Nope, that because secondary schools are still stuck in at adage of English, maths, science. Technology doesn't really come into it. Schools are letting these students down and until changes within school management take place schools are not going to change. I look at schools and who are the senior managers, they are English and social science teachers.
Sunday, 9 September 2012
Schools need to change
today's parents are looking for high schools that will extend their children's ICT skills. are they finding them?
Thursday, 6 September 2012
subject selection .9c
I have been meaning to get this update done for a while now, I suppose waiting until the last two days isn't good enough.
However,
I have updated the level 3 selections to use the year 10 code to lock subjects down to option lines, I can't believe that I did not realise that I had this already programmed in, I have taken the code from line 1 in to the year 10 code and put into the year 13 code and applied the optionline of 1 in the database.
Easy fix to include RED3 and THS3, that way students can choose there preferred option
I have also included the MAS3 and MAC3 subjects in year 12 so students that have done accelerated maths can choose these subjects, although it is available for everyone, I don't think this will matter.
However,
I have updated the level 3 selections to use the year 10 code to lock subjects down to option lines, I can't believe that I did not realise that I had this already programmed in, I have taken the code from line 1 in to the year 10 code and put into the year 13 code and applied the optionline of 1 in the database.
Easy fix to include RED3 and THS3, that way students can choose there preferred option
I have also included the MAS3 and MAC3 subjects in year 12 so students that have done accelerated maths can choose these subjects, although it is available for everyone, I don't think this will matter.
Sunday, 2 September 2012
updating
While at the kiwi pycon conference, I decided to use some of the downtime to update the pycode moodle site. As the developer has been making some changes lately and presenting it, I felt that I had to use the latest code.
Mistake Number 1, updating just after you started your students on it may not be the best idea. As the changes that have been made are to directory structures and the naming of the project, the name of the folder needed updated as well. Now this stops all previous half submitted work from running.
Mistake Number 2, not realising that that is the case. As with the changes the developer had changed the folder name which I did not realise and just copied the files straight into the folder. This then made all the unit tests fail.
Mistake Number 3, thinking that the work was in python 3.1+, all the sandboxes at the present are 2.7. When is the community going to update?
I also updated the auth/guath login, this now locks it down to just the google apps domains that we want to allow and not everyone having access.
Mistake Number 1, updating just after you started your students on it may not be the best idea. As the changes that have been made are to directory structures and the naming of the project, the name of the folder needed updated as well. Now this stops all previous half submitted work from running.
Mistake Number 2, not realising that that is the case. As with the changes the developer had changed the folder name which I did not realise and just copied the files straight into the folder. This then made all the unit tests fail.
Mistake Number 3, thinking that the work was in python 3.1+, all the sandboxes at the present are 2.7. When is the community going to update?
I also updated the auth/guath login, this now locks it down to just the google apps domains that we want to allow and not everyone having access.
Thursday, 16 August 2012
Teaching the teachers
We have been asked lately to provide professional development to staff on various tools, but I had one teacher ask, can you teach me how to teach the tool to the students.
We spend so much time being taught how to use a tool or in this case concepts that we are learning how to use it. But does anyone think about how they are going to teach it back to the students.
We have just been though various concepts of computer science being shown to us, and we are now thinking that this could be a class, computer science 101, however thinking about this more now, the class title could be, teaching the fundamentals of computer science. as this is what teachers are after. We need the same for how to teach relational databases, some of this stuff I was taught over 10 years ago and now have pushed to the nether regions of my mind never to make a come back. How was I taught relationships for databases, what is normalisation, yes I had to good that one. how to get to the third normalisation. Things that were so easy when you were a student. now....
We spend so much time being taught how to use a tool or in this case concepts that we are learning how to use it. But does anyone think about how they are going to teach it back to the students.
