East Hills Girls Technology High School Technology Expo . 2016.
Apple Distinguished Program School Award
2016-17
Event Overview
We are delighted to announce registration is open for our third Technology Expo. Our Expo provides an opportunity to find out how our school has successfully integrated and extended the use of the iPad into innovative teaching and learning practices. Workshops are hands on and will focus on equipping teachers with the skills to confidently deliver exciting and engaging learning in their classrooms.
Australian Professional Standards for Teachers
7.4.2 Participate in professional and community networks and forums to broaden knowledge and improve practice 2.6.2 Use effective strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. 3.4.2 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Morning tea will be provided. Cost $100 and places are limited.
Date and time
Thursday 18th August 2016
9.00am -1.00pm
Venue
East Hills Girls Technology High School, Lucas Road Panania, School Gymnasium. Phone- (02) 97739160
Audience
School Leaders, Executive and K-12 teachers
Registration
Please email your response for attendance and special dietary needs to Annette Brunt at [email protected]. Attendance will be confirmed by return email with additional details. Program
8.30-9.00am Registration tea and coffee
9.00-9.10am Welcome
9.10- 10.00am Keynote
Hear how our leadership model and whole school approach to delivering digital content and redefining assessment methods has positively impacted on student learning outcomes. Tips, stories and other resources to help you get the most out of using digital feedback and bring fresh ideas to your classroom. See how our teachers are leading the way in digital integration and how we challenge our Gifted and Talented students through our implementation of Challenge Based Learning (CBL).
10.00-10.30am Message from our Business partners
10.30- 11.00am Morning tea
11.00-12.00am Master class 1
12.00-1.00pm Master class 2
# iPads will be required for most workshops and digital resources will be provided to all participants on an iTunes U course which can be accessed on an iPad or iPhone.
There will be a limited number of loan iPads available to use on the day. Please indicate your master class preferences and if you require a loan iPad.
Teacher name______School______
Master class 1 Master class 2
Loan iPad yes no Time
11.00-12pm All K-12 All K-12 All All K-12 English Science Providing iTunes U Start with iMovie Creative uses 7-12 Master class Quality digital Code for Cloud Inquiry 1 feedback Art in the based English learning with Classroom data loggers and technology
IT LOTE 7-10 Mathematic 9-10 Making a s Electronics Japanese Taste of Master Class grammar Geogebra song and QR code for translation
12.00- 1.00pm All K-12 All K-12 All All K-12 Visual Art TAS Providing iTunes U Start with iMovie K-12 9-12 Master class Quality digital Code Creating Art Truss 2 feedback using your Analysis iPad STEM
Mathematic Science Music s 7-12 Garageband 7-10 Inquiry based Mathspace learning with Workshop data loggers and technology Master class outlines The application of both programs is that they provide students with a quick estimate of the internal forces of Title- Providing Quality digital feedback trusses. Both have advantages and disadvantages.
Key Learning Area- All Stage 6 Engineering Studies students learn to manually calculate the internal forces in trusses, however, it can Room- 53 be beneficial to be able to calculate the forces Outline- Teachers will learn how to provide digital automatically (for example, to check their answers). resources for students and individualise their learning. Similarly Stage 5 IT: Engineering and iSTEM students Teachers will also learn how to provide digital are not expected to be able to calculate truss forces but, feedback using the Showbie App. Learn how to mark by analysing forces using these programs, they are able using grades and marking criteria to improve student to design stronger and more efficient projects. learning outcomes. Teachers will create a class and Stage 5 students used Force Effect, along with balsa experience how to upload various types of format and prototypes, to investigate structural principles. assignments and then give feedback. Through experimentation they discovered the benefits Resources required- Showbie App (on iPad also of triangular designs, arches and removing zero-force works on a computer) members. This research informed their final bridge designs. …………………………………………………… Force Effect has the advantage of working well on the ………………… iPad and it will generate results for trusses that are not strictly statically determinate, which is very useful for Title- Creative uses for Cloud Art in the English younger students experimenting with ideas. Its results Classroom are not accurate for a pinned structure making it less useful for senior students. Key Learning Area- English Johns Hopkins’ Bridge Designer can be accessed from Room- 10 any Java enabled browser and generates results much Outline- Teachers will learn how to use the Cloud closer to those calculated by Stage 6 students. It is harder to produce accurately dimensioned designs and Art App within the context of a typical English will not calculate trusses that are not statically lesson. Applications of Cloud Art will include the determinate. decontextualisation of language to transform poetry into a mystery that must be solved as well Resources required- iPad with Force Effect (free as deconstruction of senior essays to provide a app) or Java enabled laptop new form of feedback. …………………………………………………… Resources required- iPad, Cloud Art App …………………
