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Teacher survey 2010
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Teacher survey 2010

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  • Transcript

    • 1. Teacher ICT PD Needs Analysis Mantar Cluster
    • 2. Pedagogy
    • 3. Pedagogy
    • 4. What does the term ‘pedagogy’ mean to you?
    • 5. What does the term ‘pedagogy’ mean to you?
    • 6. What does the term ‘pedagogy’ mean to you? Thinking about learning, knowledge that underpins how to teach
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. ICT
    • 26. ICT
    • 27. What do you understand the term ‘ICT’ to mean?
    • 28. What do you understand the term ‘ICT’ to mean? Common word in nearly all responses: Communicate
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. ICT Confidence
    • 45. ICT Confidence
    • 46. ICT Confidence
    • 47. ICT Confidence 41.1% of our teachers are not confident or are only beginning to feel confident in using ICT...
    • 48. Give an example of how you use ICT to deliver the NZ Curriculum
    • 49. Give an example of how you use ICT to deliver the NZ Curriculum Blogs, websites, intranet, email, wikis
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Current use of ICT Tools in learning
    • 66. Current use of ICT Tools in learning
    • 67. Current use of ICT Tools in learning
    • 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. 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. How do you think you can incorporate ICT into the following areas:
    • 71. How do you think you can incorporate ICT into the following areas: Literacy
    • 72. How do you think you can incorporate ICT into the following areas: Literacy Exploring questions from inquiry *research/communication *publishing, planning, responses
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. How do you see ICT being used to raise achievement in your teaching and learning programmes?
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Preparation for use of ICT in the classroom now
    • 120. Preparation for use of ICT in the classroom now
    • 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. 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. List the ICT tools you use regularly in your teaching and learning programmes:
    • 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. 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. Web 2.0 Tools
    • 127. Web 2.0 Tools
    • 128. Web 2.0 Tools What is our goal for this?
    • 129. Web 2.0 Tools
    • 130. Web 2.0 Tools 76.5% of our teachers have used 2 or less Web 2.0 Tools
    • 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. How will you use ICT to allow students to communicate with local, national and global audiences?
    • 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. 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. Give an example of how you use ICT to teach the Key Competencies
    • 136. Give an example of how you use ICT to teach the Key Competencies Digital cameras to photograph of learning and behaviour
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Key Competencies
    • 155. Key Competencies
    • 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. 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. Challenges in delivering ICT
    • 159. Challenges in delivering ICT
    • 160. Challenges in delivering ICT
    • 161. Challenges in delivering ICT The three largest factors in preventing the
    • 162. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are:
    • 163. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment
    • 164. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment * Time
    • 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. Inquiry and Higher Order Thinking
    • 167. Inquiry and Higher Order Thinking
    • 168. What is your understanding of the following terms:
    • 169. What is your understanding of the following terms: Inquiry
    • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
    • 180. 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 Accessing curriculum to a greater depth *students manipulate information and ideas to transform meaning and gain deeper understanding
    • 181. Higher Order Thinking
    • 182. Higher Order Thinking
    • 183. Higher Order Thinking
    • 184. Higher Order Thinking 41.2 % of our teachers have either ‘Never’ or only ‘Occasionally’ used tolls to promote higher order thinking.