We have just been though various concepts of computer science being shown to us, and we are now thinking that this could be a class, computer science 101, however thinking about this more now, the class title could be, teaching the fundamentals of computer science. as this is what teachers are after. We need the same for how to teach relational databases, some of this stuff I was taught over 10 years ago and now have pushed to the nether regions of my mind never to make a come back. How was I taught relationships for databases, what is normalisation, yes I had to good that one. how to get to the third normalisation. Things that were so easy when you were a student. now....
Saturday, 28 July 2012
Inquiry into 21st century learning environments and digital literacy
Inquiry into 21st century learning environments and digital literacy
Description
The term ‘learning environment’ suggests learning happens in a place and space such as a school, a classroom, or a library. However, while much of 21st century learning takes place in physical locations, in today’s technology driven world, a learning environment can also be virtual, online or remote. The purpose of this inquiry is to investigate and provide recommendations on the best structures, tools, and communities, in both rural and urban New Zealand, that could better enable students and educators to attain the knowledge and skills, such as digital literacy, that the 21st century demands.
Submissions are available
I wonder when they will release the findings?
Monday, 23 July 2012
Programming is not algebra
A while ago I created a post on how students got confused with some of the problems that they are given in programming, they seem very algebra based, a = 0; b = 3, a = b; and this gets some students absolutely stuck.
In this post we talked about the number of generation of rabbits
and reading Andy's blog the other day, made a lot of sense.
The Simple Things
People who have been coding for a long time forget that their variables and equals signs are incompatible with algebra. My friend might have passed the sheep test if her “beginner course” had taught her only these basic definitions:
- Programming
- not like algebra
- Program
- a sequence of instructions to be executed in order
- Variable
- a name which can be assigned a value
- Assignment (
a = b) - an instruction to assign to the variable
athe value ofb - Looking at this has made me want to change my practice in the classroom and wanting to get the students to think about programming as Program, Variable and Assignment, rather than the focus being on the maths at present.
Saturday, 14 July 2012
Facebook in schools
It has been interesting the conversation on whether to allow Facebook at school. For one we have boarders on site and should they be allowed Facebook to communicate with home. The other is we have students that are requesting Facebook for in class work.
Now, I have found a really good response, which I will put forward to our ICT Committee - http://computerworld.co.nz/news.nsf/news/wireless-networks-in-the-enterprise-and-in-schools-p3
I wonder how that statement will go down at school. Maybe we need a Facebook Anonymous group?
Now, I have found a really good response, which I will put forward to our ICT Committee - http://computerworld.co.nz/news.nsf/news/wireless-networks-in-the-enterprise-and-in-schools-p3
Rangitoto College has a fairly open policy in terms of filtering and initially allowed students access to Facebook, but that has now been stopped for two reasons – Facebook traffic was taking up too much bandwidth, and also to give students a break from the addictive nature of Facebook, says Hastie.This has to be one of the best response's I have seen, it talks about the addictive nature of Facebook. Schools are now giving students a break from an addition, the same as xbox, minecraft and a number of others.
I wonder how that statement will go down at school. Maybe we need a Facebook Anonymous group?
Friday, 13 July 2012
culture shift needed in schools
Its been amazing the last couple of days, for one I have been reading a book that I just cannot put down, and tonight completed.
The other has been #nethui,
I find it amazing when I cannot attend a conference that I can still enjoy it online, twitter is a great conference tool.
I had this one tweet come through
We need a hacker culture in schools. You don't get that with iPads. Need open technologies, circuit boards, Raspberry Pis#NetHui
I totally agree with this, and continue to fight technicians in schools to open up the networks and computer to allow students to get a touch of such an exiting part of computing.
One resource I find interesting is hacker high school, hackerhighschool.org this is a excellent example of how hacking could be taught to schools students.
the other is the raspeberry pi project. Years ago we talked about people bringing in devices to plug into networks that were small and could sniff a lot of data from the network. This has all of that, an ethernet port, small profile and a power cable that looks like it is for a mobile phone. Thinking about that, you could probably get a raspberry pi to fit into a old mobile phone.
The other has been #nethui,
I find it amazing when I cannot attend a conference that I can still enjoy it online, twitter is a great conference tool.
