Posts Tagged ‘Educational resources’

Introducing our second keynote : Jane Doyle

A profile picture of teacher and leader Jane Doyle, getting her hands dirty at a student desk.

When Jane Doyle started teaching online to her kindergarten students in the early days of the pandemic, never did she think it would result in seeing intimate shots of the insides of their noses and throats as they became curious with webcam technology. “I never thought I might need to be an ear, nose and throat specialist!” Educator leadership was never an ambition of Jane’s either, but it came via chance and opportunity at every school she’s worked in across her 33 years in the Catholic primary education sector. Her current leadership role is as Coordinator of Training and Leadership for K-2 at Dominic College, in Glenorchy, Tasmania, where she oversees curriculum implementation and initiatives, resourcing and professional learning for teachers and students.

Jane is one of two award winning teachers speaking at the Educational Publisher Awards this year. She will share learnings as a teacher leader for Kinder to Year 2 educators and her thoughts on where educational publishers could position their offerings for “the new normal.” Below is a quick Q and A with Jane to get you acquainted prior to the EPAA event on 3 September.

Jane, how did things change for you when schools began closing down and transitioning to teaching online?

The biggest change for me was the realisation we needed to send all of our student’s stationery, books, and devices home so that we could continue to learn in the new term. I oversaw this for all of the K-2 classes. The immediate impact of the closing down of the school was a shock for us all because we actually didn’t think it would happen. Packing up our own resources and our classrooms for extra cleaning was surreal and hectic. Our parents were just as affected as we were.

The teaching staff worked onsite for the last four days of term, organising online lessons, timetables, resource packs to be photocopied and mailed home in case we didn’t have enough devices available. Then our thoughts turned to how we would need to recreate our classrooms while working from our homes.

During this time I was supervising the children of Essential workers and helped set up our Teacher Assistants to continue individual speech lessons, small group literacy and numeracy support lessons and ensure access to all of the online lessons.

This also was a time for improving teacher IT skills to ensure they were comfortable and competent in the online forum. Setting up my own learning space at home was not a focus at this point but I quickly realised I would need to do this to ensure I was ready for both of my roles at the beginning of Term 2!

You’ve said your greatest resource is your teachers, can you explain what that means to you?

This is a personal view, but it also correlates with the view of our College leadership. If our students have dynamic, skilled and happy teachers, learning will automatically occur. One of our founders, Don Bosco’s, greatest sayings is one we keep in the forefront of our minds: “It is not enough to love the young; they must know that they are loved.” This influences the way we engage with our students and flows into our approach to teaching and pastoral care at Dominic College.

How did you see your teachers respond to having to teach online all of a sudden? What did they most need from you?

The most important thing I could give my teachers in the lead up to remote learning was the confidence and reassurance that they could do it. We had a two week “holiday break” before the Term started, and I was available to them whenever they needed as I felt that a problem shared, is a problem halved. Most of my team continued to work throughout the holidays to ensure they were ready for the new term.

Towards the end of the first week of term, one of my most experienced team members suggested that we needed to meet for a social occasion. This made me aware that some teachers lived on their own and they were actually on their own while teaching and in downtime. This made me consider their health – mental and physical – and how we could connect to highlight they were not alone and that I was available for them if they needed me.

This became a valuable time because we shared as much as possible – especially resources found through our social platforms and networks.

I also supported them in becoming leaders within our team as well. Some of my team have more experience with online planning and with shortcuts that we could take, so our meetings became a collegiate approach to planning and problem solving when needed.

What aspects and features of teacher and student resources did you find really useful when transitioning to a digital classroom?

Some of the most useful resources needed to be accessible online. We now have an online reading program for Prep (Foundation) to Year Two. We also sourced an overseas Maths program because we were concerned that some of our students were missing out on vital practise time, which occurs naturally in the classroom.

Most of the classroom teachers took home hands-on resources from their classrooms to use in online lessons. We sent home small packs of resources with the children that included handwriting, alphabet and high frequency word charts; 10 frames, counters and dice and number cards; basic cards and resources that we could use for a variety of different games and activities in the home environment.

