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
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
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.
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
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
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’
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’
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
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