    • 185. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking
    • 186. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT
    • 187. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge
    • 188. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities
    • 189. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities
    • 190. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry
    • 191. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge
    • 192. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples
    • 193. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message
    • 194. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message
    • 195. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message Higher Order Thinking
    • 196. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message Higher Order Thinking 72% of respondents were unable to offer any prior knowledge
    • 197. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message Higher Order Thinking 72% of respondents were unable to offer any prior knowledge * Thinking hats (De Bono), MI intertwined with Blooms *MI, De Bono’s hats, Habits of Mind *thinking tools ideas, graphic organisers *DATT trained *use of Blooms, thinking hats, graphic organisers, formative strategies
    • 198. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message Higher Order Thinking 72% of respondents were unable to offer any prior knowledge * Thinking hats (De Bono), MI intertwined with Blooms *MI, De Bono’s hats, Habits of Mind *thinking tools ideas, graphic organisers *DATT trained *use of Blooms, thinking hats, graphic organisers, formative strategies
    • 199. What skills/knowledge can you share with your school and/or the Cluster in terms of ICT, Inquiry and Higher Order Thinking ICT 60% of respondents were unable to offer any prior knowledge *ICT paper as part of BEd * ability to help out when needed * use of projector, powerpoint, publisher *basic knowledge of Apple and PC platforms *Blogs *Use of IWB resources available on net *How to use different Web 2.0 tools and put them into practice in the classroom * Web 2.0 applications, action plans, change of teacher pedagogy * Ideas how to incorporate ICT into daily porgrammes and planning, discuss hardware options for schools, activities Inquiry 56% of respondents were unable to offer any prior knowledge *Work collaboratively *Paper at University *effective internet researching, triangular validation *planning/process of Inquiry * investigations of how different schools have approached the topic *Kath Murdoch course and book *teaching DATT as a tool for inquiry *how to integrate the big questions *introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message Higher Order Thinking 72% of respondents were unable to offer any prior knowledge * Thinking hats (De Bono), MI intertwined with Blooms *MI, De Bono’s hats, Habits of Mind *thinking tools ideas, graphic organisers *DATT trained *use of Blooms, thinking hats, graphic organisers, formative strategies
    • 200. ICT and Higher Order Thinking
    • 201. ICT and Higher Order Thinking
    • 202. ICT and Higher Order Thinking
    • 203. ICT and Higher Order Thinking
    • 204. ICT and Higher Order Thinking 45.2% have used less than 2 forms of ICT in their Inquiry Process to promote Higher Order Thinking.
    • 205. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking?
    • 206. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT
    • 207. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies
    • 208. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently
    • 209. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system
    • 210. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry
    • 211. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry To Make One Work!
    • 212. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry To Make One Work! Integration *to integrate inquiry across all areas (integrated curriculum) *incorporating into everyday teaching more frequently
    • 213. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry To Make One Work! Integration *to integrate inquiry across all areas (integrated curriculum) *incorporating into everyday teaching more frequently Building on *add to variety of strategies *more student directed * encourage independent thinking * adopt a model and work with it *become more familiar with its process *learn a better way to use inquiry learning with junior school *to build on work already undertaken *use different models for the students to record their questioning and learning *teach children how to ask questions
    • 214. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry To Make One Work! Integration *to integrate inquiry across all areas (integrated curriculum) *incorporating into everyday teaching more frequently Building on *add to variety of strategies *more student directed * encourage independent thinking * adopt a model and work with it *become more familiar with its process *learn a better way to use inquiry learning with junior school *to build on work already undertaken *use different models for the students to record their questioning and learning *teach children how to ask questions Higher Order Thinking
    • 215. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry To Make One Work! Integration *to integrate inquiry across all areas (integrated curriculum) *incorporating into everyday teaching more frequently Building on *add to variety of strategies *more student directed * encourage independent thinking * adopt a model and work with it *become more familiar with its process *learn a better way to use inquiry learning with junior school *to build on work already undertaken *use different models for the students to record their questioning and learning *teach children how to ask questions Higher Order Thinking Learn More About it!
    • 216. What goals do you have for yourself this year in terms of ICT, Inquiry and Higher Order Thinking? ICT To be more knowledgeable in the use of ICT in the classroom * to improve my computer literacy * become more competent with technologies Students use ICT to enhance their learning *use it more effectively and with more consistency * create a culture of discovery *get the students to run our classroom blog, gaining more ICT skills *get Year 1 students using ICt more confidently Tools *finding out about new ones *blogs *data projector * use all available resources in the class on a regular basis * Web 2.0 tools *Smart Board *school management system * school computer system Inquiry To Make One Work! Integration *to integrate inquiry across all areas (integrated curriculum) *incorporating into everyday teaching more frequently Building on *add to variety of strategies *more student directed * encourage independent thinking * adopt a model and work with it *become more familiar with its process *learn a better way to use inquiry learning with junior school *to build on work already undertaken *use different models for the students to record their questioning and learning *teach children how to ask questions Higher Order Thinking Learn More About it! *using Blooms across curriculum and more creative thinking activities *consolidate *different ideas, theories * encourage a variety of approaches *ask more in depth questions *continue using DATT tools and thinking hats *teach new entrant DATT tools *Web 2.0 tools
    • 217. What Professional Development would you like to undertake to meet these goals?
