Moreton Bay College is a P-12 Girls' School on the eastern outskirts of Brisbane. Three years ago the decision was taken at executive level that filtering was not the solution to our students' cybersafety. Infact, stringent filtering was proving counter productive, as many new and potentially useful Web 2.0 sites were being blocked. The proliferation of 3G devices and the constant battle against proxy bypass sites also meant that filtering as a solution was doomed to failure. This presentation will look at the steps the school has taken to foster a climate of digital citizenship with its students in preparation for the schools' 1-to-1 implementation that began this year.

Through a National Project titled Teaching Teachers for the Future, Digital resource packages have been developed which follow the TPACK framework linking technology, pedagogy and content knowledge. In this session you will be invited to review these Digital Resources Packages and provide feedback. The Digital Resources include links to the National Curriculum, The National Professional Standards, lesson plans, video footage of implementation, assessment frameworks, further ideas and resources. These Digital Resource Packages evidence the effective use of ICT as learning tools. Through a practical analytical task looking at how ICT is being embedded and presented in each of the packages, you will gain a better understanding of one way ICT has been used in preparation of pre-service teachers to deliver the Australian Curriculum.

The Digital Revolution has passed but have we really delivered on the required change needed to make education relevant in the 21st Century? This presentation will forward the idea that as educators and leaders we need to focus on the 'Communication' part of ICTs to prevent techno-fetishism and become aware of the structures that constrain change. The theoretical approach of seeking, defining and bringing to awareness the incomensurabilties of existing 'ways of doing' ICTs in secondary education will be discussed as a means to target what is to be changed. The use of online social networks will also be forwarded as a key tool to create gravitas for change and the communicative modality of choice for observing the ongoing sense of crisis being experienced within education in other parts of the world.

Learning analytics is predicted to be the next leap forward in improving learning. In 2011, the EDUCAUSE Horizon Report reported that learning analytics as a technology application is likely to have a large impact in the coming years.

So, what exactly is learning analytics? It is the technology-aided collection and interpretation of data produced by students themselves, and using this data in way that allows schools to optimise student and school performance.

Learning analytics can facilitate the feedback process in classrooms, the key to effecting enhancing student learning outcomes. It provides a new level of depth and rigor to evidenced based decision making process,, allowing schools, or clusters of schools to collect and use learner-generated data to reflect the current progress of the current cohort of students.

Research around what makes a difference to student learning has shown clearly that it is enhanced teaching that has the greatest impact on raising student learning outcomes. The simple introduction of technology into the classroom will achieve mixed results at best.

However there is a lot of research that indicates what does make a difference to student learning, including the research that support Productive Pedagogies to the landmark Visible Learning research headed by Professor John Hattie.

This presentation will outline some simple strategies around how various forms of technology can be introduced into the classroom based on the findings of contemporary research. It will outline how a variety of technologies can be integrated into classroom practice in such a way that results in more effective and efficient teaching, and consequently improves learning.

Our teachers need a comprehensive and supportive professional learning programme that recognises their individual pressure points in embedding ICT into everyday classroom practice. Staff need the how, what, when and why of harnessing the tools to enrich the learning experiences for their students.
This presentation shares the Professional Learning from a 1:1 notebook school where personalised professional support takes on a myriad of faces – whether it is targeted group instruction; customised online learning; participation in virtual Professional Learning Networks or good old fashioned team teaching.