We already have some online resources for reading in Maths in Year 2 and have had these for several years. We introduced a couple of programs for Prep (Foundation) and Kinder to see if these would work in an online environment.

The main thing that teachers wanted with the activities was the ability for children to work at an instructional level and then at an enjoyment or practise level. The ability to use our online resources for guided reading was important to us but we had varying degrees of success. The main thing that we found useful was the ability to differentiate for our students using the same resource.

What did you find in transitioning to an online teaching that you were missing from resources available to you?

Apart from everyone having the same internet strength and connection! The main thing we found missing was the ability to give feedback straightaway and to examine everything that the students were doing as we normally do in the classroom; we needed to wait until they finished the activity before we could actually give feedback. There was also a large element of parent help in some of the activities and this meant that some work samples were not true indicators of student knowledge and understanding.

Video responses certainly helped but again some leading questions were often used to get the “right” answers. Parental understanding was sometimes different. To cater for this many teachers made videos of the same lesson with the children so the parents and students could watch it again. Some teachers also added extra instructions for the parents and other options for activities. The responses we viewed did not always show true evidence of understanding and needed to be repeated when we returned to face-to-face teaching at school. Many of our online and physical resources did not support the introduction of new learning.

How do you see the classroom changing in the long term, based on what you have learned in the Covid period?

There have been a large number of my teachers saying that they are now able to fully integrate technology in our classrooms because we have individual one-to-one devices for every student from Kinder to Year 10 (that’s nearly 1000 devices). Previously in the Early Years, we had 15 devices for each class, but these could be combined so everybody could have a one-to-one opportunity.

This now also provides an added dimension to our classroom planning and learning opportunities, where technology is can be a part of every lesson. We can continue to have small groups and provide the direct instruction needed. Early Years programs are enhanced because our students’ digital skills have improved. They are now able to create responses to activities instead of just using devices for play or practise.

A really positive result is the increased interaction we now have with our parents. For the first time our parents were tasked with actively “teaching” their children and keeping them engaged and up to date with classroom work.

What suggestions do you have for Australian educational publishers to prepare for the new opportunities in teaching?

The biggest change I foresee for Australian educational publishers is the storage, access 24/7 on each device and the variety available in this format.

It is a much cheaper option for us than buying large numbers of published book sets to use for guided reading, for individual writing, for home reading and for use in all curriculum areas. I think this is an area where publishers can consider focusing on.

Having a range of fiction and nonfiction stories available across all curriculum areas would be advantageous, particularly for the early years. I feel this is something that will be embraced by many teachers in all year levels.

I also think the addition of e-books and picture books based on the varying nationalities and cultures we now have in all Australian schools, would be well supported and a wonderful addition to our classroom libraries. We have many nationalities in our school and one of the greatest things that we can do is offer our children and their family’s opportunities to read in their first language and share these with children in our class. 

Our LOTE language is Japanese and we recently purchased a large number of picture books from Japan during our annual visit to our sister school. These help our children learn to read and speak more fluently in Japanese purely for enjoyment and to extend our program from oral language experience to encompass all aspects of language in familiar picture books.

I think having technology as a resource in our classrooms means that there are many different ways that we can use the same book / resource because we can read it alone with a friend or as a whole group; we can listen to it and interact with the story as it is being read to us. I think the most important thing is having an interactive aspect to any of the books that are published in the future because encouraging our children to respond using technology is the best way that we can move forward especially now that we have such amazing technological capacity available to us.

A profile picture of teacher and leader Jane Doyle, getting her hands dirty at a student desk.


To hear more insights from Jane Doyle, be sure to sign up for the online EPAA ceremony. Learn about the winners when they’re announced as a bonus!

Jane Doyle was recognised as the Australian Teacher of the Year by The Educator in 2018.

The 26th Educational Publishing Awards Shortlist

EPAA website image


Announcing the 26th Educational Publishing Awards Australia (EPAA) shortlist.

Organised by the Australian Publishers Association and sponsored by Copyright Agency, the prestigious EPAAs recognise excellence and innovation within the educational publishing industry.

