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Piri Piri School's Reflections


Piri Piri School – Our Digital Citizens


Piri Piri is a Decile 4, sole charge rural school with 13 students.


The focus was for students, staff and community members to share and reflect on the progress made in creating digital citizens at Piri Piri School. It was decided that we would make a movie that would include all aspects of our school progress.


The rationale was that we wanted all stakeholders to be a part of reflecting about our progress against the ICTPD cluster goals.


 What did we do?

We have explored what being a digital citizen means to us. We began with discussing how to care for our ICT equipment and the students created their own guidelines and ICT agreements and consequences. The students use a variety of tools to aid their learning and to know their next steps. They use SOLO taxonomy as a means to self assess and are able to identify features in their learning to show depth of learning.  The students also used a range of thinking strategies to differentiate their thinking.


Googledocs is used by students to record their learning. This allows students to share easily with their teacher and also gives them 24/7 access. The students can also use a variety of web 2.0 tools to share their learning.


It was important to everyone for the community to be involved. Parents were invited to the school to participate in learning sessions. They were also kept informed through regular Panui and through the school facebook page.


The Board of Trustees use googledocs as a means of sharing. They are able to share minutes, budgets, plans and policies. This saves time and allows for efficient communication.


We used the ICT PD cluster goals for students to become digital citizens to brainstorm what progress we have made. The same was completed with staff and community members. From this, students made decisions about the important things that they wished to share in the movie. Roles and responsibilities were assigned to different groups and individual, scripts and storyboards were planned and recorded. Once recorded, students reflected on and made improvements to movie. The movie was shown to principals and lead teachers within the cluster at a principal and lead teachers’ meeting. Following the viewing of the movie, skyping offered an opportunity for students and the teaching principal to further explain their thinking and answer questions from principals and lead teachers.


 What happened?


Student and staff's ideas about our progress were similar. The ideas highlighted by students were an insight to their thinking. It was interesting that some ideas from the students and community were not identified by staff. Students and staff both identified the uses for the devices and creating content.  Our ideas were different when relating to involving whanau. The children did not see this as important, whereas the staff thought that was imperative.  Students needed prompting to identify the graphic organisers to use for evaluating our learning.  


Students were able to reflect readily on our school's progress as they had been included in all decision-making and had the skills and knowledge about their learning through the use of SOLO taxonomy. They were able to talk and reflect using the scaffolds of the thinking skills that have already been taught. Examples of these included De Bono’s thinking hats, PMI’s, extended brainstorm etc.


 What did you learn?


This is a good way to show interested stakeholders what your school is about. It gives students a real voice about their school and their learning. The reason we needed to show the interested stakeholders was to show what the value of using ICT in learning can achieve and to show its links and integration into the curriculum and the real life contexts.  Although students and staff are avid users of ICT, whanau and community have varying degrees of understanding of the uses of ICT in learning and teaching.

This has helped us identify the gaps in understanding of students and family and start planning for these. We have started to shift older computers into the library for community members to use and access childrens learning such as our facebook, YouTube, and GoogleDocs.


 Next steps?


Integrate this into other curriculum review so all important stakeholders are part of this review.