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Building a Learning Community: A Constructivist Approach to Teaching and Learning in which ICT plays an Integral Role

Australia

PART 1: INNOVATION DESCRIPTION A. Descriptive background information Woodcrest College is located in a new estate 22 kilometres south west of Brisbane in the state of Queensland. The school began in 1998 with 14 teachers and 300 students in the Junior School (Pre-school to Year 5). It has grown substantially and now has 75 teachers and 1100 students from P-9 (ages four to 13 or 14) from culturally diverse backgrounds. By 2003 the school will extend to Year 12 and have an enrolment of approximately 2000 students. All students and teachers are involved in the innovation which is used throughout the curriculum. The school has an integrated curriculum embedded in a constructivist philosophy. ICT is used as one of a range of tools to enhance teaching and learning in this approach. B. Summary of the Innovation The innovation has been evolving since the school opened in 1998. Education Queensland in partnership with Apple Computers chose Woodcrest College as Australia’s second Apple Classrooms of Tomorrow (ACOT) school. Education Queensland also appointed a Principal with a futures-orientation, and a strong belief in the value of a constructivist approach to teaching and learning across the school in which ICT plays an important role. Teacher professional development remains essential to the success of the innovation. The school provides a seamless outcomes-based curriculum through its programs in English, Mathematics and Integrated Studies. Classes are multiage (two year levels) with students remaining with their teacher or teachers (team teaching is encouraged) over two years. Students learn by doing (ie. construct their own knowledge), and the teacher’s role is to be a guide, mentor and facilitator in the process. Students are both learners and teachers, as collaboration and sharing of learning is fostered. In the programs of study students work in groups on a variety of activities at least one of which is ICT based. Five or six computers are situated in each of the classrooms. They are connected to a network, and the Internet, email and a large range of multimedia and presentation software is available. In addition, other technologies such as digital video cameras are accessible when required. ICT is seen as a powerful tool in motivating and engaging students in their learning. It is used on a daily basis in classrooms across the school. The innovation is integral to the school’s vision of teaching and learning.

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PART II: ANALYSIS A1. School Background Features that best characterise the background of the school. Woodcrest College, Springfield is located 22 kilometres south west of Brisbane in the state of Queensland, in a newly planned community. The school is co-educational and has a culturally diverse student population. It opened in January 1998 as Springfield State School, enrolling students from Pre-school to Year 7 (P-7). In 1999 plans were announced to develop the school into a P-12 campus and in 2000 the school’s name changed to Woodcrest College to reflect this change. Currently there are 1100 students from P-9 enrolled. Students are approximately four to 14 years of age. When fully established by 2004, enrolment is expected to rise to 2000 students. Over the past three years the school has grown from 14 staff to 75. The school had a unique beginning, with Education Queensland entering into partnership with Apple Computers, and selecting Woodcrest College as Australia’s second Apple Classrooms of Tomorrow (ACOT) school. The ACOT philosophy reflects best practice in teaching and learning with an emphasis on collaborative, inquiry based knowledge construction. Being a new school meant that the teaching staff and executive team could plan and implement innovative ideas which are seen as best practice such as a constructivist approach to teaching and learning, multiage classrooms, a seamless outcomes based curriculum, Stage based learning, team planning, regular teacher professional development (PD) opportunities and community involvement in decision making. The use of technology is supported and encouraged across the whole school. These features have been instrumental in the whole school progressing towards a learning community. A2. School Culture The vision of teaching and learning Woodcrest’s overall philosophy of teaching and learning has constructivist foundations where learners build new knowledge upon the foundations of previous learning. Students learn by doing and are actively involved in purposeful group activities leading to an authentic Quality Product. The Quality Product requires learners to transfer and apply their learning. Teachers along with students share what they have learnt as well as what they still need to learn during incidental discussions as well as planned group discussions. The school strives to provide access to technology for student and teacher use in the classroom. ICT along with other forms of technological resources are used routinely by students to enhance their learning and engagement. The constructivist foundations to teaching and learning are also supported by the integrated curriculum which allows students to transfer their knowledge, attitudes, values and skills within the unit, across units and from one Stage to the next in a seamless sequence. Teachers encourage students to be actively involved in the planning of the content. Motivation is high among both teachers and students.


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The whole school shares the vision of teaching and learning as a result of an effective and ongoing school based PD program, team planning and teaching approach and the collaboration between the school executive and teaching staff. The school actively encourages parent involvement in the learning program as well as in school policy decision making. History of the innovation The school’s direction in teaching and learning has been influenced by a number of factors. The school’s involvement in the ACOT programme meant that it was set up as a multimedia environment. In an ACOT environment teachers and students access textbooks, manipulative learning resources, whiteboards, overhead projectors, audiovisual equipment and computers. Teachers select the media that best supports learning and engagement. Regular PD for teachers is also a key component of the ACOT philosophy. Being a new school, allowed the teaching team to formulate a shared vision for teaching and learning and feel a sense of ownership of that vision. New staff who have since joined are either new graduates who adapt quickly to the embraced philosophy of teaching and learning since they have not been part of other teaching approaches or are experienced staff who have a willingness to embrace change in their curriculum planning and delivery. All of the above elements have contributed to a school culture with all stakeholders feeling part of the school and part of the learning. Leadership style of the principal The Principal sees himself as having the roles of instructional leader, facilitator, and manager of the school. He favours his role as mentor, which he believes leads to facilitation and builds strengths. The vision of building the school into a learning community, with teachers, students and parents being part of that learning community has been driven by the Principal. His staff describe him as … ..having foresight, vision and a passion for constructivism. .… .having the gift of managing teachers. The Principal is also well supported by four Associate Principals who share the vision of teaching and management of the school. Together with the Principal they provide a strong collaborative management structure. A3. ICT in the School and Beyond Vision(s) on ICT in the school Staff at the school share the vision for ICT. It is seen as a tool to enhance student learning, engagement and motivation, and is an integral part of the curriculum and classroom practice. Drill and practice type activities are not part of the vision. Instead, students are encouraged to “create the screens” through real and purposeful activities that promote learning and that enable them to demonstrate their understanding of that learning.


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Whilst the school is a lot further than other schools in its integration of technology in teaching and learning, part of the vision for the future sees the school extending further by encompassing greater community involvements and collaborations on-line both within and outside the school. Use of ICT in teaching in the school as a whole ICT is used throughout the curriculum program on a daily basis in all classrooms. A wide variety of software, the Internet, and other technologies are used to provide students with learning opportunities and the means to demonstrate their learning. ICT is used as another tool alongside whiteboards, and pen and paper. A4. ICT Support Structure in the School Description of the ICT resources The school has more than 300 Apple Macintosh computers linked to a network. The Internet, e-mail and a large range of software including presentation and multimedia software programs are available. The computers are located in classrooms with five or six per classroom. The school aims to provide a ratio of one computer per four students. Other peripherals such as printers are shared between four classrooms. Devices such as scanners and those for digital image or video processing can be loaned from the resource centre. Available technical support staff The school had a full time technical support officer for the past three years. While this person has recently left, the school intends to fill that position in the future because it believes that having such a person available has positive benefits for relieving teacher anxiety and encouraging a willingness to try new things. There are currently two part-time staff, and both technology coordinators have considerable experience and are available to assist if necessary. Teachers can ring the technology resource centre at any time for assistance. The school also actively encourages teachers to ask other more-experienced teache rs, and expects teachers to do some basic troubleshooting themselves. ICT training and professional development Professional development plays a vital role in the use of technology in the school. New teachers to the school are provided with as much training as possible before they begin teaching. Some pupil-free days are focussed on the use of ICT, as are many of the weekly staff meetings. Training is hands on, learning by doing. An important aspect is the sharing of ideas and experiences with others. Teachers that are new to the school are teamed with a “teaching partner” who has more experience in the use of ICT in the curriculum. Teachers can also take the technology (such as computers, digital cameras) home to explore their functionalities, and some software can be downloaded on home computers.