In total, 148 entries were received — the highest in a number of years — so we would like to thank those who submitted their titles for consideration.

Many thanks also go to our fantastic judging panel, and, finally, a big congratulations to those shortlisted.

Educational Publishing Awards Australia 2019 Shortlist



Primary Award Categories 


Adaptations, Student or Teaching Resource

A shortlist for this category will be announced at the Educational Publishing Awards ceremony.


Student Resource – Arts/Science/Humanities/Social Sciences/Technologies/Health and Physical Education/Languages 



Woody Brambles

Louie & Ted (an imprint of Wild Dog Books)

Australian Backyard Earth Scientist

Peter Macinnis

National Library of Australia (NLA Publishing)


Student Resource – English (Literacy/Literature/Language)


Talk About Texts

Julie Baillie et al.

Macmillan Education Australia


Oxford Reading for Comprehension

Carmel Reilly, Holly Harper, Cameron Macintosh et al. 

Oxford University Press Australia & New Zealand


Student Resource – Mathematics (Numeracy) 

A shortlist for this category will be announced at the Educational Publishing Awards ceremony.


Teaching Resource (Primary)


Informative Writing Manual

Beverley Laing

Highlighting Writing Pty Ltd trading as ‘Seven Steps to Writing Success’


Sound Waves Foundation Teacher Book and Foundation Online and Student Book

Barbara Murray, Terri Watson

Firefly Education Pty Ltd


Reference Resource


Nganga: Aboriginal and Torres Strait Islander Words and Phrases

Aunty Fay Muir, Sue Lawson

Walker Books Australia


The alphabetic principle and beyond: surveying the landscape

Robyn Cox, Susan Feez, Lorraine Beveridge

Primary English Teaching Association Australia (PETAA)


Educational Picture or Chapter Book


It’s a Story, Rory!

Frances Watts, David Legge

ABC Books: An imprint of HarperCollins Publishers 


Nature Storybooks: Dingo

Claire Saxby, Tannya Harricks

Walker Books Australia


Through My Eyes: Natural Disaster Zones (series)

Lyn White (series editor), Wai Chim, Zoe Daniel et al.

Allen & Unwin



Donna Rawlins, Mark Jackson, Heather Potter

Walker Books Australia




Student Resource – Junior –  English/Humanities/Languages/Arts/Technologies/Health and Physical Education


The Obento Deluxe and Supreme 5e Series

Obento Deluxe: Sue Xoris, Kyoko Kusumoto, Peter Williams 

Obento Supreme: Kyoko Kusumoto, Ayako Lyons, Jean Swinyard et al.

Nelson – A Cengage Company


Pearson Humanities Victoria 7-10

Grant Kleeman, Peter Byrne, Sharon Szczecinski et al. 

Pearson Australia


iiTomo 1 to 4, Second edition

Yoshie Burrows, Yoko Nishimura-Parke, Mami Izuishi et al.

Pearson Australia



Student Resource – Senior – Mathematics/Science


Chemistry for Queensland Units 1&2 Student book + obook assess

Krystle Kuipers, Paul Keillor, Philip Sharpe et al. 

Oxford University Press Australia & New Zealand


Jacaranda Maths Quest 11 for Queensland + studyON series

Mark Barnes, Steven Morris, Kahni Burrows et al. 



Student Resource – Senior – English/Humanities/Languages/Arts/Technologies/Health and Physical Education


Global Interactions

Grant Kleeman, David Hamper, Helen Rhodes

Pearson Australia


English for Queensland Units 1&2 Student book + obook assess

Kelli McGraw, Lindsay Williams, Sophie Johnson

Oxford University Press Australia & New Zealand


Business for QCE Units 1 & 2: Creation and Growth

Sally Adams, Berenice Furlong, Melissa Larsson et al.

Nelson – A Cengage Company


Physical Education for Queensland Units 1&2 2E Student book + obook assess

Crystal Hede, Kate Russell, Ron Weatherby et al. 

