TENZ 2019 Conference
Exemplary Practice Workshops
Collaborative Scratch-like Coding with Robots and Virtual Reality
Places: 35 Of interest to: Primary, Secondary
Bruce Jackson
A passion for technology led Bruce to create Kai’s Clan, a more exciting way to teach coding. As a father himself, Bruce understands the importance of computer science in education and saw a way to make a positive impact through his collaborative coding platform.
Ronel Schodt
Ronel Schodt is a voracious learner, adventurer, edupreneur and partner in learning with teachers and students around the world. Ronel is an Account Executive currently working at Kai’s Clan. Driven by her passion to inspire in others a love of learning, Ronel’s expertise is grounded in how we integrate digital technologies for developing global competencies and preparing students to succeed as next generation learners.
In this hands-on Mars themed workshop, you'll learn to code a Mars rover and then get to sit in the drivers’ seat and watch your code play out in Virtual Reality! Experience the brand new Kai's Clan collaborative coding platform first hand. During this workshop you will pick up new multidisciplinary STEM teaching methods and ideas, and take your STEM lessons to the next level by introducing collaborative coding to the classroom! Prepare your students for the real world with group projects where they will need to co-operate and solve problems.
Engaging Girls in Ideation, Creation, Coding, Tech and Big Ideas
Places: 35 Of interest to: Primary, Secondary
Ahlam AyoubZadeh
Ahlam is the CEO of Think Concepts Ltd - Focused on IT consulting and managed services with offices in Auckland, Wellington, and Tauranga, and 23 staff, Passionate about creating a positive and thriving work environment, Ahlam loves to inspire young women to think big and engage in technology. She is on the Board of Advisors for Technovation Girls NZ and the inspirational Mentor who guided her Senior Technovation girls team Code Yellow to win the National Prize in NZ for their app Mindscape in 2019.
Anna Sutherland
Anna is a Year 6 student at St Heliers School and one of the winners for the Junior Technovation NZ National competition. A member of Team Young&Brave with their app Lift – Focused on raising the spirits of young people up. The community problem it tries to solve are the emotional challenges that pre-teens aged 10 to 13 can experience. After registering, they click an emoji and choose what they want to read. The options are quotes, stories, jokes and a game.
Zohar Einar
Zohar is a Year 6 student at St Heliers School and one of the winners for the Junior Technovation NZ National competition. A member of Team ZAKS with their app Snappa – Snappa is an app that encourages cleaning up our local community. The app is targeted at kids and this is to encourage positive habits from a young age, that will stay with them for the rest of their lives, and help them be more environmentally conscious. So let's clean it up, make it Snappa!
Fernanda Caramato
Fernanda is a Year 13 Student at St Catherine's College in Wellington and one of the winners for the Senior Technovation NZ National competition. A member Team Code Yellow with their app Mindscape - MindScape is an app created to raise awareness of mental health issues amongst the youth. Its evolves around gratitude and how gratitude can improve one's outlook on life, and the user's progress is tracked in a diary format. MindScape has a virtual garden incorporated into it that lets the user grow flowers and plants according to the number of things they say they are grateful for, whether it is big or small.
Technovation Girls is a global initiative that equips young women (ages 10-18) to become tech entrepreneurs and leaders. With the support of volunteer mentors, girls work in teams to code mobile apps that address real-world problems. This presentation will give examples for educators how they can integrate the curricula for Technovation into their classrooms and engage the local Technovation organization for support. Their will also be some student presenters to give examples of their apps and ideas that won in the NZ National competition for 2019.
Know-how and Know-that: Finding a Balance with My Initial Teaching Students
Places: 16 Of interest to: Tertiary
Ruth Lemon (Ngāpuhi, Ngāti Pākehā) is a Professional Teaching Fellow in Te Puna Wānanga, the School of Maori and Indigenous Education at the University of Auckland. She has worked in a range of educational contexts: kōhanga reo, primary, secondary English, and tertiary initial teacher education.
Every lecturer is unique, as every teacher is unique. Although the Hangarau, or Māori-medium Technology course at the University of Auckland was comprehensive, logical and structured, after my first semester, I needed to re-shape it. In this presentation, I step through the process I followed. This workshop focuses on my practice in the initial teacher education sector. It is anticipated that attendees will leave the workshop with ideas about how to utilise a technological approach in the design of a Technology course. The presentation focuses on a case study in the Māori initial teacher education sector, but the ideas have potential throughout the ITE technology sector.