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B1. National and State Policies that affect the innovation Apple’s philosophy for ACOT schools and current Departmental documents such as Education Queensland’s 2010 Statement (http://education.qld.gov.au/corporate/qlc2010) and Queensland’s curriculum guidelines guide the innovation. These guidelines do not restrict the innovation since the school has the option of taking what is appropriate for the context in which the school operates. Currently there are no ICT outcomes described in the Curriculum Guidelines. The school is investigating examples of ICT outcomes statements with a view to developing their own. Under the Schooling 2001 initiative (http://education.qld.gov.au/tal/2001) all teachers by the end of 2001 are required to attain Level One Minimum Standards -Learning Technology (http://education.qld.gov.au/tal/2001/mst_pla.htm). To date 90 per cent of the total teaching staff at Woodcrest has applied for the credential. One of these goals “demonstrating the use of computers as teaching/learning tools in achieving and extending curriculum goals” has been realised by all teachers observed in this study. The other Minimum Standards are outlined in the Appendix. The Guidelines for the use of Computers in Learning, (Department of Education, Queensland, 1995) and Computers in Learning Policy (Department of Education, Queensland, 1995) have also influenced the school’s integration of learning technology as a strategic priority. These guidelines have also been a reference for evaluating classroom and school practice. The Principles of Effective Learning and Teaching (Department of Education, Queensland, 1994) which are based on the premise that to learn is to make meaning from experience, underpin practices across all classrooms observed. These principles are outlined in the Appendix. Equipment purchase and professional development The Principal has listed as high priorities for the school; hardware, software, staff development with regard to ICT, maintenance and staff salaries. The school has spent a significant amount of the budget on hardware and software as well as PD support for teachers. C1 Curriculum Content, Goals and Assessment. Organisation of the innovation Access to textbooks, manipulative learning resources, whiteboards, overhead projectors, audiovisual equipment and computers is supported in all classrooms. Teachers select the media that best supports learning and engagement. The school is organised into Stages of multiage classes. For example; • Stage A is composed of Years Preschool-3, • Stage B Years 4-5, • Stage C Years 6-7, and • Stage D Years 8-9.


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This sequence of learning Stages has been developed to maintain the integrity of the syllabuses which are written in levels. Teachers work in teams at Stage Levels and within a Stage Level. Each class has approximately 25 to 30 students. In Stages B to D approximately 50 per cent of students will be retained by the teacher in the next school year. This allows the teacher to track student development and the achievement of their learning outcomes over a two year period. This differs from the usual traditional structure where students are placed in single year level grades e.g. Year 3, Year 4 and generally move on to a new class teacher in their next school year. There is no traditional timetable structure at Woodcrest College. Students do not move from one subject to the next within uniform set time periods. Teachers or teams of teachers who coordinate the learning for that class teach most if not all of the integrated curriculum and plan their own timetable structure for that unit. Specialist teachers such as the music teacher or the teacher of Japanese negotiate for teaching time. To describe the innovation, four classes across Stages A, B and C were observed. Six teachers were involved in teaching the classes. Four of the teachers were in a team teaching arrangement. Subject matter and topics addressed The school provides an integrated curriculum (Integrated Studies). Most of the Key Learning Areas (which include Studies of Society and Environment, Science, Health, Physical Education, the Arts, Technology and Japanese) along with their Learning Outcomes are organised into Units of Study rather than being offered as traditional discrete subjects units. The exceptions being English and Mathematics which are both focus areas and part of the integrated units. The Units of Study operate on a two year cycle of eight school terms. Each Stage rotates to a new Unit of Study at the end of every school term (approximately every ten weeks). The Unit of Study may incorporate any or all of the Key Learning Areas. The eight Units of Study include; • Our Cultural World, • Energy, • Our Living World, • Investigating Our World/ The World through Artists eyes, • Well Being, • Earth and Space, • Past, Present and Future, and • Constructing Our World . Curriculum goals Suggested learning experiences have been developed at each Stage to assist teachers to develop and review classroom programs, increase consistency of teaching across classes within the Stage and decrease repetition across the Stages.


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A sequence of learning outcomes has been developed for each Unit of Study in each of the Stages. Students will take about two years to achieve the outcomes. Assessment goals Assessment at Woodcrest College is based on the following premises: Students • are provided with multiple opportunities to demonstrate achievement of the outcomes

identified, • will inevitably progress at different rates, • will be engaged in monitoring their own progress, and • will be involved in negotiating elements of the curriculum, including assessment

opportunities and experiences and criteria for assessment. Assessment organisation Teachers make judgements about students’ levels of achievement in relation to Education Queensland’s syllabus outcomes and Woodcrest College’s Generic Learning Outcomes. In addition, the school also assesses students separately on English and mathematics and Integrated Studies. The integrated curriculum focus is on the development of higher level thinking processes, communication and team work. Education Queensland’s Key Learning Area Syllabuses are used as elements in the design, implementation, assessment and evaluation. Reliability and consistency of teacher judgement is achieved through collaborative planning of the curriculum, collection of a variety of student samples of work over time, a wide range of assessment strategies and through a wide moderation process between and across classes. Student store their ICT work on a file and this becomes part of an assessment portfolio. Students in Junior school track their own progress by keeping a portfolio of work samples they have produced. Some students in the Middle school (Years 6-9) are developing electronic portfolios on WebPages. Students also showcase their work on the school’s website http://www.woodcrestss.qld.edu.au/showcase.htm. The Quality Product at the end of the Unit is also assessed in an informal way by parents and siblings who come along to watch the Quality Product presentations. C2 Teacher Practices and Outcomes Description of teacher activities in the innovation Four of the six teachers observed worked in teams of two. Not all teachers across the school choose to team teach, however there are many strong teams across all Stages who model the effectiveness of this approach. This differs from traditional classrooms where there may be some team teaching but this is generally not across the whole school nor as strongly encouraged, supported and deliberately planned as it is at Woodcrest. Team planning within and across a Stage allows for a collaborative approach and PD to occur at the time when it is valued. Teachers are able to plan with subject experts as well as ICT experts and are therefore exposed to ideas and skills which they would perhaps not otherwise develop or think about.


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Planning the curriculum is generally carried out in the following sequence. At end of each term the title of next term’s theme is given to the students. The students share ideas of what they would like to learn about this theme. Their ideas are taken to the planning meeting where the unit is developed. The key people involved in the planning phase are the librarian, Head of Curriculum: Integrated Studies, Head of Curriculum: ICT, the Coordinator for the Learning and Development Centre-Technology, subject specific expert teachers and the teachers who coordinate the learning at this Stage. The two ICT experts provide input on how ICT can be used as a tool to enhance learning and engagement. This differs from the traditional planning approach which may involve the same subject or year level teachers but does not usually involve the input of teaching experts from other disciplines. The school works on the premise that all students can learn and achieve. This belief requires a learner to demonstrate what he/she knows and what he/she can do in authentic contexts. All learning therefore is focused on students accomplishing the Quality Product at the end of the Unit. This product is celebrated (shared with co learners) through various means of delivery often involving ICT. Required key teacher competencies in carrying out the innovation New teachers to the school go through a phase of adjustment. For example, the two new teachers team teaching together in Stage B took 10-12 weeks to; get students to work in a way they wanted, set up the basics such as reading schemes and find out what the procedures were to borrow items such as digital cameras and other peripherals as well as adapt to the teaching and learning philosophy of the school. Once the teachers felt comfortable with their teaching environment they began to observe what other teachers were doing in their classrooms and with technology. They felt that they now had time and energy to be more innovative. They did not need to be experts in the philosophy of constructivism or ICT since they are well supported by the collaborative opportunities and PD. This school opened my eyes to what teaching and learning could be about. When first

coming here, I felt like a sponge, soaking up new ways of doing things. I felt a renaissance in my teaching.