Oxford University Press Australia & New Zealand


Macmillan Accounting VCE

Neville Box, Simon Phelan

Macmillan Education Australia


Teaching Resource (Secondary)


Physical Education for Queensland Units 1&2 2E Teacher + obook assess

Crystal Hede, Kate Russell, Ron Weatherby et al. 

Oxford University Press Australia & New Zealand


Poems to Share II

AATE and Red Room Poetry

AATE and Red Room Poetry


Reference Resource

A shortlist for this category will be announced at the Educational Publishing Awards ceremony.


Tertiary and TAFE


Scholarly Non-Fiction Book of the Year


Call of the Reed Warbler 

Charles Massy 

University of Queensland Press


Atomic Thunder: The Maralinga Story

Elizabeth Tynan

NewSouth Publishing


The Art of Time Travel: Historians and Their Craft

Tom Griffiths

Black Inc.


Deep Time Dreaming: Uncovering Ancient Australia

Billy Griffiths

Black Inc.


Grappling with the Bomb: Britain’s Pacific H-bomb Test

Nic Mclellan 

ANU Press


Tertiary (Wholly Australian) Teaching and Learning – print 


The Child in Focus: Learning and Teaching in Early Childhood Education

Estelle Irving, Carol Carter

Oxford University Press Australia & New Zealand


Learning through Play: Creating a Play Based Approach within Early Childhood Contexts

Christine Robinson, Tracy Treasure, Dee O’Connor et al. 

Oxford University Press Australia & New Zealand


Tertiary (Wholly Australian) Teaching and Learning  – blended learning (print and digital) 


The New Lawyer

Rachael Field, Nickolas James, Jackson Walkden-Browne

Wiley Australia


Financial Institutions and Markets 8e

Ben Hunt, Chris Terry



Australian Politics in the Twenty-First Century: Old Institutions, New Challenges

Glenn Kefford et al. 

Cambridge University Press


Clinical Psychomotor Skills (5-Point Bondy): Assessment Tools for Nurses 7e

Joanne Tollefson, Elspeth Hillman



Tertiary (Wholly Australian) Teaching and Learning – digital only


Bachelor of Applied Business

Chris Swan, Kathryn McInnes

La Trobe University in partnership with Didasko


Introduction to the Tibetan Language: An eTextbook for spoken and literary Tibetan

Ruth Gamble, Tenzin Ringpapontsang, Chung Tsering et al.

ANU Press


Teaching: Making a Difference, 4th Edition

Rick Churchill, Sally Godinho, Nicola F. Johnson et al. 

Wiley Australia 


Tertiary (Adaptations) Teaching and Learning  – print or blended learning (print and digital) 

Literacy for the 21st Century: A Balanced Approach, 3rd Edition

Gail E. Tompkins, Carol Smith, Rod Campbell et al. 

Pearson Australia


Child and Adolescent Development for Educators 1e with CourseMate Express

Christi Crosby Bergin, David Allen Bergin, Sue Walker et al.



Tertiary (Adaptations) Teaching and Learning – digital only


MindTap for Czinkota’s International Marketing Asia-Pacific edition 4e

Michael Czinkota, Ilkka Ronkainen, Catherine Sutton-Brady et al. 



Fundamentals of Corporate Finance

Robert Parrino, David Kidwell, Hue Hwa Au Yong et al.

Wiley Australia


Revel for Principles of Marketing, 7th Edition

Gary Armstrong, Stewart Adam, Sara Denize et al.

Pearson Australia


TAFE & Vocational Education Teaching and Learning – print or blended learning (print and digital) 


Clinical Placement Manual for the Diploma of Nursing 1e

Catherine Joustra, Ali Moloney



Support by SDL – A series for the Individual Support Worker

Hayley Costa

Skin Deep Learning Pty Ltd


TAFE & Vocational Education Teaching and Learning – digital only


SHB30315 – Certificate 3 in Nail Technology

Hayley Costa

Skin Deep Learning Pty Ltd


MindTap for Leadership and Management: Theory and Practice 7e

Kris Cole


Certificate IV in Patisserie 

Kathryn McInnes, Kathy Roser, Denise McCallum 




Hear who the winners are first – Early Bird Tickets are on sale


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