I had this one tweet come through
We need a hacker culture in schools. You don't get that with iPads. Need open technologies, circuit boards, Raspberry Pis
I totally agree with this, and continue to fight technicians in schools to open up the networks and computer to allow students to get a touch of such an exiting part of computing.
One resource I find interesting is hacker high school, hackerhighschool.org this is a excellent example of how hacking could be taught to schools students.
the other is the raspeberry pi project. Years ago we talked about people bringing in devices to plug into networks that were small and could sniff a lot of data from the network. This has all of that, an ethernet port, small profile and a power cable that looks like it is for a mobile phone. Thinking about that, you could probably get a raspberry pi to fit into a old mobile phone.
Wednesday, 11 July 2012
Security
This starts with a tweet,
10 crazy IT security tricks that actually work http://www.infoworld.com/d/security/10-crazy-it-security-tricks-actually-work-196864
Now looking at this, I wondered, yes it has the things that you would normally do, rename the administrator account, get rid of the global admin entries, use non default ports. But one of these caught my eye, and it is around the use of honeypots.
10 crazy IT security tricks that actually work http://www.infoworld.com/d/security/10-crazy-it-security-tricks-actually-work-196864
Now looking at this, I wondered, yes it has the things that you would normally do, rename the administrator account, get rid of the global admin entries, use non default ports. But one of these caught my eye, and it is around the use of honeypots.
Now I have just come back from a trip to the North Island where I have been in discussion around getting equipment into schools and the talk of preparing the students for the next wave of Digital technologies through the New Zealand Curriculum.
Now getting back to it, the guy I spoke to talked about the use of honeypots to test systems and the patching and security of it, now the thing about these systems is that they are open enough to let people in, however, everything they do is logged, so you have the opportunity to go in and see where they went. There was one of these open in the 1990's where on IRC groups the publication of the IP address and username and password was made available, it was up to you to get to the next step, the competition for root access.
Now getting back to the article, looking at these systems
Innovative security technique No. 3: Honeypots
Modern computer honeypots have been around since the days of Clifford Stoll's "The Cuckoo's Egg," and they still don't aren't as respected or as widely adopted as they deserve. A honeypot is any computer asset that is set up solely to be attacked. Honeypots have no production value. They sit and wait, and they are monitored. When a hacker or malware touches them, they send an alert to an admin so that the touch can be investigated. They provide low noise and high value.
Modern computer honeypots have been around since the days of Clifford Stoll's "The Cuckoo's Egg," and they still don't aren't as respected or as widely adopted as they deserve. A honeypot is any computer asset that is set up solely to be attacked. Honeypots have no production value. They sit and wait, and they are monitored. When a hacker or malware touches them, they send an alert to an admin so that the touch can be investigated. They provide low noise and high value.
The shops that use honeypots get notified quickly of active attacks. In fact, nothing beats a honeypot for early warning -- except for a bunch of honeypots, called a honeynet. Still, colleagues and customers are typically incredulous when I bring up honeypots. My response is always the same: Spend a day spinning one up and tell me how you feel about honeypots a month later. Sometimes the best thing you can do is to try one.
Now the thing is, I have The Cuckoo's Egg and its 11:00pm at night, and I can't stop reading it. And the question I have is, should I get my students to read it. One book I already get them to read is Cory Doctorow, Little Brother.
top trends for 2012 - Data engagement
Looking at the core education blog I see that they have identified the top trends for 2012- Data representation.
http://blog.core-ed.org/blog/2012/05/ten-trends-2012-data-engagement.html
One of the trends is Drivers
http://blog.core-ed.org/blog/2012/05/ten-trends-2012-data-engagement.html
One of the trends is Drivers
Drivers
There are many innovations that drive these changes in the extent and ways that we can create and engage with data. Some examples are:
- Increasing sophistication of personal devices such as tablets and mobile phones which allow users to create, access and manipulate data anywhere and at any time. Many people now use their devices for navigation using the GPS function, and apps have been created allowing images and videos to be tagged with their location and shared. An interesting example of GPS use is Geocaching – a form of treasure hunting that relies on the use of GPSdata to find hidden objects. Geocaching is increasingly used to create interesting and authentic learning opportunities for students.
