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Burnside High School Milestone 5. The New Normal and the Beginning of the Next Stage!


The original proposal was broken into ICT and PD Goals.

ICT Goals:

  1. Provide Infrastructure/Services to support  learning and teaching across the curriculum 
    (Google domain and integration with a LMS) 
  2. Provide web 2.0 access/support
  3. Federated/Integrated Approach

PD Goals

  1. Individual skills: Increase all staff individual skills AND broadening of pedagogical understanding.
  2. Departmental implementation: Subject specific development of goals AND specific implementation to suit needs of the department.
  3. School wide: Greater communication efficiencies, within the school and including the outside wider communities. (Development of a range of potential educational applications and PD opportunities)

Consolidation and transfer back to the new normal:

Consolidation and transfer from ICTPD to normal conditions is the theme of 2012 for the Burnside High School Cluster. The school has been through significant change at a deep foundational level, and the long term effects of these changes are now beginning to be felt across the school.

2012 involved a rushed implementation of PD to support students learning outside of the classroom, the cluster focussed on lower level pedagogical understanding eg recognise, recall, analyse, reflect, apply, create, understand, and evaluate. 2012 with its interruptions had a large focus on recognising the potential learning opportunities, PD was provided allowing people to recall the information to become comfortable with its use, and many staff moved up to the analysis, reflection, application and creating activities.

This was largely driven by a huge investment in the LMS, SMS, devices, infrastructure and communication across the school.

This push into devices in the classrooms, collaborative and social learning contexts, home/school learning (Moodle). The acceptance of the importance of other learning activities, and the establishment of learning groups across schools rather than within a single school, provided the school with a broad platform base for student focussed expansion in 2012, and ultimately to provide direction and focus following the end of the 2010 ICTPD intake group.

Student usage of Moodle has increased. With the installation of analytics, the cluster has been able to more closely monitor traffic.

Diagram 1. Moodle Statistics show continued usage of the learn.burnside site. Numbers have definitely not dropped off with the start of 2012, and were high over the holiday break (as Moodle was used as a communication tool for 2012 start up process for students) This is hard to read, but whats important to note is the increase in use over 1 year, peaking at 230,000 hits.

Moodle Stats

2012 saw the setup and development of a senior IT Support group, Year 13 students who are allocated to departments and staff across the school. This has seen the updating and maintence of pages become a student responsibility. One of these pages is the Year 13 general information page. The numbers below show usgae for a facility that did not exist in 2011, (Diagram 2).

Student managed and run Moodle page.


Diagram 3 illustrates unique logins school wide. This is logins to school courses. This is averaging 900 and is dynamic. It shows a definite establishment in online courses. It also shows that students are repeatedly logging in, showing they have exposure across a range of learning areas.

Unique Logins

Using Google Analytics, Diagram 4 (below) provides more specific analysis of visits. This tool will be valuable in the future, however, it was installed prior to the holidays, so is only now beginning to provide good longer term trends.

Google Analytic 1

Diagram 5, (below) provides us with information of where the site is accessed from. Burnside has a well-managed and developed International Department, and the school relies heavily on the input from foreign students. Moodle allows us to act as an effective communication tool worldwide.

Accessing Locations

One of the questions we need to know from our Moodle site, is how the site is being used. Moodle was always developed initially as a central hub for student access to the school, Google Analytics allows us to measure where the students are accessing after they arrive at the site. Diagram 6, (below) displays some of this insite movement.

Google Analytics Travel-Paths

Visitors to the site are spending time on the site, actively using the information.


Diagram 7, (above) show that since using analytics, we have had 44,00 visits, the average visitor looks at 3 pages and spends 4 minutes in the site.

All of these statistics provide evidence of solid use.

The cluster has also implemented a collaborative learning focus, and chose the Google Suite of tools. The school has invested heavily in infrastructure, devices and PD. The usage statistics currently show:


Google Docs usages 1

Google Docs usages 2

Google Docs usages 3

This indicates strong growth and consistent usage overtime by the clusters users. Google Doc’s is predominantly used as a document sharer at Burnside, however the other document types are rising as well. (Diagram 8)

Use of Mahara has been significant, there have now been 900 users that have accessed and set up pages on e-portfolio. This has been pushed heavily in portfolio based subjects, but is finding interest and adoption across the school.

It is not yet possible to access Mahara (e-Portfolio) statistics: Email extract follows

Mahara only has a limited number of statistics, i.e. the ones that a site admin sees in the Site Administration (not institution admins).

Currently, we are working on expanding these statistics for MyPortfolio to include more data. However, that will not be like Moodle where you'll

see when a user logged in and what they have done. It will be rich statistics that tell you about the different block (and artefact) types, number of institution members, number of artefacts authored by institution members, number of forum posts authored by institution members etc.