Roles of the teacher Instructional designers and facilitators Teachers change their roles as the unit unfolds. In planning the curriculum with teachers in their Stage, they act as instructional designers. Teachers identify the needs of the students, plan student activities and tasks collaboratively. They seek input from expert subject teachers such as the ICT Curriculum Coordinator. They collect together resources. They familiarise themselves with ICT equipment which their students will be using e.g. iMovie. Advisors and Mentors Whilst students are involved in working on the varied tasks they act as advisors to support and challenge student learning and extend student knowledge. They ask questions involving higher order level thinking skills eg. “Why did you choose this shape?” They provide suggestions, model how to go about doing the task and pose questions to assist students in deciding on an action which enables them to move further towards completing a task. “How did you get around that problem?’ “Which set of instructions would be best for which tasks?”


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Observers of ongoing learning During the team teaching sessions, teachers share observations frequently with the other teacher and with the class. “Miss X did you notice that (student) could count backwards in 10s from 230 to 180?” Teachers also assess and evaluate formatively and summatively through observation. This is done in a collaborative global way by asking students questions whilst they are doing the activities or at the end of the activity phase when students come together to share their learning. Teacher-student interactions Students are asked for possible solutions before the teacher provides them. Teachers seek out and act on the students own comments on their learning. When students offer solutions, teachers show genuine excitement at the suggestions. “That is fantastic (child)”. “Did you hear what (child) has just discovered Miss X?” Teachers ask open ended questions to keep the discussions going. While one teacher writes student suggestions on the whiteboard, the other teacher observes student interactions and provides positive feedback for attempts and suggestions. When students complete the cycle of activities, they share their learning with the whole group. This is done through teacher led discussions and probing questions. For example, one student volunteered out loud why he was confused about a Mathematics problem. The teacher wrote the problem on the board and the class members were invited to offer their ways of solving the problem. Students are also asked to evaluate the tasks. For example, they were asked what they liked and didn’t like about the activities, what they had found difficult, why some squabbles had occurred amongst group members. Instructional approaches Instructional approaches varied as the lesson unfolded. Initially the approach was teacher directed as it generally occurs in traditional classrooms. Instructions were explained, modeled or drawn on the whiteboard. Once students began working in groups the teacher adopted a collaborative approach and sometimes became a co-learner and made discoveries with a student or a small group of students. At the end of the cycle of tasks, teachers became group facilitators and drew students together into one large group to share their learning. Teachers also shared what they discovered. Classroom management strategies There were not many discipline issues observed. Students worked cooperatively because the tasks were engaging. Students supported each other and provided positive reinforcement. In one situation the teacher was reading a book to the students when the other groups made too much noise. The teacher handed over the responsibility of supervising the reading to a student whilst monitoring the other students more closely. During the monitoring the teacher asked questions about problems students were experiencing and then asked students to volunteer solutions. Teachers regard problems as important opportunities for learning. The teacher spoke respectfully to the students even though some were not on task. A student who interrupted the instructional phase was told that their idea would be negotiated after the instructions.


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Impact of the innovation on teachers The collaborative team teaching structure has been well thought through. Teachers are given the opportunity to choose with whom they would like to work with each year. New teachers to the school are often placed with an experienced like-minded teacher who acts as mentor. This allows for informal PD opportunities. These opportunities together with the regularly planned PD increases the teacher’s understanding of and commitment to the school’s philosophy of teaching and learning Teacher collaboration is facilitated by the school structure and is also modeled by the executive team. Teachers also meet during the team teaching phase or after the lesson to discuss the curriculum and student achievement. The Learning Development Centre-Technology also encourages teacher collaboration. It is always open for teachers to drop in and learn ICT ideas from each other. This differs from traditional school settings where teacher collaboration and PD occurs but not at the level and frequency encouraged at this school. The innovation is able to foster in children what they are good at. It is motivating for teachers to see students engage and learn. Teachers are able to use many more teaching strategies and get so much more out of children. New teachers to the school are willing to question their previously held assumptions about teaching and learning. C3. Student Practices and Outcomes Description of student activities in the innovation Working in groups is central to the operation of the school curriculum. The groups rotate through a number of activities over one or more sessions so that all students experience each of the activities. At least one of the groups is engaged in a computer-based activity at a time. The activities are all purposeful and open-ended. Therefore students construct their understandings through different mediums. Whilst group work is also a feature of traditional classrooms it is not central to the delivery of the curriculum as it is at Woodcrest. The groups vary in size (from three to half the class) depending on the activity and groupings may also be related to ability. Groups may change from session to session. The Year 6/7 teacher paired a confident with a non-confident student when using MicroWorlds. In the next session, she asked students to form confident and non-confident pairs to give those with less confidence more of a chance to experiment. Each term students produce a Quality Product (see Appendix for an example) which illustrates what they’ve learnt from the Unit of Study which has been undertaken. The program each term progresses through phases which include: researching the project or problem, designing the process for reaching a solution, accessing and organising the information needed, reflecting on what is being done and producing the Quality Product. We observed classes at the beginning of term. The Year 4/5 classes (two classes which were being team taught) were studying the unit “Earth and Space”. Four groups were involved in this particular session. Two groups performed Science experiments with Pre-service teachers. One experiment was conducted outside in a sandpit. Students made a slope out of sand and then poured


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buckets of water onto the slope. Students observed how valleys formed and answered questions about the experiment on a worksheet. The other group used the digital video camera to record “making rain indoors” using ice in a saucepan over heat. The video was imported into the computer and would be edited, and procedures and materials added to show how to conduct an experiment. Another group used the Internet to research aspects of “Earth and Space” and to begin thinking of an experiment to conduct for the Science Fair (the Quality Product for the term). The fourth group read a book about laboratory experiments together with one of the teachers and discussed this. The Year 6/7 Mathematics class focused on shapes as part of the Earth and Space unit. Two groups were involved. One group focussed on 3D shapes with another teacher. The students answered questions about shapes on a worksheet. Then using straws and pipe cleaners they constructed 3D shapes such as prisms and cubes. The second group used the software, MicroWorlds, to program and create 2D patterns involving revolving shapes such as circles and squares. Students had the basic programming language and with minimal direction were allowed to experiment. The Quality Product for this class will involve MicroWorlds to produce an animation of an astronomical concept. At the Year 1/2 level students were studying “Constructing our World” using a fairy tale theme. The Language class groups did the following activities: • Reading group: students read “The Billy Goats Gruff”, then acted out the story, each

taking a role; • Word group: students arranged words in alphabetical order and wrote sentences using

each word; • Sound group: students marked words with ‘o’, ‘ow’, ‘o-e’ and ‘oa’ (ie sound as in

goat) on a worksheet using a colour code; and • Computer group: students answered comprehension questions from the Billy Goats

Gruff story on the computer. Year 2/3 students were involved in the following Mathematics activities: • Computer group: Students selected a theme such as ‘camping’ and using Kid Pix drew

a scene depicting this with shapes such as a triangle for a tent. The shapes were then labelled;

• Shapes using plasticine and straws. Students made 2D shapes such as a square, then turned it into a 3D shape. Some went further and made a house;

• Counting backwards using number strips; and • Addition and subtraction of three digit numbers: Sums were displayed on overhead

transparencies and number blocks (sets of blocks with 100, 10 or units) used to assist in doing sums.

