Board of Trustees Presentation 20 July

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Presentation of how ICT has added value to teaching and learning at Hurupaki School.

Presentation of how ICT has added value to teaching and learning at Hurupaki School.

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  • The new curriculum that we are now working from recognises the challenges existing in the global environment and sets out this vision for our children. The definition of Information Literacy as set out in “Enabling the 21st Century Learner”
    Ministry of Education (P2)
  • The new curriculum that we are now working from recognises the challenges existing in the global environment and sets out this vision for our children. The definition of Information Literacy as set out in “Enabling the 21st Century Learner”
    Ministry of Education (P2)
  • The new curriculum that we are now working from recognises the challenges existing in the global environment and sets out this vision for our children. The definition of Information Literacy as set out in “Enabling the 21st Century Learner”
    Ministry of Education (P2)
  • The new curriculum that we are now working from recognises the challenges existing in the global environment and sets out this vision for our children. The definition of Information Literacy as set out in “Enabling the 21st Century Learner”
    Ministry of Education (P2)
  • Key Competencies arose from an OECD summit where several countries met to discuss desirable attributes for their citizens.
    The ones that NZ policy makers felt were important for NZ were identified and required to be incorporated into the new Curriculum.
  • Key Competencies arose from an OECD summit where several countries met to discuss desirable attributes for their citizens.
    The ones that NZ policy makers felt were important for NZ were identified and required to be incorporated into the new Curriculum.
  • Key Competencies arose from an OECD summit where several countries met to discuss desirable attributes for their citizens.
    The ones that NZ policy makers felt were important for NZ were identified and required to be incorporated into the new Curriculum.
  • These are the main competencies chosen to link with our new curriculum.
    We are charged with actively incorporating these into every curriculum area.
    These dove-tail neatly into all elearning activities.
  • I asked the staff what they felt was the biggest advantage to their students of having the COW laptops. Motivation was overwhelmingly the most commonly mentioned word. Children who tend not to be so involved in normal class situations are keen to use the laptops.
    e.g. Joel, a formerly reluctant writer who now “begs” to use the laptop to do his creative writing.
  • This photo speaks for itself.
    To roam around the classroom with a camera and not have a “poser” with an interesting facial expression is particularly rare.
    Behaviour problems are not an issue with use of technology. On task children=greater engagement with the learning.
  • The Key Competency of relating to others...children are great problem-solvers and very supportive of each other. We use a system of buddy classes at Hurupaki. The older students are terrific mentors and role-models for the younger ones. Not just senior/junior classes, but middle/junior as well. Tell about Kennedy and the ANZAC postcards training others.
  • Children are able to make their own decisions as to how they would like to present their findings, and are able to reflect upon, and justify why they have chosen specific formats.
  • An example of ANZAC Day posters. produced using Comic Life to show learning from our Term 2 study
  • Children are not afraid to explore when they are using the Technology.
    It is not uncommon for them to come up with suggestions. Many are taking the initiative to extend and enhance their own learning.

  • A great advantage of having technology is the way it enables children who find it difficult to physically write neatly.
    Difficult to identify the outcomes from special needs children in other methods of presentation.
    A special needs child found it difficult at first, but was able to recognise and celebrate her own learning. (Show an example of the original written text for audience to compare with the published version)
    “It is easier to do work on the COW than with my hand,” says Dan. And success breeds success.
    In the same way, having technology enables the more able and gifted children to progress at their own rate.

  • An example of a poem independently written and published by a year 4 student.
    Assisted by another who had the knowledge of layout and process.
    An excellent example of teamwork in action.

  • Every child in Pod 7 could easily explain more than one way that they felt having the COW has helped them with their learning.
    See the Pod 7 wiki reflections....share some of them with the group.
    hurupakipod7.wikispaces.com
  • Children have had experience with support websites for maths (basic facts ) and spelling.
    There is a noticeable difference in monthly test results between those children who are able to access these sites from home - and do so, and those who do not use them.
    Teachers use photobooth to record children reading. The children then watch and listen to themselves. This has made a huge difference to their fluency, and overall progress.
  • Our school website has links to every class...blog or wiki, a place where we really celebrate
    learning.
    As teachers we celebrate our learning too!

Transcript

  • 1. How has having technology added value to Student achievement Teaching and Learning at Hurupaki School?
  • 2. New Curriculum “Enabling the 21st Century Learner - Ministry of Education (P2)
  • 3. New Curriculum Confident “Enabling the 21st Century Learner - Ministry of Education (P2)
  • 4. New Curriculum Confident connected “Enabling the 21st Century Learner - Ministry of Education (P2)
  • 5. New Curriculum Confident connected actively involved “Enabling the 21st Century Learner - Ministry of Education (P2)
  • 6. New Curriculum Confident connected actively involved lifelong learners “Enabling the 21st Century Learner - Ministry of Education (P2)
  • 7. Key Competencies
  • 8. Key Competencies Outcomes from OECD summit
  • 9. Key Competencies Outcomes from OECD summit Knowledge, attitudes, values and skills
  • 10. Key Competencies Outcomes from OECD summit Knowledge, attitudes, values and skills Capabilities for living and lifelong learning
  • 11. The 5 Key Competencies Thinking Using language, symbols and texts managing self relating to others participating and contributing
  • 12. Motivation “Please can I use the cow to publish my story.”
  • 13. Engagement Nobody moved... even when the bell rang
  • 14. Relationships “Try using ‘command, shift 4’ to send the screenshot to the desktop” Year 3 & 4 students
  • 15. Student Choice Children can exercise choice in the way they present their findings from inquiry studies
  • 16. Middle Syndicate ANZAC Posters Year 3 & 4 Students
  • 17. Ownership of Learning “One way the COW has helped me with my learning is to show us more about what we want to learn about.”
  • 18. Increased Capability Enables less-capable children to produce quality published work
  • 19. Student Voice - Reflections One way the COW has helped me is when I am publishing off my draft writing to make it neat. It has helped me with my reading on the COW. I can watch myself and hear myself. Jack
  • 20. Student Achievement “In February I got 20 and now I have got 51”
  • 21. Sharing our Learning