Student Video Reflection 3 of ICT

Student Video Reflection 2 of ICT

Student Video Reflection 1 of ICT

Student Video Reflection 1 of ICT

Room 6

Please Provide Examples of ICTPD at Foxton Primary

Learning how to save to the server.

Having learning Circle PD on using the Interactive whiteboard.

Learning How to update software on the Macs.

Being taught how to use software on the Macs Like Photo Booth.

Learning how to blog and being able to teach the children.

Being able to access and use the school website that has just been created.

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

I feel way more confident since having different PD through the year, as now i have learnt stuff and have shared it with my children.

I feel a lot more confident since having Learning Circle around an ICT focus. Especially in standing up and using the interactive in front of people and having a go.

I still feel i have a long way to go and a lot to learn but i have come a really long way it is great.

I feel so proud of my class being able to access the computer themselves, by logging on and getting on to the internet is so amazing as they are only 5 years old.

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

Students being able to work independent and with one another.

The computers have been fantastic in the way of a tool for information as well as being used every day for learning as a rotation. 

It is a fun and interactive way of learning.

Children love it because it is engaging and they are able to see their work visually.

They are a really effective rewarding tool.

 The children being able to be independent and turn on and off the computer by themselves as well as log in and get onto what they need to as well as get on to the internet.

With regards to ICT, please list the most important shift in pedagogy for you.

Allowing students to be more independent by having  ICT implemented in the class has been a shift for me as the focus has not so much been on me and teacher directed, but on the students being the key leaders for themselves. 

Room 4

Please Provide Examples of ICTPD at Foxton Primary

• A PD component in most Staff Learning Circles-included how to use Interactive Whiteboard in numeracy and literacy.
• Taking photos from iMac and transferring them into student's drive for student's to use in their work.
• ICT Cluster Co-ordinator attending staff Learning Circles to take staff through using ICT in our Inquiry Learning Model
• How to regularly update software on the iMacs.
• How to access School Master System and to enter reading running records data on this system
• How to use and implement and easi-speak (USB Microphone) to record student's thinking by recording through the microphone
• Sharing class 3-way PowerPoints with staff and using this as an opportunity to share as a staff, ways to how students create more effective PowerPoints
• Outside experts with IWB's attending staff meetings to run PD sessions using the IWB's
• Personal from Sitech attending Staff meetings to run PD with their IWBs
• Sharing of many numeracy, literacy, inquiry, and thinking tools websites during staff meetings, eg: smartkiddies.com, mathslice.com, mathsisfun.com, freerice.com,
• Using the class IWB as a numeracy modelling book with groups rather than just the more traditional large scrapbook

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

The constant and consistent component of ICTPD in staff meetings and staff Learning Circles has been very beneficial for my own knowledge and confidence with implementing ICt into my class this year. The collaborative nature of the staff and the openness between the staff have allowed staff to share the highs and lows with implementing ICT into the class more effectively.

Having the opportunity to attend cluster meetings, ICT conferences such as ULearn and the Sitech IWB conference early in 2009 has been hugely beneficial for my confidence and implementing ICT. These conferences have facilitated a real mind shift and pedagogical shift with teaching and the role ICT plays with education in the modern age.

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

The class have grown and really developed in many positive ways this year. This growth is evidenced in that ICT use makes up on average between 50%-75% of our day. Students have gone from using predominantly using Microsoft Word last year, to using Microsoft Publisher to create posters, brochures, business cards; using Microsoft Excel to create different graphs, to using Microsoft PowerPoint to create a 4 slide record of their learning for 2009 that will be presented to their parents in our 3 way conferences for the first time at our school. The internet has now become an important resource in our class this year with our inquiry model, with research for example and sending emails to receive information from an variety of sources.

Students enjoyment and motivation for becoming more masters of their learning has been very empowering for our students. Students can now see they can be more in control of what they, when they learn and perhaps to a lesser degree how they learn. It is more learning for students, by students and with students

With regards to ICT, please list the most important shift in pedagogy for you.

As a teacher, i have gone from solely teaching onto the kids to becoming part of the class and now learning with the kids. ICT has allowed our students to become more central to the teaching/learning process. While this cannot be solely attributed to ICT at our school, it has been a major catalyst for this.

Room 3

Please Provide Examples of ICTPD at Foxton Primary

Kia ora - ICTPD has had a major positive impact on my teaching and classroom organisation.

