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GROWTH model completed for Professional Goal 2015

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Room 4's collaborative mind map when starting our inquiry science unit for Term 3 2015, students were sharing devices and collaborated on this mind map for the first 20 mins of the first session, they were able to revisit and continue to revise.

-Students were expected to complete a mind map for their own individual/group inquiries.

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Things you can't see, REAL THING, Well actually you can see planets they look really big stars., Air, why can't you see dust without the light?, sand, WIFI s...

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Part 3

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Explanations and examples, suggestions for software to assist learning across a range of tools e.g. blogging, multimedia, etc

- share with staff

- explore and create database for students to use

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Software for learning / Technologies / enabling e-Learning - enabling eLearning

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This Software for Learning section contains Snapshots of Learning; these snapshots are classroom examples demonstrating the effective integration of digital technologies in learning and teaching to raise student learning outcomes.

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Building digital citizens - big focus at beginning of digital device programme.

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Digital citizenship / Teaching / enabling e-Learning - enabling eLearning

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Wellington High School DP, Dominic Killalea explains their Digital Citizenship programme, which begins at Year 9. Dominic also discusses some of the challenges they have faced opening up the network to students and how they have dealt with these challenges.

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How these fit in with learning and introduction of digital learning.

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Placemat planner using e-competencies

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The page you are looking for is no longer available. As stated in our communication in January 2018 and subsequent site banners; as of July 31st, 2018 all Free and Classroom Wikis were disabled and are no longer accessible. We thank you for your interest in Wikispaces over the years and wish you all the best with your future endeavours.

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As part of the planning before the unit she used a template that linked the five e-competencies and classroom activities that promoted managing self through the lens of “heroes” and “what is a hero?”

e-Awareness - finding out how to be an everyday hero online in a safe cyber world.

Informational literacy - finding information out about a hero.

Digital literacy - putting information into a PowerPoint or presentation tool.

Technological literacy - knowing how to make a PowerPoint or whatever tool chosen.

Media literacy - putting the learning onto the blog and publishing it to the world.

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e-Competencies / Curriculum areas / Teaching / enabling e-Learning - enabling eLearning

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Enabling e-Learning e-Learning: Leadership e-Learning: Teaching e-Learning: Technologies e-Learning: Professional Learning e-Learning: Beyond the classroom Using the e-Learning Planning Frameworks Connected Learning Advisory

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Oppourtunities for teaching and learning 

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Oppourtunities for teaching and learning 

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-Example from a teacher

- 1 to 1 device scheme

-Opens communication up especially for students who are shy or not confident to share ideas in front of others

- She uses e-portfolios however Hapara teacher dashboard allows us to do the same thing

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Video explaining SAMR model in relation to Google Docs 

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Video explaining SAMR model in relation to Google Docs 

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Excellent resource to share with staff

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The SAMR Model of Technology Integration with Google Docs by IHeartEdTech

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SAMR model to give effective 1 to 1 device learning and student output

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The SAMR Model Explained by Ruben R. Puentedura

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Developing critical thinking using the SAMR model 

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Developing critical thinking using the SAMR model 

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- framework to heighten focus on how technology supports critical thinking

- Provides a roadmap for teachers to create new learning experiences for children with technology

- Finding tools such as Kidblog, story-bird and discussing what level of the SAMR model they fit (may fit more than one dependent on how students use the tool)

- Critically thinking of the purpose of technology in relation to learning.

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Developing critical thinking using the SAMR model / SAMR model / Teacher inquiry / Professional learning / enabling e-Learning - enabling eLearning

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So a discussion that I remember was around blogging and how if the students were using the blog just as a place to, like as repository for their learning that was merely an augmentation tool.

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Building Teacher Capabilities - using SAMR model 

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Building Teacher Capabilities - using SAMR model 

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- Adapting pedagogy to fit digital world

-Student tasks " something they couldn't do without the technology

-Not sit and play apps

-"Techie Breakie" staff meeting

-Focus on the gaps children have not the way I want to teach

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Duration: 3:0

Teacher Kate Friedwald explains how whole school PD at Wairakei School, based on the Teaching as Inquiry model, is being applied to ICT or some form of technology, and how through the SAMR model they are ensuring students get the best from their teaching.

Transcript
Kate Friedwald:
Some of the teaching and learning and some of the pedagogies being picked up by other interested staff members where they use, say, a class Google account, a class blogger and they use the same aspects of the programme through in those classes.

The digital citizenship has carried through into all classes of the school because every student is using their Internet to every student needs to know that information. It's moving down the line so ready for next year.