Technology Online Open Home
Places: 35 Of interest to: Primary, Secondary, Tertiary
Wendy is the Resource facilitator for Technology Online -the Ministry of Education\'s website for the technology learning area. Wendy was HOD Technology at Gisborne Girls High school for 10 years. She then spent 2 years collecting and writing assessment tasks for NCEA standards across the technological areas . In 2012 she took up the role of Resource facilitator for the Technology Online website and continues in this role today.
This workshop will be an opportunity for teachers to find out how the resources available on Technology Online can support them to teach technology at all levels. This presentation will include showcasing the resources available on the site including:
- Recently added teaching snapshots, and student showcases of exemplary practice
- Spotlights
- Video gallery stories of exemplary practice
- Technology contexts in the School Journal and Connected series
- Keeping in touch with Technology Online newsletters
- Free online professional learning events
- Curriculum support materials including the new digital technologies curriculum content within the revised technology learning area
- The progress outcomes and the indicators of progression.
Jordan is an educator from Taumarunui (originally Auckland). She is a Google Innovator and Trainer, Seesaw Ambassador and ICT Lead Teacher. Jordan loves anything digital and using technology in the classroom. She shares a huge amount of resources and ideas on her website www.mrspriestleyict.com and looks for ways she can engage teachers in more use of technology in the classroom.
Design Thinking
Places: 30 Of interest to: Primary, Secondary
This workshop will walk you through a design thinking format in a hands on, informative session. You will work through the design thinking cycle to solve a problem just like your students would. This will be fun and engaging, providing you with ideas to take back and implement in your classroom. This workshop is great for any educator looking for an easy way to understand and use design thinking in class.
Innovate with Technology
Places: 35 Of interest to: Early Childhood, Primary, Secondary
This workshop will provide you with ideas and examples on how you can innovate with technology in the classroom. You will work through a series of ideas with practical aspects to use and explore the technology. You will have access to templates, ideas and resources that you can then use in your classroom tomorrow! This is session has ideas for any year level - just pick and choose to adapt the information for your class. This workshop is hands on and practical - full of ideas and ways you can use technology in a meaningful and engaging way.
Using Digital Technology in a Junior Classroom (Year 0-4)
Places: 25 Of interest to: Primary
This workshop will provide you with tips, ideas and examples on meaningful ways to use digital technology in a junior classroom. This will be hands on, using new apps and practical activities that you can take away and try with your students tomorrow! There will be links and templates that you can make copies of to help with the use of digital technologies in your classroom. This is a beginner/intermediate session that is hands on.
How to be Creative with Seesaw
Places: 35 Of interest to: Early Childhood, Primary, Secondary
This workshop will provide you with skills and ideas on how to use Seesaw in the classroom. Seesaw is a learning journal that provides opportunities for students to create and share their learning with their families and wider community. Digital portfolios (like Seesaw) are a great way to use technology in a meaningful way. This workshop is a beginner/intermediate session that is hands on and engaging. Attendees for this workshop don't need to have any prior use with Seesaw as this workshop will teach you the basics!
Introductory Workshop to the Electric Garden
Places: 16 Of interest to: Primary, Secondary
Siobhan is an Enspiral Dev Academy graduate who joined the team earlier in the year as the Code Club Volunteer Coordinator. Since then she has assisted the team with various teacher PD and Electric Garden workshops. Her background is in coordination in the public sector and she is excited to be a part of the growth of edu-tech in Aotearoa. Siobhan is based in Auckland.
This workshop invites participation from individuals with no prior experience but an interest in the Electric Garden. The workshop will introduce the participants to the Electric Garden; what it is and how it functions to help schools deliver the new Digital Technologies curriculum. Participants will work together to identify hardware components and share ideas about the impacts the device might have on their students development. They will identify why collecting climate data can help us with our gardening and conversation around the importance of sustainable practices now and in the future for Aotearoa will be encouraged. Participants will get a look at the device in action and can compare their data with the national average data via the Electric Garden website/portal. Finally, participants can take a look through the lesson plans created by Digital Future Aotearoa to see how they might be applied in the classroom and how they contribute to DDDO progress outcomes.