This was a project that I developed and ran as part of Project 72 - an initiative at the school I was at.
This involved students using technology to do different things, in 2009 I wrote up how this project would work http://oneteachersview.blogspot.co.nz/2009/10/suspending-timetable.html, this also ran at the end of 2010. It is amazing to see such a project now being seen for its advantages and difference.
Thanks Core.
Monday, 9 July 2012
A game for students - google a day
Rather interesting site that I was pushed to me today,
http://agoogleaday.com/
Google run a daily puzzle challenge and asked to help get them out to the geeky masses. Each day’s puzzle will task your googling skills a little more, leading you to Google mastery. Each morning at 12:01 a.m. Eastern time you’ll see a new puzzle, and the previous day’s answer (in invisitext) posted here.
http://agoogleaday.com/
Google run a daily puzzle challenge and asked to help get them out to the geeky masses. Each day’s puzzle will task your googling skills a little more, leading you to Google mastery. Each morning at 12:01 a.m. Eastern time you’ll see a new puzzle, and the previous day’s answer (in invisitext) posted here.
Looking ahead: science
Overview of Science initiatives
The Ministry of Education has recently initiated a number of Science initiatives in response to the Gluckman report, Looking Ahead: Science Education for the Twenty-First Century (2011), to examine raising student achievement in Science (years 1-13) through focussing on five project areas.
These initiatives will focus on:
The Ministry of Education has recently initiated a number of Science initiatives in response to the Gluckman report, Looking Ahead: Science Education for the Twenty-First Century (2011), to examine raising student achievement in Science (years 1-13) through focussing on five project areas.
These initiatives will focus on:
- Curriculum support for Science – Improving curriculum resources, both in print and online. These resources currently support teachers and students in the Nature of Science strand, and literacy and numeracy teaching within the Science learning area.
- Science community engagement – Developing best practice and ways in which schools engage with the wider science community, particularly at secondary level, to make learning more relevant. It will also explore what works to engage the science community and why it works.
- E-Learning in Science – Using technologies to support student and teacher engagement and learning, particularly in the Nature of Science strand.
- Building teacher capability through ongoing teacher professional learning and development (PLD).
- Examining the flexibility of the curriculum and the qualifications framework, especially at secondary level, to support good programme design.
Sunday, 8 July 2012
wheres my server
A couple of months ago I was asked to come up with some ideas on how to get the new Digital Technologies strands into schools for year 13 students. I sat there and I thought, where can I start. I know what I am doing but is it in line with what others are doing. I looked back at what was done in 2009 and saw that one aspect of Digital Technologies Digital Media strand was to develop a web server.
I sat and thought about how this could be done, schools could do what they have always done and just got students to create websites but not host them anywhere, or we could start looking at installing ubuntu on a virtual machine and habe that, run a usb livecd of ubuntu or try something way different. Use a hosted server, one that students can have access to and develop.
One of these have already been developed in New Zealand and used, Catalyst do a high school summer programme which uses wheresmyserver for students to learn how to setup and maintain a server. Could we do something like that in new zealand.
Twitter is such a good place to develop these ideas, a wonderful comment started me thinking
I'm still amazed what uni's/polytechs are teaching wanabe web designers today, some still don't know anything about web hosting/ftp/sql...
If universities and polytechs are not teaching students these things, how are we expected to do this at High School.
The new Level 3 Digital Media standards are an excellent place to start. With students being able to access there own fresh installed server and do the install of the LAMP stack, setup php and mysql as well as install and theme wordpress. These are some simple and basic issues of a install.