    • 218. What Professional Development would you like to undertake to meet these goals? Observations
    • 219. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class
    • 220. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools
    • 221. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight
    • 222. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight
    • 223. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time!
    • 224. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time!
    • 225. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools
    • 226. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype
    • 227. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD
    • 228. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board
    • 229. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board
    • 230. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project
    • 231. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops
    • 232. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops
    • 233. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops
    • 234. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading
    • 235. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading
    • 236. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion
    • 237. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion
    • 238. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion Facilitator
    • 239. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion Facilitator Talk to Mary about management of this at this level
    • 240. Planning using ICT
    • 241. Planning using ICT
    • 242. How does your school use ICT to plan, manage, evaluate and communicate information?
    • 243. How does your school use ICT to plan, manage, evaluate and communicate information? Communication
    • 244. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email
    • 245. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website
    • 246. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites
    • 247. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet
    • 248. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders
    • 249. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar
    • 250. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar
    • 251. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment
    • 252. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager
    • 253. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP
    • 254. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC
    • 255. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE
    • 256. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs
    • 257. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 258. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 259. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 260. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 261. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 262. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 263. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 264. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Planning bubble Network folders Google Calendar Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 265. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Planning bubble Network folders Google Calendar Presentation Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 266. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Planning bubble Network folders Google Calendar Presentation Laptops/data projector Assessment Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 267. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Planning bubble Network folders Google Calendar Presentation Laptops/data projector Assessment Powerpoint Classroom Manager eTAP MUSAC ASTLE ICT - graphs School Master
    • 268. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Planning bubble Network folders Google Calendar Presentation Laptops/data projector Assessment Powerpoint Classroom Manager eTAP Other MUSAC ASTLE ICT - graphs School Master
    • 269. How does your school use ICT to plan, manage, evaluate and communicate information? Communication Planning Email ICT School website Word processing Other websites Publisher Intranet Planning bubble Network folders Google Calendar Presentation Laptops/data projector Assessment Powerpoint Classroom Manager eTAP Other MUSAC Smart Board ASTLE ICT - graphs School Master
    • 270. Strategic Planning
    • 271. Strategic Planning
    • 272. School expectations
    • 273. School expectations
    • 274. ICT in daily teacher practice
    • 275. ICT in daily teacher practice
    • 276. ICT in daily teacher practice
    • 277. ICT in daily teacher practice 61.1% are using ICT as a significant tool in their planning.
    • 278. ICT in daily teacher practice 61.1% are using ICT as a significant tool in their planning. This correlates to 58.8% of teachers using ICT to enhance student learning. Empowering teachers to use these tools themselves, will have a positive impact on their using these with their students.
    • 279. What do you understand the term ‘Information Literacy’ to mean?
    • 280. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
    • 281. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact."
    • 282. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following:
    • 283. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure
    • 284. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT
    • 285. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning
    • 286. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning 21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate, make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing the information, cross checking and using information to gain new understanding and to inform/communicate with others *to recognise when information needs to be found and then where to go to find that information *looking at the research and information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve, analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem solving, decision making and research
    • 287. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning 21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate, make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing the information, cross checking and using information to gain new understanding and to inform/communicate with others *to recognise when information needs to be found and then where to go to find that information *looking at the research and information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve, analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem solving, decision making and research 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message
    • 288. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning 21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate, make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing the information, cross checking and using information to gain new understanding and to inform/communicate with others *to recognise when information needs to be found and then where to go to find that information *looking at the research and information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve, analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem solving, decision making and research 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message
    • 289. Community input
    • 290. Community input
    • 291. Students sharing with the community
    • 292. Students sharing with the community
    • 293. Students sharing with the community
    • 294. Students sharing with the community Blogs and wikis were the most popular tool for delivery of learning by ICT
    • 295. Students sharing with the community Blogs and wikis were the most popular tool for delivery of learning by ICT Over 85% were still consistently using traditional forms of reporting
    • 296. Students sharing with the community Blogs and wikis were the most popular tool for delivery of learning by ICT Over 85% were still consistently using traditional forms of reporting Some are doing both - so what now for reporting in the future?
