Kio+KIo+M4

As a ‘new’ principal to Kio Kio School in Term 2 I looked closely at our school’s infrastructure. It quickly became clear that it needed to be strengthened to allow all users to have integrated, easy and consistent access. Frustration levels were very high and the teachers and students were working hard to use an aging system that had been outgrown by the school’s needs. This required both a change in technical support and a server upgrade. I then arranged for school email accounts to be moved to a google platform and worked with the school’s new ICT technician to set up gmail for teachers and students.
 * From the Principal **

We still require a great deal of investment in data projectors, notebooks or similar, and workstations. This has been discussed with the BOT and Supporters’ Committee. We have prioritised ceiling mounted data projectors for all classrooms, and by the end of the year hopefully will achieved this.

I have negotiated to continue a ‘borrowing arrangement’ with 10 notebooks, these are extensively used by students for Year 4-8. We are still working to have wireless access ‘anywhere, anytime’ across the school using these notebooks and teacher laptops.

Modern learning environment furniture is being considerated, as we are using a myriad of desks and chairs, much of which is ergonomically unsuitable for student (and teacher) needs.

I work as much as possible myself with ICT as a tool in my role as principal and in leading change at Kio Kio School. Our lead teacher has been encouraged to facilitate e-learning through staff meetings, one-to- one support with teachers, attending ICT PD opportunities, facilitating a workshop at a call-back day, and general ICT support around the school. We have encouraged the use of blogs and wikis- most teachers now use these regularly and one class has used their class wiki extensively over the past three terms.

Two teachers attended Learning@Schools in 2011, and I am hoping to have 3 attend in 2012.

ICT goals were developed by each teacher as part of their professional goal setting and used as part of the appraisal process. Teachers are reflecting on and discussing their own use of ICT and how to integrate ICT across learning opportunities throughout the school. We will continue to develop this in 2012.

I see a growing use of ICT as a tool throughout teaching and learning programmes at Kio Kio School. Students in all rooms are using ICT seamlessly and naturally as part of their learning. Teachers are seeing that digital cameras can be used by students to engage and enhance their learning. Planned and unplanned use of these is growing as teacher confidence develops. Teachers are planning for use of ICT in their teaching programmes as part of the learning opportunities at a whole class, group and independent level. Principal and staff walk-throughs show a range of ICTs being used across the curriculum in classrooms.

The process of inquiry throughout the school is developing. Strengthening professional development, continuous self review and curriculum documentation is essential. This is currently being worked on and will form the basis of our PD in 2012 alongside IC PD.

We will be addressing the development of a cybersafety policy and cybersafety agreements before the end of the 2011 school year in readiness for 2012.

appropriate and preparatory for the world in which they will function as adults
 * Schools will use e-learning to give effect to the New Zealand Curriculum / Te Marautanga o Aotearoa by increasing the capability of ** :-
 * National Goal || Cluster Goals || Success Indicators || Evidence could be - || Links to Evidence ||
 * Students to become successful digital citizens || To assist teachers to provide opportunities for students to work in ways
 * Students to become successful digital citizens || To assist teachers to provide opportunities for students to work in ways

To develop teacher understanding and use of online areas so that they and their students will regularly work in online environments and follow netiquette. || Each school has explored their understanding of digital citizenship and implemented programmes that have enabled students to develop necessary skills, values and processes.

Students are responsible users of the internet aware of how to operate safely and treat other people in this online environment. . || Student voice (video, text, audio) Teacher voice Photos Blog / wiki posts Rubrics ||  || and responsible users of technology who collaborate and problem solve to meet challenges || Students are exploring new software / web 2.0 tools and are problem solving and collaborating both face-to-face and online to teach themselves and others
 * || To upskill teachers to ensure that students will become regular, informed

Students are regular users of a range of ICTs within their learning programmes and are able to select appropriate tools. || Student voice Teacher voice Photos Blog / wiki posts Rubrics Examples of Students using a variety of tools ||  || of e-learning in their schools (strategic and operational) || Principals will lead and resource ICTPD in their schools through strategic and operational planning, which addresses professional development, infrastructure and sustainability that enhances effective teaching and learning programmes || E-learning is an integral part of all school documentation, including planning and appraisal goals Principals are leading the professional learning of the process of inquiry throughout the school. Distributive leadership is evident across the school Principals are modelling and facilitating e-learning for their teachers, during professional learning Classroom walkthroughs show that the new learning is being embedded in classrooms. Schools are well resourced to meet e-learning needs of students || Unit Plans showing student use of ICTs, links and thinking strategies Snapshot of appraisal goals and reflective practice Lead teacher leadership Principal use of ICTs during PD Principal reflections on focused walk throughs ICT Strategic planning included vision, professional development, planned expenditure based on needs ||  || creating an innovative and exciting learning environment for all students || Teachers will plan innovative programmes that excite and motivate learners through authentic concepts that allow for student input into decision making || Teachers’ planning includes relevant, purposeful, meaningful, coherent, e-learning opportunities focused around authentic conceptual understandings based on identified school and student needs Students are using an inquiry approach to learning Students are motivated learners, able to articulate their learning, reflect on their learning processes and outcomes, and set next steps Teachers and students are contributing and responding to online environments || Concept unit planning Examples of student inquiry Student voice about their learning / goal setting Students contributing / responding in online environments Teacher reflections ||  || Schools share changes in pedagogy and technology with family and whanau || Principals and teachers are reporting evidence of progress in all curriculum areas and particularly literacy through the use of e-learning. Family and whanau havare accessing and contributing to class wikis / blogs Family and whanau are informed of changes in pedagogy through school websites, newsletters and attending face-to-face and community meetings. || Student samples of literacy on blogs / wikis - audio, video, visual Parents communications on wiki / blogs School facebook pages Newsletters Websites Parent evenings/ afternoons ||  || of the challenges and opportunities afforded by e-learning* || Schools will make regular contributions to professional online community sites, including KCC wikis, blogs and the VLN || The cluster contributes stories to the VLN that demonstrate the challenges and successes they are experiencing as part of the programme development, including teacher reflection and further action plans. || School stories focused around cluster goals uploaded to cluster page as a resource in VLN. ||  ||
 * Principals to lead the integration
 * Principals to lead the integration
 * Teachers to integrate e-learning effectively into their practice
 * Teachers to integrate e-learning effectively into their practice
 * Family and whānau to actively participate in their child’s learning || Schools will share, with family and whanau, students’ progress and achievement.
 * Family and whānau to actively participate in their child’s learning || Schools will share, with family and whanau, students’ progress and achievement.
 * The sector by sharing online professional reflections to inform colleagues
 * The sector by sharing online professional reflections to inform colleagues