The examples above illustrate that students experience a range of technology through the curriculum program. In this way they develop a good understanding of what technology can do for them. Students are also engaged in using a range of software creatively by applying their knowledge to complete authentic tasks. Other tasks which do not involve ICT also involve inquiry-based learning. Impact of the innovation on student outcomes Outcomes (such as those identified in Education Queensland’s syllabus outcomes and the school’s Generic Learning Outcomes) are achieved over the two-year cycle of eight Units


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of Study. Through the many varied activities and the two-year cycle students are able to demonstrate the achievement of the outcomes in a variety of ways. These aspects also allow students to progress at their own rate. Students are involved in monitoring their own progress, so that they are aware of what they need to find out or learn. The innovation also has many other positive outcomes for students including the acquisition of valuable skills, positive attitudes to learning and increased self-esteem. Important workforce skills that students are acquiring through the innovation include the ability to work in groups, and problem-solving and communication skills. The extensive use of group work was illustrated in the previous section. Examples of problem-solving skills include: • experimenting with MicroWorlds to make rotating shapes, and • working out how to move a car made of clay through the air for a clay animation. Communication skills are fostered by, for example: • addressing audiences such as parents and peers about the Quality Product, or activity

undertaken (as in sharing sessions); and • negotiating what will be done and by whom when using the computer. ICT is regarded as “a powerful way of assisting and enhancing these skills”. Social and interaction skills are promoted through group work and also through the school’s policy to place students in multiage classes over a two-year cycle. Students mix with both younger and older students and have opportunities to assist and mentor each other. The innovation fosters positive attitudes to learning. Technology plays an important role in engaging and challenging students. Parents and staff commented that students are very happy and highly motivated. This was evident in the classes we observed. Students benefit by being able to manage their own learning and being responsible for it (“I need to know this, how do I find out?”). They become independent learners. Higher order thinking skills are encouraged (Teacher: “What does this imply?”). Through the school’s constructivist approach to teaching and learning whereby students learn by doing, the skill of life-long learning is being fostered. The innovation has benefits for student self-esteem. Using technology and working in groups allows students to contribute in aspects that they are good at, be it writing, drawing, creating or thinking up ideas. Students are encouraged to talk about their work and this increases their confidence and feelings about themselves. Each student is able to feel successful. (Teacher) Students at Woodcrest College are not only learners but also teachers. With multiage classes and students with differing experiences in using technology, there are opportunities for students to teach their peers and even their teachers. In the MicroWorlds class, students asked advice from others in the class: “How did you make your button (for creating a particular shape)?”; “Do you know how to stop it (the rotation)?”. Self-esteem is boosted from being able to help others. Students also encourage their peers: “That is so


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cool”. Collaboration is fostered. Students are encouraged to ask each other for assistance and share their achievements. The use of technology has been especially good for children with learning difficulties. The Year 4/5 teachers said: These children were the ones that were most creative in the ir clay animations, whose

communications skills improved out of sight. … . All their oral and their drawing said so much about what they’d learnt from their research. Problem-solving process and thinking skills were demonstrated. … There was growth in communication and their attitudes to themselves. … They are proud of their achievements.

C4. Kinds of Technology and Ways They are Used More than 300 Apple Macintosh computers are connected to the Local Area Network through which students and staff can access the Internet and e-mail. A range of software applications is available including: Microsoft Office, AppleWorks, Kid Pix Studio, HyperStudio Multimedia Authoring, iMovie Digital Video, Dreamweaver and Pagemill for webpage creation, Inspiration which is used for concept mapping, File Maker Pro Database and MicroWorlds which is used for programming and problem solving. A variety of digital technologies supports the computer technology. These include digital still and video cameras, scanners, Lego Robolab and Control Lab and television connections for displaying computer screens. Each classroom contains five or six computers which are generally grouped in clusters in the centre of the room. A TV, video and printer are available in each block of four classrooms. Section C3 described the wide variety of technology-based activities that we observed. The school uses ICT as a tool to enhance, and demonstrate, student learning and understanding and to engage students. C5. Problems and Solutions Related to the Innovation The success of the innovation depends in large part on the teachers and their attitude to technology. The school has grown rapidly (from 14 to 75 teachers) in three years, as well as extending through the Junior to the Middle School. This has resulted in some teachers with few technology skills and a lessening of the ownership of the innovation. However, there is a feeling expressed by teachers and other staff that with a “critical mass” of very enthusiastic and committed teachers it will be possible to move new teachers in that direction. In addition, professional development, mentoring, sharing of ideas and team teaching are seen as vital to providing new and inexperienced teachers with the skills and knowledge they need. Funding is an issue. However, Apple Computers Australia continues to support the college by offering the school access to professional development resources and workshops.


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C6. Sustainability The innovation was present when the school opened in 1998. Consultation with staff and the community, in addition to the support by Apple Computers and Education Queensland, were instrumental in this innovation coming to fruition. A “critical mass” of very committed teachers and very little staff turnover are evidence of its sustainability. In addition, the collaborative sharing approach at the school and provision of professional development promotes commitment, as does the evidence that it promotes real learning and understanding in students. Support and leadership by the Principal, and ownership of the innovation by teachers are also important. The school promotes the latter through staff involvement in on-going discussions about the school’s vision. Community support is essential. Whilst initially some parents found the classroom set up strange and “computers a distraction”, parents are now very supportive of what the school is doing because their children “love learning”. Indeed families are relocating to be able to go to the school because of its reputation. Ready access to information about what the school is doing and communication is necessary for this support, and is provided by the school through the school newsletter, a webpage and local newspapers, as well as the school’s “open-door policy”. Teachers, staff and parents are confident that the innovation will continue. C7. Transferability to other schools The most important factor in successful implementation of the innovation is a whole school approach and shared vision. There needs to be good leadership, a supportive administration and time for planning and sharing ideas. Teacher attitude to a new way of teaching and learning and the willingness to explore and try things are also important. Professional development for teachers in the use of ICT in teaching and learning rather than isolated ICT skills is essential. In terms of the technology it needs to be freely available in the classroom, not in a specialised computer laboratory. The school is one of the Model schools for P-12 schooling in Education and the first of five Learning and Development Centres-Technology in Queensland. Through the Centre, staff (such as teachers, administrators and technology coordinators) at other schools across Australia are able to access professional development in the use of technology in teaching and learning and to observe classes at Woodcrest College. Teachers at the school are also involved in consultancies to assist other schools and participate in conferences nationally and internationally where they speak of the innovation.


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Appendix 1

Level One Minimum Standards-Learning Technology (Education Queensland) The goals of these standards are that teachers will: • incorporate the use of computers as teaching/learning tools in achieving and

extending curriculum goals, • ensure equitable access, participation and outcomes for students in their use of

computers for learning, • develop skills in the use of computers for their own personal ends, such as

administration, preparation and presentation, • demonstrate knowledge and application of the learning technology elements of the

school Management and Learning Technology plan, and • participate in ongoing discussions and experimentation related to the use of

computers in the curriculum. Principles of Effective Learning and Teaching (Department of Education, Queensland, 1994) Effective learning and teaching is: • founded on an understanding of the learner, • requires active construction of meaning, • enhances and is enhanced by a supportive and challenging environment, • enhanced through worthwhile partnerships, and

shapes and responds to social and cultural contexts. Woodcrest College’s Generic Learning Outcomes The Generic Learning Outcomes were derived through consultation with teaching staff and parents. They include: • developing a positive sense of self, • working independently and with others in a variety of situations, roles and

environments, • developing skills of active and responsible citizenship, • gaining and organising information from a variety of sources, • making meaning of information through analysis, • communicating information in a range of forms, and • applying understandings to solve problems and perform practical tasks.

The Quality Product and “celebration of learning” The Year 4/5 students studied the unit, “Well-being”, in the term previous to our visit. The Quality Product which celebrated their learning was a short video clip that illustrated


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an aspect of health and safety. It was produced using HyperStudio and QuickTime. Students wrote their own skits, made clay figurines and objects to illustrate them, and then took still photos depicting important stages of their messages. QuickTime was used to produce animations, and music and voiceovers were added. We attended the “Clogies”, a presentation and awards night to celebrate the learning the students had engaged in over the term. Here groups of students presented their movies (clay animations) and talked about it to a large audience of parents and siblings. The range of topics chosen included: wear a safety helmet, use sunscreen, don’t smoke. Many of these would be wonderful as advertisements on TV!


