Hangatiki School Milestone 2

Goal 1 Evidence:

Shared Vision for E-Learning and ICT (A statement developed through Hangatiki Curriculum Development Call back Day discussions)

E-learning offers experiences that are rich in information and diversity of perspectives, enabling us to connect information and to create new knowledge,
connecting us with the world outside our classrooms.


E-learning is an essential aspect of the Hangatiki School Curriculum as:
  • It enables students to make connections with each other, with the immediate school and home community and with communities outside the students' experience.
  • It encourages students to extend their thinking and questioning skills through integrated curricula inquiry
  • It supports a tuakana-teina approach to collaborative learning
  • It facilitates the establishment of a community of life-long learners within the school grounds and off-site

School-wide Resources Developed to Support E-Learning Across the Curriculum:
  • School Wiki
  • Teachers Wiki
  • Class Blogs: Room 2, Room 4
  • 4 computers in Room 4, 6 computers in Room 2 and associated software programmes; Microsoft Office, Photostory, Comiclife, Audacity
  • Green-screen resources for film production

Teacher Voice - Maria
"E-learning activities such as sharing on our blog have meant the senior students and junior students have been able to work together and learn from each other. Senior students have created help card instructions and worked 1:1 with junior students to create their goals using voki (Ben's Term 4 Goals Vok) and photostories based on shared experiences. Senior students are beginning to give the juniors helpful feedback on their learning. This co-operative learning has increased the students' motivation to read and write and share their work online because they feel they've got a real audience.
The kids are also really motivated to use the maths digital learning experiences on our wiki. This works really well as a follow-up learning experience after students have shown understanding of a new strategy or knowledge concept. It gives them a way of practising that they don't get bored with and where they can work together and compete with each other. I need to include some digital objects in our reading tumble for groups next as the kids have really enjoyed this learning. Sharing with the other schools in the cluster has meant it's been less work gathering the right learning objects for the kids working at each stage. I still need to work out a way of getting the students to reflect on their learning in these activities more effectively. We talk about it when I see each group next for a teaching session and they write a comment in their math book. Maybe I can get the kids to record a simple statement about what they were learning using the Easi-Speak and collect them in their reflections file."

Teacher Voice - Jo
"We've come a long way in developing a culture in Room 2 where students are motivated to learn and to accept and share helpful feedback with each other. I think e-learning has played a vital role in this. An good example of this is students' current learning about how to write a persuasive argument (see unit). Students have used online tools to help plan out their ideas for developing into full paragraphs. They have then drafted their arguments and are putting them on their blog so others can give them critical feedback. Students will then edit and improve their arguments accordingly [example from blog].
We are using the wiki as a place for students to interact in pairs and individually with a range of digital learning objects appropriate to their current learning stage in Numeracy. We have used some digital learning objects to support learning in reading (based on reading groups) in the first two terms but found this wasn't as appropriate as other text-based resources to our integrated inquiry learning in terms three and four.
Our Inquiry Unit for this term has focussed around the concept of 'Special Places''. Students have researched a number of inquiry-based questions in relation to the history of the Hangatiki area and have been involved in representing their inquiry through a multi-media production. This has involved students creating their own sound-track recordings using Audacity as part of our learning in Sound Arts, dramatising key events using green-screen technology and incorporating their own kapa haka live performance. At present we are involved in learning to edit our movies with Pinnacle."

Reflection Journal - Jo
Reflection Journal - Jocelyn
Reflection Journal - Maria

Student Voice - Phoenix Y8, Room 2
"It's cool how we can all write our stuff on the class blog. When the others [students from the class] were away on camp we could tell them what had been happening. We put up photos on YouTube and did Vokis so anyone in the world can see them. Ngaremu and Gibson did a Photostory on the train that derailed outside our school and heaps of people commented on it - including a class in Thailand who told us about how trains derail over there. Our family and our mates can all see what we've been doing. My Mum in Gisborne can read the recipe I made for our MasterChef challenge that won the first place. If they want to comment though they have to write sensible comments or Mrs Russell won't put it up [post the comment on the blog]. We get to read other kids writing from Otorohanga and around the world. We have to write a compliment, recommendation and a comment on something we found interesting when we post on their site. It's much better than when we used to write stuff to go on the wall because no-one would read it and if you wanted to change something you had to take it down and start all over again. Now we can fix stuff up easily."


Student Voice - Filma Y7, Room 2
"Now that we have computers in our room we use them all the time. The first day they were there we learnt about how to search properly by joining our key words using speech marks and the plus sign. We also got to use some new search engines other than google off our wiki. We found heaps of stuff about Rewi Maniapoto instead of all the sites with just maniapoto in it. We learnt to get ideas and photos from all the sites to answer our question on a word document. We saved it in our own file and printed it. We did this all in one afternoon. It was much faster than having to use the library. We also get to write on our blog every day and to read other peoples stuff. I got to help teach the juniors how to put their Photostories onto Youtube. It was cool watching them doing stuff. We all get to read other people's blogs and especially the juniors. We write comments for them to help them with their writing. You have to be careful what you write because our class got upset when someone wrote something as a joke on Ocean's profile. The teachers can tell if you write something mean or stupid and it will be on the internet forever so we know not to do it."


