Teacher survey 2010

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  • Teacher survey 2010

    1. 1. Teacher ICT PD Needs Analysis Mantar Cluster
    2. 2. Pedagogy
    3. 3. Pedagogy
    4. 4. What does the term ‘pedagogy’ mean to you?
    5. 5. What does the term ‘pedagogy’ mean to you?
    6. 6. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach
    7. 7. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning
    8. 8. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction
    9. 9. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that
    10. 10. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them
    11. 11. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice
    12. 12. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school
    13. 13. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc
    14. 14. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning
    15. 15. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school
    16. 16. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
    17. 17. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning
    18. 18. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning
    19. 19. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning THE WAY WE TEACH
    20. 20. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning THE WAY WE TEACH * The principles of teaching
    21. 21. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning THE WAY WE TEACH * The principles of teaching * Teacher practice and knowledge
    22. 22. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning THE WAY WE TEACH * The principles of teaching * Teacher practice and knowledge * ‘Code’ of teaching
    23. 23. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning THE WAY WE TEACH * The principles of teaching * Teacher practice and knowledge * ‘Code’ of teaching * The way we do things
    24. 24. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach Educational knowledge and understanding to impact student learning Strategies and styles of instruction Deciding what children’s needs are and how best to teach that Students achieving the best they can with the resources available to them The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher and in practice The foundations of what we believe and our learning at our school Knowledge and understanding of the curriculum, process, theories etc Best teaching practice promoting student learning The way we teach and to be prepared to change, depends on the needs of your class or school A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching Teaching approaches that impact positively on learning THE WAY WE TEACH * The principles of teaching * Teacher practice and knowledge * ‘Code’ of teaching * The way we do things
    25. 25. ICT
    26. 26. ICT
    27. 27. What do you understand the term ‘ICT’ to mean?
    28. 28. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate
    29. 29. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
    30. 30. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication
    31. 31. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally
    32. 32. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information
    33. 33. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme
    34. 34. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information
    35. 35. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning
    36. 36. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means
    37. 37. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge
    38. 38. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge Is a way of communicating in the digital age. To enhance our learning and further our discovery.
    39. 39. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge Is a way of communicating in the digital age. To enhance our learning and further our discovery. Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
    40. 40. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge Is a way of communicating in the digital age. To enhance our learning and further our discovery. Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
    41. 41. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge Is a way of communicating in the digital age. To enhance our learning and further our discovery. Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient Key points - Not touched on often enough:
    42. 42. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge Is a way of communicating in the digital age. To enhance our learning and further our discovery. Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient Key points - Not touched on often enough: The integration of these tools into the classroom programme consistently
    43. 43. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate 16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’ Using a variety of technologies for information and communication Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey information and communicate with others locally, nationally and globally Locate, gather, analyse, share, disseminate and communicate information Integrating computers and other forms of technology into all aspects of the classroom programme A digital way to communicate information As a tool to enhance general learning The various tools and ways of communicating, obtaining, storing etc information through electronic means Making sure that the children are up to date with computer skills and knowledge Is a way of communicating in the digital age. To enhance our learning and further our discovery. Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient Key points - Not touched on often enough: The integration of these tools into the classroom programme consistently ICT is a tool that is designed to motivate, engage and excite students with the ultimate goal of raising student achievement
    44. 44. ICT Confidence
    45. 45. ICT Confidence
    46. 46. ICT Confidence
    47. 47. ICT Confidence 41.1% of our teachers are not confident or are only beginning to feel confident in using ICT...