    • 297. Lead Teachers Responses
    • 298. Lead Teachers Responses
    • 299. What do you see your roles and responsibilities to be as a Lead Teacher?
    • 300. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom
    • 301. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked
    • 302. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge
    • 303. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning
    • 304. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate
    • 305. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision
    • 306. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision Monitor effective use of ICT in the classroom
    • 307. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision Monitor effective use of ICT in the classroom Communicate and update staff on Cluster requirements
    • 308. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision Monitor effective use of ICT in the classroom Communicate and update staff on Cluster requirements Share knowledge of new tools
    • 309. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision Monitor effective use of ICT in the classroom Communicate and update staff on Cluster requirements Share knowledge of new tools Work with principal
    • 310. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision Monitor effective use of ICT in the classroom Communicate and update staff on Cluster requirements Share knowledge of new tools Work with principal Work out a line of attack
    • 311. What do you see your roles and responsibilities to be as a Lead Teacher? Integrate new skills into the classroom Find answers to questions asked Lead, support and share knowledge Encourage others to share their learning Support, engage and motivate Develop future vision Monitor effective use of ICT in the classroom Communicate and update staff on Cluster requirements Share knowledge of new tools Work with principal Work out a line of attack Keep asking questions
    • 312. Describe best practice in ICT as you see it
    • 313. Describe best practice in ICT as you see it Student centered, meaningful, enhances learning
    • 314. Describe best practice in ICT as you see it Student centered, meaningful, enhances learning Reinforcing the learning already done
    • 315. Describe best practice in ICT as you see it Student centered, meaningful, enhances learning Reinforcing the learning already done Being open to new learning, respecting digital and e-learning as the way forward
    • 316. Describe best practice in ICT as you see it Student centered, meaningful, enhances learning Reinforcing the learning already done Being open to new learning, respecting digital and e-learning as the way forward Teachers using ICT as a tool to enhance effective delivery of the curriculum
    • 317. Describe best practice in ICT as you see it Student centered, meaningful, enhances learning Reinforcing the learning already done Being open to new learning, respecting digital and e-learning as the way forward Teachers using ICT as a tool to enhance effective delivery of the curriculum Best practice using ICT will be about knowing the capabilities of the tool/s and making conscious links to learning.
    • 318. Describe best practice in ICT as you see it Student centered, meaningful, enhances learning Reinforcing the learning already done Being open to new learning, respecting digital and e-learning as the way forward Teachers using ICT as a tool to enhance effective delivery of the curriculum Best practice using ICT will be about knowing the capabilities of the tool/s and making conscious links to learning. Doing what you can the correct way no matter how small
    • 319. What do you understand Strategic Planning to be in terms of this project and your school?
    • 320. What do you understand Strategic Planning to be in terms of this project and your school? Huge part to ensure stuff actually happens
    • 321. What do you understand Strategic Planning to be in terms of this project and your school? Huge part to ensure stuff actually happens That a lot of planning has gone into this project and will need to continued. I will need to have action plans to break down our journey into manageable bites
    • 322. What do you understand Strategic Planning to be in terms of this project and your school? Huge part to ensure stuff actually happens That a lot of planning has gone into this project and will need to continued. I will need to have action plans to break down our journey into manageable bites Planning ahead with a clear picture of where the school/cluster needs to be and how to go about achieving this
    • 323. What do you understand Strategic Planning to be in terms of this project and your school? Huge part to ensure stuff actually happens That a lot of planning has gone into this project and will need to continued. I will need to have action plans to break down our journey into manageable bites Planning ahead with a clear picture of where the school/cluster needs to be and how to go about achieving this Work out a broad plan based on the big picture. eg by the end of term 2 each class will be able to share their work using kidpix for example. It may be let's all look at the programmes we already have on our desktops and how we can best use them. Peer tutoring would work well. (young/ older classes)
    • 324. What do you understand Strategic Planning to be in terms of this project and your school? Huge part to ensure stuff actually happens That a lot of planning has gone into this project and will need to continued. I will need to have action plans to break down our journey into manageable bites Planning ahead with a clear picture of where the school/cluster needs to be and how to go about achieving this Work out a broad plan based on the big picture. eg by the end of term 2 each class will be able to share their work using kidpix for example. It may be let's all look at the programmes we already have on our desktops and how we can best use them. Peer tutoring would work well. (young/ older classes) Working together in the school and Mantar project on how we will develop
    • 325. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be?
