Implementing Digital resources at your school some points to consider.

On September 20, 2016 By paulmcguire2013In 1:1, Digital Transformation, InnovationLeave a comment

adobe-spark-clipular

Today I learned that we will be losing two really important digital programs at our school. This is a real blow for us as we are trying very hard to supply our teachers and students with excellent digital content to support the use of chromebooks in the classroom – all students from grades 3 to 6 have their own computer and the juniors (4-6) are expected to bring their machines home every night.

There are two important factors that seem to be influencing decisions about access to digital resources. One is the expense, the other is implementation – not enough teachers across the school board are using these costly programs. I would like to focus on implementation.

Implementation of digital content seems to be widely misunderstood. You can’t just drop in a sophisticated digital program without a really good implementation program. Like with everything in education, it comes down to the person. If teachers are ill-equipped to use new programs, they will fall back on traditional teaching methods.

So what can we do? Here are a few ideas.

Implementation is a long game – to successfully introduce a program, you need a full-year plan of PD and support for your teachers. Some of this training has to be driven by the principal or someone else who is available to put on demonstrations and workshops during the day.
Webinars are good, but people are better. We have found that while webinars are easier to arrange, teachers prefer to meet with a representative of the company producing the content. When we have been able to arrange this, implementation has gone up dramatically.
Teachers need in-school time to experiment with the programs. Last year, after the introductory workshops, all teachers were given release time to experiment with the programs. They could choose what program they wanted to experiment with and many times they were able to contact the service provider to get just-in-time solutions to their problems.
Provide your staff with a good on-line PD resource. We are in the second year of a partnership with Atomic Learning. I consider this a great investment. You cannot ask your teachers to rely on YouTube or Google when they have questions on a variety of digital programs. They need a source for curated material delivered by professionals who are used to working with teachers. Atomic is not the only source for this professional learning, but for us, its works really well.
People need to understand the importance of curated resources. Richard Byrne of Free Technology for Teachers states that he rarely uses Google as a way to locate material for teachers. This is a really important point. If you want really good content, it has to be curated. Discovery Education, for example, does an excellent job of bringing educational resources together in math, science and social studies. Other tools like unroll.me and Scoop.it are wonderful ways to collect information of interest to you. You choose the content and receive (in the case of Scoop.it) suggestions from your personal learning community. The important point is – curated resources can cost money. You can’t sustain your school just using Google and YouTube. You need to make sure the materials you are using with your students are excellent and have been selected by professionals – you can’t guarantee this with uncurated sites like Google.

Implementation is not easy. It is much harder than simply buying machines for everyone in your school. It is something that requires a great deal of thought and yes, sometimes, financial resources.

Why do we fear 1:1??

On June 10, 2016 By paulmcguire2013In 1:1, Digital Transformation, InnovationLeave a comment

1-1

I find it very common to hear all the reasons why moving towards 1:1 in our schools will not work.

We don’t have the funds, the teachers won’t use them, I don’t understand how to use them, collaboration is better – the list can go on and on. In my mind, these are all just excuses for not taking the creative leap to provide a computer for each student.

We work at a school in a high poverty area. Every student from grade 3 to 6 has their own laptop. The grade 4’s are expected to bring their machine home every day and work on various programs to supplement their in-school learning.

The prevailing wisdom seems to be BYOD (Bring your own device) which makes no sense. While this allows schools off the hook for paying for computers, it creates an opportunity gap between rich and poor schools. Our parents don’t have the money to buy a computer for their child. We, therefore, are obliged to find the money to invest in machines.

The main reason I am so keen on 1:1 is because the daily use of computers has really revolutionized the teaching and learning at our school. Teachers have been open to learning new programs like Mathletics, Prodigy Math, the Discovery Education Science Techbook, Google apps and Hapara as a learning management tool. They are getting into coding and robotics and our kids are very keen on makerspaces.

I can’t claim that all of this is because of the fact that we moved to 1:1, but it did change how we do things here. The teacher is no longer the sole provider of information. The teacher is a co-learner with the student. Teachers are more apt to encourage students to find their own answers to their inquiries rather than depend on one adult.

If these are just some of the benefits we have seen over the space of our first full year as a 1:1 school, why are others so hesitant?

I have no good answer for that question, but for us there will be no going back.

