E learning at eggs 2011 week two presentation

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This is a staff presentation providing an overview of ICT PD plans for 2011

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E learning at eggs 2011 week two presentation

  1. 1. E-learning at EGGS 2011 2011 ICT PD and E-learning Overview
  2. 2. Digital Citizenship Contract <ul><li>Tutor teachers will distribute contracts to their tutor groups during Week 1 or 2 </li></ul><ul><li>Tutor teachers will introduce the document with the Digital Citizenship Power Point presentation </li></ul><ul><li>Students will need to take the contract home to be signed and returned </li></ul><ul><li>We are aiming for 100% return by the end of Week 2 </li></ul>
  3. 3. Netbooks <ul><li>Remember students are being encouraged to bring in netbooks, so we need to be giving them opportunities to use them </li></ul><ul><li>Support sessions for students bringing netbooks will be taking place next week </li></ul><ul><li>Netbook student self-help available on the intranet </li></ul><ul><li>A class set of netbooks will be available for period by period booking for Year 9 and 10 classes </li></ul>
  4. 4. You don’t need to be an expert!
  5. 5. ICT PD 2011
  6. 6. Transitioning from 2010 to 2011 <ul><li>Overarching Programme Goals stay the same! </li></ul><ul><li>To improve student engagement through the integration of ICT strategies to enhance: </li></ul><ul><li>(a) student centred learning </li></ul><ul><li>(b) strong learning relationships between teachers, students and caregivers </li></ul>
  7. 7. 1. Students to become successful digital citizens <ul><li>Staff and student to define and promote practices that demonstrate behaviours of a successful digital citizen* </li></ul>
  8. 8. *Digital citizenship <ul><li>Drawing on the values and key competencies of the NZC we can begin to define a digital citizen as someone who:- </li></ul><ul><li>is a confident and capable user of ICT </li></ul><ul><li>uses ICT to participate in educational, cultural, and economic activities </li></ul><ul><li>develops and demonstrates critical thinking skills through ICT </li></ul><ul><li>is literate in the language, symbols, and texts of ICT </li></ul><ul><li>is aware of challenges presented by ICT and can manage them effectively </li></ul><ul><li>relates to others in positive, meaningful ways through ICT </li></ul><ul><li>demonstrates honesty and integrity in their use of ICT </li></ul><ul><li>respects the concepts of privacy and freedom of speech in a digital world </li></ul><ul><li>contributes and actively promotes the values of digital citizenship as defined here </li></ul>
  9. 9. Success Indicators <ul><li>EGGS will have defined what a successful digital citizen is. </li></ul><ul><li>EGGS will develop an ‘E-learning at EGGS handbook’. </li></ul><ul><li>Students have used the ‘E-learning at EGGS handbook’. </li></ul><ul><li>Students will be encouraged and supported to use internet capable devices. </li></ul><ul><li>‘ Tech Angels’ will be established (replacing IT committee) to support and promote safe and successful uses of ICT. </li></ul>
  10. 10. 2. Principals to lead the integration of e-learning in their schools (strategic and operational) <ul><li>The Principal to lead the integration of e-learning in all areas of the school. </li></ul>
  11. 11. Success Indicators <ul><li>The Principal will: </li></ul><ul><li>Be actively involved in all planning relating to the ICT PD contract </li></ul><ul><li>Be actively involved in professional development and learning </li></ul><ul><li>Provide staff with time and resources </li></ul><ul><li>Promote the potential benefits of e-learning </li></ul><ul><li>Will meet with LADS once a term to continue developing their leadership of Learning Area E-learning Action Plans </li></ul>
  12. 12. 3. Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students <ul><li>Learning Areas to establish and/or further develop online learning environments in all subject areas, and to further develop effective teaching and learning strategies that are supported by the use of ICTs. </li></ul><ul><li>Staff to encourage use of student owned Internet capable devices. </li></ul>
  13. 13. Success Indicators <ul><li>e-mentors will be appointed to each Learning Area </li></ul><ul><li>Learning Areas will have course outlines, assessment statements, criteria and timeline on Moodle </li></ul><ul><li>Teachers will develop an online environment for at least one of their classes within the Moodle framework which could integrate Google sites and/or other websites. </li></ul><ul><li>All teachers will have attended a range of e-learning workshops. </li></ul><ul><li>Teachers will encourage students to use student owned Internet capable devices. </li></ul>