    48. 48. Give an example of how you use ICT to deliver the NZ Curriculum
    49. 49. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis
    50. 50. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating
    51. 51. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
    52. 52. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy
    53. 53. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy
    54. 54. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes
    55. 55. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube
    56. 56. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google
    57. 57. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing
    58. 58. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone
    59. 59. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone Social Networks
    60. 60. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone Social Networks Maths and Reading - to practice and develop skills
    61. 61. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone Social Networks Maths and Reading - to practice and develop skills Computer/Laptops, camera, microphone, interactive white boards
    62. 62. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone Social Networks Maths and Reading - to practice and develop skills Computer/Laptops, camera, microphone, interactive white boards Web 2.0 tools
    63. 63. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone Social Networks Maths and Reading - to practice and develop skills Computer/Laptops, camera, microphone, interactive white boards Web 2.0 tools
    64. 64. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis Research and organisation of ideas - to provide hands on experiences - researching, planning, recording, communicating Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas Interactive sites (eg NZ Maths, Mathletics) - numeracy Internet based reading programmes - phonics and literacy Planning and teaching of learning programmes You Tube Search Engines - eg Google Teleconferencing Fax, OHP, Telephone Social Networks Maths and Reading - to practice and develop skills Computer/Laptops, camera, microphone, interactive white boards Web 2.0 tools A variety of tools - including more ‘traditional’ forms of communication. This shows a very wide variety of ICT usage and knowledge but there are many, many more ‘tools’ that could be utilised - this is an area our current ICT ‘gurus’ need to be investigating and sharing.
    65. 65. Current use of ICT Tools in learning
    66. 66. Current use of ICT Tools in learning
    67. 67. Current use of ICT Tools in learning
    68. 68. Current use of ICT Tools in learning 61.8% of our teachers are only allowing their students to use ICT, as part of their learning, less than 10% of the school week.
    69. 69. Current use of ICT Tools in learning 61.8% of our teachers are only allowing their students to use ICT, as part of their learning, less than 10% of the school week. What is our goal for this?
    70. 70. How do you think you can incorporate ICT into the following areas:
    71. 71. How do you think you can incorporate ICT into the following areas: Literacy
    72. 72. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses
    73. 73. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories
    74. 74. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories
    75. 75. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring
    76. 76. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme
    77. 77. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools
    78. 78. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts
    79. 79. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts
    80. 80. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy
    81. 81. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics
    82. 82. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
    83. 83. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics Digital camera (eg geometry)
    84. 84. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics Digital camera (eg geometry) Games *practicing *IWB games
    85. 85. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics Digital camera (eg geometry) Games *practicing *IWB games Interactive/displays
    86. 86. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics Digital camera (eg geometry) Games *practicing *IWB games Interactive/displays Pricing with labels
    87. 87. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype *digital photographs - photo stories Powerpoints, publishing *used to publish and illustrate stories Rotation activities on computer, whole class modelling, peer tutoring Flip video, Reading Eggs programme Communicating with other students/schools The majority of respondents were unsure or had little detail to add to their ideas/concepts Numeracy NZ Math *Maths made easy programme *Mathletics Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics Digital camera (eg geometry) Games *practicing *IWB games Interactive/displays Pricing with labels The majority of responses involved some form of online programme or maths game
    88. 88. How do you see ICT being used to raise achievement in your teaching and learning programmes?