The Innovator’s Mindset: Powerful Learning First, Technology Second

On March 3, 2016 By paulmcguire2013In Digital Transformation, George Couros the Innovators Mindset, OSSEMOOC, UncategorizedLeave a comment

What I really like about this book are the provocations that are put out there in every chapter. In chapter 9, George Couros writes about the importance of the appropriate technology being introduced into schools, but more importantly, he writes about the mindset that needs to go along with that.

We are trying to implement 21st-century technology with management systems that sometimes seem to harken back to the 19th century.

Our management systems have not caught up to the terrific learning opportunities, assisted by technology that are out there. Couros quotes Seymour Papert in this chapter and I have to add part of the quote in this post because it defines the bind we are in as we try to revolutionize our inflexible education structures:

So if I want to be a better learner, I’ll go find somebody who’s a good learner and with this person do some learning. But this is the opposite of what we do in our schools. We don’t allow the teacher to do any learning. We don’t allow the kids to have the experience of learning with the teacher because that’s incompatible with the concept of the curriculum where what is being taught is what’s already known.

Seymour Papert, Seymour Papert: Project-based Learning,” Edutopia, November 1, 2001.

What is really needed is a change of course (pg 146) when it comes to the application of educational technology in our schools.

George quotes Tom Murray from the Alliance for Excellence in Education and an article he wrote on “10 steps Technology Directors Can Take to Stay Relevant.” Based on this article, George poses four questions that focus on the intelligent implementation of technology:

What is best for kids?
How does it improve learning?
If we do ______, what is the balance of risk vs. reward?
Is this serving the few or the majority?

These are essential questions – how often are these questions asked when it comes to the implementation of technology? I believe, in my experience, these questions are asked by technology departments, but too often their way is barred by system decision makers who do not have as clear a vision on how to answer these questions.

Are we really asking what is best for the learner, or are we asking what is easiest, cheapest fastest in the short-term? Are we really exploring what is best for all learners and do we really have a comprehensive plan to come up with the intelligent implementation that involves all learners – students and teachers alike.

Makerspaces in a box: An opportunity to create

On January 13, 2016 By paulmcguire2013In Digital Transformation1 Comment

The first day of FETC was great. We had a chance to really focus on important technical innovations that are changing the nature of education. Google applications to make a paperless classroom, experiencing a makerspace and methods of film-making in the classroom. A full day!

The three-hour format allowed us to try out some really interesting tools for the classroom. The makerspace workshop had me totally engaged making circuits using play doh, metal tape and fabric. Nothing that we were using cost more than $25.00 for a simple kit that uses play doh as a connector. Other materials cost just pennies, but I really enjoyed having the opportunity to work with these materials to make different circuits. This is a good lesson for me – you don’t need to have the latest technological gadget to create something new.

my paper circuit – a work in progress

I quickly got caught up in making my own inventions, lighting up diodes and connectiung buzzers. Each station had a differnt challenge for us and what we created was our own. What freedom – to simply use your imagination and succeed at making something new.

Each kit was labeled with its own QR code linking to a website expanding on the activities in the box.

The three-hour workshop just flew by and I thought to myself what would it have been like to learn about circuits and innovation when I was a student, free to invent what I wanted to invent. I never understood circuits drawn on a caulk board.

Although I have understood for a long time the importance of makerspaces as a way to encourage innovation and creativity, I have never taken the time to actually sit and work through some of these tasks. So simple, but so empowering.

The paper circuit website

The Squishy Circuits site – kits cost $25.00, but you can buy the parts separately

When I return to school, I will look for ways to incorporate some of these great ideas into our makerspaces. No need to look for the newest robotics kit – kids can create with some of the simplest materials available. The key element in all this is simply to let kids create, don’t wait to amass a huge pile of wires and diodes, just get a few simple kits and get started!

eTextile project – again, very simple materials that kids could use to innovate

Micro training: How do we organize effective PD? Four key points.

On November 6, 2015November 8, 2015 By paulmcguire2013In Digital Transformation, InnovationLeave a comment

For those interested in better schools, another bomb dropped in August—though I’m not sure many of us heard it. TNTP, a teacher-training and advocacy group, published a report called “The Mirage,” a damning assessment of teacher professional development. Despite being an $18 billion industry, with costs for services of up to $18,000 per year, per teacher, professional development doesn’t appear to have much effect on teaching quality. As Education Week reported, TNTP found that “PD doesn’t seem to factor into why some teachers get better at their jobs and others don’t.” Said one observer quoted: “It just doesn’t look like we have any purchase on what works.”

