1. ACEC2010: An invitation to respond to CALL FOR PAPERS OUT NOW!!

Paper or Workshop Abstract
http://acec2010.info/presenters
ACEC2010 invites proposals for refereed papers as well as submissions for non-refereed papers, workshops, panels and posters for ACEC 2010 in Melbourne from April 7th to 9th, 2010 with pre-conference sessions on 6th April.
Please note: All papers and proposals must be submitted using this web form: http://acec2010.info/proposal

ACEC 2010 is being hosted by ICT in Education Victoria (ICTEV) on behalf of the Australian Council for Computers in Education (ACCE).
If you can share your story, you will complement other excellent contributions from across Australia and the world in a variety of formats included in the conference program. The Conference theme is, “DiGITAL DiVERSITY”.

The conference will examine the diverse ways that ICT can maximize each student’s potential through their personal learning styles. It will investigate how ICT can allow all people including those with diverse skills and thinking strategies become lifelong creative learners. We aim to include a broad range of contributions to make ACEC2010 in Melbourne a conference to remember.

2. ACEC2010: Visit our exciting keynote speakers
The conference, 7 - 9 April 2010, is the place to be in Melbourne next year. One very good reason is the excellent range of exciting keynotes.
How about this for starters!.

a. Sylvia Martinez
Sylvia is President of Generation YES, evangelizing student involvement in education reform through technology. Generation YES helps schools through a change process that includes student-centered teaching practices, encouragement of student voice, and technology combined with service-learning.

b. Alan November
Alan is an international leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. He has been director of an alternative high school, computer coordinator, technology consultant, and university lecturer.

c. Adam Elliot
Adam is an Academy Award® winning director and has become one of the worlds most celebrated animators. For almost a decade, his films, Uncle, Cousin, Brother and Harvie Krumpet, have been viewed by millions of people around the world and have participated in over five hundred film festivals.

d. Gary Stager
Gary is Executive Director of The Constructivist Consortium. For 27 years, Gary Stager, an internationally recognized educator, speaker and consultant, has helped learners of all ages on six continents embrace the power of computers as intellectual laboratories and vehicles for self-expression. ACEC 2010 marks Dr. Stager’s 20th anniversary of working in Australia. He considers Melbourne his second home and first keynoted ACEC in 2004.

The time-frame for completing the form will be relatively tight, just a matter of days, so any help in passing this on will be much appreciated.

Yesterday Jean and Jonny had a busy day that included interviews on ABC radio, nationally, in Adelaide, and in Canberra; an interview for ABC TV, an interview with The Australian newspaper, a presentation to the CEO and staff of the South Australian Education Department, and another presentation to Education.au staff.

There are two media output at present:

Interview by Richard Aedy on Life Matters - ABC National Radio
http://www.abc.net.au/rn/lifematters/stories/2009/2600285.htm

Article in Thursday’s Australian
http://www.theaustralian.news.com.au/story/0,,25653020-5013404,00.html

If you are in South Australia, Ian Henschke will interview Jean on ABCTV at 6.30 pm Friday night.

Featuring speakers from

* Apple
* Microsoft
* CISCO
* Telstra

MCEETYA Melbourne Declaration on educational goals for young Australians.

‘Globalisation and technological change are placing greater demands on education and skill development in Australia and the nature of jobs available to young Australians is changing faster than ever. Skilled jobs now dominate jobs growth and people with university or vocational education and training qualifications fare much better in the employment market than early school leavers.’

A new environment of schooling emerged over the last decade of the 20th century and has been accelerating in the 21st century, stimulated by a new economy, new technologies and new understanding about learning. In today’s interconnected, technology driven world, learning typically takes place in physical, virtual and remote places. It’s now more important than ever that learning environments make the paradigm shift towards 21st century education.

Using technology alone may lead to high-tech lectures or technically proficient students, but that falls short of what 21st century learning is all about. This seminar will identify what are the key factors that make 21st century learning one that engages and motivates the learner and educator.
How should education be shaped to meet the needs of 21st century learning models? What do educators need to do to be prepared for 21st century teaching? What are the common issues and visions?

This seminar will feature leading technology companies showcasing their vision of 21st century learning environments and how they are being adapted into the education system across all sectors.

More details

The focus in most of these comments was on use by educators, and as always, it gave people a chance to vent other ideas they felt the other questions hadn’t given them scope to put. I always try to imagine what gave rise to these responses - what was behind them. Let your imagination run too.

Here are some to think about.