Breaking the Mould and Broadening Opportunities in Technological Practice
Places: 18 Of interest to: Primary
Kia ora Ko Joy Woolley toku ingoa I have been teaching the technology curriculum at Hastings Intermediate School since 2008. To strengthen my knowledge of the technology curriculum, I studied technology education papers at Waikato University for professional learning development. My specialist area is soft materials technology and I currently lead the Hangarau and Mahi Toi team. In 2016, I was involved in the National Monitoring Study of Student Achievement (for Technology). This year I am involved in the Matanga Project, supporting the development of technology education in New Zealand.
An example of authentic and meaningful technological practice for Upper Primary and Intermediate students, with a practical component.
A common link for the Hastings Intermediate Hangarau(Technology) and Mahi Toi(Arts) team is addressing issues around kaitiakitanga (protecting and preserving our planet) through the global SDGs (sustainable development goals) by asking students, “What world would you like to see in 2030?”
Within the Materials Technology learning area students address SDG #9 with a focus on developing an understanding of innovation and the impact technological progress has on society.
Breaking the mould is making the move from a single cell classroom environment to a more fluid environment with two teachers offering a wider range of skills and resources. This move allows the students to make agent (produce an effect with their learning), one of our school strategic curriculum goals.
Our school has re-modelled a classroom block of single-cell classrooms into a modern learning environment, or learning hub.This environment is specifically designed for 21st century learning with a focus on student-centred learning programmes.
This presentation will explain how and why we have introduced a similar learning space into Materials Technology this year, and provided students with a context to apply the key competencies and lead their own learning through the technology process.
A workbook for each year group was compiled to guide the students through designing, communicating, planning, reviewing/revising and evaluating. The level of engagement and students’ responses to our collaborative teaching model has been very positive..
Students responses
“I liked how you guys combined the 2 techs together it was easier to finish your products and it was much easier to get the right materials you wanted”.
“That we had more freedom and choice of our decisions what to make and do”.
Play-Based Learning for Practical Technology Courses
Places: 35 Of interest to: Primary, Secondary
Chris Kennedy teaches Design & Visual Communication and Junior Technology, and is Head of Technology at Waiopehu College. He has been involved in his school's process of developing a new, future-focused curriculum, and is passionate about about questioning established practice to ensure learning is relevant and engaging.
This workshop reframes the learning of practical Technology skills from prescribed projects into play-based courses. Participants will structure their own unit of work into a format that aims to engage and inspire students without abandoning the rigour of existing skills education.
Technology education is built on a foundation of practical skills. Rigourous workshop classes focused on detail and consistency have a long history and can be found in many schools today. However contemporary trends in education reject this approach as lacking in diversification, responsiveness and attention to twenty-first century skills like creativity, collaboration and critical thinking. For hands-on Technology education to remain relevant, a balance is required. We cannot ignore the integrality of practical skills as a foundation for understanding technology, but must be mindful of the need to prepare students for an uncertain future.
Play-based learning offers an opportunity to do this. It relinquishes management of students and focuses on a heavily managed environment, providing a variety of potential skills to learn and goals to reach. It has been applied in Junior Technology classes at Waiopehu College with strong results for student engagement and creative problem solving, without sacrificing thorough skills education. In this workshop, Chris Kennedy will elaborate on the evidence for overhauling Technology unit design to a play-based structure, and discuss the associated benefits he has seen in the classroom, as well as potential challenges to this approach. He will then elaborate on the details of planning for play-based learning, and guide participants through converting their own units into this flexible structure.
The workshop aims to be of use to all teachers of practical Technology courses, while focusing particularly on Junior Secondary level.
Using Minecraft for Authentic Learning & L1 Computer Programming Assessment
Places: 35 Of interest to: Primary, Secondary
Marc Williams; Secondary school teacher with 30 years’ experience in education, animation, visual effects and architecture. Graduate Diploma Teaching Secondary, Diploma of 3D Animation & Visual Effects, Diploma of Creative Technologies, Bachelor of Architecture.
Teacher of year 9-13 Digital Technology at Alfriston College.