But what if, in fact, we do know “what works”—but haven’t acted on it? If this were the case, the TNTP report might be the catalyst for a transformation in teacher preparation, training, and student outcomes that was not unlike the one undergone in medical training after the 1910 study known as the Flexner Report. That similarly damning assessment from the last century led to changes that, according to the historian Page Smith, may have saved more lives than any event in the history of medicine.

from

It’s Time to Restructure Teacher Professional Development

By Mike Schmoker

Education Week November 8th

This is a really important article that warrants careful review. How effective are our current models of teacher development and what can we do to change the way teachers receive effective PD?

To me this is a huge question these days, especially with the implementation of digital technology in our schools. More than ever, we need to find effective ways to train our teachers on a regular basis so that they can use the tools that are becoming prevalent in the classroom.

For our school, going 1:1 using Chromebooks has been relatively easy – the machines are cheap and we have a small school population. Every student from grade 4 to 6 has their own Chromebook and they are required to bring it home to continue their class work at home.

My job as administrator now is more difficult. I need to provide excellent digital content and make sure teachers have the time to learn how these systems work. We now have access to Mathletics, Raz Kids, Discovery Edu, Dreambox and as a supporting application, Atomic Learning.

teachers from three schools taking part on a Mathletics webinar during the school day

Mathletics and Atomic are entirely new to our staff and Discovery is a huge program that needs time to learn and use properly in the classroom. I am developing a micro training model to give teachers the resources to use these tools in the classroom. There are a few key points in this model:

1. Time – make sure that digital integration is central to your PD plan. Teachers need blocks of time embedded into the regular day to absorb the various features of these programs. I use the term ‘micro teaching’ because you have to be realistic on how much staff members can take in at any one time. So far, all our training sessions have been no more than a half-day and we have never looked at more than two programs during a session.

2. Connect to people working with the programs you are using. I have found that it is essential to make personal connections with staff responsible for professional development at the various companies we are working with. In the case of Discovery, Mathletics and Atomic, people have been very happy to set up training webinars for our teachers that can outline in detail how the programs work. Discovery goes the extra mile by offering a series of training sessions through their Discovery Ambassador Program that will allow you as the lead learner to help teachers to better understand the many features of Discovery.

3. Connect to a learning resource that teachers can go to when they need to learn more. We have purchased licenses with Atomic Learning for all our teachers for the year. Once they have had an introductory webinar on how the program is structured they will be able to sign up for modules on their own and learn at their own pace. I am hoping that by January, we will be able to give teachers release time so they can work on the Atomic modules that are most important for them.

4. Take the long view – a digital integration plan can take years to implement. Teachers are not going to learn everything they need to know in just a few sessions. My plan for this year is to offer them three webinars – one each from Discovery, Atomic and Mathletics and three lessons from Discovery and that’s it. I hope to have all the structured lessons done by Christmas so that teachers can choose what else they want to learn starting in January. Next year, we will continue to focus on digital integration, but will look for additional webinars and lessons teachers need to continue their professional growth.

Right now these seem to be the key points. I think it is next to impossible for a district to organize training for all of its members on all the new technologies. It is up to school leaders (principals and lead teachers), to come up with plans that will work for their own staff. If this is not done, staff will not adopt the new programs our district is offering them. Their implementation of technology will remain superficial and BYOD or 1:1 plans will not be successful.

The key point here is not to wait for someone to do the training for you. Schools need to take the initiative to get the training that they need for their teachers. Stop thinking about system-wide training and think more about micro training.

Remember, getting the machines into your building is relatively simple, training people to use them effectively is not.

How to keep up the momentum on 1:1 implementation

On August 7, 2015August 9, 2015 By paulmcguire2013In Digital Transformation1 Comment

We are soon to enter the first full year of 1:1 at our school. We will be using a combination of chromebooks, iPads and iPods and every student will have access to a device every day. Our junior students (grades 4-6) will be required to bring their devices home every night.

We started with some training last year in preparation for 1:1. We worked on Google tools and our staff is now comfortable with Google Drive, Docs, Groups and a number of important apps like Read and Write. We connected to Discovery Education and we really hope to have access to the Science Techbook for all our students this year.

My main concern as the principal is to continue to offer high quality training and support for all staff so that it is easy to make a complete switch to using devices every day in meaningful ways throughout the year.

It is one thing – pretty easy – to supply every child with a device. It is a far more difficult thing to provide the individualized training each staff member needs to make implementation effective. Wherever staff start the year on the SAMR scale, it will be important to see movement as the year progresses.

