Connected Learning Schools A case study of the New South Wales Australian Partners in Learning Program 2006 - 2008 prepared by dk2 for the Microsoft Australia Partners in Learning Project December, 2008 I feel that being part of this project has changed my outlook as a teacher and been hugely rewarding. (I am learning) To have the confidence to forge ahead and test your ideas with actions. Collaborative planning and implementation works. It’s good to be challenged sometimes. Leading something is most rewarding even if not everything works all the time. We can all learn so much from each other. Technology is a great way to encourage Indigenous students to take some risks with their learning. (Significant events for me have been) Looking back through all the folders, discussions, reports, e- 1
Transcript
Connected Learning Schools
A case study of the New South Wales Australian Partners in Learning Program
2006 - 2008
prepared by dk2for the
Microsoft Australia Partners in Learning ProjectDecember, 2008
I feel that being part of this project has changed my outlook as a teacher and been hugely rewarding. (I am learning) To have the confidence to forge ahead and test your ideas with actions.Collaborative planning and implementation works. It’s good to be challenged sometimes. Leading something is most rewarding even if not everything works all the time. We can all learn so much from each other. Technology is a great way to encourage Indigenous students to take some risks with their learning. (Significant events for me have been) Looking back through all the folders, discussions, reports, e-journals, wikipages, blogs, surveys, movies, podcasts, announcements that have been posted over the last couple of years and being able to track the developing confidence, connectedness and thoughtful expression that my and the other students were showing. It made me feel proud of what we have achieved together.
Michael Wilson, Drummond MPS
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CONTENTSPedagogies integrating ICT can do more than enhance learning – they have the potential to transform learning.
Pedagogy Strategy, Learning in an Online World, MCEETYA 2006
pageIntroduction 4
The project aims 4The context and project elements 5
Connected Learning Schools is launched 5What schools were provided 6Expectations of participating school teams 6Project criteria 6Project management 7Academic support 7DET support – Strategic Initiatives Directorate 8
Project processes and implementation 8ACER evaluation 9Project events 9Evaluation Forum 10Extending our Thinking Forum 11New Directions Forum 11Reflections Forum 12Gala Celebration 12Project plans and budgets 12Project plan review and acceptance 13School visits 13Reflection, Review and Improvement: Accountability 14New pedagogical approaches 16
The school projects 19Statistical snapshot 25
A growth in numbers 25Patterns of participation 25
Qualitative data 26How I am feeling as a teacher 26What my students are learning 27School reflections of their journeys 29
ACER Evaluation findings 32ICT appears to have helped students to connect with school 32Teachers have learned and developed new ICT confidence, knowledge and skills
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Changes in student engagement 35Success factors and indicators 37
How things have changed 38Key enablers 39A focus group of cross school teams 39
Problems and issues 41Conclusion – reflections on the project 42Bibliography 44
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Appendix 1 – Evaluation proforma 46Appendix 2 – Project Plan template and other planning templates 48Appendix 3 – Project team Monthly Report template 64Appendix 4 – Monthly Teacher e-Journal template 65
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Connected Learning Schools
A case study of the New South Wales Australian Partners in Learning Program
2006 - 2008
The project has been the single most important initiative I have been involved with in almost 40 years of education in redirecting both student and staff accepting the need to adapt to the emergent learning requirements of the 21st century.
There is a different and positive understanding of the need to adjust to our students needs. The project has been enthusiastically adopted by partner schools and community. The two key staff driving the project have rightly received Aust and State-wide recognition winning quality teaching awards. The school is invited to present at significant conferences relating to enhancing student engagement using ICT.
Bob Brenton, Principal, Bulahdelah Central School
Introduction
The current New South Wales Microsoft Partners in Learning (PiL) Project commenced in June 2006, involving 10 school teams and over 120 teachers.
The project was implemented as a partnership between Microsoft, the Department of Education and Training (DET) New South Wales (NSW), the Australian Council for Educational Research (ACER) and dk2 pty ltd, a consulting group contracted by Microsoft to project manage the project for two and a half years.
The project aimsConnected Learning Schools was seen as a research and development project. The aim of the project was to “investigate how children in the middle years (5-9) can shape their own learning, by changing the emphasis from what they learn to how they learn and seeks to bridge the disconnect between ICTs used at home and in school.”
The first phase in the project involved benchmarking research by ACER, aimed at gaining new insights into how middle years students use Information and
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Communication Technologies (ICTs) to engage with school in comparison with how they engage with it out of school, effective strategies for using new and emerging ICTs - such as Communication and Social Software/Web 2.0 tools - teacher and student perceptions of engagement and teacher confidence, knowledge and skills levels in using ICT. The results of the evaluation were fed back to schools and helped to inform their first phase strategic plans for their school projects.
Each school team then developed their projects based on: findings from ACER’s 2006 survey; the NSW Quality Teaching Framework; professional learning opportunities, sponsored by Microsoft, which helped them realise
new approaches to teaching and learning using communication and social networking tools; and
their own unique context.
A second round of ACER research in September 2008 allowed a comparative study of the impact of this project.
The context and project elements
As part of its Partners in Learning (PiL) strategic planning in early 2006, Microsoft approached the NSW DET to redirect PiL in that state to focus on connecting middle years students with using the types of technologies that engage them outside of school, with new technologies and pedagogical approaches they could use within school. The NSW PiL project then took on an entirely different direction to its initial iteration as a Mathematics/Numeracy learning object project. The Connected Learning Schools project was born.
In mid 2006, the 10 DET school teams were nominated by the DET through their regional School Educational Directors (SEDs). These teams comprised 20 schools, distributed across all regions and reflecting a mix of rural and metropolitan, primary, secondary and K-12 (central) schools.
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Connected Learning Schools is launchedThe school teams were brought together for the launch of the Connected Learning Schools Project in June, 2006. The focus of this forum was to discuss school expectations and explore the possibilities for how the new project might look in each school context.
What schools were providedThe project provided participating school teams with: Project management, mentoring and coordination from expert consultants
throughout the life of the project; Seed funding for ICT-focused innovation in teaching and learning (Microsoft
provided up to $15,000 per year to each school project team and the DET provided up to 10 relief days for 2006/2007);
Access to professional learning opportunities through attendance of school teams bi-annually at project forums;
Access to Microsoft self-paced learning tools; Access to Microsoft-sponsored professional opportunities such as attendance at
international conferences and access to the Microsoft Innovative Teacher Awards;
Access to MS Sharepoint and newly emerging software such as Marvin.
Expectations of participating school teamsSchool teams were expected to: Participate in the project for 2½ years (to end of 2008); Participate in the ACER research/surveys that occur periodically throughout the
project; Develop a project vision, goals and plan; Provide a consistent point of contact/project coordinator; Link/partner with other schools (either within NSW or beyond); Produce monthly progress reports and monthly teacher e-journals and any other
required documentation; Participate in the project’s online professional learning community (PLC) and
other communication networks; Meet due dates of the project milestones; Come together periodically to share and learn.
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Project criteriaThe projects developed by each school team needed to: Take into account the ACER evaluation data (in terms of ICTs students are
using, their perceptions, teacher perceptions and practices); Link in with the goals of PiL as outlined in the Project Planning document; Link in with DET Quality Teaching Framework (QTF); Link in with any relevant DET projects (Middle Years and Centre for Learning
Innovation (CLI) etc); Build upon the Board of Studies Stages 4 and 5 Syllabi; Link in with the school’s other strategic plans; Involve students in planning and project implementation; Involve innovative use of ICT; Involve the school community; Take into account the level of support provided by Microsoft, DET and dk2; Be achievable, relevant and realistic.
Project managementdk2 consultants, Meredith King and Nikki Deighton, were engaged by Microsoft, following DET acceptance of this new approach, to project manage NSW PiL on behalf of Microsoft. dk2 mentored the schools and facilitated staff development throughout the project.
dk2 were responsible for: representing Microsoft in all aspects of the project and liaising with the National
Academic Programs Manager, Felicia Brown; leading the project school teams and providing targeted mentorial assistance; coordinating two professional learning forums each year; undertaking 1-2 school visits to each school team each year; instituting accountability and project tracking mechanisms; recording qualitative and quantitative data over the duration of the project; and liaising with the NSW DET.
Academic supportProfessor Nicola Yelland represented the Microsoft PiL National Evaluation Team in the NSW PiL Project. Professor Yelland’s role was that of a researcher and mentor to
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the project managers. She provided advice on appropriate constructs for collecting qualitative data, assisted in strategic planning for the project, attended project forum events and attended some visits to schools. Her advice and expertise provided the project managers with the high level insights an academic partner brings, combined with a firm grasp of what was happening in the project schools.
DET support – Strategic Initiatives DirectorateNSW PiL was linked with the Strategic Initiatives Directorate. Senior Project Officer, Eleanor Igoe, was the central point of NSW DET contact for NSW PiL.
Ms Igoe liaised with the project managers and Microsoft and ensured smooth communications across the DET and with schools. She brought her experience with the Australian Government Quality Teaching Program (AGQTP) to PiL and managed to facilitate an academic partner for Drummond MPS, involvement of some staff in Quality Teaching and Learning (QTAL) training – focused on team building and action learning processes – and links with CLI Projects such as Macrobiotica for Hunter River HS / Raymond Terrace PS.