The teachers involved in the programme (are from) across different classes. We all get together and and discuss the pedagogy, we'll discuss how we need to go and have all this information in our learning online for students.

I'll use my work as an example along with work from other schools and just really transform that teaching from other areas into how they can put that digitally ready for their students next year.

One aspect that I really found in my learning was looking at the SAMR model and moving myself and teachers through from substitution through to redefinition.

So at first when we got our iPads at school there was a lot of, "It's your turn on the iPad" and the children would explore, we would say, "use the maths apps only" or, "use the reading apps only." (And) now we're really moving to the point with myself and with all our staff where it's "one app for one purpose" and it's usually creating or redefining the work they're doing. Something they could not do without that iPad device in front of them.

So that's the set of apps we require students to have are based around that, they're not sit and play apps, they are create, share, communicate sort of apps and that's moving right through from having staff here with "techy brekkies" in the morning to sharing knowledge, the students in room one going to other classes and getting that knowledge across and it's coming through really well and staff now feel like this iPad is a lot more valuable tool because it's not a substitution tool.

Teaching as Inquiry has had a huge impact. This whole concept of identifying a need and seeing what I can change in my teaching to achieve that need that fill that outcome with my students.

I looked at how the students need to be more independent, they need to choose and design their learning around the interests they had. That's when I went and explored what is out there, the apps that can do that, what other schools are doing, and that's when I changed my teaching and made it more around focused on what the gaps that the children needed to fill rather than how I wanted to teach.

That followed through our whole school PD is based on the Teaching is Inquiry model so this current year, every staff member has an ICT or some form of technology Teaching is Inquiry. It could be related to iPads, it may not be but it's around how we can transform using the SAMR model and our Teaching is Inquiry alongside that, that's helping us transform from the substitution through the pathways so that we can make sure our students are really getting the best from our teaching.

Tags: Primary, BYOD, Professional development, Classroom practice

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Duration: 3:0 Teacher Kate Friedwald explains how whole school PD at Wairakei School, based on the Teaching as Inquiry model, is being applied to ICT or some form of technology, and how through the SAMR model they are ensuring students get the best from their teaching.

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- Using this model to ensure technology is not just being a substitute to a pen/paper

- Focus of my goal

-More SAMR information/clarification needed.

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SAMR model / Teacher inquiry / Professional learning / enabling e-Learning - enabling eLearning

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Learning with Digtal Technologies (LWDT) facilitator, Diana Wilkes explains how she introduced the SAMR model with schools using digital technologies. It's a really important framework that the teachers can use to help them identify the level the tools they are using are at within the model.

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MLE Environment - breaking down the walls 

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MLE Environment - breaking down the walls 

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- using principles with classrooms - student voice on learning areas, ways they like to learn

-Incorporating technology . how students see themselves using technology for their learning

adapting learning environment to new learning strategies

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Tags: Innovative learning environment | Teacher inquiry | BYOD | Middle primary | Primary |

South New Brighton School teacher, Kurt Soares developed a collaborative modern learning and teaching space with his year 3-4 students.

Background

Located in the eastern suburbs of Christchurch, South New Brighton School was damaged during the Canterbury earthquakes of 2010-2011. As a result the school will have a partial rebuild in 2015. For Principal John Bockett and the teaching staff, this prompted inquiry in to future focused learning and teaching .

To support their inquiry, John organised a series of learning and development opportunities for the staff. This included:

a team of five staff participating in a facilitated modern learning environment tour of schools in Melbourne (this experience provided a foundation for dialogue and reflection on how a rebuild might transform learning at South New Brighton School)

regular staff meetings specifically focused on unpacking future focused learning including discussion on modern learning environments and pedagogy

a tour of schools in Christchurch implementing modern practice for all staff

a Principal visit to a new build school in Wellington

teachers being mentored through a teacher inquiry in to developing a collaborative modern learning environment as part of the Future Focus Inquiry programme.

Beginning the inquiry

As part of his participation in the Future Focus Inquiry programme, Kurt Soares (team leader and teacher of a year 3-4 class) used Halbert and Kaser's Spirals of Inquiry (2013) framework to inquire in to developing a collaborative modern learning and teaching space.

Learning spaces and student voice

Kurt asked students to think about their learning processes and what kind of spaces would support them. He used a series of questions designed to stimulate thinking about learning including:

How do I learn best?

What technologies can I use to support learning?

What spaces are needed to help me work in this way?

What hopes and fears do I hold for the proposed new learning space?

