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Teacher ICT PD Needs Analysis
                     Mantar Cluster
Pedagogy
Pedagogy
What does the term ‘pedagogy’ mean to you?
What does the term ‘pedagogy’ mean to you?
What does the term ‘pedagogy’ mean to you?



Thinking about learning, knowledge that underpins how to teach
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
ICT
ICT
What do you understand the term ‘ICT’ to mean?
What do you understand the term ‘ICT’ to mean?


Common word in nearly all responses: Communicate
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’
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
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
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
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
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
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
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
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
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.
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
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
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:
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
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
ICT Confidence
ICT Confidence
ICT Confidence
ICT Confidence




41.1% of our teachers are
 not confident or are only
beginning to feel confident
      in using ICT...
Give an example of how you use ICT to deliver the
                NZ Curriculum
Give an example of how you use ICT to deliver the
                NZ Curriculum


 Blogs, websites, intranet, email, wikis
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
Current use of ICT Tools in learning
Current use of ICT Tools in learning
Current use of ICT Tools in learning
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.
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?
How do you think you can incorporate ICT into the
                following areas:
How do you think you can incorporate ICT into the
                    following areas:

Literacy
How do you think you can incorporate ICT into the
                    following areas:

Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
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
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
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
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
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
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
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
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
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
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
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)
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
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
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
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
How do you see ICT being used to raise achievement
   in your teaching and learning programmes?
How do you see ICT being used to raise achievement
     in your teaching and learning programmes?


Enable children to investigate at their own level
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Preparation for use of ICT in the classroom now
Preparation for use of ICT in the classroom now
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.
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.
List the ICT tools you use regularly in your teaching
             and learning programmes:
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
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
Web 2.0 Tools
Web 2.0 Tools
Web 2.0 Tools




What is our goal for this?
Web 2.0 Tools
Web 2.0 Tools




76.5% of our teachers have used
    2 or less Web 2.0 Tools
Web 2.0 Tools




76.5% of our teachers have used
    2 or less Web 2.0 Tools


  What is our goal for this?
How will you use ICT to allow students to communicate
     with local, national and global audiences?
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
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
Give an example of how you use ICT to teach the
             Key Competencies
Give an example of how you use ICT to teach the
                   Key Competencies


Digital cameras to photograph of learning and behaviour
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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:
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’
Key Competencies
Key Competencies
Key Competencies



13.9% of teachers see ICT as being important
    in teaching the Key Competencies as
          ‘Somewhat Important’ or
                 ‘Not at all’
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’
Challenges in delivering ICT
Challenges in delivering ICT
Challenges in delivering ICT
Challenges in delivering ICT



The three largest factors in preventing the
Challenges in delivering ICT



The three largest factors in preventing the
 successful implementation of ICT are:
Challenges in delivering ICT



The three largest factors in preventing the
 successful implementation of ICT are:
         * Access to Equipment
Challenges in delivering ICT



The three largest factors in preventing the
 successful implementation of ICT are:
         * Access to Equipment
                 * Time
Challenges in delivering ICT



The three largest factors in preventing the
 successful implementation of ICT are:
         * Access to Equipment
                 * Time
          * Teacher ICT Skills
Inquiry and Higher Order Thinking
Inquiry and Higher Order Thinking
What is your understanding of the following terms:
What is your understanding of the following terms:


Inquiry
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
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
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
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
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
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
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
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
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
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
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Teacher survey 2010

  • 1. Teacher ICT PD Needs Analysis Mantar Cluster
  • 4. What does the term ‘pedagogy’ mean to you?
  • 5. What does the term ‘pedagogy’ mean to you?
  • 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
  • 25. ICT
  • 26. ICT
  • 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.
  • 65. Current use of ICT Tools in learning
  • 66. Current use of ICT Tools in learning
  • 67. Current use of ICT Tools in learning
  • 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
  • 119. Preparation for use of ICT in the classroom now
  • 120. Preparation for use of ICT in the classroom now
  • 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
  • 128. Web 2.0 Tools What is our goal for this?
  • 130. Web 2.0 Tools 76.5% of our teachers have used 2 or less Web 2.0 Tools
  • 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’
  • 161. Challenges in delivering ICT The three largest factors in preventing the
  • 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
  • 166. Inquiry and Higher Order Thinking
  • 167. Inquiry and Higher Order Thinking
  • 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

Notas do Editor