  14. 14. 4. Family and whānau to actively participate in their child’s learning <ul><li>SMT, curricular and co-curricular groups will actively encourage students to add relevant evidence of learning to their eportfolio which will enable active participation of their family, whānau and communities. </li></ul>
  15. 15. Success Indicators <ul><li>Continue improvement in digital communication with family, whānau and communities. </li></ul><ul><li>Co-curricular groups are developing Google sites as information sources for students and the wider community. </li></ul><ul><li>Learning areas are encouraging students to archive evidence of learning for Academic Coaching </li></ul><ul><li>Student services develop Mahara as a portal for family and whānau to view, comment on and celebrate their daughter’s learning. </li></ul>
  16. 16. 5. Sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning <ul><li>Learning Areas to share online professional reflections and learning stories to inform colleagues and the wider community about the challenges and opportunities afforded by e-learning. </li></ul>
  17. 17. Success Indicators <ul><li>Learning Areas and the Director of e-learning are using the ‘Teaching and e-learning’ blog and a Moodle wiki to share ICT PD tutorials and learning stories and reflections on progress towards goals. Each Learning Area will contribute at least two times during the year. </li></ul><ul><li>EGGS is using the Virtual Learning Network to share online professional reflections and reporting for milestones. </li></ul>
  18. 18. ICT tools and strategies that we will focus on
  19. 19. Using Teaching as Inquiry to produce an ‘E-learning Action Plan ’
  20. 20. E-learning Action Plan Inquiry Cycle Stage E-learning Action Plan Stage Focusing Inquiry Desired Student Learning Outcome(s) (PLG Focus) Teaching Inquiry ICT/e-learning strategies that will support DSLO Teaching and Learning Who/When (Timeline) Learning Inquiry Evidence that you will collect to measure shift in regards to DSLO:
  21. 21. Focusing Inquiry <ul><li>What is important (and therefore worth spending time on), given where my students are at? </li></ul><ul><li>i.e. How we can improve student engagement through the integration of ICT strategies to enhance: </li></ul><ul><ul><li>Student centred learning </li></ul></ul><ul><ul><li>Strong learning relationships between teachers, students and caregivers </li></ul></ul>
  22. 22. 1) What is the desired student learning outcome?
  23. 23. Teaching Inquiry <ul><li>What strategies (evidence-based) are most likely to help my students learn this? </li></ul><ul><li>i.e. What ICT strategies will best meet the needs of the students? </li></ul><ul><li>E.g Moodle, google sites, Mahara, google docs, blogger etc </li></ul>
  24. 24. 2) What ICT Tools and Strategies will we focus on to achieve the desired student learning outcome?
  25. 25. Teaching and Learning <ul><li>Teaching and Learning takes place - ICT Strategies are implemented into the classroom </li></ul><ul><li>i.e Moodle course pages are used in and beyond the classroom to support a range of student centred teaching and learning activities. </li></ul>
  26. 26. 3) Timeline – what are we going to do, when are we going to do it?
  27. 27. Learning Inquiry <ul><li>What happened as a result of the teaching, and what are the implications for future teaching? </li></ul><ul><li>i.e. Have you increased/improved your practice around student centred learning through the use of ICT? How? Why? Why not? </li></ul>
  28. 28. 4) What are we hoping to be the results, and how will we measure them?
  29. 29. So how will this work? <ul><li>E-mentors will be Learning Area based </li></ul><ul><li>PLGs will be formed within Learning Areas to suit specific needs of Learning Area </li></ul><ul><li>Learning Areas will produce an ‘E-learning Action Plan’ led by LADs and e-mentors </li></ul><ul><li>PLGs will develop specific ‘E-learning Action Plans based on desired student learning outcomes’ </li></ul>
  30. 30. and… <ul><li>Several sessions a term will be allocated to PLG sessions to work on their ‘E-learning Action Plan’ and workshops will be offered (based on needs highlighted in the action plans). </li></ul>
  31. 31. Term One <ul><li>Learning Area goals/foci are established </li></ul><ul><li>Using the teaching as Inquiry process an e-learning Action Plan is developed (this may happen before or after creating PLGs) </li></ul><ul><li>All Learning e-learning Action Plans are collated and workshops are planned in response to needs </li></ul>
  32. 32. Term Two/Three/Four <ul><li>PLG time is given to work on Action Plan, e-mentors and LAD oversee these sessions </li></ul><ul><li>A range of workshops are offered, led by e-mentors, based on needs highlighted in E-learning Action plans </li></ul>
  33. 33. Term Four <ul><li>Reporting back to staff, formal feedback and evaluation in preparation for 2012 </li></ul>

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