The students have been able to experience some of this already this year in my class. I have a machine at school that I use as a bit of a play machine. I have vmware running on it and have setup a couple of installs of windows xp and ubuntu, the students have been using a ubuntu install to develop mysql and php code to show the results of a BYOD survey we carried out at school. This has allowed them to show what they need for level 2 Digital information.
The issue is that they do not get to setup the sever themselves
Parts i still to work on, getting access to wheresmyserver through the school network, it is being blocked somewhere through a deny port access.
A resource to show others how to setup and install.
Meet with wheresmyserver to create an educational arrangement.
Thursday, 5 July 2012
Professional reading - Swimming out of our depth
Swimming out of our depth? Leading learning in 21st century schools
With new technologies being introduced to schools, there is the need for s shift in education to help our students become the best that they could be.This paper reports preliminary findings from NZCER research designed to explore the following questions:
- How difficult is it for teachers acculturated in 20th century ways of thinking about education and its purpose, to "shift their paradigm"?
- Do today’s teachers have the dispositions and competencies they are being required to develop in their students—given that their schooling was not designed to develop these?
- What kinds of learning environments would teachers need to develop these competencies and dispositions?
So much is starting to come out at present around the introduction of BYOD in schools, changes in school environments. How does a school with 100 years of tradition and traditional teaching practices develop into what is needed for today's students.
Also there is another one to read and understand, this one is around BYOD, does it have benefits with students learning?
Does digital immersion improve students digital literacy - http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=291
Sunday, 1 July 2012
Holiday jobs
These holidays I have a number of jobs to do,
1. To get my raspberry pi up and running with a web server installed. http://www.instructables.com/id/Raspberry-Pi-Web-Server/
2. To record an online video of a wheresmyserver install and config for an assessment that will be given to my and other students next year. Looking at wordpress as a CMS to sit on top.
3. Wifi, instructions and BYOD AUP to be finalised.
4. Clean my room
5. Enjoy wellington for two days at a subject association forum.
1. To get my raspberry pi up and running with a web server installed. http://www.instructables.com/id/Raspberry-Pi-Web-Server/
2. To record an online video of a wheresmyserver install and config for an assessment that will be given to my and other students next year. Looking at wordpress as a CMS to sit on top.
3. Wifi, instructions and BYOD AUP to be finalised.
4. Clean my room
5. Enjoy wellington for two days at a subject association forum.
Thursday, 28 June 2012
Reflection
I have been busy getting my students to complete their understanding of databases and they are busy writing up what they have done. However, they are struggling with the literacy component.
The assessment was for them to create a database to input, store and analyze the bring your own device survey data that went out to all students at school, was filled in on paper and returned. once this was completed, it was scanned and produced a PDF for students to access. Students created a mysql database to hold all the information and a php form to input it in. Students were given an option to input the information using a remote database, however the issue with that was they couldn't go through and edit a input mistake, where if they entered in class they had access to there database through phpmyadmin.
Issues faced were: multiple entries needed to go into certain database field, this initally created a array being passed into the field, however through some research we found a implode function that dealt with this and allowed students to be able to have all data display.
Once students have entered in the data they then had to analyze it, through another php form, one to search for specific information, being able to sort data by year level. This caused students to develop an understanding of what they were required to do to search for specific information. Students in this class have a better understanding of what is required, as they had to do 48 different SELECT statements to obtain the data, where the other class in access had to do 4. With the information they found they had to display it, some have chosen to display live data and have it passed through to a graphing generator, this allows for the dynamic linking that is asked for in the assessment. Others have chosen to display the information through Excel, which has issues with the assessment, as there is no dynamic linking involved. I am guding these ones to create the php page so they get some results.
The students that have put the effort into learning at home and testing different ideas are the students who have shown excellence. They learnt jpGraph and got me to install it on the server, which has allowed then to problem solve. Using this system they have found out the difficulties of loading one graph at a time, to move to display multiple charts in one document, with the difficulties of the legend and getting it to display properly.