Ms Igoe also undertook Marvin training and provided workshop sessions for the school teams at the Reflections Forum. As the projects evolved, Ms Igoe assisted with focusing on building the capacity of the teacher teams as well as student centred, student-driven teaching and learning.
Project processes and implementation
The entire project model was based on a commitment to continuous improvement and action learning processes.
The aim was for schools to be exposed to a range of possibilities and new thinking and to apply new approaches within their individual contexts, with the goal of enhancing student engagement and building capacity – in the system and of teachers and students.
The project model was a cyclical one:
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ACER EvaluationThe first round of ACER Evaluation followed the project launch and involved capturing preliminary results in August and September 2006. These descriptive results were intended to assist with the design of school projects as part of the PiL project. (More detailed Evaluation information and ACER’s work can be found in p. 31 of this case study.)
Project events5 members of each project team were funded to attend each forum throughout the life of the project. It was felt that allowing 5 staff to attend would help to support the innovation back at the school level and provide impetus to uptake.
(I am feeling) Amazement! You don’t have to know it all. Let the kids have their heads and you won’t be disappointed…ever!!
The Evaluation ForumThe Evaluation Forum in September 2006, facilitated by dk2, was attended by all school teams, Dr Hamish Coates (ACER), Professor Nicola Yelland (Victoria University, Microsoft PiL National Evaluation Team) and representatives of the Strategic Initiatives Directorate (DET) and Microsoft.
At this forum, schools were given the report of their school evaluations conducted by ACER and provided with strategic planning tools to begin their project planning for PiL NSW. They were exposed to the latest thinking in terms of ICT in education (throughout Australia and internationally) with a focus on the possibilities presented by using Web 2.0 social software communication, collaboration and creation tools. With the first round of ACER research presented to them, schools were asked to explore the possibilities of what they might achieve in their projects.
Each school began to develop a project that involved teachers using ICTs to engage middle year students in their education and to connect with the types of ICTs they used outside school. (See Appendix 1 for sample planning and project planning templates.) The project plans emphasised powerful new pedagogies and links with the NSW Quality Teaching Framework (QTF), making connections between school and the wider community and focussed on student-driven, student-led learning.
The school teams developed different student-centred projects suited to their particular learning contexts. Across the range of initiatives, the common focus was on the use of social software tools to communicate, collaborate, create and make meaningful connections. Generally, this was achieved through the pilot of MS Sharepoint software. The schools used the secure Sharepoint environment to communicate with students, post/publish student work, develop wikis, blogs, lead online discussions, vote, set project work and school calendars and communicate with other schools linked into the project.
It has been the most powerful professional learning.
Extending Our Thinking ForumForty nine Principals, teachers and DET managers representing the ten regional project teams attended the two day Extending Our Thinking Forum held at the
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Department’s Centre for Learning Innovation (CLI) on Thursday 8 and Friday 9 March, 2007. The forum also coincided with an agreement between Microsoft and DET NSW for the NSW PiL schools to be given ‘pilot project’ access to MS Sharepoint. The purpose of the forum was to: Share and discover what each school team was doing and share their
experiences; Develop an understanding of how to use Sharepoint; Understand the range of projects CLI offers; Participate in 2 practical, project-oriented workshops focussed on claymation
and digital story telling.One of the students who usually finds schoolwork very challenging confidently took control as cameraman for his group’s ad and was able to instruct other groups on the operation of the classroom camera. I enjoyed watching his confidence expand and improve his attitude in other areas and how proud he was to assist the more able students.
Deborah Green, Young PS
The Extending Our Thinking Forum was a highly successful project event which enabled participants to plan the next steps for their school/team projects.
New Directions ForumThe New Directions Forum was held at the Microsoft offices in North Ryde on 13 and 14 September, 2007. 45 participants from all project teams attended the Forum at which all school teams presented their project progress reports and the were provided extended training sessions on using MS Sharepoint, and sessions on leadership and mainstreaming innovation across the school and personalising learning.
Seeing practical activities that highlight the outcomes that have been achieved has brought about significant and positive change to classroom practice at our school.
Principal, ACER Survey, September 2008
Reflections ForumThe focus of the fourth NSW PiL forum in May 2008, held at the North Ryde Marriott and MacQuarie University’s ICT Innovations Centre was reflection. All project teams
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reflected on and documented the impact that PiL had on their teaching practice, on student learning and on the wider school community. Day 2 concurrent sessions focused on a Vision for the Education Future 2020 summit and training sessions in the use of Marvin creation/animation software. Throughout the two days, opportunities were provided for the entire group, each school team and individual teachers to reflect and share their experiences over the past 2 years in the PiL project.
It’s clear the use of social software/connected learning and multimedia in children’s learning fits so neatly with the NSW QTF and also links so well with the fast vanishing qualities of collegiality and professional discourse.
Michael Wilson, Drummond MPS
Gala CelebrationDecember 2008 saw the completion of the PiL NSW project. This was celebrated at Sydney’s Powerhouse Museum, with representatives from both the DET and Microsoft attending, along with members of all project teams. The 73 participants viewed 3 minute films created by all project teams capturing the essence of their PiL journey over the past 2 ½ years, and each project team received a Microsoft award of a digital frame with images and project quotes stored in its internal memory.
The project plans and budgetsEach participating project team was able to access funds up to $30,000 for their project, and was provided with travel and accommodation to each project event throughout the 2 ½ years. Release of funds was dependent on the project plans meeting the following criteria: An innovative approach to using ICTs in the middle years of schooling; A focus on powerful pedagogies focused on effectively engaging students; Meaningful involvement of students in all aspects of the project Links to the ACER Evaluation data; Links to the DET NSW Quality Teaching Framework; Links to strategic plans already in place at school; An understanding of the applications of ICT to support teaching and learning; Achievable and realistic goals; Detailed planning and consideration of key steps in achieving the project goals;
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Effective evaluation of project success; Involvement of the school community; An exciting approach; A fun, imaginative and stimulating attitude to teaching and learning; Significant school commitment; A model that will be sustainable into the future.
(See Appendix 1 for sample project plan evaluation template.)
Project plan review and acceptanceFollowing the Evaluation Forum, which helped participants define their project vision and goals and objectives, School team plans were drafted. Visits by dk2, DET Strategic Initiatives Directorate representative and Microsoft’s Felicia Brown to all participating school teams helped to refine the project plans and vision. Plans were then submitted to the project team – involving Microsoft National Academic Programs Manager Felicia Brown, NSW Department of Education Strategic Initiatives Directorate representative Scott Thompson and dk2 consultants Nikki Deighton and Meredith King. Once the project plans were accepted, the first round of Microsoft and DET monies were released to the schools. This process also continued in the second year of the project when schools were asked to revisit their initial project plans and make amendments.
School visitsThe dk2 consultants visited each school team up to two times each year to provide a ‘think tank’ session with the team, to iron out issues, provide support and extend their thinking about what could be possible for their project within their own contexts. The focus of each visit was crystallising each school team’s project plan and exploring the types of support they would require over the coming 2 years. The first round of dk2 school visits was undertaken in late 2006. Some visits were also attended by Felicia Brown, Microsoft, and the (then) DET Strategic Initiatives Directorate representative Scott Thompson.
The process of targeted school visits continued over the coming years, often attended by the DET Strategic Initiatives Directorate representative (Anne Stevens and then Eleanor Igoe from mid-2007) and Felicia Brown when they were available.
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Reflection, Review and Improvement: Accountability (Monthly Reports and Teacher e-journals – learnings documented and shared)Along with the development of detailed project plans, school project teams were asked to keep ongoing records of their journey through the life of the project. They were asked to: Submit monthly electronic School Team Reports outlining their project progress,
participant (student and teacher) numbers, project highlights, events and issues. These were then collated into a monthly report for Microsoft and the DET.
Submit monthly electronic teacher e-journals that encouraged teachers to develop their reflexive skills to record the “aha” moments in their classrooms.
Provide 10-15 minute forum presentations of their project’s progress at each forum.
Work with their students to create a final 3-minute film shown at the Gala event, encapsulating their journey through PiL NSW.
In their busy school lives, teachers often don’t have time to formally reflect on what has happened in their classroom or systematically record the successful, “aha” moments where students have seemed most engaged and where learning has appeared to be at its most potent. To assist teachers in keeping this record, the action learning approach of maintaining ongoing and consistent records was instituted in this project.
These accountability mechanisms were designed to help track progress in the project and to help participants to develop stronger reflexive skills (and in so doing, further build a richer pedagogical repertoire).
Initially, these electronic documents were uploaded to the TaLe NSW PiL Professional Learning Community (PLC). In 2008, the Microsoft Innovative Teachers Portal included a closed section for the NSW PiL Project and this Sharepoint environment was used to share these documents and all key project information. The templates for the two reporting/recording documents were developed with the assistance of Professor Nicola Yelland, who represented the Microsoft PiL National Evaluation Team, supporting the NSW PiL Project throughout its second iteration as
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the Connected Learning Schools Project. (See Appendix 3 and 4 for sample templates.)
My current feelings and reactions to my experience in this project: It’s been a fantastic opportunity to advance my professional learning and to share that learning with others.
