WESTeastA review of Reefton Area School as part of a wider review

of 4 west coast schools and their link with Te Kura

Method

Revisit Institutional Review (2010) What has changed?

Survey teaching staff - practice, beliefs in relation to blended/networked learning

Interview key staff - management, VC/Distance learning teacher - networks - existing and possibilities

Interview a number of senior students - perceptions of

blended/networked learning

Collaborate with Karamea, Westland and Greymouth to compare/contrast

Method contd.

Connections with Te Kura - current situation

Analysis of current networks

Future directions in relation to networked schooling

2010 review revisited

Some senior students bring their own device to school

ipods in the two junior classes

Staff have an understanding of blended teaching/learning and have participated in professional development

Many students are able to access materials/communicate in an online environment

The school’s strategic plan contains goals and expectations about online communication outside of the school day

Key changes since 2010

Teaching Staff

Use of lap tops, desktops isdaily in most classes

Key points from survey and general discussion on networked

learning/schools

Power point still used most - at basic

level

Google used at a basic level

Web tools/LMS usedfor online resources/communication

WikiEdublogMoodle

Google siteSchoolzone

EdmodoYou Tube

Technology wish listipods, reliable lap tops, adobe connect, BYOD

integration

Assistance neededtime

BYODhardware not

meeting needs so flipped classroom

might be the answer

Current NetworksTe Kura

Sport CanterburyWestnet

National Library/NorthWestCareers NZ

Trades AcademyGateway/employers

email, phone, LMS

Teaching StaffKey points from survey and general

discussion on networked learning/schools

Overcomes isolationSharing skills

Sharing informationSharing expertiseShared planning

ModeratingAccess to resourcesMaximise expertise

Shared planningSports

Support

Barriers of networking with educational agencies/schools

TimeDistance

Hardware not effectiveSystem problems

Size of schools - better if they are May not be reciprocal

Communication can be difficult - used as an excuse by some students

Te KuraCollegial and collaborativeEssential for Distance Learning supportNot always up to date to reflect ict/blended learning practices

Obvious networking partnersTOSI networkNeed inspiration who ever we network with

Benefits of networking with educational agencies/schools

Management Perspectives

Networked schooling

Issues raisedOnline relationships need to be worked onStudents need to develop self managing Teachers need to build students competencies through building their ownOpen teachers eyes to the possibilitiesFlexible time table needs to be developed

Established procedures for Westnet

VLNTe KuraPorse

Open Polytechnic Tai Poutini Polytech

Fairview MotorsWaikato University

TOSI area schools might be an obvious network to build further

Students

Distance Learning

Networking

All of the students stated that they got most support from teachers on site. One student was not

aware they could contact their tutor or course controller. Contact is by email. Most students had not

contacted their distance tutor at all, relying on onsite support. So, the information shows that the

students are not using any on-line networks to support their learning other than completing the

course materials. Also, they are not networking with other students completing the same course at a

distance.

PositivesAll of the students interviewed mentioned

thatthe most positive aspect of distance

learning wasthe ability to choose when to work. They all acknowledged, some with prompting, that

distance learning courses offered more variety and allowed them to take courses

not offered at the school. NegativesMost students mentioned the

lack of immediate

feedback if they had a problem.

Skills NeededAll of the students

interviewed stated that self management skills are important as it was easy to

be distracted from completing work on time.

Currently there are 4 students enrolled with Telford (Agriculture)16 students enrolled with Te Kura4 students enrolled with PORSE (ECE)8 students enrolled with Fairview(automotive)1 student enrolled with HITO (Hairdressing)7 students enrolled with Tourism course1 student enrolled with Waikato University1 student enrolled in VLN course through Westnet

Distance learning coordinators

On Te Kura...Internal systems seem to need

revising - there seems to be a lack of communication between personnel.Individual teacher records do not

seem to be very goodOTLE learning management system

is a positive step - needs to be extended to all courses and

expanded so that all assignments etc can be uploaded. This would give coordinators an oversight to assist

students to manage workload

On Westnet...One student at Reefton Area School is taking a VLN course. The interviewee teaches a class through the VLN.Westnet provides PD for the ecoordinators from each member school- online meetings, ehui once a year. Marlborough has just joined Westnet. The courses offered are quite diverse amongst the members of this network. This interviewee has branched out to a wider network - Cantanet - as,professional development wise, needs are no longer met by the smaller network.

