun game (Battleships) notations in science, the Surface Pen would allow the students to watch a to learn about coordinates in an provided a beneficial way to write, short scene and then provide a short engaging way. draw, undo and redo their work and to synopsis of what was occurring. reflect on their understanding. The students were also beginning to Nearpod can be accessed via the explore the potential of specific Apps In another lesson the students used Windows App Store as well as via a web and Programs designed to complement Explain Everything to discuss and browser. The App also integrates with secondary Mathematics teaching, such present the ways in which they figured Office 365 documents and other file as Graphmatica, Motion Maths, Dragon out what 20% off $2 meant for types which this teacher identified as a Box (Algebra) and Geoboard which customers in the $2 shop which was key benefit of using the Surface in the they used for work in transformations closing down in Warrnambool and classroom as it linked existing practice when learning about reflection, whether it was better to have $20 off and resources to the new device and rotation and translation (Figure 17). or 20% off specific items at an Airport related pedagogies. shop. In Chinese, while the focus was on the In the Humanities (History and acquisition and use of oral language, Geography) having personal Surface there were opportunities to use the devices was a particular asset, since the Surface for written work and playing students were able to spontaneously Chinese-English learning games. look up various maps and information, The teacher cited the example of make charts, and create spreadsheets Figure 17: Geoboard: Scattergames, which enabled the Transformations to represent their findings, including students to hear words and select annotations and to record videos to the appropriate Chinese character share their work in class time. that denoted it. The teacher planned

Figure 15: Annotated Measurement Figure 16: Algebra and Cartesian Coordinates

23 | Inking Your Thinking Inking Your Thinking | 24 Collaboration and A web conference was held via the not only enriched student learning Department’s Virtual Conference via the use of the technology but also Communication Centre so the students could be enabled students to connect with ideas In the Year 7 and 8 classes, the students introduced to each other. The Primary and other students at remote locations were used to working both individually School teacher shared photographs to set up communities of practice and collaboratively, and the teachers from each school, showed their around themes and projects. indicated that they planned learning locations and the distance between The unique nature of the Surface activities so that their experiences were them. She also defined friendship, meant that it was possible for the Year varied. The examples cited above in considered its meaning and identified 7 and 8 students to personalise their creative and critical thinking illustrate books on the topic. These acted as work by logging on individually, as well the nature of the collaborations catalysts for discussion and gave the as sharing their work with a broader and the ways in which the students students an opportunity to focus their audience. communicated their findings when the interactions. tasks were completed. According to teachers, student After the initial introductions between engagement levels were higher when The ICT teacher at Hawkesdale had the students on the interactive using the Surface than when using initiated partnerships with Asian whiteboard, the Hawkesdale students other digital or traditional resources. schools and some schools within the were invited to create their own state. In one Skype session, a group of documents in OneNote on their Additionally, feedback from the the Year 7 students had to guess which Surface and to share it with the Boneo teachers indicated that the quick start- country they thought the students that students. up time, reliability and simple design they were talking to, came from, by of the Surface devices were factors in Each pair of students then wrote their asking a series of questions (Figure 18). fostering these higher engagement thoughts regarding friendship. The levels. Once they had done this the two collaborative functionality of Office groups of students shared the food that 365 enabled students to document, One teacher also pointed to the low they had for breakfast that day, and this annotate and share their thinking in level of breakages as indication of this was the source of both joy and surprise. a tangible way. The screen size of the engagement. The teacher felt that Activities like this are an initial stepping Surface also provided a larger screen the students took great care of their stone to connecting globally to start to that made detailed annotations clearer Surface since it had become a valued develop intercultural understandings. to read and comprehend. resource to support their learning. When asked if they thought if the Figure 18: Year 7 Skype Session: Skype teleconferencing facilitated this The teachers indicated that they Friendship across the state introduction of the Surface to their goal and having the Surface readily thought the students were very classroom had changed the thinking of available was useful for immediate enthusiastic and engaged with this the staff, one teacher responded: identification and clarification of activity. They noted that the students questions. started to improve the design and The Surface pushed us into new Figure 19: Year 7 Skype In other sessions the students were able clarity of their collaborative documents learning directions, made us more Session with Asia to take notes while the Skype session as they proceeded and some pairs accepting of risk taking, made was in progress and these formed the used the audio facility to create a us comfortable of going outside basis of the class discussion when the multimodal document. our comfort zone. Inspired the older teachers who are not as teleconferencing was over. The notes The teachers also said that the students’ easily motivated and enthused as provided a valuable starting point for reflections on the learning process were the younger ones in technology conversations. valuable to their planning of the next use, due to the opportunities phase and they had generated ideas Collaborating online with another it provides and the different for extending the interactions with state school was demonstrated in an learning styles that it caters for. focused questions and the inclusion activity called ‘Friendship across the It encouraged us to do further of photographs and additional audio state’, where the teachers’ aim was to research. More accepting of a stimulus possibilities. “successfully collaborate on and interact being a facilitator and guide in documents, in pairs, with students on the side rather than the key from a school on the other side of Summary expert and direct instructor. We Victoria.” The examples cited in this case study can foresee great advantages in The participants were the two illustrate the ways in which Surface the mix of keyboard/screen entry, teachers, with 10 Year 7 ICT students devices can support 21st century skills and the traditional freestyle that at Hawkesdale and 10 Year 6 students in Mathematics, Science, Art, Chinese the Surface Pen can bring. There and their teacher from Boneo Primary and the Humanities as well as for are so many more options for School. The teachers paired up students setting up Skype sessions with other learning, creation, collaboration, from each school and created and schools (Figure 19). connecting, communicating, and research. shared a document online. They reveal that the use of the Surface (Teacher F)