Students identified spaces they needed for learning and worked with Kurt to redesign the learning environment utilising only existing resources. Incorporating student voice in this process provided students with agency and ownership of their learning space, evidenced in the way they care for their environment and take responsibility for their learning.

Students followed a design process and created a variety of learning spaces based on the school vision, which is to be a community of quality learners nurturing the values of citizenship, achievement, responsibility, and effort.

"I love that we designed our own spaces and can work in a space that suits us."

"I like that I can go way down the other end of the room if I need a change from our end."

"It's cool that we have games, iPads and laptops from 2 classrooms. There's heaps more to choose from!"

Year 3-4 students at South New Brighton School

Team teaching

Knocking down a wall between the two 1960's classrooms not only opened the space to one big room, it opened up the possibility for teachers to team teach.

Kurt and his colleagues' journey into team teaching started small. Initially they planned one shared maths session per week combining the two classes. During the next three months, team teaching became fully integrated across all curriculum areas for most of the day. Kurt reflects on the development of a collaborative team teaching approach and the importance of student voice in this process in his blog, My MLE journey .

Student voice was a strong influence, with students commenting on how they learned better with this approach.

"I've enjoyed having 2 teachers to help me. If one is busy, the other one can help when I need it."

"I like how the teachers are good at different things they can teach us. Like Kurt is good at art and Kirsty (South New Brighton school teacher) is good at sport."

"I like that I can work with different people from another class."

Year 3-4 students at South New Brighton School

While initially tentative about teaching together, the teachers found that they enjoyed the support of planning and teaching collaboratively. They drew on each other's areas of strength, and could personalise learning for students .

"Regular collaboration and discussion has improved teacher growth. We are learning from each other all the time and our professional knowledge has grown at a rate that otherwise wouldn't happen in a 'single cell' environment."

"Through strategic grouping of children, we have been able to address a greater number of learning needs. We have been able to devote more focused teaching time to the areas of greatest need."

Kurt Fletcher

Kurt observed that working in this way was making a difference to student learning and behaviour. He expected an upward shift in student achievement as a result. Other staff commented on the positive changes.

"Every student knows what they are doing. It is a focused working atmosphere. While not sound proof....no noise issues. Calm buzz of happy working kids."

Janene Gill - Deputy Principal

Gathering voice

Connecting with the community to ask what they wanted for their children was an important aspect of rethinking the learning environment. This meant building on existing relationships with the parent and school community, to determine the school vision. The process included rebuilding connections with other schools and early childhood services in the area to work together more closely. Ongoing consultation and communication is an important part of Principal, John Bockett's leadership.

The recognition of internal and external voice will guide a positive transformation of South New Brighton School.

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Breaking down walls / Snapshots of Learning / Teaching / enabling e-Learning - enabling eLearning

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Tags: Innovative learning environment | Teacher inquiry | BYOD | Middle primary | Primary | South New Brighton School teacher, Kurt Soares developed a collaborative modern learning and teaching space with his year 3-4 students. Located in the eastern suburbs of Christchurch, South New Brighton School was damaged during the Canterbury earthquakes of 2010-2011.

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- Question prompts and the process of learning maps in order for students to become self-managing

- SOLO based rubric created by students and teachers to assess self management at school - in student speak - WILL BE USEFUL TO INTRODUCE AND USE WITH MY STUDENTS.

- COPY OF RUBRIC IN MY GOOGLE DRIVE

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Improving literacy learning outcomes using Hapara Teacher Dashboard and Google Apps

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Improving literacy learning outcomes using Hapara Teacher Dashboard and Google Apps

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- What is the vision for e-learning at Waikowhai?

- I need to build and understanding of the schools vision and then incorporate the technology

- STUDENT ACHIEVEMENT NOT JUST STUDENT ENGAGEMENT

-Purpose of technology not " what technology should I use?" viewpoint

-Hapara teacher dashboard and Google apps

-Students adapt to technology, enjoy collaboration

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Tags: Diverse learners | Effective pedagogy | English | Student inquiry | Teacher inquiry | GAFE | Learning management systems (LMS) | Primary | Upper primary |

With a vision for improving literacy learning outcomes, Houghton Valley School trialed Hapara Teacher Dashboard and Google Apps with their senior classes over 12 months.