What I am learning and what have been the most powerful learning experiences for me: Reflection – making the time to actually do it.
What I feel my students are learning: Realising that everyone in or school is a learner – teachers included.
A significant event for me and how I felt and reacted: Realising the true value of sharing – the final step in the inquiry learning / project-based learning process.
Rob Emerson, Orange PS, e-journal, November 2008
The School Team Monthly Reports enabled the project managers to keep track of project highlights, planned events, implementation issues and participant numbers, and report on these to both Microsoft and NSW DET.
My understanding, use and competence with ICT has grown by huge amounts through my work with the project. My teaching has been widely and richly enhanced, my motivation and involvement in my teaching is higher and I am providing higher quality learning experiences for my students.
It has been a very time consuming but worthwhile experience which has truly enhanced and reignited my passion for teaching - providing me with knowledge and confidence to explore more use of technology as a valuable teaching tool.
Teacher respondents, ACER Survey, September 2008
The individual teacher e-journals served two purposes: 1. helping the project managers to gain individual insights into the journeys of
participating teachers (and provide just-in-time support at critical times); and also
2. assisting those teachers to maintain longitudinal records of their experiences.
These e-journals were collated and released to the teachers at the Reflections Forum in May 2008, and quotes from the e-journals are included throughout this document.
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The e-journals asked teachers to reflect on their practice and their students’ learning. They are a rich qualitative record of the teacher experiences of the project, documenting their trepidation, sense of being overwhelmed and intimidated and unsure (in the earlier stages) and then recording their growing confidence, sense of satisfaction, ability to take more risks and the surprise of seeing what their students could do when new instructional techniques were employed, allowing students the autonomy to explore, drive their own learning and use technologies not previously accessible at school.
Participation by some staff in the PIL project has provided a catalyst for many other staff to actively seek further training and development in these areas of technology.
Principal, ACER Survey, September 2008
New pedagogical approachesWith a focus on the use of communication and collaboration ICT tools, it was inevitable that the project explore the powerful pedagogies that emerge from personalising student learning and creating opportunities for student-driven, student-centred, constructivist and connectivist learning experiences. Bridging the disconnect between what engages students outside of school and the possibilities for what might then engage them in learning within school, participants were encouraged to involve the students in decisions about the project and to forge authentic and meaningful links with the wider school community.
We really are lifelong learners in all areas especially using technology.
Rob Emerson, Orange PS
Throughout the project, at the professional learning forums, in their monthly reports and reflections, participating teachers were encouraged to explore teaching practice that involved community learning, communicative learning, collaborative learning and group interaction. This is teaching and learning that creates and makes connections and:
Delivers communication between groups;
Enables communication between many people;
Provides gathering and sharing resources;
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Delivers collaborative collecting and indexing of information;
Allows syndication and personalisation of priorities;
Utilises new tools of knowledge integration and creation of new knowledge;
Uses ICT tools that deliver to many platforms as is appropriate to the creator, recipient and context.
Professional learning forums encouraged the participating teachers to explore the Web 2.0 tools and what they implied for a new Pedagogy 2.0. With an emphasis on the learner as the centre of the equation and both the teacher and student as the ‘learner’, project teams were asked to consider how their project could create individual learner empowerment through project designs that focused on collaborative, networked interaction.
The following aspects were discussed and explored, with participating teachers asked to think how they could implement or customise these new approaches within their own classroom contexts.
Content: learning experiences that augment thinking and cognition, offer diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas;Curriculum: not fixed but dynamic, open to negotiation and learner input, interdisciplinary in focus and that blend formal and informal learning; Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity; Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;
Resources: Multiple informal and formal sources that are rich in media and global in reach; Scaffolds: Support for students from a network of peers, teachers, experts, and communities; and Learning tasks: Authentic, personalised, learner-driven, learner-designed, experiential and enable learners to create content.(McLoughlin and Lee, 2008)
The school teams were exposed to Web 2.0 tools, such as MS Sharepoint, wikis and blogs, that support knowledge sharing, peer-to-peer networking, and access to a global audience with socio constructivist learning approaches to facilitate greater learner autonomy, agency, and personalization. Blogs, for instance, to: create a dynamic community of learners; run a project-based learning activity; interact, debate, relate, communicate and collaborate with teachers, students
and the world;
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record and track understanding; post class news and questions; provide timely feedback and links to resources; RSS – rich site/really simple syndication (from websites you choose).School teams were encouraged to create learning environments that facilitated risk taking, embraced challenge and change, were flexible and enabled the learner to move beyond work-related, basic, product-driven use of ICT. The role of the teacher was to also learn to learn, and: Model learning; Use the language of learning; Love learning; Design for learning; Transform the learning in their classrooms and Commit to being lifelong learners themselves.Teachers were asked to undertake an ongoing process of reflection, reiteration (and improvement) and recording of their experience. This was done through the Monthly Reports and Teacher e-journals and through the TaLe PLC and the Innovative Teachers Sharepoint site. They were encouraged to collaborate with their students and with each other (and other schools), communicate and model being true partners in learning.
For some, this was a journey of learning to let go. And there was a struggle, at times, to hold onto the reigns. For others, it was a challenging and uncomfortable experience.
Taught to be experts themselves, some of the project teachers felt far out of their own comfort zones. They were urged to take risks – after all, that was what they were asking their students to do every day they entered their classrooms - and shown that by so doing, they were modelling what it meant to be a lifelong learner.
The outcomes of this process were extremely positive, across the board.
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The school projects
The ten school team projects all focussed on engagement of students through innovative teaching and learning approaches that incorporated ICTs (or similar behaviours and functions) that students were using outside of school. With the growing interest in Web 2.0 technologies and social software, there was a strong focus on communication, collaboration, creation and reflection.
ICT is no longer a chore or a novelty - it is now accepted as a part of everyday life. Staff are wanting to learn more and are no longer scared of it…[ICT] is embedded in everyday teaching and learning rather than a once a week technology lesson…
Participating teachers, ACER survey, September 2008
Bankstown Girls High School / Bankstown Public School
Bankstown’s project focused on building a learning community that uses ICT in purposeful, meaningful ways to enhance the development of student higher order thinking skills. Called iLearn@BGHS, the project initially involved a small group of ‘extension’ year 8/9 students working with selected students from Bankstown PS. There was an emphasis on critical and creative thinking within a self-directed learning framework.
It’s amazing how the PiL project has initiated and consolidated the links between the two schools. As the co-ordinator of the project, I’ve made new friends and share a terrific professional rapport with my PS colleagues – other HS teachers are getting on board.
Enzo Nadile, Bankstown GHS
In 2008, the project widened scope to include all year 9 students undertaking study into an area of interest based on an indigenous theme, with students from Bankstown PS exploring use of different technologies within their context. MS Sharepoint was used consistently as a focus for communication, recording progress and reflection.
It’s great to see students in charge of their learning and so involved and excited! I felt the staff need not be there at all!
Stephanie Kingston, Bankstown GHS
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Barnier Public SchoolBarnier PS has a highly tech savvy staff, with ubiquitous access to technology. And so, the PiL Project at Barnier PS began with much promise. It was soon beset with a lack of staffing continuity, roadblocks and several changes in direction.
Initially focussed on enhancing student engagement and increasing student learning through authentic learning tasks, Are you game enough? required students to simulate a game design studio, researching the different roles needed to create a digital game and taking on these roles as part of a multidisciplinary team constructing a digital game. In its second year, and after three staff changes, this project evolved into a round table assessment, Marvin and whole school technology project which successfully managed to incorporate e-portfolios and student self-reflection.
I find … the program particularly exciting and interesting. The repercussions for this part of the project are far reaching. The use of the digital portfolio as an assessment tool and support for assessment are enormous. Whilst at the moment the students are developing their skills and placing only some of their work into their portfolios, the long-term benefits will be enormous… The overwhelming response of both the staff and the students is very heartening.
Gail Oakman, Assistant Principal, Barnier PS
Berinba Public SchoolBerinba Bright Sparks focused on building capacity for staff and students to utilise ICT to enhance their own learning. The projects undertaken by teachers were initially based on the collection of data on ICT use and the exploration of innovating options for classroom application, building from a number of mini-projects to a major school-wide project in 2008. In 2008, introduction to Marvin and digital story telling led to all Year 6 teachers working collaboratively to engage students at this year level with a particular focus on boys and incorporation of ICT into the school’s buddy program (following exposure to the very successful Young PS project).
Advancements in technology will be utilised by the Berinba Bright Sparks in our busy school environment which has multiple demands placed on our valuable time. We have developed a management strategy, which has been effective in bringing about change and improvement.
Ray Claydon, Principal, Berinba PS
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Bulahdelah Central School (Tea Gardens Public School, Booral Public School, Bungwahl Public School, Coolongolook Public School)BCS PiL targeted the embedding of ICT into the middle school curriculum. The project aimed at enhancing communication across and within the schools, with student-centred activities focussing on student-driven tasks and creation of learning artefacts. Data collected through the ACER survey informed the design of the school’s MS Sharepoint portal and the teaching in Claymation skills - script writing, timing, story boards, photography skills, design and animation. A teacher-student committee was established to oversee the design of the portal which enabled middle school students to receive, work on, submit, vote, communicate, record their learning and receive feedback on a variety of rich, relevant tasks. Tasks included the use of multimedia design and animation. Students presented learning outcomes through the portal, and animations were recorded to CD for future teaching and learning tools. Annual Claymation Celebrations involved the local school community and celebrated the student learning that had occurred.