25 | Inking Your Thinking Inking Your Thinking | 26 Conclusions

The data from this study provides a • The versatility of the Surface The examples presented here wide range of empirical examples to supported a variety of new learning demonstrate how the Surface enabled illustrate the ways in which the Surface, experiences for students across year students to use Apps and other an example of a 2-in-1 device, stylus levels. Programs for learning, while having enabled technology, has the potential the added benefit of the Surface Pen as • Students demonstrated responsible to provide contexts for deep learning well as touch and keyboard inputs. behaviour using the Surface both and the acquisition and use of 21st within and beyond the classroom. The new 2-in-1 devices, incorporating century skills in a variety of ways. the use of a stylus, have been shown • Early years literacy skills were For each year level studied, the to optimise learning opportunities enhanced by maximising the learning scenarios illustrate the ways enabling deeper thinking and problem multi-modal nature of the Surface. students are engaging in creative solving (Oviatt 2013). Students wrote, drew and discussed acts, critical thinking, collaborations their learning (Sheppard, 2011). The benefits of the stylus included and communicating their ideas to an completing artwork fluently and being audience. • The built-in camera and microphone able to annotate diagrams for deeper supported students to take These essential elements of 21st century conceptual understandings. photographs and make videos schooling are enacted in the context to explain their ideas, clarify their Additionally, using the stylus to enable of curriculum frameworks, which thinking and extend their vocabulary. students to use the natural language support knowledge creation as well as and symbols associated with learning the exploration of existing knowledge, • Using the built-in camera and Mathematics was considered by the which is interesting and useful. software like One Note, enabled teacher as a major benefit of having a teachers to annotate and collate The findings from the research device such as the Surface in the hands artefacts that captured evidence of indicated that: of learners. students’ learning. • The Surface Pen was a key point The use of the Surface in these sample • Producing eBooks supported of difference from other existing schools highlights the significant role students to create content and devices. Students found the desktop that this technology has in promoting enhance a range of skills including: easy to navigate with a stylus, thus new learning for students and writing, spelling, reflection, audience enabling them to create more innovative pedagogies by teachers. awareness, collaboration and thoughtful work. creativity. The mobility and functionality of the • Students adapted quickly to using Surface means that it is easier to use • Learning with the Surface and the the Surface, were actively engaged in for a diverse range of students. This in innovative and integrated use of their learning and valued the device. turn affords contexts for deep learning. specific applications helped students Learning that encourages creativity, • Teachers used the Surface as a learn independently and express critical thinking, engagement with resource to plan and introduce their ideas and thinking, reflect on ideas and authentic audiences. In learning activities focusing on both their learning, make learning visible this way, the 2-in-1 Microsoft Surface creative and skill building, knowledge and present their understandings supports 21st century learning in new acquisition learning activities (Hattie, 2009). The Surface Pen and dynamic ways. appeared significant in expanding these learning choices.