Leaders trial e-learning and digital literacy initiatives, and begin to align them to curriculum planning.
eLPF, 2014

Leadership and strategic planning play an important part in setting-up a trial. A key part of this is to have a clear vision that can be articulated by the principal, the teachers, the students, and the wider school community. It is important for everybody to be able to understand what the possibilities are with digital technologies in terms of reaching the vision. The e-Learning Planning Framework (eLPF) is a valuable way to scaffold understanding and plan for the professional learning and infrastructure necessary to achieve the vision.

e-Learning facilitator, Ross Alexander talks about the importance of having a shared school vision. He explains how the eLPF can be used to help teachers and principals reflect on the teaching and learning that's happening in their school, and how that teaching and learning needs to change to make the most of digital technologies. By using eLPF online survey tool , schools can identify where the teachers and the schools were at, and plan for professional learning needed to reach their vision of where they would like to be. Teaching as inquiry is a very important part of this process. It enables teachers to explore, to see what works, and to see what other schools have done. He stresses the importance of focusing on:

the purpose for using a particular piece of digital technology, not, "What digital technology should I use?"

student achievement, not just engagement.

Trialing Teacher Dashboard at Houghton Valley School

e-Learning leader and teacher, Peter Holmstead describes the purpose, introduction, and setup process trialing Hapara Teacher Dashboard. They focused on using the tool to improve student reading and writing outcomes. Setting up the trial included parent consultation and consent for their children to participate. Peter explained the purpose of Google Apps and Gmail accounts to parents. During the trial Peter found, monitoring student progress, looking at student work, and sharing work with them was much easier. Reluctant writers made significant progress, shown by an increase across several sub-levels in AsTTle writing tests. Students talk about improved engagement and the benefits of collaboration.

Teacher inquiry: Using Google docs to improve learning outcomes
As part of the trial, Peter inquired into using Google apps to improve student literacy learning outcomes. He focused on four students who were high achievers using Google Apps and Gmail to communicate and produce several projects through the year. The students share their successes in learning and explain the benefits of being able to collaborate and share their work with a wider audience.

Benefits for learning and teaching

Peter and his students identified a wide range of benefits for both teaching and learning as a result of using Teacher Dashboard and Google Apps. These include:

increased student collaboration

seamless learning between home and school

students giving specific feedback to each other

increased student engagement with improved student learning outcomes reflected in AsTTle writing results

easy teacher access to student work for monitoring student work, and providing guidance and feedback

simplified workflow, for example the "smart-copy" functionality enabled easy personalisation of activities for separate groups or students.

Understanding how Teacher Dashboard works

Hapara Teacher Dashboard is an add-on for Google apps for Education. It enables the principal and classroom teachers to manage the student learning environment. With a single sign-on, the teacher can access all the student files as these have automatically been shared with the teacher through pre-configured accounts.

Teacher dashboard provides a a snap-shot view of student activity across Google docs, Google sites, Blogger, Picasa, Gmail, and Google calendar. It helps teachers track engagement and improve student outcomes. Teachers can push out Google docs to their students and view all student work organised chronologically by class and by student.

Setting up and using Teacher Dashboard
A video explaining the step-by-step setup process and benefits for teachers in using this tool.

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Hapara Teacher Dashboard and Google Apps / Snapshots of Learning / Teaching / enabling e-Learning - enabling eLearning

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Tags: Diverse learners | Effective pedagogy | English | Student inquiry | Teacher inquiry | GAFE | Learning management systems (LMS) | Primary | Upper primary | With a vision for improving literacy learning outcomes, Houghton Valley School trialed Hapara Teacher Dashboard and Google Apps with their senior classes over 12 months.

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Using Presentation/Keynote and Storybird 

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Using Presentation/Keynote and Storybird 

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- Scaffolding students and staff discussions in relation to using Keynote/Presentation and Storybird with students

- Think about what we expect students to do with websites/information in relation to output

- Explicit scaffolding - repetition in stories - storybird student clip

- Teacher exemplars of ICT tools for students to explore - presentations/storybird stories

- Presentations become interactive with hyperlinks, pictures and navigation arrows for sharing with others - collection of evidence of learning

- Tech language used with students - hyperlinks, websites, internet, etc

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Classroom Videos of writing in action with Jill Hammonds : Virtual Learning Network

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Classroom Videos of writing in action with Jill Hammonds

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Google Research Tool for adding to student ideas

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Google Research Tool for adding to student ideas

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Google research tool within Google Drive documents to add rich evidence to students work or motivate/extend students ideas

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Google Research Tool for ideas, information, richer vocabulary and graphics to assist writers : Virtual Learning Network

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When I have looked at it further and had a play I will add a section on the app and its uses. However, the important thing about Google Presentation is the research tool that enables students to find information, additional vocabulary as well as pictures and videos that when used well, will improve the richness and quality of the writing.