So, how do we meet this challenge?

Our School Improvement Plan emphasis is digital integration, but teachers need direction on how to find resources. We need a resource that is flexible and allows teachers to continue learning at their own pace throughout the year. We need a system that respects the adult learner and allows easy access to excellent material.

One service we are considering is Simple K-12. The good thing about Simple K – 12 is that so many good resources are collected in one spot and I recognize many of the presenters from Twitter. It is a credible resource.

I think there is an argument for making services available that offer excellent customer service and good content in one easy to find location. Discovery Education is another important service. I went to their principals’ conference in Washington this summer (DENSI 2015) and it was excellent.

The problem with these services is that they can be expensive. We could easily spend our entire school budget on these two services.

Relying on ‘free resources’ is not the answer. We need access to resources that are credible and designed specifically for educators. We also can’t afford to waste teachers’ searching on their own for good services to use.

To be fair, everyone is busy and it takes time to find resources that are capable of offering excellent professional development and customer service. Once the resources are found, administrators need to be trained on them first before they are introduced to staff.

This means that there needs to be a plan that starts with the administrator and focuses on professional development first. Individual schools should not be left to fend for themselves when it comes to searching for the best resources.

We also need to find solutions that do not focus on training one or two staff members. To expect that training a few people with the hope that their experiences will translate to an entire staff are simply not realistic.

So, what is an administrator to do? To be honest, I am not sure. I think really good professional development is expensive and if we expect 1:1 initiatives to work we will have to make greater investments in excellent services.

As an illustration of what is possible, I have listed a few webinars I will take part in through Simple K-12 in the next few weeks. What is the solution for our school? I’m still working on that.

“Creative Ways to Fund the Cash-Strapped Classroom”.

“Extend Your Impact on Students and Parents Using Mobile Technologies”.

“Implementing an iPad Pilot”.

“How Going 1:1 Can Transform Your Learning Environment”.

“Top 10 Mistakes Schools Make When Going 1:1 and How to Avoid Them”.

Our first school Maker Faire!

On March 30, 2015April 3, 2015 By paulmcguire2013In Digital Transformation1 Comment

Our first Maker Faire will involve three schools. It is our attempt to bring together junior students from three schools along with a very innovative group of people interested in makerspaces. We have never done this before, but the learning and collaboration will be great.

One of the great things about this project is that we have the assistance of a number of student teachers who are doing an amazing job of putting all this together. From contacting resource people to take on demonstrations and workshops to organizing our grade 6 students to host the event, these students are pretty much doing everything.

The schedule calls for students around 10:00 to start off with some ice-breakers – the mix of students will be really interesting – one of the schools is coming from the Kitigan Zibi Anishinabeg First Nation. The University of Ottawa, a major partner in this project works closely with this school. This should be the beginning of a very interesting partnership between our three schools.

We are asking our partners in this venture to supply demonstrations and workshops for the students. Presenters will be asked to demonstrate the use of a piece of technology (i.e. 3D printer, Makey Makey, etc.) or prepare a very short interactive activity related to the chosen piece of technology. Activities should be no longer than 10 minutes and should be able to be carried out either on the table or on the floor close to the table. The demo booths should be able to accommodate 3 to 5 students. Clean up and preparation time should be minimal in order to prepare for the next group of students who will visit the demo booth.Demonstrations could include:

a Raspberry Pi Minecraft Server ; a Virtual Reality headset that at the same time shows the inside of the Minecraft world or some other virtual world concurrently with the Raspberry Pi server.
a 3D scanner to scan busts of the kids and create a file that can be 3D printed or modified using 3D modelling software (eg. add cat ears, or pointy vulcan ears, long witch nose, etc.) 3D scan
playdoh creations that could then be 3D printed in plastic.
3D image can also be
Use of a makey-makey as an interface to a Game or music program in processing.
a demo of programming in Scratch.
Run Scratch and Arduino/makey-makey demo in standalone instance on laptop or Raspberry Pi.

All of this has been suggested by just one member of our creative team!

Demonstrations would be followed by workshops that would be at least one hour in length. This would give the students an opportunity to explore some aspect of maker culture in more depth. For the workshops, the presenter will be asked to run the same activity station twice during the Maker Faire (11:15-12:15 and 12:50-1:50). Of the five activity stations to be scheduled, the students will have the option of choosing two. The student’s selections and the rotation schedule will be prepared prior to the actual event day. The activity stations will need to accommodate between 12 and 15 students.