- I have a working knowledge of computers but since basic training at school it has allowed me to utilise the boards to deliver my teaching in an effective, interactive and more interesting way.

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

-i feel more confident to use ICT on a daily basis and know the children are becoming more confident and skilled from year 0 - 8.

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

- My children are more enthusiastice to use ICTPD on a daily basis.

- They seem more confident to try out different progrmas and experiment than I am.

- Their excitement encourages me to step out and use the boards more than in the past.

With regards to ICT, please list the most important shift in pedagogy for you.

Variety of use has been the most important aspect in the usage of the various tools for ICT. This is paramount as I have limited resources in Maori.

Room 1

Please Provide Examples of ICTPD at Foxton Primary

Consistent staff meetings and staff Learning Circles

collaborative staff learning, openness between the staff

ULEARN conference 2008

IMAC PD - how to use mac computers

Interactive training

Schoolmaster training

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

more confidence to share new ICT ideas with students, students become teachers also. Its ok to not know 'it all'

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

Class has grown in confidence to use computers as a tool to access information not just a gaming machine.

ICT use in the classroom would be 50 - 75% of our day.

Students can now confidently use powerpoint, publisher, blogging, internet and the interactive whiteboard.

Creating a 4 slide powerpoint for parent teacher conferences.

The internet has now become an important resource in our class this year with our inquiry model, with research for example and sending emails to receive information from an variety of sources.

With regards to ICT, please list the most important shift in pedagogy for you

I have gone from being just the teacher to being a student also.

I often find myself sitting with the kids getting them to show me new ways of working programmes or showing me new shortcuts.

I have allowed younger students to be more independent with their work on computers.

eportfolios-more than digital ring-binders

Rosanne Donald-ICT Director ST Cuthberts College (Y1-Y13 School)

Mahara Open Source (Free)-Chosen eportfolio system

 

"A purposeful selection of evidence by the learner at a point in time with a particular audience in mind"  BECTA March 07

Storing files

Supports formal learning

assessment tool

transition tool

a medium to present work provides refection 

Mahara enables kids to connect to each other-make friends with each other,comment on each other's work,

eportfolios can provide students with an auditorium for their work.

Musings @ Ulearn from Tina

ICT has always been in my mind, an 'add on ' to what it is we do in classrooms that we have called learning and teaching. ULearn has certainly changed more than a few of my misconceptions. I can see that there isn't really a goalpost to aspire to with technology in the classroom. If anything ULearn has shown the bigger picture.
I am excited by what is out here for our students. I no longer feel that I have to be the knowledge holder in the classroom but am excited to be on a journey of discovery with our students.
One of the major implications highlighted for me has been that of assesment. What to assess?????
Makes the National Standards even more irrelevant.

Key Competencies

Key Competencies and the NZ Curriculum

http://nzcurriculum.tki.org.nz

http://keycompetencies.tki.org.nz

UN: ulearn09

PW: ulearn09

Burning Questions

Community engagement

Evaluating key competencies

Embedding the values into the program

Using language symbols/text

How to explicitly embed into teaching

Starting with key competencies to lead units/lessons

Reviewing the curriculum by learning area

NZC Resource Bank

Full of ideas, tips, videos, online collaborative space, comments. Definitely a great place to start looking at to help with understanding implementing key competencies into school

The website is designed to help educators to engage with what the Key Competencies are not to just teach them.

Every school grappling with how to evaluate Key Competencies. It's very specific and unique to each school. 

Monitoring Key Competencies maybe a more appropriate term than evaluating key competencies.

Leading for Learning, learning for leading-Julia Aitken

Looking at "Mental Models of Learning" 

Encapsulates the shift needed: 

If you want to build a ship, don't drum up the people to gather wood, divide the work and give orders. Instead, teach then to yearn for the vast and endless seas - (Atoine de Saint Exupery)

With the new curriculum we can see radical changes in education take fruition - this is where leading becomes cruicial (leading vs managing). "Manus" - hand; on the horse; change the name "Management Team" to "Leadership Team". In the old traditional model: coverage driven by teaching; new model: discovering, uncovering - driven by a focus ON Learning. 

Where is our school model at NOW - I think "we are somewhere in the middle of static and flying", still discovering and uncovering. We need to be careful we don't just put new names on old model. Teachers spoke about how we need to not get too caught up in the model too much. That every component of our inquiry model is important. 