The two teacher leaders of the project – Tim Gorrod and Deb Gilbert – were recipients of several state and national teaching accolades through the life of the project, including Tim Gorrod being awarded the NSW Microsoft Innovative Teacher Award in 2007and both were also invited to present their experiences at the ISTE ictLT Conference in Singapore in August, 2008.
I want my students to be able to dream, take every opportunity, teach what they know, think big, enjoy the moment, create.
Deb Gilbert, Head Middle School, Bulahdelah Central School
Drummond Memorial Public School (Yarrowitch Public School, Rocky River Public School, Niangala Public School)Engagement for Life! encouraged student choice and self-reflection in the use of a range of social software applications using a TV station programming format as the framework. Professional learning for teachers was based on individual needs around ICT, planning for collaborative learning and thinking skills. Students developed capabilities in the use of social software, production of a ‘TV serial’ using Microsoft PhotoStory, a TV advertisement using Windows Movie Maker and digital camera (CPA) and a quiz program using Microsoft Excel. Students at all
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participating schools met online, collaborated on hypertext wiki stories and answered weekly discussion issues on MS Sharepoint. They met face to face during several excursions and developed strong friendships as they collaborated together. Staff from Drummond MPS were also provided with an academic partner and participated in the QTAL Conference. The project lead for the Drummond project, Michael Wilson, was awarded the NSW Microsoft Innovative Teacher in 2008 and was also the recipient of several other accolades including the NSW Microsoft Scholarship for 2009 through which he will visit the United Kingdom and USA in 2009.
(I am feeling) Very positive. We have had a very productive year. The students enjoy the activities. I have enjoyed this year immensely from a personal and professional perspective. I can see huge improvements in the students…in their writing outcomes, especially on the difficult area of identifying the purpose of a piece….I have seen social outcomes for our students because of the interactions with students from other schools.
Michael Wilson, Drummond MPS
Young Public SchoolThe Young PS project was called Buddies in Technology. Leveraging off the already successful school-wide buddy system that was initially welfare-based, the project extended the program to incorporate curriculum with a specific focus on using ICT to communicate, collaborate and produce student-driven artefacts that focused on the developing skills and relationships of students across the school year levels using stop motion cameras, animation, claymation, digital story telling and Marvin software.
All up, the school has thoroughly appreciated the involvement in the PiL program and the initiatives and practices resulting have been embedded into school life. We feel sure that staff and students will continue to explore new technologies and maintain the momentum generated by this project. Many Thanks. Neil Muir – on behalf of all YPS Staff.
Neil Muir, Young PS
Cherrybrook Technology High SchoolThe Cherrybrook PiL project underwent a dramatic change in direction mid stream, both in staffing, coordination and focus. The project shifted from CSI Cherrybrook (which used software applications to enhance investigative skills and wireless Nova
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2000 devices connected to the school network to follow directions and pursue clues delivered through the school network, and use computers to record their learning outcomes) to a more simple, one class data collection project using the Nova 2000 devices. This Science-based project also utilised social networking to support student learning.
Orange Public SchoolWrite Right Now was a student-centred learning and negotiated assessment project. Through theme based, cross-curricular activities, students used technologies such as claymation, digital story telling, blogs, web design and publishing. Additional technologies such as Interactive White Boards assisted with the delivery of lesson content and helped to demonstrate the particular technologies students were using. A 21st century technology evening involving the wider school community enabled students to showcase their work and share their understandings. Blogs and wikis allowed students to communicate with each other, even when one student travelled through Europe.
PiL has been the catalyst for real change at our school. The project has enabled our staff to explore new directions, with a strong focus on teaching and learning that is making a huge difference and having a great impact on our students and their learning outcomes.
John Webb, Principal, Orange PS
Marrickville High School / Wilkins Public School
As with several of the NSW PiL projects, the Marrickville project underwent a significant evolution over the 2 ½ years of PiL. Initially highly focused on technology, the project shifted to a creation, animation, claymation and documentary film project, involving the Year 5 students from neighbouring Wilkins PS. Situated on a busy road, with no limited speed zones, the first phase of the project set the Marrickville and Wilkins students with the challenge of developing a TAC claymation that could lobby local interest groups and state government to have a 40 km/h speed zone established along the roadway they shared. Successful in this venture, the second year of the project became a documentary film study.
I am loving working on this project and teaching kids stuff they don’t get to learn all the time in a different fashion from the traditional teacher/student classroom with kids in teams and mentors in year 10 to help guide and facilitate the learning.
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Kate Coleman, Marrickville HS
Spinning a Yarn – taking a byte into high school used documentary filmmaking techniques through collaboration and cooperative teaching and learning. Students were encouraged to spin a yarn about a local story through the production of a 5 minute short film. Through collaboration, the ‘yarn’ to be told used documentary cinema techniques and ‘true/false’ documentary film. Visiting artist, George Gittoes was incorporated into the project alongside the production of a blog about the local yarns and documentary filmmaking. Marvin was also used for skill development.
Seeing the excitement and enthusiasm to get going! Last lesson…the kids formed their teams and got working with their team leader. One leader (a primary student) gave homework to his team to have prepared for our meeting next week. Fantastic!
Kate Coleman, Marrickville HS
Raymond Terrace Public School / Hunter River High School
Initially a research project led by Hunter River HS, this project (like many others) experienced a change of emphasis in its early days. With the joining of staff from Raymond Terrace PS, the cross-school project assumed an environment focus and used the resources available through the NSW DET Centre for Learning Innovation (CLI) online project Macrobiotica. This project encouraged students from Raymond Terrace and Year 7s from Hunter River HS to undertake an environmental investigation on water quality in their local area, Windeyers Creek. This exploration led to serendipitous discoveries and linkages with the community, including local farmers and the local council. In the second year of the project, the focus moved to production through All the World is a Stage.
The project has engaged students in ways I haven’t seen before….
Jason Marshall, Raymond Terrace PS
The project’s new purpose was to achieve increased student engagement by providing learning opportunities that take advantage of studied moving pictures, explored use of green screens and produced their own films.
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(I have learned)…to think outside the box to let the students become more self-empowered with their learning and ultimately thinking process…
Nicole Apps, Hunter River HS
Statistical snapshot
A growth in numbersThe most recent NSW PiL participation figures show significant increases in participation across the board, from the inception of the project: Student participation increased by 360% from 575 in early 2007 to 2056 in
November 2008; Teacher involvement increased 230% from 61 to 143; School numbers increased by 330% from 10 to 33.
Patterns of participationIn 9 out of the 10 projects, participation in the school – and, in some cases such as Bulahdelah CS, Drummond MPS, Raymond Terrace PS / Hunter River HS, Bankstown GHS / Bankstown PS and Marrickville HS / Wilkins PS showed an increase in other schools joining the project – grew significantly through the life of the project.
I’ve enjoyed watching teachers teaching other teachers and students teaching each other.
Neil Muir, Young PS
Considerable growth in the numbers of teachers and students participating took place either in mid 2007 (in the case of Bulahdelah, which had achieved so much in the first semester of the project that they sought to fast track their plans and bring their key partner schools on board in Terms 3 and 4 2007 instead of the following year) or from the beginning of 2008 (in the case of Drummond where the number of participating schools accessing the Sharepoint portal spiked in Terms 3 and 4 2008 with the introduction of the gifted project and 13 new schools joining).
Over the same time, four schools – Cherrybrook THS, Young PS, Barnier PS and Berinba PS – remained as individual projects. Of these, three of the schools succeeded in growing teacher and student involvement in the project, with a focus on building capacity and mainstreaming innovation. The direction of the
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Cherrybrook project radically changed direction in the latter stages of PiL (early 2008), and the focus shifted to one class led by one teacher and with the involvement of a small team of school leaders and interested staff. The team of Orange PS and Orange HS changed at the end of 2007, with Orange HS being released from the project. In their second project year and, through a process of reflection, review, refining and/or redefining the direction of their plans, most school teams succeeded in sustaining and, in the majority of cases increasing, teacher and student commitment, motivation and enthusiasm.
My understanding, use and competence with ICT has grown by huge amounts through my work with the project. My teaching has been widely and richly enhanced, my motivation and involvement in my teaching is higher and I am providing higher quality learning experiences for my students.
It has been a very time consuming but worthwhile experience which has truly enhanced and reignited my passion for teaching - providing me with knowledge and confidence to explore more use of technology as a valuable teaching tool.