Year 13 students have been busy getting there Spreadsheets completed and getting onto the next piece of work, which is databases. However I have moved a group of students to do rugby picks, changing the context of what they have had to do. This has brought 5 students closer to achieving the credits,, where before they were struggling to do any work. they will be moving onto graphics next term, with the possibility of designing a number of elements to display, poster, entry form and graphics to go with each. This will require them to think outside the square, and be involved in there own learning.
Other students will have projects to work on which will allow them to do the same.
The constant issue of students being off task continues to be an issue, however weekly notes will be affected next term, as well as the opportunities of reports.
Year 11 have enjoyed the unit of web design, they are busy working through xHTML and CSS at present, however there are a couple of students who have gotten lost with the requirements and don't fully understand what it is all about. However it has been interesting in the development of other students, who have taken work home and continued to develop there learning. I hope these students look at taking the subject next year as it will mean good things as the early development and understanding show promise.
The assessment was for them to create a database to input, store and analyze the bring your own device survey data that went out to all students at school, was filled in on paper and returned. once this was completed, it was scanned and produced a PDF for students to access. Students created a mysql database to hold all the information and a php form to input it in. Students were given an option to input the information using a remote database, however the issue with that was they couldn't go through and edit a input mistake, where if they entered in class they had access to there database through phpmyadmin.
Issues faced were: multiple entries needed to go into certain database field, this initally created a array being passed into the field, however through some research we found a implode function that dealt with this and allowed students to be able to have all data display.
Once students have entered in the data they then had to analyze it, through another php form, one to search for specific information, being able to sort data by year level. This caused students to develop an understanding of what they were required to do to search for specific information. Students in this class have a better understanding of what is required, as they had to do 48 different SELECT statements to obtain the data, where the other class in access had to do 4. With the information they found they had to display it, some have chosen to display live data and have it passed through to a graphing generator, this allows for the dynamic linking that is asked for in the assessment. Others have chosen to display the information through Excel, which has issues with the assessment, as there is no dynamic linking involved. I am guding these ones to create the php page so they get some results.
The students that have put the effort into learning at home and testing different ideas are the students who have shown excellence. They learnt jpGraph and got me to install it on the server, which has allowed then to problem solve. Using this system they have found out the difficulties of loading one graph at a time, to move to display multiple charts in one document, with the difficulties of the legend and getting it to display properly.
Year 13 students have been busy getting there Spreadsheets completed and getting onto the next piece of work, which is databases. However I have moved a group of students to do rugby picks, changing the context of what they have had to do. This has brought 5 students closer to achieving the credits,, where before they were struggling to do any work. they will be moving onto graphics next term, with the possibility of designing a number of elements to display, poster, entry form and graphics to go with each. This will require them to think outside the square, and be involved in there own learning.
Other students will have projects to work on which will allow them to do the same.
The constant issue of students being off task continues to be an issue, however weekly notes will be affected next term, as well as the opportunities of reports.
Year 11 have enjoyed the unit of web design, they are busy working through xHTML and CSS at present, however there are a couple of students who have gotten lost with the requirements and don't fully understand what it is all about. However it has been interesting in the development of other students, who have taken work home and continued to develop there learning. I hope these students look at taking the subject next year as it will mean good things as the early development and understanding show promise.
Sunday, 17 June 2012
sometimes thinking I am in the wrong
There are sometimes in which I think I am doing everything wrong, why am I using a Learning Management System when others are not, why the push for eLearning.
I am at a traditional school where the results speak for themselves, we have students doing over 120 credits at each level and seem to be getting good results.
So why change it, why introduce BYOD, eLearning, portfolios and other 21st century tools.
This is something that I am trying to come to grips with. I can see where these things fitted with my previous experience, I could see how an Learning Management System would assist in students learning and how technologies such as interactive whiteboards helped both teacher and student.
But here I am in a school that does not seem to have explored these technologies, each room has a projector and speakers, but what else...
I ran a session last week on the eLearning Framework and I must say I feel, well, as flat as a balloon. Everything seems to be about the technology and not around the pedagogy, or around blended learning.
