A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.

1. Making a difference for
students through e-learning
Increase capability of
teachers and
principals to improve
students’ learning and
achievement through
e-learning.

2. Self-review rubric
National Goal Two - Increase capability of teachers and principals
to improve students’ learning and achievement through e-learning.
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Pedagogy – Teachers and Teachers and Teachers and Teachers and School personnel
Focus on principal have no principal have principal have an principal have have successfully
student knowledge or some understanding of developed implemented
outcomes understanding of understanding of effective e- strategies and are programmes,
how to put effective e- learning running effective informed by
programmes in learning pedagogy pedagogy. Some PD which is current research,
place to achieve and have PD has been focused on the that focus on
better outcomes considered their undertaken to development of improved
for students present position. achieve improved learning outcomes for
through the use of Some staff are outcomes for programmes that students through
e-learning. specifically teachers/ students use e-learning the use of
attempting to through the use of pedagogy to effective e-
achieve better e-learning. Most achieve improved learning
outcomes for staff are actively outcomes for pedagogy.
students through involved in students. Evidence has been
the use of e- development. Personnel have captured that
learning. decided on shows improved
measurement outcomes for
strategies to students.
gauge success.

3. Self-review rubric
National Goal Two - Increase capability of teachers and principals to
improve students’ learning and achievement through e-learning.
Processes Level 1 Level 2 Level 3 Level 4 Level 5
ICT use for Any ICT use is ICT is mainly Many staff use Most staff use All, or nearly all,
learning incidental rather used to replace ICT to engage ICT to enhance staff use ICT to
and than planned traditional and motivate teaching and provide
teaching and its use teaching students in their learning opportunities for
results in little approaches, learning through experiences with creative and
benefit to with a focus on more varied approaches not independent
learning and superficial gains approaches and readily learning that
teaching. such as resources, accessible extend
presentation. leading to more through more Students’
active and traditional capacity to learn
interactive methods. for themselves
learning both within and
experiences. beyond the
school.

4. Self-review rubric
National Goal Two - Increase capability of teachers and principals to
improve students’ learning and achievement through e-learning.
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Students’ Students make Some students Many students Most students All or nearly all
learning no decisions of make decisions make informed make informed students make
with ICT their own as to about when to decisions about decisions across regular informed
when ICT may employ ICT in when to use ICT the curriculum decisions across
be the most some subjects and are able to about when to the curriculum
effective medium but often lack transfer their ICT use ICT and are about when to
for any of their confidence to capability to new confident to use ICT and are
work. transfer their ICT situations. transfer their ICT confident to
capability to new capability to new transfer their
They have no situations. They have situations. ICT capability to
expectation growing new situations.
about using ICT Some Students expectations They have clear
as a natural part have little about using ICT expectations They have high
of their learning. expectation to support their about using ICT expectations
about using ICT learning. to support their about using ICT
as a natural part learning. to support their
of their learning. learning both
within and
beyond the
school.

5. Impact on student outcomes
323 comments in the ICT PD Annual Survey 09
Comment on how the
cluster programme
has impacted on
learning outcomes for
students within your
cluster.

6. Increase in opportunities through e-learning
Students:
are able to use e-learning to extend their opportunities for
communication and collaboration (10)
have more of a voice through using ICT tools (5)
are able to communicate their learning in new ways (19)
have access to expertise beyond the classroom (1)
have opportunities share their learning with an authentic
audience
have access rich learning materials outside of the classroom (34)
are able to work at their own level with learning personalised
for them that addresses their specific needs (7)
have opportunities to use ICT tools across all curriculum areas
(25)
Information taken from the ICT PD Annual Survey Responses 2009

7. Increase in opportunities through e-learning
Students:
learning is enriched and enhanced by the use of ICT (17)
are more aware of ICT tools that are available for them to use
(18)
Information taken from the ICT PD Annual Survey Responses 2009