Participating teacher, ACER survey, September 2008
Qualitative dataHow I am feeling, as a teacherThe following descriptors have been arranged to reflect how the teachers felt at different stages of the project and clearly reveal a progression of feelings from apprehension and anxiety at the beginning to growing confidence, pride and pleasure in the current phase of the project (24+ months from the start). The following lists have been drawn directly from the individual teacher e-journals:In the beginning (early 2007) teachers understandably felt:
In late 2007 teachers felt: In 2008 journals, project teachers felt:
FrustratedExcitedAnxiousOverwhelmedNervousEnthusiasticUnsureFlat outApprehensiveMoving into the unknownWorriedFrazzledPositive
ScaredInterestedTime poorWowAmazedDelightedStill learningTrying to keep upProud of other staffSwimming with my head just above waterWe are all learningEnjoying new partnerships
ProudPassionateLoving the rideImproved confidenceImpressedThrilledLoving workingVery positiveVery productiveGreatRelievedKeen againEnjoying the collegiality
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Pressured BuzzingMoving forwardEnjoymentThat it’s not always easy but I am resilient Feeling encouragedFeeling validated
I have reignited my thinkingThe project has re-energized my teaching
The positive shift in attitudes to the project was also reflected in the range of soft and technical skills that the students involved in the project are learning. By November 2008, many teachers were asking “what’s next?!”
Students are brave with technology, not worrying about stuffing things up.
Jason Marshall, Raymond Terrace PS
What my students are learning Apart from technical and digital literacy skills, these are some of the descriptors of students’ new skills and attitudes to learning:
TrustResearchPresentation and aestheticsImaginationResilienceFocusDetailFlexibilityAcceptanceReflectionSynthesisEnjoymentNurturing relationshipsInterpersonal skillsConnectednessVisual literacyCritical literacyRespect
Dealing with adultsBeing part of a learning communityDeveloping new project meta languageEnquiryLifelong learningBeing adaptableUnderstanding audienceUnderstanding purposeRelevanceInitiativeRisk takingA love of learning Higher order thinkingCommitmentInformation literacy
i have noticed that everyone is more motivated and interested in school work. everyone seems to be happier and interactive
the students have enjoyed using technology more in class and are more motivated to learn
i have noticed over the last 2 years that we are geting lots more ICT to help us more in our education
Responding students, ACER Student Survey, September 2008
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School reflections of their journeysEach school team’s journey was documented through their Monthly Reports, Teacher e-journals, Forum presentations and annual reports. Following is a summary of the progress of teams over the life of NSW PiL.
School Team
Where they started from Where they are now How they got there
Drummond Three individual schools which had no connection, communication, shared resources (4th school joined project at a later date)
Limited understanding of what was expected
Problems with two different (OS) platforms – mac and PC
Students not willing to communicate with other students
Varying expertise across staff Students had varying levels of
ability Initial idea of finished project too
large with no clear direction
Connected Communicating Have a clear end product in sight Collected all resources for final
product Have new ideas and insights for the
future for staff and students Continued contact and
communication with partner schools after PiL project complete
Upskilled staff and students Channels of communication
established through Sharepoint Started with ‘the end’ and
established clearly defined steps to reach that end
Utilized outside expertise to educate staff and students
Used a basic, tried and tested model to educate
Linked PiL learning to the curriculum
Cherrybrook Large proportion of technology reluctant staff
Small number of staff utilizing intranet as a teaching tool
Small number of staff responsible for running intranet
Teachers not aware of technologies available to assist in the delivery of courses
Student access to online resources limited
Students frustrated learners because of outdated delivery methods and lack of access to technology
Students felt home access to
More staff embracing and using technology
Huge amounts of resources available on sharepoint
All relevant staff responsible for sections of sharepoint
Staff more aware of technologies available to assist deliveries
Student access to online resources significantly improved
More students satisfied with access and staff delivery
Home and school online access similar
Dedicated in-service time for technology on SDP
Staff given direct instruction on use of technology in SD Program
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technology far superior to schoolBulahdelah Policy said ‘no electronic submission
of work’ Fairly large population of dinosaurs
on staff
Policy virtually reversed More technology available New environment physically Almost no dinosaurs Technology becomes a central point
of what we do Culture changed to the extent that
technology is embedded
Provision of staff laptops has been the biggest single step
Internal and external professional learning opportunities provided
PiL PiL committee – engaged across
school Creation of sharepoint websites – PL
provided
Orange Experienced teachers just taught same ways as always had
Staff interest but lack of ability scared them
Laptops/computers for confident users was good, under-utilised for some
Focus on engagement through various different teaching practices
Digital literacy awareness and shifting
Steady increase of use, some communications only via digital means (email etc) -> force people to use
Training, awareness, accountability of QT pedagogy
Executive support of TPL and changes to changing
All teachers have school laptops TPL
Raymond Terrace
Traditional teaching and learning A bit apprehensive, tentative,
hesitant to take risks, fear of not knowing
Scattered, confused learning about technology
Teaching technology for the sake of technology
Other methods, styles of teaching and learning are being considered
Integrating technology into learning Frustration with lack of resources /
time to support IT integration
Blood, sweat and tears! Lots of stress! Appointed a project manager
(helped enormously) Planning day – with schools together Celebrated achievements
Young A network that functioned well Staff comfortable with MS word,
publisher, powerpoint, excel, paint Equipment – computers Work presentation traditional
(written form) Staff hesitant to move out of
comfort zone
Students use technology independently
Student mentors work with competence and confidence using technology
Information filtering through school Greater variety of work presentation Redefining publishing eg.
Presentation of work during assemblies using projection
Incorporated technology into
Introduced to new ideas through participating in PiL
Invested in equipment eg laptops, cameras, videos, projectors, webcams
Staff professional development Embedded technology into learning
situations Trial/error and revision
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presentations to parents Implementing IWB programs into
classrooms IWB in staffroom to further staff
development Multitude of different applications Enhanced student motivation
Marrickville Disorganized Uninformed Overwhelmed Needed to create a new relationship
between the schools Under resourced Lack of ICT throughout the
curriculum (in regards to film making and literacy)
Overwhelmed Under resourced Great relationship between staff on
the project Emerging community being built Produced a product Increased narrative writing Foundation for future transition
project
Reflection Discussion / communication Sticking at it (no matter what) Set up Sharepoint Marrickville has set themselves up
technologically – Wilkins is getting there
Engaged parent community
Berinba Hesitant Bits and pieces of technology No real cohesive plan No future vision of where technology
was going No particular sharing of knowledge Restricted access of ‘usable’
equipment The involvement of the school in the
project was welcomed
Technology is becoming more integrated into classroom teaching
Enthusiasm overrides the practical access to ICT
Students want to use technology and expect it to be part of learning
People started to ask questions as to ‘how’, ‘when’ and ‘what’
People reflected personally on what their professional needs in ICT were
Ideas from Microsoft forums of ‘what can be done’ have lead to change eg the purchasing of IWBs etc
Sharing and communication of staff not just those involved in this project
Trial and error Training and development
The ACER survey results corroborate this growth in skills and confidence.
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The ACER Evaluation Findings
A formative evaluation of the overall project was conducted by ACER via Student, Teacher and Principal surveys conducted in 2006 and 2008.
Receiving ACER’s analysis of the school’s performance throughout the project. The independent data provided a insight into particular aspects of ICT at Berinba and was incredibly encouraging.
The integration of ICT will always be an important aspect of our planning. We can now move forward with such a strong foundation.
Ray Claydon, Principal, Berinba PS
The ACER research indicates that projects appear to have had a positive impact on enhancing students’ engagement in their education. The results provide evidence that teachers have become more confident and sophisticated users of ICT over the last three years, and that they may feel more connected with their students. During the same period, there has been a rise in students’ engagement with school, both in general terms and in ways mediated by the use of ICT.
ICT appears to have helped students connect with schoolThe evaluation asked students to report on a range of ways in which the digital technologies could have helped them engage in learning. Students reported ICT-mediated increases in all defined aspects of student engagement – active learning, collaborative learning, school connectedness, and perceptions of support. These patterns parallel increases in students’ and teachers’ perceptions of students’ general engagement in school. Importantly, students’ perceptions of their engagement is mirrored in that of their teachers. In 2006, there was a significant disjunct between teacher and student perceptions of engagement. This provides cross validation of the student reports, and also evidence of teachers’ awareness of how ICTs can be used to engage student learning.
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1 3 5
Active learning
Collaborative learning
School connectedness
Supportive learningenvironment
General engagement
Low Medium High
Engagement
20082006
Teachers have learned and developed new ICT confidence, knowledge and skills Building capacity by enhancing teachers’ knowledge and understanding of digital technologies was an important part of school plans and projects. Teachers play a critical role in setting the conditions that enhance students’ engagement in learning and their educational outcomes. The results suggest that targeted professional learning, teacher mentoring, reflective practice and developing pedagogical approaches that enable students to more effectively connect with schooling have a significant impact on student engagement.
The survey asked teachers to rate their own ICT competence. Overall, there was a statistically significant increase in teachers’ ICT knowledge and skill, rising from 3.4 to 3.7 on a four-point scale – more than half of a standard deviation unit. Such increased competence may stem from teachers’ own professional learning as well as working with their students on their ICT projects.
Figure 1 reports 2006 and 2008 mean scores for specific ICT competencies, sorted by the difference between mean scores. The chart shows that it is the use of computing technology for social networking and multimedia in which competence increased most – this reflects the focus of the Connected Learning Schools Project. A gap
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between error bands for each of the annual estimates indicates a difference which may be considered statistically significant.