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Appendix 2 GLOSSARY Part 1 ACOT school: This is the acronym for an Apple Computers of Tomorrow school. ACOT is a collaboration (begun in 1985) between schools, universities, research agencies and Apple Computer, Inc. In ACOT classrooms, technology is “viewed as a tool for learning and a medium for thinking, collaborating and communicating”. Education Queensland: This is the title of the education department for the State of Queensland. Integrated curriculum: An integrated curriculum is one which emphasises connections and relationships among ideas, people and things and among key learning areas. In an integrated curriculum, key learning areas and outcomes are organised into broad themes of study rather than traditional areas. Just-in-time: This is support given to teachers (as for technical support) or students at the time of need. Key Learning Areas: The Australian Federal Government has identified eight areas of learning which schools are required to include in their curriculum program. These areas are: English, Mathematics, Science, Studies of Society and the Environment (SOSE), Health and Physical Education, The Arts, Technology and Languages Other Than English (LOTE). Minimum Level Standard of Skills: Education Queensland has drawn up Minimum Level Standards for teachers in the area of Technology. Teachers are required to obtain Level 1 Minimum Standards by the end of 2001. The standards are documented in the Appendix. Multiage: Classes that are multiage consist of students in more than one year level. For example, a Year 2/3 class has a mix of students from Year 2 and Year 3. National Profiles: The profiles provide guidelines for what students should know and be able to do in the eight Key Learning Areas, from when students start school until they are in Year 10. Outcomes: Learning outcomes are defined by the Queensland Schools Curriculum Council as “descriptions of what students know and what they can do. Outcomes describe the result of genuine learning over a period of time, the result of what is learnt, rather than what is to be taught”. Portfolio: A portfolio contains a collection of samples of a student’s work over a specified time.


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Pre-service teacher: The pre-service teacher is someone who is currently undertaking a teaching qualification. As part of the course the pre-service teacher is required to teach at a school under the supervision of a qualified teacher. Pupil-free day: Student do not attend school on this day. Schools may use this day to provide professional development for their teachers or for curriculum planning and preparation. Government schools in Australia usually have one of these per term. Term: In Queensland the school year is divided into four terms each consisting of ten to 12 weeks. 2010 Statement: A Future Strategy: Education Queensland has published this document to provide a broad description of the future for government schools in Queensland. It is based on research undertaken by Education Queensland. PART 2 Constructivism: The central idea of this approach is that human learning is constructed. Learners build new knowledge upon the foundation of previous learning. Integrated Studies: Woodcrest College has programs of study in English, Mathematics and Integrated Studies. Integrated Studies covers the remaining Key Learning Areas through an integrated curriculum plan. Junior School: The Junior School at Woodcrest College is from Pre-school to Year 5 (approximate ages – four to nine). Learning and Development Centre-Technology: The school operates this centre within the school. It offers a range of professional development courses for teachers, administrators and technology coordinators across Australia. A three day course for teachers focuses on teaching and learning with technology and covers such issues as classroom management, integration and application. Attendees observe teachers and students in classrooms, discuss issues with their peers and reflect on the implications of what they discover for their own classroom and practice. (The centre received an initial grant from Education Queensland to establish the centre for teachers’ professional development, and currently receives some ongoing support from a continued partnership with Apple Computers.) Learning Community: There is a culture of learning which is shared among staff, students and parents. Middle School: The Middle School at Woodcrest College is from Year 6 to Year 9 (approximate ages – ten to thirteen). Multimedia authoring: These are open-ended tools which can be used for a wide range of activities to support all areas of the curriculum. They are particularly useful as a tool for communicating understanding or representing knowledge. An example is HyperStudio.


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Open door school/policy: The school welcomes parents to visit the school, talk to teachers and to assist in the school programs and activities. Outcomes-based: Outcomes-based learning is founded on the belief that all students can learn and achieve. This belief requires a learner to demonstrate what he/she knows and can do (in authentic contexts). Quality Product : At Woodcrest College students produce a quality product or task at the end of each term to demonstrate their learning for that term. An example is provided in the Appendix. Seamless: Through the two-year cycle and Units of Study the school aims to cover the core outcomes which have been identified for each of the Key Learning Areas. Students can then build on these in future years and Stages. Stage-based learning: The school has divided the Year levels into Stages. Teachers work together in these stages to plan the curriculum. The Stages are: Stage A: Pre-school to Year 3 Stage B: Years 4 and 5 Stage C: Years 6 and 7 Stage D: Years 8 and 9. Units of Study: Integrated Studies is divided into eight Units of Study or “conceptual themes” which are addressed over a two-year cycle (one per term). This program operated throughout the school from Pre-school to Year 9.


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Figure 1: Varied group activities in a typical Woodcrest College classroom. Students are working on retrieving information from the Internet, a literature activity using a worksheet downloaded from the Internet (http://www.ricgroup.com.au), and reading a shared Big Book.

Figure 2: Students using MicroWorlds to write a program to rotate geometric shapes.


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Figure 3: Students collaborating on a task involving the rotation of shapes using MicroWorlds.

Figure 4: Teacher as facilitator of learning - asking students questions about their learning.


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Figure 5: Students involved in constructing 3D shapes through a different task.

Figure 6: Students creating screens rather than consuming them. Students engaged in animating their screens using HyperStudio.


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Appendix 3 Key to Document Collection Guidelines DCG1 (Background): DOC-1,7,8,10,11 DCG2 (ICT in the School): DOC-2,7,8,10 DCG3 (Innovation History): DOC-1,7,10 DCG4 (Innovation Description): DOC-7 DCG5 (Teacher Practices): DOC-1,2,4,6,7,9,12 DCG6 (Student Benefits and Roles): DOC-6,7,8 DCG7 (Sustainability and Transferability): DOC-3,7,13

DATA MATRIX REPORT STRUCTURE Woodcrest College

C2. Teacher Practices and Outcomes C2.1. Analysis question: What are the activities of the teachers in the IPPUT? Statement or claim Four of the six teachers observed worked in teams of two. Not all teachers across the school choose to team teach, however there are many strong teams across all Stages who model the effectiveness of this approach. (TC2.22)((Obs1, 2, 3) Team planning within and across a Stage allows for a collaborative approach and PD to occur at the time when it is valued. Teachers are able to plan with subject experts as well as ICT experts and are therefore exposed to ideas and skills which they would perhaps not otherwise develop or think about. (T1.20, 27) (T1.27) Planning the curriculum is generally carried out in the following sequence. At end of each term the title of next term’s theme is given to the students. The students share ideas of what they would like to learn about this theme. Their ideas are taken to the planning meeting where the unit is developed. (Obs2) The key people involved in the planning phase are the librarian, Head of Curriculum: Integrated Studies, Head of Curriculum: ICT, the Coordinator for the Learning and Development Centre-Technology, subject specific expert teachers and the teachers who co-ordinate the learning at this Stage. The two ICT experts provide input on how ICT can be used as a tool to enhance learning. Teachers fine tune the planned unit with the students. The school works on the premise that all students can learn and achieve. This belief requires a learner to demonstrate what he/she knows and what he/she can do in authentic contexts. (T4.19) All learning therefore is focused on students accomplishing the Quality Product at the end of the Unit. This product is celebrated


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(shared with co learners) through various means of delivery often involving ICT. Data specification that supports the statement/claim TC2.22 Team teaching is integral to our success. This is most effective and has most effect on learning, particularly in the junior school. E.g.– it takes a lot of working out and lots of negotiating. There are pockets of team teaching with more in the junior school, but it is happening. Most teachers are comfortable about taking on a new teacher. (Multiage classes mean that you already know half the class.) If a teacher needs some help there is very planned and deliberate support and monitoring. T2.18 Our role is more as a facilitator with lots of discovery learning is. This “makes teaching fun”. It is a two way thing. Kids are involved in the planning process. They are very creative. We are not normal teachers any more. It is like the students are our friends. I get so excited about teaching. Planning is hard. Things such as finding creative things to do, trying to cater for all, open-ended. We are always questioning the activities. There has to be a purpose for the activities. The students don’t ask why are we doing this because they see the reason. T1.21 You learn to develop more strategies through the sharing, planning meetings and PD. The way teaching is organised here motivates you. You get as enthusiastic as the children do and you become more passionate. T1.16 Should be planning across stages e.g. stage B should be planning with stage C. There should be vertical as well as horizontal planning. The planning should be focused and organized to Year 12. At the moment the re is good planning horizontally but the vertical planning is ad hoc. T3.20 Shared planning is integral to the innovation. There are planning days for ideas. This is important. We really need this, especially to integrate the specialised teachers. We need more time for this. T4.19 We work out what the unit is about, what outcomes we want to achieve, what we want to focus on, what Quality Product and what we want them to create, and then we go back to Week 1 and work from there. All learning is going towards the Quality Product. The product requires a learner to demonstrate what he/she knows and what he/she can do in authentic contexts. Teacher planning of activities Obs 2. At end of each term the title of next term’s theme is given to the students. The students give ideas of what they would like to learn about. Their ideas are taken to the planning meeting. An overall plan is constructed. Teacher plan 1-2 weeks ahead in more detail. Teacher plan cited.