Students’networksThere are networks available for students taking distance courses. Currently, the students do not make use of them. Most rely on the on site teachers for support - this is not often the best support as the on site teachers may not be experts in the online subjects. Education needed to make students aware of the necessity of using these support networks to increase their chances of being successful in their chosen fields. One aspect that may help future students in collaboration and communication is the use of blended learning teaching and learning strategies throughout their schooling from an early age.

How does Reefton Area School compare to two other west coast schools...

Four west coast schools were reviewed under the broad headings. This page describes aspects of a review of two of the schools and where the findings can be compared to Reefton Area School. The findings which relate specifically to Te Kura will be discussed on the following slideThe review found that there is a demand for

Information Technology in classes and that BYOD was meeting this need in some way. There is a need for Professional Development to develop a pedagogical basis around research - to counter the current reliance or focus on internet researchSchool systems need to be ready to cope with UFBOnline course are more successful when regular contact with tutors Current Principal networks could make more use of online meetingsPrimary and Secondary Principals do not network in a planned wayWest Coast schools do not network, teachers only informally - this was substantiated by staff at Reefton

The review described a similar process to Reefton Area School for directing senior students into suitable online courses6 students are enrolled at Te Kura, 2 students are taking a course through the VLN and 2 students are enrolled at Telford4 students receive music tuition from Christchurch Every second year a teacher at this school teaches an online course through Westnet to meet its commitments to this networkUFB will not be available until 2014(Stage 1), Reefton Area School should be connected by the end of 2014 (Stage2)VC halves the internet speed at the schoole asTTle cannot be used as the current system cannot manage - this is also the case in Reefton

Staff perspectivesThere are similar concerns at both these schools and Reefton Area School in regard to blended teaching and learning...Lack of time, hardware issues, teacher knowledge, access to IT by students, network issues, application to NZC.Teaching staff see the need for professional development, reliable equipment, technical support person and guidelines and/or expectations for teachers as they begin to offer blended learning opportunities for students

Barriers/areas of improvementConnectivity of students - both at home and schoolGreater understanding of funding issues by schoolsthat will lead to better communicationStronger communication network between Te Kura teachers and in school supervisorsGreater use of OTLE - to provide resources and communication - asynchronous contact suited to student’s needGreater use of Adobe Connect and VCParent attitudesAll of the above will lead to greater communication between Te Kura, students and home schools.

Te Kura - current situation from Te Kura teachers and management perspective (Southern Region)

Te Kura is an integral part of Reefton Area School’s senior study programme. Te Kura enables students to study topics not offered at their home school, as the the senior students interviewed commented. The students are able tie distance subjects to their chosen career pathway.

Currently, Te Kura is not viewed by the students as a learning network. As in Karamea Area School, work is delivered by post and there is little or no communication between student and tutor other than on paper.

Te Kura teachers and managementCurrentPush for more online coursesEmphasise the need a regular supervisor at home schoolHave access to email, skype, Adobe Connect and phoneHave developed a 2010 - 2012 E learning Strategy and Action PlanHave appointed a staff member to assist colleagues with development and delivery of online coursesOnline teachers have an ipad in acknowledgement of time needed to develop online coursesTe Aho students (Years 7 -10) have online integrated classes

Analysis of current networks

Learning networks 42 senior students are enrolled in a distance learning course at Reefton Area School. Most of the students do not see themselves as part of a learning network. The students rarely contact their distance tutors. They do not network with other students in their course. This situation may be helped by the following: students experience blending learning environments from a young age where they communicate and collaborate online, Te Kura continue to increase the use of OTLE and implement their E learning Strategic and Action Plan to personalise learning for their students, the school’s distance learning coordinator facilitate communication between students and distance tutors. Westnet works through VLN to provide courses for West Coast students and now Marlborough has joined. This network would be an obvious one to develop learning networks further amongst its member schools.