• Ironically enough, spreadsheets.google.com was blocked at work computer (personal storage)
• Teachers don’t have time to check personal emails, never mind other things!
• Those that find it useful should be able to use it but those that don’t should not be made to feel like Luddites (for the non-historically minded, they were the loom-breakers in the Industrial revolution. Ironically some were transported to Australia)
• The Teachers code of Professional Practice is what applies here. If we are in a situation where we interact with students in real-life outside of school hours (soccer clubs, swimming pools, shopping centres etc.) we are asked to abide by the code of practice (which is common sense, really). The digital realm should be treated the same way - its part of our lives in the modern society, and it seems absurd to prevent interaction between teachers and students through this medium due to the risk of a very small minority preying on kids.
• Getting tired of blanket bans on web 2.0 tools but like to see more overt teaching of safe skills.
• I have opened a locked Twitter account where I post what’s new in the library. I must approve anyone who wants to *follow* the account and I have only approved students / teachers that I can verify go to my school. This means I have denied access to the account for others who have sought to *follow*. I have announced this account at staff meetings and in the daily Bulletin so that everyone knows it’s happening and no-one has approached me to find out what I’m doing or if there’s a policy. I feel I’m winging it and I want to be cautious. I’m not high enough to actually make a policy and I feel if I ask about it then I’ll be denied permission.
• staff misuse of fb has led to it being banned for staff - was already banned for students - while we used to argue it enabled us to stay in touch with previous staff it is obvious that excuse does not work anymore. To try and argue we use it for education would be met with find another way - I have with the ning site.
• There is nothing inherently un-educational about Twitter as a means of communicating information and learning until we - the schools and the educators and then the politicians - pontificate to make it so.
• We have access to facebook but somehow our provider/it guys have made it so the photos all appear as grey squares…I think this reduces the attraction of using it for some people

The document Guidelines for Tweeting & Facebook containing all the responses is published here if you want to check further. If you want to follow the thread, this tag will do it.

Here are a couple of other interesting links I’ve come across recently.

• Brad Stokes - You don’t need more Twitter followers  - a sensible approach to handling the potential Twitter avalanche
• Twitter is not a conversational platform - interesting reading but I actually think he has missed the point - or perhaps he hasn’t seen educators at work, or book groups for that matter.

I got a bit personal with Question 9 of the mini survey:
“How do you honestly feel when you notice a staff member on Twitter or Facebook at their desk?”
and I think I got the full range of answers, from those who thought the person was probably wasting their time, to much greater tolerance. I did get the feeling that in some schools the administration has already made it very clear that this is forbidden behaviour.

Some respondents wanted to make the distinction between “work time” and “free time”, but I think that in a school the distinction between the two gets rather blurred, particularly in the light of how much “work” teachers take home to complete in what is supposedly their “free” time.

Some thought that the purpose of accessing FaceBook or Twitter while at school would definitely have to be for “curriculum purposes”, while others talked about wasting the school’s time, money, and bandwidth. A couple of respondents pointed out that they were pretty sure that blocking of these sites at their school had been the consequence of staff abuse or over-use.

My feeling was that those who were not users of either Facebook or Twitter themselves could only see it as “socializing”, while for those who did use them, the following was a pretty typical response:

“I think that as professionals we should have the discretion to balance our own workloads, and that should allow us to make private calls at work, answer emails, use Facebook & Twitter, etc - with the understanding that our work has to be done at some time. I’m strongly against the notion that workplaces should ban private communication during work hours - after all, we all take plenty of work home! ”

Here are a selection of the other responses:

“Would depend what they were doing, how long they had been doing it for and whether or not they were supposed to be doing something else :) ”

“Part of “real life” and only unconstructive IF it overly interferes with the working day … a bit like answering your mobile phone during class! Staff using either Twitter or Facebook during “face-to-face” teaching, unless the use is officially part of the school’s curriculum would be a “no-no”. Why does this question differentiate between Staff use (legitimate or illegitimate) and by implication Student use (legitimate or illegitimate)? There are certain censorial assumptions here that were present when Facebook was introduced several years ago and then “banned” for student use! ”

“I’m the only person I’ve ever seen on Twitter!! and I know I use it for professional reasons.”

“Depends on the context and whether they are connecting for professional or personal purposes. If they are monitoring conferences, PLN or posting for professional networking and information purposes related to their work I applaud them.”

“Posting personal, fun or derogatory content/comments etc during work hours lowers my regard for that staff member. It makes me wonder whether they are just too stupid to realise that this is unprofessional conduct or that they think their colleagues are too stupid to find them out.”

“Don’t see that. We only have two computers in the staff room for staff access and haven’t seen it used for Face book or twitter ”

“It is part of everyday life. As long as it is not interfering with the quality and quantity of work completed or causing anyone harm then I don’t see it as a problem. We allow students full access to the web and this includes social networking sites. There is not a great deal of time available to students and staff through the day to access these sites, however they do, and will continue to, access them unimpeded at this point. We also strongly believe in modeling appropriate behavior to students. The school has a facebook page and students, parents and teachers are encouraged to access it.”