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C2.2. Analysis question: What are the required key teacher competencies for carrying out the IPPUT? Statement or claim New teachers to the school go through a phase of adjustment. For example, the two new teachers team teaching together in Stage B took 10-12 weeks to; get students to work in a way they wanted, set up the basics such as reading schemes and find out what the procedures were to borrow items such as digital cameras and other peripherals and adjust to the teaching and learning philosophy of the school. Once the two teachers felt comfortable with the above they began to observe what other teachers were doing in their classrooms and with technology. They felt then that they had time and energy to be more innovative. (T1.26) They were well supported by teachers whom they approached for assistance and the ongoing professional development opportunities.

This school opened my eyes to what teaching and learning could be about. When first coming here, I felt like a sponge, soaking up new ways of doing things. I felt a renaissance in my teaching. (T5.18)

Data specification that supports the statement/claim T1.14 Did you need training or develop new skills to implement the innovation. Training has been sufficient. Time is a big issue. Pick things up quickly but need to learn these ideas and skills in your own time. They spend a lot of the time playing and exploring software. Need to teach a bit smarter. Team teaching is an example of teaching smarter. T1.26 Will keep going Staff are encouraged to question and share ideas and concepts. No one is on their own. There is collaborative sharing. This is very helpful professionally. When they first arrived this year they were overawed. One teacher was a PC user and this was an Apple school. She was not confident of the Apple environment and multiage teaching. It was a huge learning curve. There was minimal use of technology in first term. They were getting used to the students and the way students were taught. They needed to train students in working effectively in groups. They were also getting used to the school routines. Slowly their confidence grew as a result of talking and sharing ideas with other teachers. and the students were at the stage where they wanted them to be. Now they incorporate more technology. T2.14 I knew nothing when I came to this school and was computer illiterate. I was also a first year teacher, so at first I let my teaching partner do it. But I slowly learnt from the students and other teachers and by playing around with it (taking the laptop home). Each planning team in the block (four teachers) have one laptop. I was able to have the laptop by myself for the first two years for playing around with. I knew very little when I started. The “journey goes on and on”. It is nice for new teachers to see that other teachers have been through this. The school deliberately places new teachers with experienced teachers and this relationship is usually for two years. Then we are asked who we would like to work with. TC1.3 Early a lot of the training was training but the coordinator offers a different approach to training. Doesn’t offer courses. Offers on the job training and having a go


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and having the mindset to having a go. Having the confidence that technology hasn’t a power over you. When he runs courses the first day is the most difficult because he doesn’t know the participants and their needs. Often the participants don’t know what they need. The coordinator makes an effort in giving the participants the skills they really need first and then goes back to fill in minor skills in order for them to get to the main skill they have just learnt. T5.18 His last school lacked excitement and collaboration amongst teachers. This school opened his eyes at what teaching and learning could be about. He felt like a sponge at the beginning soaking up new ways of doing things. Felt a renaissance in his teaching. Believes he was select by the principal to come to the school because he was open to change. C2.3. Analysis question: Which roles does the teacher have in the IPPUT? Are these roles different from the roles the teacher usually has? Statement or claim Roles of the teacher Instructional designers Teachers change their roles as the unit unfolds. In planning the curriculum with teachers in their Stage, they act as instructional designers. Teachers identify the needs of the students, plan student activities and tasks collaboratively. They seek input from expert subject teachers such as the ICT Curriculum Coordinator. They collect together resources. They familiarise themselves with ICT equipment which their students will be using e.g. iMovie. Advisors and Mentors Whilst students are involved in working on the varied tasks they act as advisors to support and challenge student learning (TC1.19) and extend student knowledge. They ask questions involving higher order level thinking skills e.g. “Why did you choose this shape?” They provide suggestions, model how to go about doing the task and pose questions to assist students in deciding on an action which enables them to move further towards completing a task.” “How did you get around that problem?’ “Which set of instructions would be best for which tasks?”(TC1.23) Observers of ongoing learning During the team teaching sessions, teachers share observations frequently with the other teacher and with the class. “Miss X did you notice that (student) could count backwards in 10s from 230 to 180?” Teachers also assess and evaluate formatively and summatively through observation. This is done in a collaborative global way by asking students questions whilst they are doing the activities or at the end of the activity phase when students come together to share their learning.


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Data specification that supports the statement/claim • Instructional Designer/facilitator • Advisor/Mentor

Obs 2 Group 1. Teacher read and sheared e.g. book with students: “Postcard from Outer Space.” Teacher asked lots of open ended questions. Including higher order level thinking questions such as “What does this imply?” TC1.23 Students get opportunities to be teachers. Define. State of mind that you want to learn that you are a learner. Enquiring read think reflect see whole process an ongoing thing never stop and looking for opportunities to know more. Some students don’t know what it is. It is not learning something and being tested on it. Observer of Ongoing learning TC1.19 Describe the innovation teachers approach to teaching and learning. How does technology fit in with this view? Constructivist teaching is all about constructing knowledge what this looks like in classroom is another thing. The learner is processing in their mind Learning doesn’t occur in a vacuum supporting and challenging learning that activate their prior learning. People can be active group based but not constructivist. Effective use of technology and effective learning go together. Teachers are at different levels of this development. OBS 3 Boy put his hand up and stated why he was confused. The teachers identified where the problem was and the other team teacher wrote the problem on the board. Counting back in 10s from 229. Class members were invited to solve the problem by offering solutions. Students were invited to place the counting blocks on the whiteboard. To assist in visualising the number in concrete ways. Correct solutions were written on the board. Open ended questions asked Who knows what the next number will be. Who knows what to do next? Who can come out to show us? Who knows what to do with the one hundred? How many tens will 100 give you? When they had counted back to 109 teacher asked “who wants to have a go at the next number?” Whilst one teacher is working on the blackboard the other teacher observes student interaction and excitement in providing solutions. Teacher asks other teacher if “Stevie” can have a turn. A quiet student who had something to offer but was being overshadowed by the others. Second whole group activity was a guessing game. One student read out his number strip and the other students had to guess what numbers he was counting back by. Reinforcement: Lots of positive reinforcement for attempts. Constant sharing of ideas by teachers in front of the students. Teachers were trying to solve the problem with the students.