    89. 89. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level
    90. 90. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating
    91. 91. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication
    92. 92. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension
    93. 93. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities
    94. 94. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector
    95. 95. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills
    96. 96. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational
    97. 97. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying
    98. 98. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning
    99. 99. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools
    100. 100. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information
    101. 101. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination
    102. 102. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution
    103. 103. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels
    104. 104. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home
    105. 105. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    106. 106. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    107. 107. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Adding another dimension Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    108. 108. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    109. 109. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    110. 110. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    111. 111. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    112. 112. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    113. 113. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Provides students with an authentic context Lift the child’s profile/confidence in learning Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    114. 114. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Provides students with an authentic context Lift the child’s profile/confidence in learning Programmes available specific for the age group/level Enhance filtering and quicker specific use of tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    115. 115. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Provides students with an authentic context Lift the child’s profile/confidence in learning Programmes available specific for the age group/level Enhance filtering and quicker specific use of Connecting to the wider world tools Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    116. 116. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Provides students with an authentic context Lift the child’s profile/confidence in learning Programmes available specific for the age group/level Enhance filtering and quicker specific use of Connecting to the wider world tools Follow their personal pathways of investigation Gain more information Engage eye movement - hand/eye co-ordination Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    117. 117. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Provides students with an authentic context Lift the child’s profile/confidence in learning Programmes available specific for the age group/level Enhance filtering and quicker specific use of Connecting to the wider world tools Follow their personal pathways of investigation Gain more information To support students problem solving skills and become Engage eye movement - hand/eye co-ordination literate in ICT Motivation, engagement, interaction and contribution Raising reading levels Programmes can be accessed from home Life long learning
    118. 118. How do you see ICT being used to raise achievement in your teaching and learning programmes? Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics Motivating Giving children a platform to share their work with others Inquiry/purposeful communication Specific programmes that encourage interaction with Adding another dimension various curriculum learning areas Helping children with disabilities Exciting and measurable Letterland through data projector Reinforces teaching Explore and develop skills Analysis of inputted data Interactive and motiational Interacting with the Smart Board Practice opportunities, researching, inquirying Provides students with an authentic context Lift the child’s profile/confidence in learning Programmes available specific for the age group/level Enhance filtering and quicker specific use of Connecting to the wider world tools Follow their personal pathways of investigation Gain more information To support students problem solving skills and become Engage eye movement - hand/eye co-ordination literate in ICT Motivation, engagement, interaction and Up to date information contribution Raising reading levels Programmes can be accessed from home Life long learning
    119. 119. Preparation for use of ICT in the classroom now
    120. 120. Preparation for use of ICT in the classroom now
    121. 121. Preparation for use of ICT in the classroom now Only 11.4 % of our teachers feel ‘ Fully Prepared’ or ‘Confident’ in planning and measuring the success of meaningful ICT in their classrooms.
    122. 122. Preparation for use of ICT in the classroom now Only 11.4 % of our teachers feel ‘ Fully Prepared’ or ‘Confident’ in planning and measuring the success of meaningful ICT in their classrooms.
    123. 123. List the ICT tools you use regularly in your teaching and learning programmes:
    124. 124. List the ICT tools you use regularly in your teaching and learning programmes: Digital Camera Web 2.0 tools Blogs Voice Thread Bubbl.us Wordle Computer Internet Clip art Audacity Google Data Projector OHP Word processor Microphone Microsoft Word Flip Video Web based activities Image Chef Smart Board TKI Phone
    125. 125. List the ICT tools you use regularly in your teaching and learning programmes: Digital Camera Spreadsheets Web 2.0 tools Picture trail Blogs Webspiration Voice Thread CD Player Bubbl.us Photocopier Wordle CD Rom Computer Publisher Internet Fax Clip art DVD/TV Audacity Fodey Google Blaberise Data Projector Scrapblog OHP Mimio Word processor Reading eggs Microphone Listening post Microsoft Word Windows movie maker Flip Video Paint Web based activities Kid Pix Image Chef Vokie Smart Board TKI Phone
    126. 126. Web 2.0 Tools
    127. 127. Web 2.0 Tools
    128. 128. Web 2.0 Tools What is our goal for this?
    129. 129. Web 2.0 Tools
    130. 130. Web 2.0 Tools 76.5% of our teachers have used 2 or less Web 2.0 Tools
    131. 131. Web 2.0 Tools 76.5% of our teachers have used 2 or less Web 2.0 Tools What is our goal for this?
    132. 132. How will you use ICT to allow students to communicate with local, national and global audiences?