“Great to see them networking outside the classroom. Hope that they also explore some of the serious tools around such as me.edu.au“

Let’s look at the issues from the point of view of the educator to start with. I think the issues here are different to what we might need to consider for the student.

Some argued that guidelines were unnecessary, talking particularly in terms really of no access. But most responses were in favour of some sort of access, particularly for teachers but also for students.

One set of responses basically says that we should be viewing social networking guidelines as an extension to existing “appropriate conduct” guidelines. That would mean that it doesn’t matter whether we are talking about online or face to face activities, the general principles are the same. The guidelines cover interaction with colleagues, students and parents.
They also cover privacy, and comments on school related issues.
It also means that teachers have to exercise some responsibility and awareness.
One response made the good point that ” the guidelines would then not have to be rewritten every time a new technology or situation arises. Also means that internet activity is not ‘demonised’ - what’s the difference between spending long periods in the staffroom reading the newspaper, or making personal phone calls at work compared to time on twitter or fb?”

A second group thought that perhaps we needed to define “legitimate use”, saying “The definition needs to be sufficiently ambiguous to provide for encouraging “educational” communication, but sufficiently unambiguous to deter purely private/personal use that is “unproductive” in terms of the educational goals of the school.”
This might also be linked to the purpose(s) of a school-based account; the use(s) of a school-based account; the reasons why it could be closed; who’s responsible for closing it and when; safe use on the internet.

Many obviously wanted to have access to social networking sites at work:
“But technology play time also has benefits in learning new technologies”; “I see Twitter as being more practical for educators, but I understand that Facebook can also be used to develop an education PLN.”; “The acceptable use of such social networking sites. I use twitter as a means of analysing current trends in topics in which I am interested. Oh and also when I need to find a solution to something. It broadens the professional conversations.”

Let’s look at the student aspect of the issue.
Most felt here that we need not only guidelines, but guidance for students.
Some talked in terms of access for “set purposes” or at lunchtime, or after school. Problems arose when the school enforced a ban during lesson time, but teachers could see a legitimate reason for using the technology in their lessons.

The sort of guidance students need relates to privacy and safety issues, code of conduct, basically the sort of things most school have already covered in their “acceptable use” policy. They relate in particular to downloading games/software, publishing, conservation of resources, privacy, and fair use of time.

A couple of people felt also that students aren’t the only ones who need explicit guidance, particularly for teachers who are inexperienced users.

In Question 9 I asked “How do you honestly feel when you notice a staff member on Twitter or Facebook at their desk?” I’ll cover that in a day or two.

Meanwhile, where do you sit on the findings I have outlined today?

Press release: Brussels, 8 June 2009

First international symposium brings together major global networks for innovation in education

More than 130 high-level decision-makers from 30 countries, members of international networks active in the field of ICT in education are expected to attend the first ICT in Education Networks international symposium on 11-12 June in Rome, Italy.  Together, they will build a vision for a common future for education, and set an agenda for future cooperation.

The event is organised by four major education organisations - European Schoolnet (EUN), a network of 31 Ministries of Education in Europe, the Consortium for School Networking (CoSN) in the USA, Education.au, the Australian national agency for ICT in education and ANSAS, the Italian agency for innovation in education.

The symposium aims to encourage high-level networking within the global ICT in education community, improve information-sharing and cooperation between international education networks, reflect on the nature of 21st century learning and analyse the role of international education networks vis-à-vis decision makers in the field.

Participants of the symposium come from six continents, representing 30 countries. Delegations from 32 Ministries of Education and education agencies are participating.

It is the first time an initiative this scale is brought forward to build bridges between global networks, and to develop peer-learning mechanisms between all actors in the education sector. International networks are operating in a diversity of education environments, different education cultures, and the symposium will be the occasion to share and exchange on this diversity and cultural wealth.

Key industry partners are sponsoring the event, including eInstruction (www.einstruction.com), Intel Education (www.intel.com), Microsoft (www.microsoft.com), Oracle (www.oracle.com), PASCO Scientific (www.pasco.com), Promethean (http://www.prometheanworld.com) and SMART Technologies (www.smarttech.com).

Several other organisations support the initiative such as Futurelab in the UK (www.futurelab.org.uk), Apple Computers (www.apple.com), KERIS (the ICT agency of the Ministry of Education Science and Technology in South Korea – http://english.keris.or.kr), South East Asia Ministry (http://www.seameo.org/), and World Links Arab Region (www.wlar.org).

Other networks expected to attend include African (Schoolnet Africa), middle-eastern (iEARN Lebanon, World Links Arab Region), European (Global eSchools and Communities Initiative, Digital Europe) and South American networks (Interdidatica, Fundação Vanzolini).