Once this work is completed, it will be deployed to MyPortfolio (earliest probably July 2012) and be put into Mahara for Mahara 1.6

Students participated in an online course confirmation in 2012. There was a 60% access rate. This was advertised through Moodle. Previously this rate of online confirmation sat at 20%. This course selection will now be done online from now on, initially through Kamar, and then through a newly developed confirmation programme.

The school Senior Management Team are using ICT as a communication and Professional Development tool more confidently and competently, and are asking for material to be presented using these tools.

Property and Maintenance now use i-devices regularly and collect information using Google Docs surveys, (please refer to increased usages of docs in Diagram 8) The usage of these is school wide, not just student focussed. An example of usage is the survey below (Diagram 9)


The schools strategic plans are continually being updated, and the latest example of this comes from the development of the Drivers Licence and BYOD 2012-2015 Policy adaptations (currently in progress extract taken out below)

ITPD Passport Scheme

Need to discuss what are the skill sets that we want staff to have and  how to assess and the  incentives we can put in place.





The ICTPD Contract 2010-2012 had the broad goals of upskilling staff, and providing students and the wider school community with improved ICT and learning opportunities embedded into regular teaching practice across the curriculum.


The Passport scheme has been developed to continue to enrich teaching and learning across the curriculum to ensure that all students are provided with sound and effective learning opportunities through skilled Burnside High School educators.


The Passport Scheme carries on the ICTPD main goals of Students and Teacher professional development.


  • That all staff at Burnside attain and demonstrate a base skill level in ICT
  • That all staff are able to integrate a range of these of these basic skills into their classroom teaching to improve student outcomes.
  • That these basic skills are recognised as essential to good teaching practice and effective pedagogy
  • That teachers are able to provide students with a number of learning opportunities using ICT
  • That Burnside High School Senior Management ensure evidence based feedback is included as part of the effective teacher appraisal performance requirements.
  • New appointments include these basic ICT skills as minimum requirements.

Ideal Skill Set for Staff

Basic Computing Skills (Essential Skills) Not negotiable

Learning Management Systems (Moodle)

Student Management Systems (KAMAR)

Collaborative Learning

Productivity Skills and Essential Features (Office/Google Docs)


Web 2.0 Tools for Classroom Learning

Using Images and Video

Senior Management have embraced Profession Development on a broader scale and have made changes that relate to the schools priority goals of He Kakano, Maori Achievement and ICT PD, all Professional Development goals are interlinked. 2010 and 2011 focussed on Differentiation and Thinking skills with ICTPD and HeKakano and ICTPD form 2012. ICT-rich classes have benn running since February, and the school supports those classes with additional netbooks to supplement students in the classes.

The link between school focus goals can be illustrated with the diagram below that show the integration of thinking skills (Blooms Taxonomy) with Digital understanding.


The Project Director is speaking at Interface Expo and the cluster has made significant communication pathways with other Christchurch schools through CORE Ed Breakfasts, GCSN, NEN and Moodle User group Meetings.

 Senior Management need to be actively involved in the uptake and implementation of changes that affect school policy and some of the evidence for this has come from;

  • Investigating at social media in the School, and actual use by the school of the Media
  • Unblocking of YouTube
  • Changing ipods in the classroom usage rules
  • Cell phone rules
  • Devices by year levels and usage at schools

 Senior Management support partially illustrates the success of new trials such as BYOD in Diagram 10 below.

Google doc survey

The graph above shows student BYOD participation by staff during the early stages of the implementation of BYOD. Staff look to SMT for direction, and they have been given the opportunity to trial lesson structure with BYOD to good effect.

This is also illustrated in the proliferation of compulsory (but chosen) PD activities for staff, many of them ICT based, through IT PLG’s or Whole Staff sessions.

Our ICTPD approach overall was a federated site wide initiative. The cluster has focussed heavily on the skill and confidence building of the lead staff in the school, who trail the learning opportunities with their classes, and then feed to the larger staff( via departments and their ELA representatives)

Moodle now has over 800 staff developed pages. The school has completed its migration to Google Apps domain, and all staff are now using Gmail.

Staff are using all Netbooks heavily, the Diagram series below shows usage from different Netbook suites.

B Block

 Lab Bookings

E Block


There has been a continued increased understanding of the educational contribution of e-learning by teachers, principals, students and school communities. This is being targeted primarily through to focal points.

Strengthened professional learning communities and increased collaboration within and across schools. These are currently targeted in conjunction, as our development goals match those of other schools.


I am continuing to use and promote our intial Diagram model above in Milestone 1 that focuses on a trivariate approach, ensuring that multiple areas receive equal coverage, so that we avoid a focal point to concentrated in a specific area.

It has been a busy and sucessful term, as we transition to closure of ICTPD and ensure the continued trajectory of ICTPD and eLearning at Burnside.