School networksThe school has established networks with distance learning providers. Previously, when there were school advisors working in all curriculum areas,the Westnet network was used to deliver PD through the virtual learning network. This was a positive and effective way to provide PD. Reefton’s isolation means that it is not possible for teachers to attend 1 - 2 hour workshops after school in other centres. This delivery was effective(in most cases).This is not available now through change in government policy. The VLN is still an effective mode of delivery for PD and needs to be looked at again - perhaps the Westnet network can look at this again. West Coast schools have networked in the past to work on the new curriculum. The staff at Reefton School were asked which schools did they see as potential network members . There was a mixed reaction. Some staff thought that is was important to link with bigger school as they had more to offer - this would be more of a parasitic relationship rather than a partnership. Some staff thought that any energy put in to developing networks with other schools should deliver inspiration... On the whole staff thought that the Area Schools network was the most natural one to develop as there are commonalities in so many areas. The schools have along way to go in developing networked schools as described in the Learning Communities Online Handbook(2011)

Future DirectionsAs already discussed there are several ways to move forward in terms of networked learning -

Professional Development - to continue and further develop teachers’ knowledge and skills in terms of blended teaching and learning. This is an area where this author can work with teachers. One of the six emerging principles for a 21st century education system, as described by Bolstad and Gilbert (2012), is a culture of continuous learning for teachers and educational leaders. It would be good to examine this report in detail with the staff.

Develop online environments for younger students to foster online communication and collaboration skills. I will continue to develop our class wiki to foster communication and collaboration and assist other teachers develop online communication tools for their students.

Explore BYOD. Investigate management strategies. A report by Watson (nd) states that in the future students are likely to be working in an environment that involves information gathering and critical thinking - sharing a computer is not a realistic preparation for this type of work.

Work with Te Kura as this organisation implements its E Learning strategy and action plan.

Develop the Area Schools network in terms of teaching and learning. This is already in place in terms of sport and cultural activities. There has been a move in this direction for professional development. Trust needs to be further developed so that all participants can contribute in good faith. The Learning Communities Online Handbook (2011) is a valuable tool for this process.

References

Bacsich, P & Davis, N. A conversation at Canterbury University.(2012). http://connect.canterbury.ac.nz/p3yhw9dymp5/

Barbour et al (2011). Online and Blended Learning: A Survey of Policy and Practice of K-12 Schools Around the World. Retrieved from http://www.inacol.org/research/bookstore/detail.php?id=31

Bolstad, R. & Lin, M (2010). Students’ experiences of learning in virtual classrooms. Wellington:New Zealand Council for Educational Research.

Bolstad, R. & Gilbert, J.(2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Wellington: New Zealand Council for Educational Research.

Dabner, N. & Chowfin, A. (2011). Project-based professional development: Reflections in and on action implementing blended learning with primary school students (HTML). Computers in New Zealand Schools: Learning, Teaching, Technology, 23 (3).

Gerbic, P. (2011): Teaching using a blended approach – what does the literature tell us?, Educational Media International, 48(3), 221-234

Ministry of Education (2011). Learning Communities Online (LCO) Handbook. Retrieved February 10, 2011 from http://www.vln.school.nz/pg/groups/2644/lco-handbook/

Pratt, K. & Trewern, A. (2011). Students’ experiences of flexible learning options: What can they tell us about what they need for success? Computers in New Zealand Schools:

Learning, Teaching, Technology, 23 (2), 137-152.

Watson, J. (2009). Blended Learning: The Convergence of Online and Face-To-Face Education [N. America moving from entirely distance to include F2F]. Retrieved January 10,

2012 from http://www.inacol.org/research/promisingpractices/index.php

Te Kura - The Correspondence School - E learning Strategy and Action Plan, 2010 – 2012