Practical details:

Venue:
NH Leonardo da Vinci
Via dei Gracchi, 324
IT-00192 Rome
Italy

Press contacts:
Paul Gerhard (paul.gerhard@eun.org), Alexa Joyce (alexa.joyce@eun.org) or by phone at +32 27907575

Website:
http://is.eun.org (contains speakers biographies, and other valuable information) Programme: http://blog.eun.org/is/upload/ISprogramme.pdf

European Schoolnet

European Schoolnet (EUN) is a unique not-for-profit consortium of 31 ministries of education in Europe created in 1997. EUN provides major European education portals for teaching, learning and collaboration and leads the way in bringing about change in schooling through the use of new technology. www.eun.org

CoSN

Founded in 1992, the Consortium of School Networking (CoSN) is the premier professional association for school district technology leaders. CoSN is committed to providing the leadership, community and advocacy tools essential for the success of  these leaders. Its mission is to empower K-12 school district technology leaders to use technology strategically to improve teaching and learning. www.cosn.org

Education.au

Australia’s leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors. www.educationau.edu.au

ANSAS (ex INDIRE)

The Agenzia Nazionale per lo Sviluppo dell’Autonomia Scolastica (ANSAS) is an Agency of the Italian Ministry of Education to supports autonomy of educational institutions in Italy in the European dimension in education as well as in the processes of innovation and educational research in these institutions. http://www.indire.it/

Stay Smart Online provides all Australian online users with information on the simple steps they can take to be secure themselves online. This includes information and advice on how to secure your computer and your transactions online.

This website contains a free alert service that provides easy to understand information on the latest e-security threats and vulnerabilities, a free interactive education resource for primary and secondary school students, videos with useful tips on protecting your computer, a self assessment tool for small businesses, and information for parents.

Many who read this will be like me- so many password requirements that I confess I have fallen into the trap of using much the same password each time. It probably doesn’t matter in most things, but it is obviously something I need to re-think.

Five simple tips being promoted throughout the Week will help Australians use the internet in a secure and confident manner:

* Get a better, stronger password and change it at least twice a year.
* Get security software, and update and patch it regularly.
* Stop and think before you click on links or attachments from unknown sources.
* Information is valuable. Be careful about what you give away about yourself and others online.
* Log on to www.staysmartonline.gov.au for further information and to sign up for the email alert service.

Stephen Conroy, the Communications Minister launched the first National Change Your Password Day on Fran Kelly’s ABC program this morning.

These are the questions I asked.

1. Where do you work?
2. Has the issue of accessing Twitter while at work ever been discussed?
3. Has the issue of accessing FaceBook while at work ever been discussed?
4. Can you get to twitter.com from a computer at work?
5. If you access Twitter at work do you use computer, mobile phone, iPod?
6. Can you get to facebook.com at work?
7. Should there be specific published guidelines for use of Twitter or Facebook?
8. What should the guidelines cover?
9. How do you honestly feel when you notice a staff member on Twitter or Facebook at their desk?
10. Any other comment you’d like to make?

Here are the answers to the first 7 questions (they are the easy ones to summarise) and I’ll collate the answers to questions 8-10 tomorrow

1. Where do you work?
The profile of the 41 participants: they were overwhelming school teachers
education office - 3; school - 35; university - 2; other - 1

Question 2: Has the issue of accessing Twitter while at work ever been discussed?
No - 32; Yes - 9
Should I be surprised by this, or is Twitter still a pretty well kept secret, or perhaps people don’t really understand what it does?

Question 3: Has the issue of accessing FaceBook while at work ever been discussed?
No - 22; Yes - 19
Obviously the issue of FaceBook has had more media coverage, but even so it is surprising that there seems to have been no discussion about access in over 50% of workplaces. But then I am not sure that we have explicitly broached the subject here either. The idea of discussing access seems to infer that issues of when and under what circumstances should be covered.

Question 4: Can you get to twitter.com from a computer at work?
don’t know - 11; no - 8; yes - 22

Question 5: If you access Twitter at work do you use computer, mobile phone, iPod?
computer - 19; ipod touch - 1; mobile phone - 7

Question 6 Can you get to FaceBook.com at work?
don’t know - 1; no - 18; yes - 22
I was surprised by this. I had expected the level of banning to be higher. Perhaps it is for student access, but I didn’t ask that question.

Question 7: Should there be specific published guidelines for use of Twitter or Facebook?
no - 8; undecided - 10; yes - 23
So it seems the jury is still out on this.
Some people are pretty adamant they don’t need guidelines, others want to see what they might say.

Tomorrow I will summarise what people said about what the guidelines (if we did create some) would/should say. Update: that follow up post is here.

Interesting links that have arisen recently:
Technology in an Australian Classroom
UK TDA Facebook Group for teachers
Council of Europe - Internet Literacy Handbook
Ten Twitter Mythconceptions
Twitter Keeps on Growing - especially in Australia
Twitter Classroom

Should Teachers, Students, be digital friends?