1 2 3 4
save a computer document or file
use the internet
use standard word processing software
use the internet to look up information
write and send emails
create a computer program
learn how to use new computing equipment
play computer games
move files from one place to another on a computer
copy or download files from the internet
attach a file to an email message
use a spreadsheet to plot a graph
combine text and images from different software
use software to find and get rid of computer viruses
listen to music on a portable digital player
create a multimedia presentation
progarm ICT in ways that suit my needs
use the internet to download software
download music from the internet
use camera, text and internet on a mobile phone
construct a web page
use online chat rooms to communicate with others
None Low Medium High
Teacher ICT comptence
20082006
Figure 1 Teacher ICT knowledge and skills
Teachers’ enhanced ICT knowledge and skill is linked with enhanced use. Table 1 (following) shows that between 2006 and 2007, the use of some ICTs has remained the same or decreased, while the use of many has increased.
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Again, it is in the higher-order aspects of social networking as opposed to straight information dissemination or retrieval that use appears to have increased.
Used same or less Use has increasedlearn with special software post comments on blogs that I readuse a word processor or a spreadsheet write computer programsspend time in chat rooms or forums get computer game advice onlinetake digital photos use a mobile phone to access the internetuse the internet for file sharing and/or storage upload text and images to an online profiletransfer files across different ICT write a blog to share ideas with othersdownload software from the internet create an e-portfoliowatch video or listen to audio on the web write or edit wikiscommunicate with friends using email use a computer with friendsdraw, print or produce graphics on the computer use the internet to ask an ‘expert’ about workbrowse the web for fun shop on the internetuse the internet for study or school work use a webcamlook up information on the internet make websites
communicate online with friends in real timeplay games on a computer onlinedownload music from the internetuse an electronic organisercommunicate with students online
Table 1 Change in teachers’ use of ICT
Teachers were asked to indicate their preference for learning about ICT. The most preferred method, selected by 49 per cent of respondents, was mentoring by other staff. School professional learning opportunities were selected by 41 per cent of respondents. Twenty-two per cent of staff indicated that PIL forums played a role in their learning about ICT, and 19 per cent of responding teachers indicated a preference for being mentored by students.
Changes in student engagementThe survey asked students to report on the extent to which they were using ICTs to engage in school, and teachers were asked to cross-validate these perspectives. Figure 2 shows students have reported ICT-mediated increases in all defined aspects of student engagement.
Importantly, students’ perceptions of their engagement is mirrored in that of their teachers. This provides cross validation of the student reports, and also evidence of teachers’ awareness of how ICTs can be used to engage student learning.
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1 3 5
Active learning
Collaborative learning
Schoolconnectedness
Supportive learningenvironment
General engagement
Low Medium High
Engagement
Teacher 2008Teacher 2006Student 2008Student 2006
Figure 2 Students’ engagement through ICT
These patterns parallel increases in students’ and teachers’ perceptions of students’ general engagement in school. Figure 3, following, shows that students’ general engagement in school is on average very high, as is their teachers’ perceptions of their students’ engagement.
The period of the evaluation has seen a rise in active learning, in collaborative learning, in ‘connectedness’ with the school, or perceptions of support and, correspondingly, of general engagement overall.
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1 3 5
ICT active learning
ICT collaborativelearning
ICT schoolconnectedness
ICT supportivelearning environment
ICT engagement
Low Medium High
Engagement
Teacher 2008Teacher 2006Student 2008Student 2006
s
Figure 3 Students’ general engagement in school education
Teachers appear to have become more sophisticated users of ICT over the last three years. During the same period, there has been a rise in students’ engagement with school, both in general terms and in ways mediated by the use of ICT. The PIL projects appear to have had an impact on enhancing students’ engagement in their education.
The Microsoft NSW PiL Project has clearly had a significant impact on both student engagement and the growth in teacher skills, confidence and knowledge in using ICT in teaching and learning. The evaluation has been able to identify a number of success factors which can be applied in a range of school settings.
Success factors and indicators
The project has helped to define the characteristics that contribute to effective school change. These include: A vision for change; Leadership commitment and staff committed to continuous improvement; Strategic planning: project planning and evaluation;
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Team work; Risk taking; Capacity building: commitment to teacher professional learning; Devolved responsibility and shared ownership; Partnerships: schools, community, parents, corporates such as Microsoft; Effective communication; Supportive and receptive learning organisations; Embedding projects like PiL in mainstream curriculum; Technology being used beyond basic, work-related purpose to rich, adaptive,
synthetic and evaluative purposes; Bridging the gap between home and school use of ICT: from standard work-
related at-school product-driven tasks to social networking, synchronous, interactive, multimedia and social software and games;
Consistent accountability and reflection; Valuing professional discourse; The power of reflective practice; Student-driven projects.
The common conclusions of the school teams regarding the success elements of their projects were: When technology – such as the social software opportunities afforded by MS
Sharepoint – moves beyond basic, work-related purposes to rich, adaptive, synthetic and evaluative purposes, students are more engaged in their learning.
Technologies that help to bridge the gap between home and school use of ICT are more effective (moving from standard work-related at-school product-driven tasks to social networking, synchronous, interactive, multimedia and social software and games).
The development and nurturing of a professional community both face to face and online creates professional discourse that helps build teacher confidence and develop a shared understanding of powerful pedagogies.
How things have changedWhere the schools started: teachers lacked confidence, skills and knowledge of technology and used
traditional teaching and learning approaches with minimal integration of ICT;
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students had limited meaningful access to ICT in their learning and used technology at home in engaging ways not reflected at school; and
schools did not have a clear vision of how ICT could be integrated meaningfully into their teaching and learning.
These schools now report: teachers are e-confident and are considering and embracing new technologies
and different teaching practices; students are engaged in their learning and they want and expect technology to
be part of it; schools are connected and communicating and the culture has changed to one
where technology is embedded.
Key enablersThe key enablers for this positive shift: Microsoft’s contribution (hosted by Unisys) of a secure MS Sharepoint site
enabling teachers and students to safely communicate, collaborate, publish and connect with each other (both within schools and with, often remote, partner schools) and utilise a number of social software tools such as wikis, blogs, discussions and surveys;
Professional learning opportunities offered as part of the project to up-skill teachers and build capacity and confidence;
Professional discourse and networking; Access to equipment (i.e. laptops, cameras) and software (i.e. Sharepoint and
Marvin).
A focus group of cross school teamsIn the Reflections Forum, five mixed project groups were randomly formed to enable cross school sharing and discourse. These groups discussed, identified and then reported on the key success factors of the PiL projects. From highest priority, these success factors are:1. The projects are purposeful, relevant and authentic and are:
an acknowledged part of the curriculum linked to KLAs and components of quality teaching based on powerful pedagogy – self-directed learning / higher order thinking flexible and adaptable to suit each schools’ individual needs
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able to evolve to sustain interest and motivation through a process of reflection and review
2. Good leadership in the schools and regions to provide a vision and support and champions for the projects as well as strong technical leaders.
3. Networking and sharing opportunities have enabled: knowledge sharing between schools and different areas of NSW sharing and learning from each others’ projects skills and knowledge sharing within teams and between students and teachers professional dialogue
4. Enthusiasm, commitment and motivation of both teachers and students
5. Projects are student-centred students have been listened to about what they feel is important students have been allowed to lead in the use of technology students have been the confident risk takers, “brave” exponents trying new
things and solving new problems through effective communication, collaboration, creation and cooperation
6. Accountability and reflection of projects, of teacher practice, of student learning Monthly school team reports and teacher e-journals have helped to capture
the tacit knowledge and have documented the progress of the projects over a protracted period of time
7. Good communication has enabled momentum to be maintained and for projects to be mainstreamed, sustained and expanded within schools
8. Building on successes
9. Valuable support has been provided by Microsoft and DET in terms of: time, resources, money, professional learning assistance with Sharepoint
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project management
10. Effective teacher (and student) teams to drive projects with: a good mix of skills – including technical, pedagogical ownership of the project collaborative skills resilience, persistence, cooperation, organisation, creativity, confidence – you
too can do it attitude!
11. Enabling technologies including: providing staff with laptops digital cameras, projectors etc Sharepoint innovative software to encourage creativity
12. Professional learning opportunities which have: increased confidence, skills and expertise pushed the boundaries and forced changes in attitudes to technology exposed teachers and students to a range of ICT experiences encouraged staff mentoring / peers / students
13. Community involvement
Problems and Issues
NSW PiL was, by and large, an extremely successful Partners in Learning Project that enabled participating schools the flexibility to customise their project plans to their individual contexts.
However, like all projects, there were some barriers to successful implementation.
Staffing turnover both at NSW DET (which was redressed once Ms Igoe joined the project) and in some project schools meant that continuity in the project was sometimes lacking.
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As schools did not apply to join the project or nominate themselves (their SEDs had nominated them instead), it was clear that some schools did not have the commitment and enthusiasm to embrace the project and all it had to offer. These schools were noticeably absent in regularly submitting Monthly Reports or Teacher e-journals, and invariably led projects that were teacher-driven and less student-focussed.
Some schools allowed the technology to drive the project instead of the pedagogy. These projects were the less successful ones, where change in student engagement did not occur or where growth in teacher ICT confidence, knowledge and skills was not evident.