27 | Inking Your Thinking Inking Your Thinking | 28 References Featured Apps

Australian Council of Deans of Oviatt, S (2011). Designing digital tools Yelland, N.J. & Gilbert, C.L. (2013). Education. (2001). New Learning: for thinking, adaptive learning and iPlay, iLearn, iGrow. Research report A charter for Australian Education cognitive evolution. Paper presented presented to IBM. http://www. and Programs Available from http://www.acde.edu.au at CHI 2011, May 7-11 Vancouver, ipadsforeducation.vic.edu.au/userfiles/ BC, Canada. ACM 978-1-4503- files/IBM%20Report%20iPlay,%20 Christensen, C. M. (1997). The 0268-5/11/15 http://www.dfki.de/ iLearn%20%26%20iGrow.pdf innovator’s dilemma. Cambridge, EducationCHI2011/Site/Program_files/ Apps and Programs MA: Harvard Business School. Yelland, N.J. & Gilbert, C.L. (2013). hcieducationchi11_12.pdf SmartStart: Creating new contexts for Cuban, L. (2001). Oversold and Oviatt, S (2013). The Design of learning in the 21st century. Research Name Description underused: in the Future Educational Interfaces. report presented to IBM. http:// classroom. Cambridge, Mass: Office 365 The latest Office applications available online so users can create, edit and share from their PC/ New York: Routledge. www.ipadsforeducation.vic.edu.au/ Harvard University Press. Mac or iOS, Android or Windows device with anyone in real time. userfiles/files/226543%20Vic%20 Partnerships for the 21st century. Fullan, M. (2012). Great to excellent: Uni%20IBM%20Report%20Smart%20 (2008). 21st century skills, education Kids story builder Using this app the user can create a slideshow of images and add text or audio to the Launching the next stage of Ontario’s Start%202.pdf & competitiveness: A resource and presentation. The end result can be saved as a PowerPoint ready for sharing. Education Agenda. Toronto: OISE. policy guide. Washington, DC: The Yelland, N. J., Butler, D., & Diezmann, Animals Memory 2 Classic memory game with animals. Fullan, M. (2013). Stratosphere: Partnership for 21st Century Skills. C. (2014) Early Mathematical Integrating technology, pedagogy Explorations (2nd edition). Melbourne: School writing A Windows application specifically designed for Australian and NZ children to practise their Robinson, K. (2009). The and change knowledge. Toronto, Cambridge University Press. handwriting. Linked to the particular scripts of each State and provided free for all schools and element. New York: Viking. Canada: Pearson. educators. Simply install the trial version and then upgrade to the full by entering your email Yelland, N., Cope, W., and Kalantzis, M. Trilling, B., & Fadel, C. (2009). 21st address and receiving the unlock code in the settings. Fullan, M., & Langworthy, M. (2014). (2008). Learning by design: creating century skills: Learning for life in our A rich seam: How new pedagogies pedagogical frameworks for knowledge times. San Francisco: Jossey-Bass. Fresh Paint Painting application which replicates a real painting experience, for example if the ink isn’t dry find deep learning: ISTE. building in the 21st century (Special then the colours will mix on the page. Great for creating images that look like real paintings. Yelland, N. J. (2007). Shift to the Invited Issue). Asia Pacific Journal of Kalantzis, M., & Cope, W. W. future: Rethinking learning with Teacher Education, 36(3), 197–213. Explain Everything Easy-to-use design, screen casting and interactive whiteboard that allows users to annotate, (2012.). New Learning: Elements new technologies in education. animate, narrate, import and export almost anything to and from almost anywhere. of a science of education. (Second Zhao, Y. (2014). Who’s afraid of the New York: Routledge. Edition. ed.). Melbourne: Cambridge big bad dragon? San Francisco, CA: Skitch Free tool for communicating visually – annotate images with arrows, shapes, text, and more. University Press. Jossey Bass. Motion Math: Hungry Practise addition, subtraction and negatives by feeding hungry fish. Fish

DragonBox: Algebra Introduces fundamental topics in mathematics with an emphasis on algebra in a playful and colourful environment.

Nearpod Platform enables teachers to use their 2-in-1s to create and download interactive multimedia presentations, share content and assessments in real time, monitor classroom activity and easily control student devices.

Software

Name Description Microsoft Office Office applications including: • Word • Outlook • Excel • OneNote • PowerPoint • Lync

Tux Paint Graphics editing software designed for children as young as 3 years of age. The user interface is intuitive with icons, audible feedback and textual hints to help explain how it works.

Graphmatica A powerful, easy-to-use, equation plotter with numerical and calculus features.

Geoboard A tool for exploring a variety of mathematical topics introduced in primary school. Learners stretch bands around pegs to form shapes.

Chinese Learning Scatter Online games to match Chinese with English words for different categories including animals, Matching Games food, colour, numbers and more. www.softschools.com/languages/chinese/

29 | Inking Your Thinking Inking Your Thinking | 30