Possible workshops include computer deconstruction, work with LittleBits, run by students, LED paper airplanes and robot building.

We still have a few weeks to put this all together, but this promises to be a really wonderful experience for everyone!

could we see these at our Maker Faire??

Questions to ask when considering a 1:1 program – how do we respond at our school?

On March 29, 2015March 29, 2015 By paulmcguire2013In Digital Transformation1 Comment

We are on the cusp of starting a limited 1:1 program at our school. As we prepare, it is important to consider al sorts of questions – as we prepare, I want to consider answers to questions asked by Ann McMullan in the article:

The 10 questions to ask before you start your one-to-one program

McMullan shared 5 start factors that are keys to success for one-to-one programs:

Start with “Why?” What are instructional goals you hope to accomplish?
Start small, think big. “Find some of those teacher leaders and let them try out the devices,” she said. “Find out what the issues are with the network. But do think big; it becomes an equity issue very quickly.”
Start with teachers first. It’s critical.
Start the conversation across all departments.
Do start: Go for it. Failure is part of the learning process.

We have been getting closer and closer to 1:1 especially at the junior level all year. The key point for us is the teachers. We have a group that is willing to experiment and learn. We have had several group PD sessions during and after the school day to work on our understanding on how various apps – especially Google Apps can improve student learning. We have had great results with Read and Write and are learning how to give more effective feedback with Kaizena. We are learning more about digital portfolios. We are also learning new ways to deliver PD to staff. For our last PD venture, we invited a teacher from our partner school to spend the day with teachers and classes to work on digital portfolios. Having an experienced teacher with us in the classroom made a huge difference.

The conversation continues. Within the next ten days we should have enough Chromebooks for all the junior (grade 4,5,6) students. Each student will receive a machine and will be expected to bring the Chromebook home every night. Our partner school is following the same process.

According to McMullan, here are the top 10 questions schools should ask themselves, and the order they should ask them in:

What is the mission of the district and how does the one-to-one program align with it?

We are very fortunate to work in a district that is flexible and open to change. Years ago, the school board created the conditions for innovation by providing every school with a reliable wifi network. Each year, we receive more devices from the school board. For a small school like ours, it is now possible to take the final leap to make sure that every junior student has a new Chromebook to work with. We also were early adopters of Google which has been huge for us. Every staff member and every student has their own Google account. Everyone has equal access to all Google apps.

What are instructional goals that will be supported by a one-to-one program?

We have examined our School Improvement Plan to see what goals already exist that can be supported by our 1:1 program. We have been putting an emphasis on feedback for the past few years. Kaizena is a very effective feedback tool that if used properly and consistently will advance our ability to give effective feedback to our students. We also have a very high ELL population. Apps like Read and Write can be very effective in assisting ELL students move ahead with their reading comprehension and writing skills. This applies as well to students with learning disabilities. When distributing our machines, we have focused first on our LD and ELL students. We have observed some significant gains in their learning based on their day to day use of the Chromebook.

How will all major departments, selected administrative and teaching staff, parents, and other stakeholders be involved in the planning and implementation of a one-to-one program?

For us, the key ‘departments’ for implementation have been resource (Learning Disabilities) and ELL (English Language Learners). Our resource and ELL staff have worked with teachers and students to teach them how to use the Chromebook. Resource especially has become a center of innovation where students have been well trained on how to use apps. They in turn have taught their school mates how to use the same apps

What device will best meet the mission? (“Notice, that’s not the first question,” McMullan said.)

This depends on the grade level. We have more iPads at the primary and kindergarten level and more chromebooks at the junior level. Now however, we are finding that we need more Chromebooks in the primary classes so students can get acquainted to Google apps and how to use their Google accounts.

How will the one-to-one program be financed and sustained?

Sustaining the program will be interesting. We think that once we have made the initial investment, our regular IT allotment will be used to replace older or defective equipment. The key factor is making the initial investment.

What IT systems need to be in place to support and maintain our one-to-one program(s)? (Here, McMullan shared an anecdote about one district that purchased 20,000 Chromebooks, only to have them sit in boxes because there was no wireless access in classrooms).

We have the wireless access and this system will actually be enhanced and strengthened in the near future. All machines purchased through the school board are supported by IT technicians employed by the board. As more schools go 1:1 the board may need to look at more IT support, but at this point we are able to access IT support to assist us when we need it.