Conclusion – reflections on the project
After its inception in June 2006, the Connected Learning Schools Project has achieved significant positive change in the majority of schools involved in the project.
The focus on professional learning, accountability and collegiality has led to a shared understanding of what is possible and an increase in confidence and risk taking. Changes in teaching and learning are evident across project schools.
Authentic use of communication and collaboration tools afforded by social software and the Sharepoint environment and creation tools such as PhotoStory and Marvin, have helped schools move beyond basic work-related use of ICTs to synthetic, evaluative and adaptive purposes.
Student engagement has improved and teacher confidence has grown. The project schools attest to significant positive impact that PiL has had on student engagement and teacher capability including: increased communication and collaboration, enhanced collegiality, embedding of technology in teaching and learning, increased e-confidence of users (both teachers and students) and changes in pedagogy.
The projects have built capacity through: benchmarking research; teacher professional learning (biannual conferences, online professional learning
community, networking, collaboration);
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access to Web 2.0 tools through Sharepoint (blogs, wikis, discussions); accountability, reflective practice and iterative improvement; biannual field visits by MS project managers; access to new opportunities (Innovative Teacher Awards); and development of powerful new pedagogies to engage and stimulate students.
The project has made a difference.
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Bibliography
The references below were used to inform the project forum events and the discussions of new pedagogies with the NSW PiL school teams.
ACER, (2008). Microsoft Partners in Learning New South Wales Connected Learning Schools Project – Project Briefing. ACER Press.
Bergstein, B. (2007, January 2). Low-Cost Laptop Could Transform Learning. Washington Post. Retrieved June 26, 2008, from http://www.washingtonpost.com/wp-dyn/content/article/2007/01/02/AR2007010201524.html
Bigium, C. (1995). Moving beyond I.T. for I.T.’s sake. Professional Voice, 1(1), 29-30.
Cole, P. (2004). Professional Development: A great way to avoid change. IARTV Seminar Series, No. 140, 3-17.
Cuban, L. (1988). A fundamental puzzle of school reform. Phi Delta Kappa, 70(5), 341-344.
Cuthell, J. P. (2005). Steering the Supertanker: Transforming Teaching and Learning Through the Use of ICT. United Kingdom: Virtual Learning, West Yorkshire.
Eaker, R., Keating, J. (2008). A shift in school culture: collective commitments focusing on change that benefits student learning. JSD - The Journal of the National Staff Development Council. 29(3), 14–17. Retrieved 29 June, 2008 from http://www.nsdc.org/publications/articleDetails.cfm?articleID=1679
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.
Fullan, M. (2006, November). Change theory: A force for school improvement. Centre for Strategic Education Seminar Series, Paper No 157, 3-14.
Fullan, M. & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the post-modern age. New York: Teachers College Press.
Kennewell, Steve. (2003). The influence of a technology-rich classroom environment on elementary teachers' pedagogy and children's learning. ACM International Conference Proceeding Series; Vol. 98. Proceedings of the international federation for information processing working group 3.5 open conference on Young children and learning technologies - Volume 34. 71 – 76.
MCEETYA ICT Taskforce. (2003-7). Learning in an Online World. Carlton South: Australian Government / New Zealand Government.
MCEETYA ICT Taskforce. (2007). Learning in an Online World – Monitoring Implementation Framework. Carlton South: Australian Government / New Zealand Government.
McLoughlin, C., Lee, M.J.W. (2008). Future Learning Landscapes: Transforming Pedagogy through Social Software. Innovate Online Journal, Vol. 4, Issue 5, June/July 2008. Retrieved 26 June, 2008, from http://innovateonline.info/?view=article&id=539
Morgan, J. (2007). The new basics. Vision – Looking at the future of learning, Issue 4, 9-11.
NAACE. (n.d.) Leadership and Coordination – implementing ICT e-confident schools. Retrieved 26 June, 2008, from http://www.naace.org/impict/leadership.html Owen, M., Grant, L., Sayers, S., Facer, K. (2006). Opening Education – Social Software and Learning. United Kingdom: Futurelab.
Peters, J, Dobbins, R., Johnson, B. (1996). Restructuring and organisational culture. Ryde: National Schools Network.
Schon, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Small, A. (2007). Introduction. Vision – Looking at the future of learning, Issue 4.
Stewart, D. (2001). Reinterpreting the Learning Organisation. The Learning Organization. 8(4), 141-152.
Yelland, N. (2007). Shift to the Future: Rethinking Learning with New Technologies in Education. New York: Routledge.
Yelland, N. (2001). Teaching and learning with information and communication technologies (ICT) for numeracy in the early childhood and primary years of schooling (Report). Canberra: Department of Education, Training and Youth Affairs (DETYA).
Does the project plan meet the following criteria? The Project plan demonstrates:
√ X1. An innovative approach to using ICTs in the middle years of schoolingComment:
2. A focus on powerful pedagogies focused on effectively engaging studentsComment:
3. Meaningful involvement of students in all aspects of the projectComment:
4. Links to the ACER Evaluation dataComment:
5. Links to the DET NSW Quality Teaching FrameworkComment:
6. Links to strategic plans already in place at schoolComment:
7. An understanding of the applications of ICT to support teaching and learningComment:
8. Achievable and realistic goalsComment:
9. Detailed planning and consideration of key steps in achieving the project goalsComment:
10. Effective evaluation of project successComment:
11. Involvement of the school communityComment:
12. An exciting approachComment:
13. A fun, imaginative and stimulating attitude to teaching and learningComment:
14. Significant school commitmentComment:
15. A model that will be sustainable into the future.Comment:
Connected Learning SchoolsMicrosoft Partners in Learning NSW Project
45PiL NSW Project Planning Template
Rating /15
General Comments:
Support to be provided:
Connected Learning SchoolsMicrosoft Partners in Learning NSW Project
46PiL NSW Project Planning Template
Appendix 2
Project NameConnected Learning Schools Project Plan
2008
Connected Learning SchoolsMicrosoft Partners in Learning NSW Project
47PiL NSW Project Planning Template
Prepared by School NameProject Leaders NamesLocation Street, CityVersion no. v2008 Version date XX / XX / 08Status 2008 Plan
Project Name – Project Plan
Document control sheetYour project plan document should be named clearly with school name, version number and date (for example, blackwoodprimary_PiLproject_v01_121106.doc). With each amendment or change to your project plan, complete the following table with the new version number, date and the name of the person who made the change. When saving the amended/changed document, rename it with a new version number and date (for example, blackwoodprimary_PiLproject_v02_201106.doc).
Version history
Version no. Date Changed by Nature of amendmentV01 Initial draft
Project Plan approvalThe following have endorsed the final project plan.DET NSW
Name
Position
Signature Date
Microsoft
Name
Position
Signature Date
Project Managers – dk2
Name
Signature Date
Connected Learning SchoolsMicrosoft Partners in Learning NSW Project
48PiL NSW Project Planning Template
Project Name – Project Plan
Connected Learning Schools Project TeamEnter the names of the project team responsible for management of the project at your school(s).
Name School Name Email Phone NumberTeam Leader:
Team Members:BackgroundORICINALProvide a brief background for your school including school population, demographics, information about your partner schools (if relevant,) how many students involved in this project, from where, what levels, relevant ACER data, etc.
2008Complete this if your partners schools, the number of students, teachers has changed from your original plan (If there is no change, write NO CHANGE)Project Vision StatementORIGINALA summary statement which encapsulates the project’s vision for your school(s).
2008Build your 2008 vision for the project here. (If there is no change, write NO CHANGE)
Involving the school communityThis section should describe how:- students participated in
decisions about their learning for this project;
- parents and the school community are/will participate in the project.
How our students will shape their learning:
How our parents will be part of this project:
2008Complete this if the students and parents involvement has changed. (If there is no change, write NO CHANGE)
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Project Name – Project Plan
Rationale: Project Purpose for 2008A statement of what the project will be in 2008 and what you expect to achieve.
Links with the your school’s strategic objectivesORIGINALA statement of how the project links to other strategic plans in place in your school.
Complete this if the project in 2008 will link to different or additional strategic plans. (If there is no change, write NO CHANGE)
Links with the DET NSW Quality Teaching Framework ORIGINALA statement of how the project links to the Quality Teaching Framework including Learning Environment Intellectual Quality Significance
Links with the Connected Learning Schools Project Objectives and ACER researchORIGINALA statement of how the project links to the Connected Learning Schools Project Objective: This research and
development project will investigate how children in the middle years (5-9) can shape their own learning, by changing the emphasis from what they learn to how they learn and seeks to bridge the disconnect between ICTs used at home and in school.
Project Details for 2008In detail, provide information on what your project will look like in 2008.
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Project Name – Project Plan
Consider: What is going to happen in the
project (and whether or not this will be different to what you have achieved in 2007)
What your teacher professional learning needs are and what will be planned to support them
What teaching and learning will occur
What the students will be doing How the students will reflect on
and celebrate their learning How students will collaborate,
communicate and create What software/tools will be
used to enhance the learning: PhotoStory, Claymation, Sharepoint, podcasts, vodcasts, wikis, blogs etc
How this project will be able to be sustained post-2008
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Project Name – Project Plan
Short term and long term goals for 2008Refer to your previous plan and the detail of what you will be doing in 2008.