8. Change in student learning behaviours, attributes and skills
Students:
have higher levels of engagement (58)
have increased confidence in their learning (14)
are more motivated and enthusiastic (50)
have increased ownership of their own learning (25)
are developing higher order thinking skills (30) and are
developing key competencies in line with the new curriculum (11)
have improved their questioning skills (5) and are involved in
inquiry processes enriched by e-learning (43) which is developing
their information literacy/ research skills.
are more independent and self-managing (5)
can articulate why they use various ICT tools and what they are
learning (6)
Information taken from the ICT PD Annual Survey Responses 2009

9. Change in student learning behaviours, attributes and skills
Students:
show more creativity in their work (5)
are more aware of ICT tools that are available for them to use (18)
use ICT tools effectively to reflect on their learning (6)
are more productive when not directly supervised by a teacher (5)
improve their time management skills when using ICT tools (1)
are able to make links between learning across all curriculum
areas (1)
develop life long learning skills (2)
are less likely to be truant from school when ICT is integrated into
learning (1)
can use a range of ICT tools more effectively (36)
are able to support others in their learning of ICT tools (10)
have shown increases in numeracy skills (4)
Information taken from the ICT PD Annual Survey Responses 2009

10. Change in student learning behaviours, attributes and skills
Students:
have shown increases in literacy skills (11)
have shown increases in numeracy skills (4)
considered to be gifted and talented benefit from working with
ICT tools (2)
Information taken from the ICT PD Annual Survey Responses 2009

11. Teacher changes leading to better student outcomes
Teachers:
are more confident and enthusiastic about e-learning and therefore
provide richer classroom experiences which impacts on students
(45)
are transferring what they have learned while part of the cluster
directly into classroom practice (46)
have shifted their thinking and have focused more on the
pedagogy of learning as a result of being in the cluster leading to
improved outcomes (24)
build ICT authentically into learning tasks rather than as an add on
(49)
share ideas around e-learning leading to better programmes for
students (9) and more consistency for students across the school (9)
Information taken from the ICT PD Annual Survey Responses 2009

12. Teacher changes leading to better student outcomes
Teachers:
are presenting lesson materials in a variety of ways that cater for
different students in the classroom (13)
are using ICT tools to reinforce the learning process for students
(1)
have changed the way they develop learning outcomes with
students so that students are more focused (3)
are presenting materials to students in a media format that they
are familiar with outside of school (10) making the learning more
relevant.
have begun to use ICT tools for assessment leading to more
informed planning for students’ needs (5)
Information taken from the ICT PD Annual Survey Responses 2009

13. Improvements across the school
Classroom environments are enhanced through the use of ICT
making them a more stimulating and attractive place to work for
students (5)
Schools have invested more in infrastructure and hardware giving
students greater access to these technologies (14)
Issues around judging impacts on students
It is extremely difficult to state that changes to student outcomes
are solely a result of the use of ICT tools. The impact of these tools
can not easily be isolated from other factors (28).
There can be a inconsistencies between classrooms in a school (4)
Clusters may be focusing more on teacher development than
classroom results at this point (18)
Information taken from the ICT PD Annual Survey Responses 2009

14. “The marketing of education sees schools (and their
principals, directors and facilitators) using a briccolage of
technologies to broadcast/advertise their individual successes
- the cult of me - but at the same time schools fail to share
valid or reliable data on how well they are adding value to
student learning outcomes across their school / cluster or
area. It is challenging for ICT PD facilitators to be expected to
hone their practice - to claim effectiveness - claim to improve
outcomes - when "engagement" remains an acceptable
measure of success - when we in truth have limited valid and
reliable measure of the shifts in learning outcome that result
from our industry or interventions.”
Comment by ICT PD facilitator for discussion

15. Questions for discussion
Where can you source the latest research on e-learning to
inform your programme development?
How do you evaluate the success of the cluster programme in
relation to student outcomes?
How can you capture evidence to demonstrate the impact on
students to inform next steps and to use in reporting?
How do you work towards whole school change rather than
pockets of innovation?
What are examples of creative and independent learning
opportunities for students?
How do you empower students to make decisions about the
use of e-learning tools?