Burwood+School

//Schools to discuss and decide on how the use of ICT tools and processes can raise student achievement around their targets. What has been done?// 

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**//Next steps towards achieving outcome - Template for personal ICT goals Term 2 together with example of a teacher's personal ICT goals for Term 2 //** =====

[[file:Burwood ICT Goals Term 2.docx]] [[file:Teacher's Personal ICT Goals Term 2 .docx]]


//**Cluster / school leaders develop action plans for developing inquiry in each school**//

**//Progress: Introduced Ryan's Thinker's Keys. Within syndicates developed key ideas for use with inquiry unit.

//**

Planning of inquiry units: Trial template models


Inquiry stage posters from Junior School  //   //

**Raising student engagement through the use of ICT tools and processes to improve outcomes**

The above surveys were given to a class of Year 4 students at Burwood School after completing two different tasks using The PrintShop2 programme: the first creating a poster which showed the six values promoted within the classroom together with a caption of how they demonstrated each; and the second a poster promoting the protection of the NZ Fur Seal. The data was used to measure the increase of student engagement through the use of ICT tools and processes which would lead to improved outcomes. The results of the surveyed group indicate a positive attitude towards learning new skills and in line with the New Zealand Curriculum Vision, is working towards becoming “confident, connected, life long learners”. The integration of the use of ICTs into the class programme by using the computer and The Printshop2 programme has raised student engagement in learning.
 * __SURVEY ONE - RESULTS__ **
 * How did you feel about learning to use The Printshop2 to create your Values poster? **
 * || ** Strongly disagree ** || ** Disagree ** || ** Agree ** || ** Strongly agree ** ||
 * I like learning new skills on the computer to do my work. || || || ** (29%) ** || ** (71%) ** ||
 * I felt confident using the Printshop2 programme to create my poster. || || ** (12%) ** || ** (42%) ** || ** (46%) ** ||
 * I found it easy to use the different programme tools. || ** (4%) ** || ** (25%) ** || ** (58%) ** || ** (13%) ** ||
 * I was comfortable talking to the teacher or my classmates if I was having problems. || || ** (12.5%) ** || ** (37.5%) ** || ** (50%) ** ||
 * I looked carefully at my poster and thought of ways to improve it. || || ** (4%) ** || ** (38%) ** || ** (58%) ** ||
 * I listened to the feedback the teacher gave me about the presentation of my poster. || || || ** (46%) ** || ** (54%) ** ||
 * I liked sharing my work with others. || || ** (4%) ** || ** (21%) ** || ** (75%) ** ||
 * I was proud of myself, and the poster I created. || || || ** (17%) ** || ** (83%) ** ||
 * I would like to use the skills I have learnt in Printshop2 to create another poster. || || || ** (13%) ** || ** (87%) ** ||
 * __SURVEY TWO - RESULTS__ **
 * How confident were you in using Printshop2 as a presentation tool? **
 * || ** Strongly disagree ** || ** Disagree ** || ** Agree ** || ** Strongly agree ** ||
 * I felt successful using the new skills I had learnt in Printshop2 to create my NZ Fur Seals poster. || || || ** (25%) ** || ** (75%) ** ||
 * I was more confident using the different programme tools without needing help from others. || ** (4%) ** || ** (8%) ** || ** (42%) ** || ** (46%) ** ||
 * I used the feedback I was given from my Values poster in creating my Fur Seal poster to make it better. || || ** (17%) ** || ** (25%) ** || ** (58%) ** ||
 * I was confident about giving specific and meaningful feedback to my peers on their poster and how they could improve it. || || ** (8%) ** || ** (42%) ** || ** (50%) ** ||
 * I felt my peers listened and valued the feedback that I gave them. || || || ** (58%) ** || ** (42%) ** ||
 * By looking at the work others had done, and giving them feedback on it made me think more carefully about how I could improve my own work. || || || ** (37.5%) ** || ** (62.5%) ** ||
 * I am now confident to use the skills I have learnt in Printshop2 in a variety of ways. || || || ** (12.5%) ** || ** (87.5%) ** ||
 * I have the confidence to help others learn about using the different tools in Printshop2 as a presentation tool. || || ** (8%) ** || ** (21%) ** || ** (71%) ** ||
 * I found learning about Printshop2 as a presentation tool worthwhile and enjoyable || || || ** (17%) ** || ** (83%) ** ||

The data reflects that the key competencies are being developed through the use of ICT with success. Learners are being challenged and supported, in developing the competencies, by the classroom teacher and peers. As stated in NZC, successful learners are motivated to use the competencies - recognising when, how and why to use them.

The responses show that in reflecting on their learning, they developed critical and metacognitive processes to improve the quality of the message and the presentation of their poster, as well as making use of knowledge and skills from previous learning experience. The majority were comfortable asking for support if having difficulties in using the programme tools. Participating as ICT users, the students communicated effectively with one another to gain support and feedback. They actively listened and valued the feedback given thus were open to new learning by accepting feedback and trying ideas given to improve their work. This resulted in those giving feedback feeling their input was valued. They felt that by looking at the work of others and giving feedback on it made them think more carefully about how they could improve their own work. Engaging with one another in feedback resulted in a higher quality of learning by improving skills for the presentation of their posters. They felt successful in the way each of the posters they created communicated the message of purpose.

Being given time and opportunity to engage and practise using ICTs, they felt successful in transferring new learning to improve their skills and work. Using new learning and feedback, they set higher standards to improve themselves and felt more confident to work independently to achieve the task. Students found the outcomes from engagement in learning to be worthwhile and enjoyable. They found practising new skills, participating with others and celebrating their learning to be a positive experience.

The next step for this group is to continue sufficient opportunity to engage in using the new skills in a variety of ways and learning contexts. In doing so, they need to continue to reflect and critically evaluate their work, against the intended purpose. Those students not making use of feedback and transferring learned skills, need to be challenged to make the transition from a culture of doing to one of learning and doing, thus adjusting their practice and taking increased ownership of their learning.