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C2.4. Analysis question: How can the teacher-student interaction in the IPPUT be characterized? Is the teacher-student interaction different from the interactions the teacher usually has with students? Statement or claim Students are asked for possible solutions before the teacher provides them. Teachers seek out and act on the students own comments on their learning. When students offer solutions, teachers show genuine excitement at the suggestions. “That is fantastic (child)”. “Did you hear what (child) has just discovered Miss X?” Teachers ask open ended questions to keep the discussions going. While one teacher writes student suggestions on the whiteboard, the other teacher observes student interactions and provides positive feedback for attempts and suggestions. When students complete the cycle of activities, they share their learning with the whole group. This is done through teacher led discussions and probing questions. Students are also asked to evaluate the tasks. For example, they were asked what they liked and didn’t like about the activities, what they had found difficult, why some squabbles had occurred amongst group members. Teachers encouraged and modeled reflection by wondering out loud about why things happened the way they did and accepted all solutions. Through further questioning the teachers focussed in on the likely solutions. Data specification that supports the statement/claim Obs 3. Boy put his hand up and stated why he was confused. The teachers identified where the problem was and the other team teacher wrote the problem on the board. Counting back in 10s from 229. Class members were invited to solve the problem by offering solutions. Students were invited to place the counting blocks on the whiteboard. To assist in visualising the number in concrete ways. Correct solutions were written on the board. Open ended questions asked Who knows what the next number will be. Who knows what to do next? Who can come out to show us? Who knows what to do with the one hundred? How many tens will 100 give you? When they had counted back to 109 teacher asked “who wants to have a go at the next number?” Whilst one teacher is working on the blackboard the other teacher observes student interaction and excitement in providing solutions. Did you hear what (child) has just discovered Miss X?” Teachers ask open ended questions to keep the discussions going. While one teacher writes student suggestions on the whiteboard, the other teacher observes student interactions and provides positive feedback for attempts and suggestions. Teacher observing learning asks other teacher if “Stevie” can have a turn. A quiet student who had something to offer but was being overshadowed by the others. Obs 2 Teacher expressed pleasure and surprise what was being created. Opportunities for students to ask further questions and ask questions of on another. Students praised one another “that’s so cool”, That’s a great pattern.”


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C2.5. Analysis question: Which instructional approaches does the teacher apply in the IPPUT? Are these instructional approaches different from the instruction methods the teacher usually applies? Statement or claim Instructional approaches Instructional approaches varied as the lesson unfolded. Initially the approach was teacher directed. Instructions were explained, modeled or drawn on the whiteboard. Once students began working in groups the teacher adopted a collaborative approach and sometimes became a co-learner and made discoveries with a student or a small group of students. At the end of the cycle of tasks, teachers became group facilitators and drew students together into one large group to share their learning. Teachers also shared what they discovered. Impact of the innovation on teachers The collaborative team teaching structure has been well thought through. Teachers are given the opportunity to choose with whom they would like to work with each year. New teachers to the school are often placed with an experienced like-minded teacher who acts as mentor. This allows for informal professional development opportunities. These opportunities together with the regularly planned PD increases the teacher’s understanding of and commitment to the school’s philosophy of teaching and learning Teacher collaboration is facilitated by the school structure and is also modeled by the executive team. Teachers meet during the team teaching phase or after the lesson to discuss the curriculum and student achievement. The Learning Development Centre-Technology also encourages teacher collaboration. It is always open for teachers to drop in and learn ICT ideas from each other. The innovation is able to foster in children what they are good at. It is motivating for teachers to see students engage and learn. (T1.22) Teachers are able to use many more teaching strategies and get so much more out of children. New teachers to the school are willing to question their previously held assumptions about learning and teaching. Data specification that supports the statement/claim OBS 2. Students are asked to create a button to create a square, triangle, hexagon, then they use the formula to rotate the shape. Square repeat 4(fd 100rt 90), Triangle repeat 3 (fd 50 rt 120), hexagon repeat (fd100rt 60) students are then asked to write down the procedure for a square 4 (fd length rt 100) they share what they have written down. Teacher then explains that she would like the students to rotate the pattern so that a flower is created. She draws on the board what they should get the computer to do. Obs 2. Students then rotate their pattern. Students are then given the freedom to explore further. Students started combining squares with other shapes and rotating both on top of each other.


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Other students experimented with creating more buttons. Some students experience problems. Teacher asks group how they got around that problem Solutions a volunteered eagerly. One student created a triangular prism. Teacher asked why he chose this shape. Student responded by saying it was the most difficult. T1.22 They work in groups and students are teachers. And they are able to shine. Some children are very creative with their hands making figures (referring to the clay animations); they are not always the ones that are the writers. So they saw what each one was good at and then said “Well you make that and you make this.” – Each one had a success. We foster what they are good at. Obs3. Setting up of groups. One teacher explained what was going to be done. The other teacher drew pictures and labels on the board to visually indicate what students were to do. This visual representation stayed on the blackboard to assist students. One child called out to change directions. Teacher continued their explanation and said to child that they would negotiate this after the explanation. With the ICT activity, teachers explained instructions and how to save. Students are also shown how to create a slide show using hyperstudio. Students seem to be familiar with the use of Hyperstudio and do not ask questions about what to do. Students offer suggestions and teacher show genuine excitement at their suggestions. Reminder of some sharing and interacting problems yesterday. Teacher expects a report at the end of the lesson about how the sharing went today. Students are put already into groups. However they are being given the choice to work with a person they can. After one hour there is a sharing session. Teacher interaction. Two teachers worked together with over 60 students. Teachers worked with varied groups at varied lengths. Wherever assistance was required. Teachers also met frequently to share and discuss the learning that was occurring and how to fine tune the learning experiences. While students are packing up teachers are dialoging about students. Students are well trained and follow instructions easily. Teachers observe the cleaning up of areas and call students back to complete the task. Obs 3 Before group rotated teacher reminded students to save their file. Called the name of the directory out aloud but also wrote the name on the whiteboard. Students saved file with their name on desktop under jemfiles.maths 2D shapes.


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Group 2. Make shapes out of plasticine and straws. Turn 2d into 3D e.g. turn a square into a cube. Others built pyramids or prisms. Some turned the 3D shapes into a house. Group 3. Counting back number strips. Group 4. Working with overhead transparencies 1-20. The content related to adding or subtracting three digit numbers e.g. 132 plus 245. Students displayed Overhead and then used number rods (sets of blocks with 100 squares blocks of 10s and units to place under the number value. Used number rods to assist in adding. They then copied the sum and the answer into their maths scrapbook. Teacher works with this group and asks open ended questions. How do you make 213? Teacher suggests two girls work together. Teacher picks one child to assist another child. Group had rotated twice. Students came together for a sharing session. In this case students selected that the number strips had caused some problems and shared this with the students. Asked students if anyone was confused in doing any of the number strips. Boy put his hand up and stated why he was confused. The teachers identified where the problem was and the other team teacher wrote the problem on the board. Counting back in 10s from 229. Class members were invited to solve the problem by offering solutions. C2.6. Analysis question: What classroom management strategies the teacher has applied in the IPPUT? Do they differ from the classroom management strategies the teacher usually applies? Statement or claim Classroom management strategies There were not many discipline issues observed. Students worked cooperatively because the tasks were engaging. Students supported each other and provided positive reinforcement. In one situation the teacher was reading a book to the students when the other groups made too much noise. The teacher handed over the responsibility of supervising the reading to a student whilst monitoring the other students more closely. During the monitoring the teacher asked questions about problems students were experiencing and then asked students to volunteer solutions. Teachers regard problems as important opportunities for learning. Teacher spoke respectfully to the students even though some were not on task. A student who interrupted the instructional phase was told that their idea would be negotiated after the instructions. Data specification that supports the statement/claim T3.23 In terms of behaviour, we have a Responsible Thinking Classroom program


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(RTC). It started last year. One classroom is set aside and a teacher runs the room. If a child disrupts the class, questions are asked and eventually they get a choice of whether they would like to go to the RTC classroom. The child may not be ready to learn, but they do have to catch up with work. If it happens again, then the teacher fills in a form, which goes to the RTC, and the student has to make a plan to improve. If during the questioning the child refuses to go to the RTC they are sent to the office. Sometimes they have to be collected. All behaviour violations go through the RTC. T2.23 We don’t have any real behaviour problems. They are very engaged especially on the computer. They are so on task and enjoy the challenge. Students who have come here from other schools with behaviour problems have been beautiful because they want to do this. Observation 2 Classroom management: Some students in other groups are distracted. She asks a student to take over her role while she sees the other students in the other groups. She answers questions and encourages students. Teachers mentioned why the student was being spoken to and why their behaviour was inappropriate. C2.7. Analysis question: What are the teacher(s)' activities with ICT in the IPPUT, if any? Statement or claim Teachers set up an ICT activity to allow learners another medium to advance or demonstrate their learning. Teachers do not use ICT as a means of delivering a lesson to all students. ICT is a tool like the other forms of technology used in group activities. ICT is used as another way in engaging learners their learning. Data specification that supports the statement/claim T2.18 Our role is more as a facilitator with lots of discovery learning. This “makes teaching fun”. It is a two way thing. Kids are involved in the planning process. They are very creative. We are not normal teachers any more. It is like the students are our friends. I get so excited about teaching. Planning is hard. Things such as finding creative things to do, trying to cater for all, open ended. We are always questioning the activities. There has to be a purpose for the activities. The students don’t ask why are we doing this because they see the reason. T3.20 Shared planning is integral to the innovation. There are planning days for ideas. This is important. We really need this, especially to integrate the specialised teachers. We need more time for this. C2.8. Analysis question: What is the positive or negative impact of the IPPUT on teachers, if any? (e.g. new knowledge or skills in content, technology, pedagogy,


