The following are useful links:
http://elearning.tki.org.nz/Teaching/Curriculum-areas
http://www.nzcer.org.nz/system/files/press/abstracts/Chapter%202.pdf
Spirals of Inquiry:
Spirals of Inquiry article by Canadian educators Judy Halbert and Linda Kaser
Michael Fullan Interview:
Digital Enablement Plan:
The Ministry of Business, Innovation, and Employement encouraged councils to submit plans with bold vision and pragmatic ideas on how they would maximise the use of broadband in their areas to help create economic growth and engage their community in digital technologies. This is referred to as the digital enablement plan/. Guidelines to support councils were provided as follows:: http://www.mbie.govt.nz/info-services/sectors-industries/technology-communications/fast-broadband/documents-image-library/digital-enablement-planning-guide.pdfNetsafe:
Website link: http://www.netsafe.org.nz
The link is available here:
http://www.educationcounts.govt.nz/publications/e-Learning/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary
the opportunity to share rich images, video and plans
independent research is extended by the availability of internet search opportunities
construction of content and knowledge is made possible by ready-to-hand ICT-based tools
the reconfiguration of space allowing mobility, flexible working and activity management
new ways in which class activities can be triggered, orchestrated and monitored
new experiences associated with the virtualisation of established and routine practices – such as using multiple documents in parallel or manipulating spatial representations.
Student Engagement with an eportfolio
This thesis investigates student engagement with an eportfolio in a tertiary context. While the level of institution is not comparative there are aspects of the thesis that are.
The link is available here:
The link is available here:
http://eprints.qut.edu.au/40957/1/David_Emmett_Thesis.pdf
http://elearning.tki.org.nz/Research-and-readings
Research and Readings on Enabling e-learning
http://elearning.tki.org.nz/Research-and-readingsEducationally powerful connections with parents and whānau
The Education Review Office (ERO) evaluated how well 256 schools worked with parents and whānau to respond to students at risk of underachievement. Of particular interest is the Focus on the use of technology in the Findings section, which gives examples of schools had working with parents and whānau to accelerate and support progress and improve achievement using technologies.
The link is available here:
http://www.ero.govt.nz/National-Reports/Educationally-powerful-connections-with-parents-and-whanau-November-2015/Findings#A
This e-learning literature review examined texts across a range of countries (2005-2010). A key finding was that an e-learning-rich environment may make peer and collaborative learning opportunities easier, and may lead to improved educational outcomes. This way of working also appears to suit many New Zealand students, including Māori.
http://www.ero.govt.nz/National-Reports/Educationally-powerful-connections-with-parents-and-whanau-November-2015/Findings#A
E-learning and implications for New Zealand Schools
This e-learning literature review examined texts across a range of countries (2005-2010). A key finding was that an e-learning-rich environment may make peer and collaborative learning opportunities easier, and may lead to improved educational outcomes. This way of working also appears to suit many New Zealand students, including Māori.The link is available here:
http://www.educationcounts.govt.nz/publications/e-Learning/e-learning-and-implications-for-new-zealand-schools-a-literature-review/executive-summary
The impact of technology - Value added classroom practice
This report looks in detail at the learning practices in nine secondary schools in which ICT for learning is well embedded. The study reports that ICT creates the opportunity for a wide variety of learning practices and makes new forms of classroom practice possible. The key changes include:the opportunity to share rich images, video and plans
independent research is extended by the availability of internet search opportunities
construction of content and knowledge is made possible by ready-to-hand ICT-based tools
the reconfiguration of space allowing mobility, flexible working and activity management
new ways in which class activities can be triggered, orchestrated and monitored
new experiences associated with the virtualisation of established and routine practices – such as using multiple documents in parallel or manipulating spatial representations.
The link is available here:
http://elearning.tki.org.nz/content/download/624/4042/file/The%20impact%20of%20technology_Value%20added%20classroom%20practice.docx
The link is available here:
http://www.core-ed.org/sites/efellows.org.nz/files/nick-eportfolios.pdf
file:///C:/Users/caroline/Downloads/Rich%20ICT%20learning%20experiences_Tessa%20Gray.pdf
The link is available here:
file:///C:/Users/caroline/Downloads/eportfolios_their_use_and_benefits.pdf
Assessment for learning and eportfolios: What are the formative benefits of eportfolios?
e-Portfolios not only have the potential to share student learning outcomes in an interactive and engaging way, but also the ability to clearly demonstrate and engage parents, students and teachers in assessment for learning. e-Portfolios can show what students are learning, how they are successful, the learning process, and the ongoing feedback and reflection cycle that takes place in order for students to take ownership and control of their learning. This research project will explore what teachers can do in order to maximise the formative learning benefits of online e-portfolios.The link is available here:
http://www.core-ed.org/sites/efellows.org.nz/files/nick-eportfolios.pdf
Rich ICT learning experiences: What do they look like
The link is available here:file:///C:/Users/caroline/Downloads/Rich%20ICT%20learning%20experiences_Tessa%20Gray.pdf
Eportfolios: Their use and benefits
This article gives some clear definitions of eportfolios, their purpose, and also defines the student, teacher, and mentors role in them.The link is available here:
file:///C:/Users/caroline/Downloads/eportfolios_their_use_and_benefits.pdf
Learning objects and the development of students’ key competencies: A New Zealand school experience
The link is available here:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.367.2516&rep=rep1&type=pdf
This paper investigates the use of ICT by teachers in selected secondary schools. It considers both the extent and type of use and the factors that may influence such use through the statistical analysis of data from a 30-section survey containing 185 items. First, exploratory maximum-likelihood factor analysis was used to identify five distinct categories, or types of use. Second, path analyses assisted in determining ten antecedent factors which significantly impacted on use from a total of 16 factors considered. These factors were confirmed using scale analyses. Finally, a multivariate analysis of variance (MANOVA) was used to determine whether demographic/context variables were related both to use and to those factors directly influencing usage. Findings suggest a variety of types of professional development, as well as a range of infrastructural options, are needed to meet not only the varying needs of individual teachers, but also the varying ways in which ICT can be used. The implication is that the key outcomes for any professional development must be to increase teacher confidence in their ability to facilitate student learning with computers, along with the provision of stronger pedagogical motivation for teachers to integrate ICT.
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