I hope I am wrong about these thing, but I just feel flat and that things just seem to be being dragged out far too much.
Sunday, 10 June 2012
quake 3 on a raspberrypi
Notes to get me started on how to do this
http://myraspberrypiexperience.blogspot.co.uk/p/quake3.html
Still go to find a microUSB AC Adapter
http://myraspberrypiexperience.blogspot.co.uk/p/quake3.html
Still go to find a microUSB AC Adapter
Tuesday, 29 May 2012
Questioning
I went to a scholarship forum today that talked about how students could achieve better in this. We need to look at more scholarships in technology and ways that we can help our students to attain these.
In reality it came down to innovative projects that did not have a predefined outcome. That the outcome came out of the stakeholder and client feedback.
Through the forum I was thinking about how can I help students through this. I think I need to really get to grips with the technology literacy.
There are a number of exemplars available as well as markets reports that I am going to have to find and make available to the year 12 students this year so they can develop and come up with a project for next year. But one question I find myself asking is how will the new digital technologies strands be applicable. Currently we are working on the "old" technology generic achievement standards.
In reality it came down to innovative projects that did not have a predefined outcome. That the outcome came out of the stakeholder and client feedback.
Through the forum I was thinking about how can I help students through this. I think I need to really get to grips with the technology literacy.
There are a number of exemplars available as well as markets reports that I am going to have to find and make available to the year 12 students this year so they can develop and come up with a project for next year. But one question I find myself asking is how will the new digital technologies strands be applicable. Currently we are working on the "old" technology generic achievement standards.
Monday, 28 May 2012
School's in for ICT professionals
http://computerworld.co.nz/news.nsf/careers/schools-in-for-ict-professionals
New Zealand Computer Society has launched its ICT Connect progamme in secondary schools
Michael Peterson is filled with pride every time he receives a reference request from IT employers regarding his former students. In the past year he has taken three such calls, and the ICT educator says he hopes to receive many more in the future.
Peterson, who is the head of ICT at Hukarere Girls’ College in the Hawkes Bay, says the students at the low-decile school face significant challenges in finding employment after leaving secondary school. By encouraging his students towards careers in IT, he can help them gain stable employment in the future, he says.
“I’ve been talking to people in the industry, they want more women working in IT. There are some now, but not many because they get snapped up very quickly. There is a need for them and we as educators need to show them the opportunities available to them,” says Peterson.
Peterson is a strong advocate of ICT as a subject and of the industry as a career. He has criticised the lack of importance given to ICT by the Ministry of Education, which he says is discouraging students from considering ICT as a career.
“The IT industry is changing the world, and bringing so much to the New Zealand economy,” says Peterson.
“At the moment a lot of people who come into IT come into it through the side, from business or project management roles. Wouldn’t it be wonderful if the students were coming into the industry deliberately?”
Three years ago Hukarere Girls’ College and 11 other New Zealand schools, were a part of the New Zealand Computer Society’s (NZCS) pilot programme to evangelise IT careers in secondary schools.
The pilot involved industry professionals visiting schools and talking to students about possible IT careers.
Peterson says programmes like this go a long way towards encouraging secondary students towards career paths in the ICT industry, by passing on the experiences of people they can relate to.
“One of the successes I’ve had was getting a young woman in the IT industry into a class of young girls to talk about her IT experiences. The girls thought it was cool and they could see themselves with a similar future,” says Peterson.
“We have had similar things before, but they usually felt like vendor pitches. We can’t be showing these girls just crusty old guys in flannel.”
This year the NZCS programme has been revived and is being rolled out to 50 secondary schools, under the name ICT-Connect.
Ben Smith, projects and engagement coordinator at NZCS, says he has recieved interest in the programme from over 400 schools, which demonstrates the need for it among ICT teachers.
Smith says every secondary school in New Zealand will be given the opportunity to participate, but a particular focus will be placed on engaging with girls’ schools, and schools with a high number of Maori and Pacific Island students on their rolls.