Minecraft is an engaging creative online multiuser adventure based environment game. For context, Minecraft was created in 2009 and purchased by Microsoft in 2014. More than 90 million users worldwide play Minecraft every month, it is the best selling computer game of all time and is the #1 most viewed game on YouTube. It can be played on PC, Mac, Linux, Raspberry Pi, Xbox, Playstation & Nintendo consoles, Android & Apple mobile devices, Oculus Rift & Samsung Gear Virtual Reality headsets and is soon to be released in Augmented Reality as Minecraft Earth. Minecraft is a compelling platform for STEM learning experiences.
At Alfriston College we have 8 years’ experience using Minecraft in the classroom which gives students a large range of authentic learning opportunities. Students were responsible for creating an accurate representation of Gallipoli in Minecraft for the Auckland War Memorial Museum’s Gallipoli Centenary Exhibition 2015. This Gallipoli Minecraft resource was shared with all schools in New Zealand and available for download worldwide. We use Minecraft for the NZQA Level 1 AS91883 Digital Technologies and Hangarau Matihiko computer program assessment which is a focus of this TENZ exemplary practice workshop.
This workshop will give an overview of how we use Minecraft in the classroom, showcase student programming work, engage in FAQ’s and offer advice about how to incorporate Minecraft into teaching practices including setting up Minecraft Education in schools, Code Connection & JavaScript, STEM learning opportunities, resources for engaging programmes of learning and off task behaviour in Minecraft.
Making a Difference - Developing Apps to Solve Real Life Problems
Places: 35 Of interest to: Primary
Brendon is an experienced primary school teacher who has taught a range of levels over 19 years. With leadership experience and expertise in the area of Digital Technologies, Brendon effectively integrates the use of technology across the curriculum. The last few years have seen him explore deep learning pedagogies and learning design to challenge his students with authentic learning tasks centred around solving real problems in the world. They also undertake Passion Projects.
This workshop will explore a future-focused agenda for technology education at the primary and intermediate levels. It will look at how to use authentic contexts and real-life problems for learning. It will also explore how digital technologies can be effectively integrated in technology units. It will explore how the technological areas of computational thinking and designing and developing digital outcomes can be integrated into Technology education units, when students are using digital technology tools. Students’ developing digital fluency will be discussed in terms of teachers’ ability to foster problem-solving, design thinking, creativity, critical thinking and the use of challenging deep learning tasks. Technological thinking will be recommended as a way to enhance students technical skills when developing innovative outcomes. The workshop will demonstrate how Year 5/6 students have developed and created apps to solve real life problems in the local community or nation. It will describe how students undertake a process of thinking of themes, local needs and real problems to use a design process to define a problem and explore how a digital solution might help with it. Students decide on the kind of app they produce to address those needs, create wireframe designs of the app, building the app using programmes like MIT App Inventor 2, undertake prototyping and testing before producing for the marketplace. Computational thinking and designing digital outcomes are embedded throughout the process as natural processes. Our mantra is that we want students to be acting like mini-professionals, developing and using the same skills as the professionals do. The workshop will provide practical examples of each stage of the process, which might be adapted to many other areas of Technology and across other learning areas.
Wendy's technology teaching background is in the food and fabric technology areas, which has been in a range schools and places around New Zealand.
Components of Food Literacy
Places: 20 Of interest to: Secondary
Let's Talk TENZ
Places: 20 Of interest to: Primary, Secondary, Tertiary
Why teach Digital Technologies?
Places: 25 Of interest to: Primary, Secondary
Pippa Lawlor is a Master Practitioner of Neurolinguistic Programming (NLP) and a member of the Society of NLP. She is an accredited PLD facilitator and a teacher with over 30 years of classroom experience. Pippa is CEO of Mint Education, Kaiārahi Technology for subject association HETTANZ and a member of DTTA . She is an expert speaker and conference presenter specialising in womens' leadership and effective communication skills.
All primary and secondary teachers, across every subject, are invited to complete an interactive online module from Code Avengers. This module will help you understand what role digital technologies has to play in your curriculum. Why do students need to learn about how digital technologies work? How can teachers help students to empower themselves to innovate and create world-changing digital solutions? In a brief 45 minute timeframe, teachers will identify different types of digital users (consumers, learners & creators) and recognize that digital fluency skills develop over time, and can open doors to a range of exciting careers. This workshop requires a laptop with internet access. Headphones are recommended.