    133. 133. How will you use ICT to allow students to communicate with local, national and global audiences? Email Blogs You Tube Skype Websites Intranet Internet Web 2.0 tools Wiki Podcasts Phone Online learning forums LEARNZ Web cam Sites such as mimimonos
    134. 134. How will you use ICT to allow students to communicate with local, national and global audiences? Email Blogs You Tube Skype Websites Intranet Internet Web 2.0 tools Wiki Podcasts Phone Online learning forums LEARNZ Web cam Sites such as mimimonos
    135. 135. Give an example of how you use ICT to teach the Key Competencies
    136. 136. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour
    137. 137. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry
    138. 138. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work
    139. 139. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
    140. 140. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones
    141. 141. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer
    142. 142. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips
    143. 143. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs
    144. 144. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas
    145. 145. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning
    146. 146. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety
    147. 147. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time
    148. 148. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time Produce brochures promoting region
    149. 149. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time Produce brochures promoting region Graphic organisers eg Bubbl.us
    150. 150. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time Produce brochures promoting region Graphic organisers eg Bubbl.us Using computers to research questions
    151. 151. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time Produce brochures promoting region Graphic organisers eg Bubbl.us Using computers to research questions
    152. 152. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time Produce brochures promoting region Graphic organisers eg Bubbl.us Using computers to research questions Note:
    153. 153. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour During Inquiry - internet searching, triangular validation, blog entry Use ICT to display work Webcam, email, skype - choosing ICT tools - software - researching - sharing findings Safety associated with cellphones Knowing how to use the computer You Tube clips Computers for special needs Digitally recording ideas Making meaning Cyber safety Filming children at discovery time Produce brochures promoting region Graphic organisers eg Bubbl.us Using computers to research questions Note: The majority of respondents either defined the Key Competencies or made connections only to ‘Relating to Others’
    154. 154. Key Competencies
    155. 155. Key Competencies
    156. 156. Key Competencies 13.9% of teachers see ICT as being important in teaching the Key Competencies as ‘Somewhat Important’ or ‘Not at all’
    157. 157. Key Competencies 13.9% of teachers see ICT as being important in teaching the Key Competencies as ‘Somewhat Important’ or ‘Not at all’ 63.9% see it as ‘Vital’ or ‘Very Important’
    158. 158. Challenges in delivering ICT
    159. 159. Challenges in delivering ICT
    160. 160. Challenges in delivering ICT
    161. 161. Challenges in delivering ICT The three largest factors in preventing the
    162. 162. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are:
    163. 163. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment
    164. 164. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment * Time
    165. 165. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment * Time * Teacher ICT Skills
    166. 166. Inquiry and Higher Order Thinking
    167. 167. Inquiry and Higher Order Thinking
    168. 168. What is your understanding of the following terms:
    169. 169. What is your understanding of the following terms: Inquiry
    170. 170. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers
    171. 171. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
    172. 172. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning
    173. 173. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning
    174. 174. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning Higher Order Thinking
    175. 175. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning Higher Order Thinking Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms
    176. 176. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning Higher Order Thinking Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways. Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate, justify and make judgements/use new understanding to create, change or improve
    177. 177. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning Higher Order Thinking Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways. Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate, justify and make judgements/use new understanding to create, change or improve Thinking more deeply *thinking outside of the square *using the hats * using thinking models
    178. 178. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning Higher Order Thinking Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways. Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate, justify and make judgements/use new understanding to create, change or improve Thinking more deeply *thinking outside of the square *using the hats * using thinking models Using thinking strategies *laterally and inquisitively *using deeper/widening questioning techniques *processes and strategies to draw conclusions *analysing, interpreting and creating new info *flexible in thinking
    179. 179. What is your understanding of the following terms: Inquiry Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through research *gather information on a selected topic *using knowledge *investigation *discovering answers Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding, recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future learning Higher Order Thinking Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways. Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate, justify and make judgements/use new understanding to create, change or improve Thinking more deeply *thinking outside of the square *using the hats * using thinking models Using thinking strategies *laterally and inquisitively *using deeper/widening questioning techniques *processes and strategies to draw conclusions *analysing, interpreting and creating new info *flexible in thinking Challenging prior thinking *making connections *gaining more than a basic understanding of a topic *allow for a range of responses *thinking about our thinking

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