How will district and school administrators and board members be prepared to lead and communicate the vision?

There is value in starting small. The current implementation plan involves only two schools. I am not convinced tat 1:1 should be implemented across the entire school board. You definitely need a willing staff and school leadership willing to take the 1:1 leap before you even consider moving in this direction. The human factor is easily the most important thing to consider before going 1:1. Staff and school leadership need to be working together and share the common vision that going 1:1 will improve student achievement.

What ongoing professional development strategies will be provided?

This is probably one of the biggest questions. On-going embedded PD is crucial. The PD has to continue throughout the year and it can’t depend on teachers ‘volunteering’ to learn more about the newest app. It is crucial that 1:1 implementation be a major component of the School Improvement Plan and that the school’s PD budget (release time) be devoted to staff development. It is also important that staff be consulted – always – on what they need to learn next. This shows basic respect for the adult learner and ensures that staff will buy into the learning plan for the year.

What processes will be in place for making adjustments as needed?

Good communication is the key. The principal must be open to the ideas and thoughts of staff and staff need to feel supported enough by the administration so they can talk freely about how the program is going. As mentioned earlier, the human factor is the most important, we need to keep in constant contact with each other and learn together. There will be bumps along the way, but teachers are good at change; all we need to do is manage it carefully.

Makerspaces moving ahead at our school

On December 14, 2014 By paulmcguire2013In Digital TransformationLeave a comment

Makerspaces continue to develop at St. Anthony and St. Luke. Last week, our teachers met with Alison Evans Adnani of Maker Junior. Her main point – get kids creating, you don’t need to be a technical wizard of have a huge budget, just get them in there making.

We continue to work on this. We are hoping to get more lego soon and we hope to have a lego wall. We are also planning to add calligraphy and knitting to the list of activities available to our students. We are learning more about how to use Makey Makey kits and we would love to add Minecraft to our makerspace soon.

The great thing about all this is that the possibilities are endless. Kids love the opportunity to create and innovate and they love the freedom to explore.

Here are a collection of comments and photo and video material from recent visits to the makerspace at our school

Myan and Elise:

“We love coming to Makerspace“! We made a back massager using the pulse bit from the LittleBits kits and you can change the speed of it.

Justin:

“This is my first time and I love Makerspace”!

Ngun:

“I made an intruder alert with LittleBits but it wasn’t loud enough so I used a Lego

block and it worked, it made it louder”!!

Learning about robots and the Ottawa Makerfaire

On August 16, 2014 By paulmcguire2013In Digital Transformation3 Comments

I had the best day – I have never seen so much innovation and cool stuff in one place – ever.

This was a pretty amazing opportunity for all of us. I met Rick Alexanderson – a teacher in our school board – today at the Ottawa Maker Faire – a truly wonderful event that is on again tomorrow (Sunday). I sat on a panel with him and the more I heard from him the more I stopped talking – this is a guy you really need to listen to. This is a guy who has been around and has seen lots of stuff. When you meet people like that, it is best to keep quiet and just listen – you might learn a few things.

He is affiliated with Carleton University and they are willing to hold an instruction session for teachers and students who are interested in developing a maker culture at your school. Rick has found his own partners, he is not waiting for others to catch up – he is making change and offering this to us.

From what I understand, you can register for workshops they he puts on with the university. After your day, you and your students return to the school and teach them what you just have learned. Everyone ends up with a robot – how cool is that!

Rick Alexanderson is the future of education – and educational entrepreneur who is offering the rest of us a chance to learn some amazing stuff.

I could have listened to him all day!

Our informal networks and PLNs are truly our life blood. There will never again be a good reason to wait for change to come to you – you need to go to the change!

Find a way to start a makerspace. Get your teachers and students creating – this is what true education has always been about!

do you want to make this in your class?

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Whole-Hearted

Category: Digital Transformation

Implementing Digital resources at your school some points to consider.

Why do we fear 1:1??

The Innovator’s Mindset: Powerful Learning First, Technology Second

Makerspaces in a box: An opportunity to create

Micro training: How do we organize effective PD? Four key points.

It’s Time to Restructure Teacher Professional Development

How to keep up the momentum on 1:1 implementation

Our first school Maker Faire!

Questions to ask when considering a 1:1 program – how do we respond at our school?

The 10 questions to ask before you start your one-to-one program

Makerspaces moving ahead at our school

Learning about robots and the Ottawa Makerfaire

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