…………………………………………………… Title- Electronics Master Class ………………… Key Learning Area- IT Title- Truss Analysis Room- 18 Key Learning Area- TAS Outline- This hands-on session will provide teachers Room- 40 with an insight into using a teams based approach to successfully teach Industrial Technology- Electronics Outline- Engineering/iSTEM teachers will learn how in Year 9. Teachers will join one of the class teams and be guided through the process of constructing a simple to use two free programs to quickly analyse statically project. determinate trusses. We will compare AutoDesk’s Force Effect and Johns Hopkins’ Bridge Designer. Industrial Technology- Electronics provides an excellent platform for students to gain a range of STEM skills and to use them to complete engaging, …………………………………………………… real world projects. …………………
Resources required- will be provided Title- iMovie Key Learning Area- All K-12 …………………………………………………… ………………… Room- 64
Title- Start with Code Outline- Participants will be guided through the use of iMovie in a range of activities. Teachers will be Key Learning Area- All provided with a walkthrough guide of the setup required for iMovie. This will include student guided Room- T1 explanations and a short task that will enable them to Outline- Teachers will be introduced to a range of create a video resource of their own. The purpose of materials and resources that can be used to implement this activity is to educate teachers about how to use programming units in their schools as part of a iMovie as an interesting and interactive activity to curriculum or as an extra-curricular activity such as engage students while enhancing their understanding Code Clubs or Maker Spaces. During the session, of concepts. Some examples that will be shown will be teachers will be able to experience and experiment student created documentaries, news reports and with the resources to enable them to find the best and coaching guides. appropriate method for preparing students with the Resources required- iPads/Macbook opportunities to learn about programming and writing code. …………………………………………………… This session is suitable for those who are unfamiliar ………………… with appropriate resources for implementing programming into their courses or extra-curricular Title- Mathspace Workshop programs. Key Learning Area- Mathematics No programming experience is required. Room- 28 Resources required- USB drive or QR scanner App. Outline- Mathspace is a computer program which Computers will be available during the session allows teachers to set exercises for students. Students …………………………………………………… then complete the exercises on their iPad or computer. These answers are marked by the computer and the ………………… results are available for the students, teachers and Title- Inquiry based learning with data loggers parents to analyse. There are hints for students who have problems with questions. Teachers are also able and technology to set test for students. Key Learning Area- Science Resources required- Access to Mathspace on iPad or Room- 51 laptop
Outline- Teachers can experience how to use an iPad …………………………………………………… in Science to collect information using the iPad’s ………………… internal sensors and devices attached to the iPad via Blue tooth. Title- Creating Art using your iPad
Learn how to use tools on the iPad to collect variables, Key Learning Area- Visual Art graphical and multimedia information which can then be analysed. Room- 35
Resources required- iPad Outline- How Visual Arts at East Hills Girls Title- Garage band Technology High integrates iPad art into its teaching and learning through the use of the Art Set App. Key Learning Area- Music Examples of specific tasks, strategies and how some Room- 49 Art making apps – including Art Set and Sketchbook can be used to creatively respond to artmaking tasks. Outline- In Stage 4 Music classes the iPad is used The presentation includes an overview of examples not only for research and listening tasks but also that demonstrate some of the potential of Artmaking for composition and performance activities. In apps. Participants will also have the opportunity to Year 7 students are introduced to the Garage Band create an artwork using the Art Set app. They will be application. The students engage in simple shown how to use a range of media and techniques activities such as using the Garage Band sampler available in this user friendly and flexible artmaking before progressing on to the more difficult task of app. composing music to accompany film trailers Resources required- iPad with Art Set App which they create using the iMovie application. As students progress into Year 8 their knowledge …………………………………………………… of the Garage Band application is extended. Year ………………… 8 students start the year by composing Techno music using the loops available on Garage Band. Title- Taste of Geogebra In the second semester students compose their own songs with accompanying backing tracks. Key Learning Area- Mathematics Today you will see some of the work produced by Room- 28 our Stage 4 students. You will also learn how to use the 'sampler' and 'smart instruments' on the Outline- Geogebra is graphing software which Garage Band application. students use in order to further their understanding of the number plane and graphing. This workshop is Resources required- iPad with Garage band App designed to be an introduction in the use of Geogebra. There are many courses which can be completed to …………………………………………………… further teachers understanding of the use of Geogebra ………………… in the classroom. Title- iTunes U Resources required- Geogebra App on an iPad or laptop Key Learning Area- All K-12
…………………………………………………… Room- 48 ………………… Outline- Teachers will learn how to set up a basic iTunes U course. Teachers will learn how iTunes U Title- Making a Japanese grammar song and QR can be used as a course and/or resource delivery and code for translation how it can be implemented across the school.
Key Learning Area- LOTE Teachers will learn about the benefits of using of Room- 22 iTunes U in their classrooms. Resources required- iPad with iTunes U and laptop Outline- Teachers will develop video assessment or will be able to access a desktop ideas by learning ways to create songs for students to demonstrate their learning concepts. …………………………………………………… Resources required- iPad …………………
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