Stoke School Reflective Summary

for Milestone #5

Digital citizenship

We have a Cyber safe user agreement. E-Learning is a major part of our Vision for students at Stoke School, we discuss the applications and implications for using and developing elearning skills as we all get older.

Pedagogy

Staff meetings have had a focus on hosting every staff meeting in a different classroom and the hosting teacher spends 10-15 minutes sharing how they are using E-Learning tools and techniques to improve outcomes for their students. As part of developing our school curriculum we have had to examine what are our beliefs around teaching and learning styles, Inquiry Learning, a differentiated approach and resource development.

Andragogy

We have discussed the impacts of different teaching approaches, learning styles and what does this mean for adults. One direct outcome for this has been the staff meetings hosted in classrooms as we discussed that the walkthrough approach didn't have the impact of sitting and absorbing an environment for 90 minutes. We discussed using email to shortcut unnecessary dialogue to ensure focussed discussion.Technology upgrade We use a Microsoft operating system with a number of machines spread over 9 classes and offices. At the end of 2010, we decided to disestablish our computer suite and move 15 machines into classrooms. There are now 4 or 5 machines in each classroom. I believe this is a good move for Stoke School. My own reasons for this include allowing children better access to ICT facilities when they need to use it or when it fits best into a classroom day, instead of when it is timetabled; less time spent moving to another room; ICT is a part of our everyday work and not a ‘special' event, the informal discussion so far has really supported this move but a formal survey would be interesting. We feel we are now using the tools to learn not learning to use the tools.

Technology upgrade

We use a Microsoft operating system with a number of machines spread over 9 classes and offices. At the end of 2010, we decided to disestablish our computer suite and move 15 machines into classrooms. There are now 4 or 5 machines in each classroom. I believe this is a good move for Stoke School. My own reasons for this include allowing children better access to ICT facilities when they need to use it or when it fits best into a classroom day, instead of when it is timetabled; less time spent moving to another room; ICT is a part of our everyday work and not a ‘special' event, the informal discussion so far has really supported this move but a formal survey would be interesting. We feel we are now using the tools to learn not learning to use the tools.

At the end of 2010 we decided to purchase 10 iPads. These work on an apple operating system. We have split the 10 iPads into two Pods of 5, one for our junior syndicate and one for the senior syndicate. We use a wide variety of Apps on them and have mobile wireless access for them and so can access the internet with them. They are used for wordprocessing, Blogging and searching. This fits in very well with the "Seeking" and "eLearning"components of our school Vision.
We have tried to use Google Calendar as a format for booking the iPad Pods. This was only marginally successful. During 1 term, iPads Pods were booked up to a week in advance or even on the spot if they were free. There were a number of barriers and this led to a change to me booking two out of three sessions for everyone for the whole of the 2nd term for each class. Personal fail. However, it does mean that the whole calendar is on Google Calendar and this is where staff will have to look to find it. Also, 1/3rd of the week is still free for anyone to book any iPad Pod.

ICT Learning at Stoke

There is evidence of children learning by searching for information by using the internet, writing with ‘Word', ‘Blogging', ‘Wiki spaces' and ‘Wordle'. Reading by utilizing eBooks has increased with the technology available through iPads. More use of specific learning is also available using specific iPad apps that work with basic maths, letters, or words.

Including Whanau in ICT at Stoke

We have had a webpage since I came to Stoke. It did not seem to be used much though. This year we have begun to upgrade our webpage, we have included a google calendar with school events and we have started directing students to this page for great educational sites such as study ladder. This is a big, costly (if you do it through someone else) exercise. We have used wikis and blogs to try to facilitate this and one class over the last term had 1250+ views in one day and are having an average of 15 visitors a day. We do use a variety of ICT during our Whole School assemblies where a good percentage of parents attend. We also use a monitor in our foyer to display our School Vision, photos and information for all to view.

I think that Stoke School could still develop in this area.

Strategic plan
I have completed the draft version of the Stoke School Strategic Plan. (Include???) There still needs to be some in depth staff discussion about it or it remains simply another piece document.

Google apps
I am currently trying to convert the school to using Google Apps for Education as I can see the benefits of ‘Cloud' computing and having all internet functions linked in at one place. I am also converting each Microsoft machine over to Google Chrome as it seems to me a much more versatile and up to date tool for the 21st Century than Internet Explorer.

Lead Teacher Position
I am aware that by being in the ICT Lead Teacher position the perception that I have a "better", "greater", "further" or "larger" understanding of ICT is perpetuated. Or it may be that by me ‘doing' ICT we have created another area that others do not have to think about because someone else (me) is thinking about "all this stuff". It seems to lead me to continue being the person who people seek out in a troubleshooting capacity. While I may be able to solve electrical, hard drive, software, internet or technical issues, this style of troubleshooting does not have a sustainability component to it and only leads me to find out more and others to remain where they are on the "Oh I see" ICT continuum. And as the gap gets bigger, both ‘others' and I get more frustrated rather than less so. I have to tie all of this together now and suggest that my ‘style' of leadership is ineffective and that my understanding of Andragogy is not sufficient to help other teachers learn to use ICT in an education setting. This may include that idea that my basic philosophy is different to that of others around me.

Future ICT at Stoke School
We are definitely on a learning pathway regarding ICT, and yes we are all at different points on that journey. I feel that we have made a beginning as a staff and that we can and will make progress as a staff, as teachers, and as learners. I feel that our students are getting a good deal in terms of ICT and their access to it.
I would like us to use Google Apps for Education.
I would like us to investigate and use a wider variety of apps using iPads.
I would like Stoke School to make use of the optical-fibre cable.
I would like Stoke School to invest in more iPads.