Download - AATE/ALEA National conference

2009 AATE/ ALEA National Conference, Wrest Point Conference Centre 9-12 July
FRIDAY
construct and reconstruct stories and poetry digitally. Because these technologies are from their
own lifeworlds, greater access to a quality English education is enabled. We will explain how Year
8 students can enhance their appreciation of a poem through the selection and sequencing of
powerful images and sounds in Microsoft Photo Story. In Year 9, the students learn to re-represent
an original narrative digitally before composing a multimodal biographical story, in Year 10, on
a leader of their choice. Participants in this session will be provided with information about the
practical implementation of technology in the classroom and will be shown examples of student
work across the three year levels.
Biographies
Greg Howes is in his sixth year of teaching at Brisbane Grammar School, where his experiences
have ranged from being a core teacher in the Middle School to a senior English teacher.
After 15 years working in a range of schools both in Australia and the US, Helen Johnston is now
teaching English to boys in Years 10 to 12 at Brisbane Grammar School. This is her fourth year there.
1.30 - 3.00
Training Room
Audience:
Primary
When the bridge does not build itself
SUZANNE RAYSON
Every student has a story, a unique, individual story. A story that gathers, sorts, shapes and
stores all sorts of information and experiences as it grows at its own pace. A story that can be
penetrated and known if one takes the trouble. Taking the trouble to look, ask the right questions
and listen well to this story is, and always has been, an integral part of teaching and critical
to improving and continuing a student’s learning. By using a combination of quantitative and
qualitative research methods teachers collect a range of data that can be analyzed and interpreted
for various reasons. There are many formal assessments already in place in schools that deal
with the quantitative aspect of data collection and assume a fixed, measurable reality. In many
cases teachers have no control over these assessments so these are not going to be discussed
here. The focus of this presentation is instead on student surveys that are teacher designed,
are student orientated to ask open-ended questions and require student/teacher conversation.
Surveys that produce qualitative data that seeks out a variety of perspectives and does not try to
reduce the multiple interpretations to a norm. Armed with this knowledge teachers will be able
to reach across their gulf of unknowing, develop relationships with, and build a wiser picture
with greater understanding of the students in their care. This way they will be better equipped to
plan and practise instruction, improve the learning of their students and be motivated to be more
innovative and diverse in their approach to education.
Biography
Suzanne Rayson has been actively involved in literacy education and teacher training in Australia,
Papua New Guinea and the United States. A published author, she is an experienced practitioner
who is passionate about learning and teaching and is committed to improving the learning of the
students and teachers with whom she works.
1.30 - 3.00
Wellington 1
Audience:
All
Interactive whiteboards and literacy: a world of opportunities
LAUREN O’GRADY
Is your school equipped with interactive whiteboards but you are unsure about their relevance
for literacy Have you tried using an IWB for a little while but need more hands-on experience Or
maybe you have never even been near one but would love more information about their uses and
benefits in the literacy classroom This session is for teachers who are beginning their journey in
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