It is clear that the only way New Zealand IT companies will manage the current IT skill shortage is by making ICT an interesting subject, says Smith.
“Fresh blood is needed in IT. You can see this with the skills shortage that almost every second tech company in New Zealand is talking about. If we want these people coming in to the industry, the people who are already established in the industry need to pitch in.”
Smith says NZCS will be reaching out to the ICT industry for volunteers to participate in the programme. Volunteers will be expected to give around 30 minutes of their time, four to five times over consecutive weeks to share their ICT career experiences.
Schools will use an online booking system to facilitate visits from the volunteers.
Earlier this month, NZCS sent out a prospectus for potential industry partners to sponsor the initiative.
Smith says he is unable to mention the full details of sponsors who have signed on so far, but NZCS CEO Paul Matthews has previously said that Orion Health has made the $15,000 pledge to become a premier partner.
New Zealand Computer Society has launched its ICT Connect progamme in secondary schools
Michael Peterson is filled with pride every time he receives a reference request from IT employers regarding his former students. In the past year he has taken three such calls, and the ICT educator says he hopes to receive many more in the future.
Peterson, who is the head of ICT at Hukarere Girls’ College in the Hawkes Bay, says the students at the low-decile school face significant challenges in finding employment after leaving secondary school. By encouraging his students towards careers in IT, he can help them gain stable employment in the future, he says.
“I’ve been talking to people in the industry, they want more women working in IT. There are some now, but not many because they get snapped up very quickly. There is a need for them and we as educators need to show them the opportunities available to them,” says Peterson.
Peterson is a strong advocate of ICT as a subject and of the industry as a career. He has criticised the lack of importance given to ICT by the Ministry of Education, which he says is discouraging students from considering ICT as a career.
“The IT industry is changing the world, and bringing so much to the New Zealand economy,” says Peterson.
“At the moment a lot of people who come into IT come into it through the side, from business or project management roles. Wouldn’t it be wonderful if the students were coming into the industry deliberately?”
Three years ago Hukarere Girls’ College and 11 other New Zealand schools, were a part of the New Zealand Computer Society’s (NZCS) pilot programme to evangelise IT careers in secondary schools.
The pilot involved industry professionals visiting schools and talking to students about possible IT careers.
Peterson says programmes like this go a long way towards encouraging secondary students towards career paths in the ICT industry, by passing on the experiences of people they can relate to.
“One of the successes I’ve had was getting a young woman in the IT industry into a class of young girls to talk about her IT experiences. The girls thought it was cool and they could see themselves with a similar future,” says Peterson.
“We have had similar things before, but they usually felt like vendor pitches. We can’t be showing these girls just crusty old guys in flannel.”
This year the NZCS programme has been revived and is being rolled out to 50 secondary schools, under the name ICT-Connect.
Ben Smith, projects and engagement coordinator at NZCS, says he has recieved interest in the programme from over 400 schools, which demonstrates the need for it among ICT teachers.
Smith says every secondary school in New Zealand will be given the opportunity to participate, but a particular focus will be placed on engaging with girls’ schools, and schools with a high number of Maori and Pacific Island students on their rolls.
It is clear that the only way New Zealand IT companies will manage the current IT skill shortage is by making ICT an interesting subject, says Smith.
“Fresh blood is needed in IT. You can see this with the skills shortage that almost every second tech company in New Zealand is talking about. If we want these people coming in to the industry, the people who are already established in the industry need to pitch in.”
Smith says NZCS will be reaching out to the ICT industry for volunteers to participate in the programme. Volunteers will be expected to give around 30 minutes of their time, four to five times over consecutive weeks to share their ICT career experiences.
Schools will use an online booking system to facilitate visits from the volunteers.
Earlier this month, NZCS sent out a prospectus for potential industry partners to sponsor the initiative.
Smith says he is unable to mention the full details of sponsors who have signed on so far, but NZCS CEO Paul Matthews has previously said that Orion Health has made the $15,000 pledge to become a premier partner.
Friday, 25 May 2012
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