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Using MoveNote app to add audio and video to documents

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Using MoveNote app to add audio and video to documents

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Allows students to record audio and video in relation to documents,etc as presentations. Example below

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Improving boys' writing using Google docs

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Improving boys' writing using Google docs

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- Building relationships

- Focus on their organisation of writing

-Brainstorming using templates created on Google docs - ARE THERE CHROME APPS AVAILABLE FOR THIS? Connected Minds app

- Writing published/shared in school newsletter, students see themselves as authors

- Google Doc - ability to move ideas and writing around as opposed to having to re-write work

- Choice of writing topics

- Scaffolding around a good comment vs a helpful comment re:feedback/forward

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Improving boys' writing using Google docs

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Raising Students writing using Google Docs

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Raising Students writing using Google Docs

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- Scaffolding leading to independence with Google Docs

1 - Identify target students

2 - identify learning needs, appropriate devices/tools

3 - Google Doc set up - different font colour when collaborating , students giving constant feedback/forward based on focus learning intention

- Ease of access for teacher using Google Docs

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Raising student writing levels using Google docs

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Duration: 2:34 Vimi Chandra explains her teacher inquiry aimed at raising the writing levels of targeted students. Students learning needs were identified. Tools and strategies to maximise those learning needs were selected. Google docs and a variety of mobile devices were used.

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EGGs - Using teaching as inquiry to guide an eLearning action plan

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EGGs - Using teaching as inquiry to guide an eLearning action plan

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- e-learning strategies and tools necessary to match student learning outcomes - you need to start with these learning outcomes

- Main Goal - to support student learning

-Evidence - screenshots of students learning, conversations

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Using teaching as inquiry to guide an eLearning action plan

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Claire Amos is Director of eLearning at Epsom Girls' Grammar. In this EDtalk recorded at Learning@school 2011 Claire talks about how the school is using a "teaching as inquiry" cycle to inform the eLearning action plans that will be implemented by professional learning groups in each of the school's curriculum areas.

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Teaching as Inquiry with an e-learning focus

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Teaching as Inquiry with an e-learning focus

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Shared stories, resources and literature around Inquiry and e-learning.

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Teaching as inquiry / Teaching / enabling e-Learning - enabling eLearning

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Inquiring into your teaching practice enables the identification of successful approaches to improving learning outcomes for all students. It provides an opportunity to focus on identifying successful approaches for improving learning outcomes for all learners, in particular those that may be target students in your classroom.

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Integration of 1 to 1 devices within the classroom and the teaching approach leading to effective learning

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Reflective questions for implementation process for teachers

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The teacher perspective asks you to consider your practice from the educator's point of view. It includes the development of teachers for eLearning, their different roles in the process and the evaluation of practice.

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Ministry of Education - RTC and e-learning

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Ministry of Education - RTC and e-learning

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Registered Teacher Criteria related to e-learning

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Teacher standards and e-learning / Professional learning / enabling e-Learning - enabling eLearning

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Yvonne Nikora, Deputy principal at Waerenga o Kuri School, explains how the Māori achieving success as Māori (MASAM) framework has influenced her teaching. She describes using technologies to enable students as they create a story of their turangawaewae. For students, the result of this authentic learning context has been developing a sense of belonging and ownership.

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Teacher inquiry / Professional learning / enabling e-Learning - enabling eLearning

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Deputy Principal, Vicki Trainor explains why teacher inquiry was used as a method of professional development at Holy Cross School following the development of their e-learning strategic plan. Through the teacher inquiry process they developed a better understanding learning pedagogy. iPads are a device used to enhance teacher practice and student learning.

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6 C's - what is this?

Students writing poems creating movies from them

iPad based however looking at speak accessibility verbal responses from technology

Dragon Dictate app - students speak stories/writing and app dictates for them - building writing confidence. Is there a similar app for chrome?

"Shouldn't underestimate students learning ability with technology" - students learn to use technology intuitively

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Future-focused learning / Teaching / enabling e-Learning - enabling eLearning

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Creating an equitable learning environment, where all students have access to digital technologies for learning is a focus for school leaders, teachers, and the Board of Trustees (BoT). Leamington School has worked to ensure that all students have the opportunities to develop digital fluency, not just those in a position to bring their own device.

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Why schools must move beyond one-to-one computing

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Why schools must move beyond one-to-one computing

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Interesting opinions piece

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 Why Schools Must Move Beyond One-to-One Computing - Alan November

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 Why Schools Must Move Beyond One-to-One Computing - Alan November

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Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.

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Full resource book - guide alongside e-learning

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Hook & Mills (2011). SOLO Taxonomy A Guide for Schools

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Part 2

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Part 1