Technology Learning in the PYP “We pick up a pencil when it’s the ...

1. Design inquiries using local and global context

1.1. Global scrapbook project - GSuite slide deck asking schools to contribute via different social media platforms

2. Foster supportive environments that remove barriers to learning

2.1. Authentic and purposeful use of technology

2.2. Focus on the learning - not the technology

2.3. Technology allows for diverse learners to access content and demonstrate their understanding at different access points.

3. Utilize assessment to inform learning and teaching

3.1. Microsoft OneNote to collect, organize and document student data and evidence of learning. It is a multimodal platform with which one can insert a “running record” of student progress, alongside recorded audio of the them reading the text.

3.2. Office Lens app on a mobile device to capture evidence of learning and then send the photo directly to the relevant OneNote page.

4. Build and maintain collaborative relationships

4.1. Video conferencing and social media to collaborate and connect with students and schools around the world - (Blogs, Twitter, Online surveys, Skype or Google Hangouts for video calling, Mystery Skype) Mystery Skype - students only allowed to ask yes/no questions to determine where in the world their Skype partner is located

4.2. Global scrapbook project - GSuite slide deck asking schools to contribute via different social media platforms

4.3. GSuite for student collaboration - print, video, pictures, sound, image - allows for student reflection, peer feedback, teacher assessment all on shared platform - can be published to blog or digital portfolio

5. Undertake personal inquiry, reflection and action to inform their practice

5.1. If the teacher is unsure about how to use a particular technology, get students to figure out how something works - trust students as “capable agents of their own learning”

5.2. Student agency is supported through making informed decisions and ethical choices in an online environment.

6. Build/develop conceptual understanding within and across subjects

6.1. We choose appropriate technologies depending on identified learning goals Technology implementation involves thoughtful and intentional planning on the part of teachers to ensure the tools match identified learning goals.- inquiry into angles start with paper, tape, scissors, protractors to create mazes on the floor - introduced spheros - to code with angles, speed and direction

6.2. Coding develops algorithmic thinking, thinking, communication and self-management skills, resilience and a problem-solving approach.

6.3. Use Microsoft’s Class Notebook to store, revise and share their knowledge, including any data they had gathered, notes they had taken and presentations they were working on using design thinking process