Who and what is outside your classroom door?
Places: 30 Of interest to: Primary, Secondary
Joyce Shankar-Kay is an experienced Technology educator. Her teaching experiences over the last 20 years ranges from teaching in Primary, Intermediate and Secondary Schools both here in New Zealand and the United Kingdom. Her teaching experiences are broad. Teaching and learning areas include various specialist areas in Food Technology, DVC, Textiles, Digital technologies and Biotechnology. She has experience in team leadership, carrying out classroom teacher release and collaborating with Client Schools. Currently she is involved with the TENZ Matanga Project.
Exemplary Practice Workshop Today’s teachers do not need to be the source of all knowledge. Particularly available to technology teachers is the contact with supporting Communities of practice (Wenger, 2011) that is provided by a range of outside agencies who are eager to support the teaching and learning within the Technology Education learning areas. Skill/Ideas being developed: Building teacher confidence and awareness of outside agencies and the wider technology community support of your role in the classroom. Description of workshop: The workshop will give attendees a teachers perspective on how outside agencies support teaching and learning and strategies that can be used to develop the interactions of community experts within your classroom. We will explore engagement strategies suggested by Slatter (2008), and then illustrate how the Wonder Project supported by Engineering NZ, with my ENZ Ambassador Liam Beale (Phoenix Technology Ltd) was designed to enrich the learning in my classroom.
A Bridging Program to Project Based Learning in Junior Technology
Places: 30 Of interest to: Primary, Secondary
I am an enthusiastic, innovative individual who is passionate about teaching. I have been teaching for 11 years in Visual Arts and Technology at Secondary School. My current role is Leader of Learning at Sacred Heart Girls' College in New Plymouth. Artist website www.kimgreig.weebly.co.nz
I am a Technology teacher who was proposed with project based learning from senior management. I needed to take a step away from the traditional teacher based direction and to a more student based program, as well as fitting this into a short time span. Our students lack independence and I need a bridging program. The program I have built includes: Tool kits for mindset, a brief, problem solving based off play, finishing with a class presentation. Students are in a rotation and in groups of 10 on a certain activity. I am ready to present my trials as a stepping program to prepare teachers to let go of the reigns, and for students to pick them up on the path to project based learning.
Sustainability in Materials Technology
Places: 20 Of interest to: Primary, Secondary
HOF St Johns College Hamilton. Interests have been in multi materials. which has been reflected in a wide range of student outcome.
Sustainability is becoming a key consideration in the development of products world wide. Are we in tune with society's expectations and if not how can we move towards this. Introducing the concept of reusing, recycling and sustainability of materials is not new but it is exciting and allows for far more depth to our practice. This workshop will introduce ways of introducing sustainability aspects into our programs, show examples of a selection of outcomes and hear from a Year 13 student that took on the challenge of developing and manufacturing surfboards from recycled cardboard and won.
Fashion Forward - Digital Fabric Printing
Places: 25 Of interest to: Primary, Secondary
Pushing the boundaries of design and creating inspired environments and adornment fuel Amy’s creative soul. Amy’s unique sense of creativity, passion and showmanship, are entwined with her design philosophy and art all reflected with style, boldness and individuality. A creative career spanning many disciplines has enabled Amy to explore the design process with a variety of mediums and techniques. Adornment of the body and the freedom of expression through dressing captured in her day-to-day life and current teaching practice. Amy’s creative journey has seen her move from the world of costuming for film, TV, theatre into tutoring millinery then Teaching. Inspiring the next generation to embrace a love of textiles and become design thinkers and creators. Amy is the HOD of Technology at Waikato Diocesan School for Girls and teaches Fashion Design (Textiles Technology).
A showcase of student work both junior and senior level exploring innovative methods to produce functional and decorative outcomes using a digital fabric printer. Emphasis on developing knowledge and an understanding of textile products and materials, all innovations and constructions based on technology practice. · Junior - building creative confidence, experimentation and skill · Senior - Communication of design ideas that visually convey the students design thinking. Taking on a broad global context and the role of textile technology and properties explored. Students exposed to various ideas about dress, apparel, style and trends.
William's Wraps
Places: 25 Of interest to: Primary, Secondary