Feelings towards ICT

0

10

20

30

40

50

60

70

Full of

ideas

Sense

of D

read

Excite

d

Inade

quate

Inspir

edGuil

t

Motiva

tedTire

d

Enthus

ed

Heada

che c

oming

on

Energi

sed

Unsure

how to

proc

eed

Postiv

ely ch

allen

ged

Frusrtra

tedOthe

r

Confidence Level

0

5

10

15

20

25

30

1 2 3 4 5 6 7 8 9 10

2006

2007

2008

Confidence Level

• Started using it more in classroom so therefore use has created confidence.

• Upskilling and PD’s have helped.

• Would like more time to practice using new applications when available.

• Time is a factor

• Not a big factor other things more important.

• Sometimes hard ware lets you down.

• Confident with what we know but not sure where to go next.

• With good support able to feel confident

• More PD constantly would be good to keep confidence up.

Administrative Tasks

0

20

40

60

80

100

120

Classroo

m Organisa

tion

Plannin

gColla

ting Asse

sment

Analysin

g Asse

mentClass

room Disp

lays

Communi

cation

Managin

g Files

/ Reso

urces

Creating

Student

Material

sLoc

ating T

eacher

Resourc

es

Professio

nl Read

ing & Upsk

illing

Electron

ic Regi

ster

Electron

ic Dayb

ook / N

otics SMS

Other

2006 2007 2008

Administrative Tasks

• SMS – have increased use of Administrative ICT.• Planning• Electronic Notices and emails for communication• Attendance Registers.• Reliable way to organise

• Collating and analysising assessment.

• Internet research for teaching

ICT Classroom Programme

0

20

40

60

80

100

120

Digital

Photos

Pow er

point /

Ketnote

Databases Digital

Video

email / fax Spread

sheets

Mind

Mapping

Computer

Art

Graphics

Music

Creation

Desktop

Publishing

Multimedia Animations

2006 2007 2008

ICT Classroom Programme

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10

20

30

40

50

60

70

80

90

100

Web

site C

reatio

n

Intern

et Res

earch

Intera

ctive

Web

sites

3D D

esign

s

Digital

Mico

scop

es

Online

Digi

tal R

esou

rces

Graphic

s Tab

let

Bloggin

g

Online

Imag

e Too

ls

Wikis

Voiceth

read

Podca

sting

Other

2006 2007 2008

Thinking of one of the times you used ICT within your programme when it went really well, explain what the ICT

task was and what made the activity so successful

• Use of digital photos/publishing to produce alphabet books for junior classes.• Webquest in the senior school.• Self portraits using paint • Sending messages of support to our Olympic athletes. The class searched through the athlete

profiles and chose the person they wanted to send a message to. It was successful because it was something that was easy to navigate, and it made the class feel like they were able to contribute in a small way by encouraging our NZ athletes.

• Using a range of tools on the Kidpix programme with my new entrants as a response to the text Greedy Cat. They had to draw greedy cat and write an adventure for him

• Voicethreading - just done recently. Allowed the children to take their writing to a new level.• Creating a motivational poster using http://bighugelabs.com/flickr/ about friendship• Spelling Bee Word – Have 2 sites open: one for how to pronunce the word and the other site to

find it’s meaning.• Blogging classroom success – children love it, parents can instantly see learning for the day.• Tutpup. This is a great site for my children to practice their spelling and maths. They love it. They

can do it with out my help and everyone can have a turn • Esol children's reader was made into a personalised book with the children themselves acting the

parts. • The students are learning to take digital photos of their classmates for our blog. Them seeing

their first published effort was so exciting for them! • Using word and inserting photos and speech bubbles form auto shapes.

Thinking of one of the times you used ICT within your programme when it went really well, explain what the ICT

task was and what made the activity so successful

• Making life cycle posters - the children had to use Publisher - for some it was a new tool • Comic Life as an elective - the kids enjoyed it so much, and their results were excellent. • Photostory – children worked in pairs to create a record of their trip to the beach. Parents enjoyed

viewing the results.• Using Kids Encarta in the library for chn to research their own facts about dinosaurs in kids

language! • Video – making a movie with reluctant student – I was able to get him to write a script, draw a

storyboard and work co-operatively.• Top reading group did an internet research, presented work to be published and then put on blog.• Recording reports onto garageband, children were excited to use new softare and listen to • themselves• Having a topic and using it for children to find information for their research purposes through • Interactive sites, discussion, sharing of ideas, reporting back to the class.• Using the projector in the computer suite and then children going away to try activity on individual

computers.• Using Keynote to do a digital Mihimihi. Children scanned pictures of relatives, typed te Reo and

English into slideshow and put own audio track over the top. Successful as kept kids engaged and interested, end product looked and sounded whizzy, fits well into digital portfolio at end of year and was a tangible record of learning.