Break down the project into short term and long term goals.
and include a brief summary of the 3-6 short term and 3-6 long term goals with associated time frames
What are your project’s short term goals – Term 1, 2008 By when?1.2.3.4.5.6.What are your project’s long term goals – by December 2008 By when?1.2.3.4.5.6.
Measures of successHow will you monitor the success of your project? Refer to your goals above and identify the measures of their achievement, e.g. no. of teacher successfully trained in use of software, ACER interim survey results, school team monthly reports, monthly teacher e-journals and student e-portfolios.
Short term goal #
Measures of success
1.2.3.4.5.6.Long term goal #
Measures of success
1.2.3.4.5.
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Project Name – Project Plan
6.Scope of project: activities and strategies, resources and timeframe for 2008 ONLYWhat will the scope of the project be in 2008?
Refer back to your project detail and break it down into specific activities and strategies will be put in place to ensure your goals are successfully me.? Consider: Professional learning needs Personalised learning for
students Types and use of ICT tools Pedagogical innovations Celebrations of success How you will communicate with
your school community Feedback you have received
throughout the project from dk2
Details of activities and strategies for 2008
What resources are required (that you haven’t already purchased or utilised in 2007)? (e.g. release days for ? teachers, cost of PD, software*, hardware / peripherals, etc)
CostRefer to your previous project plan for funds expended in 2007. dk2 can provide you with details of remaining funds available for each project as per your original project plan..
When? (block out from commencement to
completion)
2008
1. T1 T2 T3 T4
2.3.4.5.
6.7.8.9.10.11.
Total funds required for 2008 $
2007 Funds you received (include the $6,000 DET funding): $
Total project budget (2007 + 2008) $
2007 Project Reflection
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Project Name – Project Plan
How do you think 2007 went?
Provide a brief reflection of the successes, obstacles and effective strategies you used in 2007.
Has the project made a difference to: Teaching and learning at your
school? The teacher’s skills and
attitudes Student engagement Student learning outcomes Other
Why? Why not?
What will you do differently in the future?
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Project Name – Project Plan
Risk and Issue Management 2008What risks, issues, challenges and constraints exist that could negatively impact on the project? Define the risks and how you would manage these. Anticipating these beforehand and planning how you might deal with them will help to be proactive and contribute to your project’s success.
Identified risks and issues Ways of addressing them1. 1.2. 2.3. 3.4. 4.
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Project Name – Project Plan
Planning your Project - Defining your Project Vision21st century schools need to become confident learning organisations where all participants engage in relevant and rigorous learning.
Your school’s Connected Learning Schools Project plan needs to be founded on a clear vision of how ICT will be embedded to ensure learning and teaching are transformed in your school community and involve your school community in its evolution. Your vision will provide the template and direction for your school’s next step in its Connected Learning journey.
Establishing a clear vision for your school’s Connected Learning Schools Project, particularly as it applies to effectively incorporating ICT and personalised learning into teaching and learning, is critical so that your staff, students and school community understand what your school values and how they are expected to work together to make the vision a reality. The vision will inform the goals and the strategies you plan will help to achieve them.
The purpose of planning, therefore, is to provide a bridge between your knowledge of transformation and effective actions to achieve improvement. Through planning, your school and your community can look into the future, create a vision for your learning organisation, anticipate events, prepare for contingencies, formulate directions, map out activities and provide an orderly sequence for achieving goals. Planning is used to gain control of the future through current acts.
Your project vision will be the cornerstone of your school’s Connected Learning Schools Project plan.
Your project vision, (and the goals and strategies for achieving this) will draw on the findings of ACER Evaluation and reflect your school’s context: the values and attitudes, needs and interests of your school community. Your project vision also needs to relate directly to your whole school vision and to any other strategic plans you already have in place in your school. Here is a sample whole school vision statement and an associated sample project vision:
Our School VisionTo deliver the highest quality learning, using a range of innovative tools and strategies to maximise all students’ learning opportunities.
Our Connected Learning Schools Project VisionTo delivery the highest quality learning, using a range of innovative ICT tools and teaching and learning strategies drawn from the findings of the ACER evaluation, consultation with our students, and appropriate Quality Teaching Framework and Middle Years strategies, to maximise the learning opportunities of students involved in the project.
You may even specify the kinds of ICT you will be using such as social software to engage our students……
When defining your vision statement think about including the following elements:
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Project Name – Project Plan
A purpose - providing an explanation for why the school considers ICT to be important to the work teachers do and in teaching and learning.
A strategy - a description of the processes that will be involved in developing the school community in further developing their ICT skills.
A set of values - a statement of beliefs that underpin the school's approach to the use of ICT.
And now, a brainstorming activity…
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Project Name – Project Plan
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Resources
Vision Concept Map – Ideas Brainstorm
Vision Statement
Project working title / Purpose
Indicators of success / outcomes
Values
Links with other
strategies and priorities
Activities / Strategies
Goals
Student Involvement will be….Other…..
Project Name – Project Plan
Setting Project GoalsWith each relevant member of staff and middle years students having undertaken the ACER survey, as a school team, you will be able to analyse your results to plan out future activities, interventions, professional learning, performance planning and other project-based initiatives.
Like any strategic planning, you need to identify the strategic directions for your project, expressed through goals and targets and identifying key stages for improvement.
Consider Your project vision and purpose and the values linked to the plans you already have in place in your school; The needs of your students in relation to the survey results: What do you want your students to be able to do and achieve in the
short and longer term? What do your students want to be able to achieve? What your staff needs to do and what support is required for them to change their practice; The context of the school community: what needs to be done to help your school community to be supportive and involved in the
project? The key improvement strategies that will be critical to achieving project success; How resources will be generated, enhanced or allocated to achieve the desired project outcomes; How the implementation will be planned; How you will know you’ve been successful; How you will disseminate understanding and awareness of your school’s Connected Learning Schools Project plan.
Short- and long-term As part of your planning for your Connected Learning Schools Project you might identify 3-6 goals for the short and longer term. Your goals could cover:
What is taught: in the context of your whole school’s strategic plan, the Quality Teaching Framework and Middle Years strategies;
How it is taught: the most effective, innovative and engaging range of teaching and learning strategies (including the use of ICTs and student involvement in their learning) that support engaging and innovative classroom practice;
Technical goals: relating to what, how and why different ICT tools and functions will be utilised in your classrooms and
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Project Name – Project Plan
Career Planning/Professional Learning needs: what your staff needs to know and be able to do to be able to fully contribute to this project.
Focussing your goalsYour goals may relate to (but not be limited to) improvements, through the use of ICT, in:
Student achievement / Student Learning Outcomes; Student Engagement and Wellbeing; Student pathways and Transitions; Curriculum provision; Intellectual Quality; Assessment and Reporting; The learning environment; Classroom management Organisational management; School management; Staff leadership; Staff support; Professional learning; Resources (people, content and infrastructure); Parent and community participation.
Remember, your project goals should be: able to be measured to demonstrate the degree of successful implementation; achievable; flexible enough to allow for changing circumstances; consistent with your school vision and values and other key strategies from DET NSW and the Connected Learning
Schools Project.
Each goal needs to be broken down and explicated – with targets, a timeline considered, resource and budgetary expenditure identified, key improvement strategies explored that will support staff and students in reaching these goals and how the achievement of the goals will be evaluated.
Plan for how you will sustain these strategies into the longer term.
Using the Goal Setting Template, start defining your short term and long term goals, what you currently do well, what you need to learn, how to make positive changes and measuring your success.
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Project Name – Project PlanGoal Setting Template
What we need to do to in our Connected Learning Schools ProjectWhat does your school need to do to achieve its project vision and meet these challenges?
Project short term goals:(From 3-6 max)
What do we currently do well? What evidence do we have? (ACER and other…)
What will be challenging for us? What questions do we need to ask? What do we need to learn?
What processes / strategies will we use to make positive changes and answer these questions?
How will we know we’ve succeeded?Evidence of positive changes.
1.
2.
3.
4.
5.
6.
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Project Name – Project Plan
Project long term goals:(From 3-6 max)
What do we currently do well? What evidence do we have? (ACER and other…)
What will be challenging for us? What questions do we need to ask? What do we need to learn?
What processes / strategies will we use to make positive changes and answer these questions?
How will we know we’ve succeeded?Evidence of positive changes.
1.
2.
3.
4.
5.
6.
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Appendix 3
Connected Learning Schools Project – Project team Monthly Report Template
Your monthly report is due at the set dates which appear in the project timeline. These need to be sent to dk2 via email to [email protected]. Please provide the following details in your monthly reports.
At the end of each month, those teachers involved in the project are asked to keep a brief e-journal of what has been happening in their classroom as part of the project. These journals need to be uploaded to the Sharepoint site at the end of each month and will provide a useful, longitudinal record of reflections and understandings through the life of the project.
School Name: Region:
Teacher Name:
Year level(s): Date:What’s been happening in my classroom(s) in relation to this project:
My current feelings and reactions to my experience in this project:
What I am learning and what have been the most powerful learning experiences for me:
What I feel my students are learning:
A significant event for me and how I felt and reacted:
Issues: (include professional learning needs, problems, concerns, frustrations)