What are our navigation aids? Our values, beliefs about leadership and learning, clarity of purpose, open mindedness imagination, critical reflection, dialogue- Julie talked about trusting in others to help lead learning. 

Phases of Development - (a poutama model); tacit knowledge; by chance, hit or miss, accidental success; explicit knowledge strategies; by plan, recipe, understanding, open, makes sense, came from other knowledge; Deliberate conscious; be design, imaginative, insights, experimenting, experts success, the ouch step, their own learning; reflective inventive; invents, creates, critical reflection, refining, doesn't notice success. 

Get stuck on the "guru loop" - tacit knowledge & explicit knowledge only. We can recognise some of us in this loop. We discussed how powerful our values and beliefs are, we also discussed what we don't believe is even more powerful. 

Reconceptualising Leadership - transactional (actions, management, functional. maintenance)  OR transformational (spirit, energy, shared excitement of school, life-world, vitality, development, learning). Note to self: rewrite our job descriptions, check curriculum guidelines we have developed and make sure first statements talk about the vision, transformational development within the curriculum area. 

Models of leadership: We mostly grew up in hierarchical model of leadership; one command, industrial age, factory floor model, totally inappropriate in any organic (living) model. How do we conceptualise a model that is not hierarchical and autocratic? (hiero-holy, sacred, high priests, need a term for interdependence - "heterarchy" - networking, self-organising (Stanford) , (assembly vs morphogenesis). Collaborative/ Transformative/ Distributed; people, values and beliefs, purposes in the centre and people around the outside. The centre determines the direction....the anointed leader, e.g. Principal has the ultimate accountability to ensure direction from the centre is enacted. Have to have centre well-formed and well-articulated. Partnership, shared vision, understanding, engaging in co-creating, collaborative leadership. 

How does our school relate to this model? Well as the current leader of our school I know we are enacting a model of collaborative leadership as this is how I lead. I value what staff have to offer and particular strengths - I believe in letting others lead and learning from each other. Julia's last words were: Trust in the group. 

My thoughts on Keynote Speaker - Dr Gary Stager

So "10 things to do with a laptop" turned into really interesting speech on what we are doing with ICT in schools and what we could be doing, quite inspiring really. And makes common sense. Can we provide intellectually creative learning opportunities for our kids? Dr Gary believes not only can we, we should and he showed us examples of how he did this - wow, cool. I now have a healthier respect for robotics after his talk. To summarise; technology matters because it allows kids to engage intellectually creatively in problem-solving more than ever before! Yes, let's do it. 

Breakout 1 Success the Wesley Way (Inquiry Model)

Planning for Success

-Core group planning

-Scenario based problem

-Use of Graphic Organisers

-Schoolwide planning/homework/sharing

-Changing of timetable

-Inquiry during topic time only

Implementing Success

-More teacher directed

-Focus on whole process

-It's about learning the steps of inquiry and the skills involved

-Lots of repetition

-Students to focus on one question only

-School wide graphic organisers allocated to each step of SUCCESS

-Homework is school wide and linked to Inquiry Topic

SUCCESS

-Set the scene  (YOUTUBE-Voca people)

-Uncover question  Fat/skinny questions, open/closed, questioning skills

-Collect resources-(triangulation chart-locate 3 pieces of information from 3 different resources)

-Collate and record (relevant/irrelevant chart)

-Edit and Examine

-Share and Present 

-Self reflect & celebrate

Rules for working in small groups

Keynote Speaker 1-ULearn 09

Gary Stager-10 things you can do with a laptop.

www.stager.org/ulearn

1. Computing is not about hardware but it's about software.

Software determines what you do and what you do is what you learn.

What do kids do with computers in school?

-Write a novel

write more, better, fan fiction, research?, writing for different media (podcasting)

-Share your knowledge

Wikipedia, breaking news, talk to authors, access to current info, publish to authentic audience

-Answer tough questions

Access to primary sources

-Make sense of data

Google Earth, mathematica, fathom, Inspire data

-Design a video game

(not just consume them)

www.microworlds.com

Giving people power of computers, facilitating people to make the computer do something it hasn't done before.

Does the child program the computer or the computer program the child

-Design a killer robot

MAking private thinking public. Using video as an assessment tool

-Lose weight

Less us more them-Can i give more agency to the learner?

-Direct a blockbuster

2 rules It should be shorter, it can be edited at least one more time

Mirrors the writing process

Exposure to different genre

-Compose a symphony

-Change the world