Thinking of one of the times you used ICT within your programme when it went really well, explain what the ICT

task was and what made the activity so successful

• I made a podcast of a play with a reading group. It was successful because the children were learning how to read with expression and they could hear themselves reading. They were also completely engaged.

• We made a class movie as apart of our 'Healthy Bodies'unit. It focused on ways in which we can stay safe at school. The children worked in groups to video the safe behaviour and used kidpix to decorate their movies. It was successful because we did it in very small steps and the children were responsible for the whole project. The pod was particulary useful as all groups worked on their contribution at the same time. It was quick and manageable.

• Personal Comment there was a lot with Kidpix, Photostory, voicethread, comic life and wikis and blogs. I just put in one from each of these.

What was the impact of this activity on student learning and how did

you assess this? • Did a picture for initial assessment and then completed again. Student skills definitely

improved with mouse control and observation.• Self assessment Discussion with individuals Rubrics based on learning outcomes.• It has created a lot of discussion and they are following the athletes progress more

closely than they have before.• Students had to work cooperatively together to share ideas and come to a consensus

on what their photo and caption would be • Students got to hear what the words sounded like and got to find out its meaning.

Assessment: Spelling Test Included the words in their spelling lists. The students writing coherent sentences by using the words in the correct context.

• Assessing reflective skills.• The kids get to practice their skills.• It was motivating for the children. • They were so keen to share the blog with their families! And make more!

Assessment- positive parent feedback and interest in what the students were sharing with them

What was the impact of this activity on student learning and how did

you assess this? • Enthusiasm and extension work learning new skills.• Students achieved success. So were motivated and excited.• Students increased their knowledge of how to use this programme, extended their skills &

learned about sequencing the events in order. Assessment: Did the student complete the task. Were the photos in sequence Did the pair work co-operatively together

• The kids loved seeing their work up on the wall • They loved it . Furthered their knowledge & skills Positive effect

• Integration with the class programme • Improved mouse control which was assessed on a one to one observation. Improved alphabet

letter sound knowledge which was assessed on a checklist. • Good peer assessment - they are critical - constructively - and they comment on content and

making connections with each other on a personal level.

What barriers have you faced in implementing ICT

within your classroom programme? • Not enough computers! • Time everyone wants more time and it hard for everyone to have access. Equipment - it is

expensive but yes we do need to keep updating• Physical space of classroom not well set up for digital learning 21st century learning in a 19th

century setting.• Slow Internet and mixed abilities• Lack of equipment at times due to the team sharing of resources.

• Faulty equipment.• No barriers really - just myself • Not enough equipment!!! not enough time with the gear • TIME!!!! there is not enough time to teach all that we are expected to teach across all curriculum• Time and organising resources.• Lack of computers, time, and school and syndicate emphasis on basic skills. Management of

other class members • Time and a second pair of hands • No computer in my classroom• Making it fun.

What would you like the ICT management team within your school to consider when setting the next school wide ICT

goals?

• Availability of equipment • We need to relook at time in the suite who really needs the time should it be our

juniors so they gain more skills. OR should we put more computers in the senior classrooms which would mean re designing our school system.

• Consolidating the inquiry Learning Journey• Make sure that Kidpix is on every lab computer and that all computers can print. • The digital cameras per three rooms have been great and well used. • Projectors mounted in all classes • Would like to see some computers in the classroom • Perhaps some skill benchmarks for each year.• As guideline for what skills each year should have.• A digital camera for each classroom. • Scheduled sessions with whole class • To continue with the work we have been doing over the last 2/3 years and not let it

decrease with the contract ending • A specialised ICT person.• Allowing time, resources, supplying an ICT specialist

Use of ICT in Classroom

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10

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30

40

50

60

70

Constant Consistent Haphazard Non - existent

2006

2007

2008

Types of Activities

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10

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50

60

70

All stand aloneactivities

stand alone withsome intergration

integration withsome stand alone

All integration

2006

2007

2008

Classroom Work

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80

90

100

Individual Work Pairs & small Groups Whole Class

2006

2007

2008