    • 326. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT
    • 327. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless
    • 328. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation
    • 329. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital
    • 330. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes
    • 331. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well
    • 332. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board
    • 333. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board
    • 334. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry
    • 335. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model
    • 336. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation
    • 337. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning
    • 338. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input
    • 339. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input Establish a working model and talk the same talk
    • 340. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input Establish a working model and talk the same talk To happen on a regular basis
    • 341. What do you see your schools greatest goals in ICT, Inquiry and Higher Order Thinking to be? ICT Higher Order Thinking Reliable network and wireless School wide matrix - eg in Year 1 they learn specific Across the school implementation thinking tools Embracing all things digital Across the school implementation Effective integration into classroom programmes Continue to support DATT work with our colleagues Plan for it - share tools and programmes that work well Upskill staff in this area Getting all on board Establish a model - display key words To know more about this Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input Establish a working model and talk the same talk To happen on a regular basis
    • 342. How will you engage your school community in this project?
    • 343. How will you engage your school community in this project? School newsletter, letters to parents encouraging them to comment on their child's learning, celebration of learning days where parents come into the classroom to see the learning
    • 344. How will you engage your school community in this project? School newsletter, letters to parents encouraging them to comment on their child's learning, celebration of learning days where parents come into the classroom to see the learning Newsletter, Website, Assemblies
    • 345. How will you engage your school community in this project? School newsletter, letters to parents encouraging them to comment on their child's learning, celebration of learning days where parents come into the classroom to see the learning Newsletter, Website, Assemblies Through newsletter, notes home and parent nights
    • 346. How will you engage your school community in this project? School newsletter, letters to parents encouraging them to comment on their child's learning, celebration of learning days where parents come into the classroom to see the learning Newsletter, Website, Assemblies Through newsletter, notes home and parent nights Newsletter, invites to events/displays, new website
    • 347. How will you engage your school community in this project? School newsletter, letters to parents encouraging them to comment on their child's learning, celebration of learning days where parents come into the classroom to see the learning Newsletter, Website, Assemblies Through newsletter, notes home and parent nights Newsletter, invites to events/displays, new website Sharing and modelling and have support ICT Buddies...collectively explore a programme and share sutdent successes at differening levels. Set aside staff workshops at staff meetings etc studfenmt
    • 348. How will you engage your school community in this project? School newsletter, letters to parents encouraging them to comment on their child's learning, celebration of learning days where parents come into the classroom to see the learning Newsletter, Website, Assemblies Through newsletter, notes home and parent nights Newsletter, invites to events/displays, new website Sharing and modelling and have support ICT Buddies...collectively explore a programme and share sutdent successes at differening levels. Set aside staff workshops at staff meetings etc studfenmt Unsure, but would like to hold an evening.
    • 349. How do you see the ICT PD Cluster helping your school to achieve it's own school wide goals?
    • 350. How do you see the ICT PD Cluster helping your school to achieve it's own school wide goals? It will enhance what is already happening and raise student motivation and achievement More resources to tap in to Being able to draw on the skills of the other people in our cluster. By providing effective and relevant PD for staff and support networks At first I think it is about us a staff being more collaborative, and sharing more- too much outside input at this stage will bombard the staff. Support us with what we need.
    • 351. Ordinary people, do extraordinary things

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