Goal 2 Evidence

ICT Goals and Appraisal:
Jo's Goal (Y5-8 Teacher, Lead Teacher ICT) To lead schoolwide delivery and implementation of Information Communication Technology by:
  • Attending ICT Lead Teacher meetings
  • Working with ICT Facillitator to promote ICT's in the school
  • Supporting teachers to implement e-learning thinking, skills and technology into learning programmes

Actions Taken to Achieve Goal:
  • Developed classroom blogs and wiki and facilitated teacher professional development in both through 1:1 workshops and scheduled staff meetings
  • Attended ICT Lead Teacher Meetings and Cluster Sharing Meetings and presented at both
  • 1:1 sessions with staff to support the implementation of e-learning into literacy, numeracy and inquiry-learning unit
  • Creation of a Staff wiki to assist in the sharing and long-term collection of resources
  • Creation and sharing of planning and other school documents through Google docs

Maria's Goal (Y0-4 Teacher) To fully utilise schoolwide proessional development in ICT by implementing ICT's in the classroom to support learning and achievement

Actions Taken to Achieve Goal:
  • using Photostory and Comiclife programmes to assist in written language programmes
  • incorporating digital learning objects into classroom numeracy programme
  • using a class blog and wiki to support learning in literacy
  • integrating SOLO Taxonomy and questioning ideas gained into classroom programme on a daily basis
  • Creation and sharing of planning and other school documents through Google docs

Jocelyn's Goal (Y5-8 Teacher, Principal) - To lead schoolwide involvement in all aspects of the ICT Project by working with the Lead Teacher to implement ICT in the school and support staff, considering systems and equipment, release days and staff meetings.

Actions Taken to Achieve Goal:
  • purchasing new computers, software and server for both classes, administration and library
  • organising for consistent technical support
  • Creation and sharing of planning and other school documents through Google docs
  • scheduling staff meetings for E-learning and ICT
  • scheduling facilitator visits and release time (if necessary)


Teacher Professional Development

ICT Staff Meetings held:
  • Organising and adding numeracy digital learning objects onto class wiki to support differentiated learning (see Room 4 wiki: Sun's Group, Room 2 wiki)
  • Planning a concept-based integrated inquiry unit (support from ICT Facilitators)
  • Creating and managing a class blog to encourage quality written language (see Room 2 Blog, Room 4 Blog)

ICT Facilitators 1:1 Support Session Foci:
  • Using Comiclife and Photostory
  • Concept-based planning for integrated inquiry learning
  • Creating and Managing a Class Blog
  • Collecting Evidence for Milestone Reporting

July Call-Back Day Learning: As a staff, we decided to attend the same PD sessions so we could continue discussions about our learning and support each other more critically in implementing new learning into classroom programmes. Here are our collective reflections on our new learning and ways in which we have implemented these into our classroom programmes.
Derek Wenmouth presented the spotlight speech on 'Future Projecting - ICTs and Education'. We took a range of key messages from this presentation. Firstly we needed to develop programmes and accept mobile technology that would facilitate 'seamless' learning from within the classroom and outside of the classroom. Having just spent quite a bit on a new server - we found this new information quite challenging to our thinking about school infra-structure. As a result we have continued to develop online learning portals for our students through our class wiki and blogs. We have also encouraged some members of our school community to access these sites via our local library service and to get assistance with leasing appropriate hardware and software. We are investigating replacing two computers with iPads for easy use outside the classroom. Another key message we took from the presentation is the importance of teaching students how search engines actually work, how to refine a search and to introduce them to a range of search tools other than google. Both classes have begun explicitly teaching students how to search as part of inquiry learning. Students are familiar with a range of different search engines and thinking tools, some of which are on our wiki, and use of these are included in curriculum planning (literacy unit example). We also attended a workshop facilitated by Damien Harris, a member of our Cluster, on wiki development for use as a collaborative tool with students. Although we decided not to use our wiki for this purpose and to use a blog instead, we still learned a range of new skills. We have begun to use Photobucket as an online storage area for selected photographs and voki for students to share their learning goals (unfortunately we have not yet managed to use voice recordings on many of these yet). We were able to share with the schools in our cluster about how we could further develop our wiki as a method of communicating more effectively with our community. We intend to develop our class wiki further to include Newsletters stored as PDFs, Curriculum statements and Principal's News to begin further dialogue with our communities. We intend to develop our staff wiki as an area to collect on-going teacher reflections against e-learning goals and an area to share and collect online teaching and learning resources. Goal 4 Evidence

  • Achievement Data for Numeracy and Literacy
AsTTle_Measurement_Data_2009-2010.png AsTTle_Reading_Data_2009_2010.png Goal 5 Evidence
NewsletterSept10.JPG
Example of Hangatiki School Newsletter updating parents about e-learning.