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attitudes of teacher(s), other) Statement or claim teachers The collaborative team teaching structure has been well thought through. Teachers are given the opportunity to choose with whom they would like to work with each year. New teachers to the school are often placed with an experienced like-minded teacher who acts as mentor. This allows for informal professional development opportunities. These opportunities together with the regularly planned PD increases the teacher’s understanding of and commitment to the school’s philosophy of teaching and learning Teacher collaboration is facilitated by the school structure and is also modeled by the executive team. Teachers meet during the team teaching phase or after the lesson to discuss the curriculum and student achievement. The Learning Development Centre-Technology also encourages teacher collaboration. It is always open for teachers to drop in and learn ICT ideas from each other. The innovation is able to foster in children what they are good at. It is motivating for teachers to see students engage and learn. (T1.22) Teachers are able to use many more teaching strategies and get so much more out of children. New teachers to the school are willing to question their previously held assumptions about learning and teaching. Data specification that supports the statement/claim T1.22 They work in groups and students are teachers. And they are able to shine. Some children are very creative with their hands making figures (referring to the clay animations); they are not always the ones that are the writers. So they saw what each one was good at and then said “Well you make that and you make this.” – Each one had a success. We foster what they are good at. SP 19 Teachers work together. The extent is extremely high. For the size of the staff you would expect conflicts but this has been very low. I could count them on one hand. It has been phenomenal. It is because they work together and take things on board. Between classrooms there are concertinas which can be opened or closed according to the choice of the teachers involved. The teachers working together are one of the real strengths of this school. Though, it can be a headache when they come as a team for resources! T2 20: Working with others in the school

Lots of sharing, team teaching and joint planning. Yes it is integral to its success. T2.21: Have you benefited professionally?

Absolutely! Both teachers have been making presentation about the way they teach. To have had only six months experience and to be able to show others what we are doing is great. T4.21: Have you benefited professionally? I believe I have, simply because I predict that in the next ten years all schools will be doing this. There will be more technology in the classroom and more will be available to them. I already know how to use


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technology, how to integrate it.

T5.21 21. How has he benefited Totally a different teacher than 3 year ago. The more he learns the more he wants. Believes that local, national conferences are no longer sufficient and needs challenge and inspiration of international conferences. This school is about delivering the curriculum effectively and technology is used to support the effective delivery of the curriculum. T1.20: Working with other teachers in the school Shared planning is integral to the innovation. There are planning days for ideas. This is important. We really need this, especially to integrate the specialised teachers. We need more time for this. C2.9. Analysis question: What is the vision on teaching and learning of IPPUT teacher(s); how is ICT related to this vision? Statement or claim Woodcrest’s overall philosophy of teaching and learning has constructivist foundations where learners build new knowledge upon the foundations of previous learning. Students learn by doing and are involved in purposeful group activities leading to an authentic Quality Product. Teachers along with students share what they have learnt as well as what they still need to learn during incidental discussions as well as planned group discussions. The school strives to provide access to technology for student and teacher use in the classroom. .ICT along with other forms of technological resources are used routinely by students to enhance their learning and engagement. The constructivist foundations to teaching and learning are also supported by the integrated curriculum which allows students to transfer their knowledge, attitudes, values and skills within the unit, across units and from one Stage to the next in a seamless sequence. Teachers encourage students to be actively involved in the planning of the content.

The whole school shares the vision of teaching and learning as a result of an effective and ongoing school based professional development program, team planning and teaching approach and the collaboration between the school executive and teaching staff. Data specification that supports the statement/claim T2.17 Approach includes: multiage, constructivism, hands on, kinesthetic, ability based, cooperatively based (both students and school), teachers and students as learners, kids also as teachers. The technology is another tool. Team work is also important. We encourage two or three students to work at one computer, because otherwise they miss out on the verbal communication, and they have to work as a team because there is only one mouse. Another approach is group work. T2.7 The vision that it is seen as a tool is shared. There must be a reason and a context for its use, and it must not be used in a lab but in the classroom. It is definitely


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still the vision of the school. T3.7 I think I have got my vision from the original school vision – that computers are a tool in which your students communicate their understanding of something. They are not anything special. I have kids who beg me to use cardboard and paint because we’ve pushed the computer line so far so they say they don’t care to fight if they get a turn on the computer or not, they want to use posters and paint. I think that that is a positive step. I think that they should be used in the classroom any time of the day. I understand that there are times when you have to pull the kids together and discuss what has been going on. There are these lessons of multiplication with regrouping or something where you can’t really use the computer to help you do that. They just need to come and understand that, but while you are teaching one group that you can have the other group on the computer. It is a real timetabling issue. I do agree that the whole debate of what sort of software should you have – should you have things where children make responses on the screen or should you have things to be able to create things themselves. Ideally it would be to create stuff, but practically I’ve found occasionally I can use the computer to do something in maths but it doesn’t involve them creating anything. And the time that it would take if I did to create something would be unreasonable for what they have to learn in that time. So at one stage I tried to have the children create Number Stories in a HyperStudio stack where officials swam in and showed another story and did all of this. And it ended up taking hours and hours where I could have spent half an hour twice a week on what a Number Story is and they would have got the same understanding. I guess it is not using technology just for the sake of it. If you can do it on the whiteboard quicker and faster and they can get the same understanding then why not? S-Do you believe that it is the same as the school? Sometimes I get the impression that the vision of the school is hardline. I know originally no software was to be bought at all – like no MathsBlaster or anything like that so I guess perhaps I am a little bit divergent but the same theme. I agree with what they have. I am adding to that. T4.7 It is for all children to be able to effectively use the computer and being able to manipulate it and use different programs throughout the school and to be able to create things through manipulating something on the computer. SP6 My vision is for it to become transparent. That technology is seen as a tool, and also used as a connecting tool to the world. The key thing is keeping resources up with the vision, and the challenge therefore is dollars and cents. C2.10. Analysis question: What are other relevant background characteristics of the teacher(s) involved in the IPPUT? (Educational background of the IPPUT teacher(s), their experience with ICT, new skills they needed to acquire, former participation in innovations) Statement or claim New staff who have since joined are new graduates who adapt quickly to the embraced philosophy of teaching and learning since they have not been part of other teaching approaches or are experienced staff who have a willingness to embrace


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change in their curriculum planning and delivery. Data specification that supports the statement/claim T2.1-6 –(1) Graduated in 1997 with a Bachelor of Education specialising in Early Childhood. (2) – Graduated last year (2000). Question 2: Length of teaching (1) - She started at Woodcrest when it opened four years ago. (2) - This is her first year as a teacher and her first year in this school. She has been teaching for six months. Experience with ICT T2 –(1) only experience has been these last six months – learning from teachers and children. There was no ICT training at university. T2 (1) – similarly had had no experience with ICT. The school is and was very supportive. She has made presentations for ACOT and done consultancy for other schools. Both she and T2 are involved in an upcoming Maths and Technology conference. This is all about - ICT and how to integrate it into the classroom, multiage classes, constructivism, setting it up and the link about the curriculum and giving PD to teachers at a neighbouring school. (Good News Lutheran). Professional Development Activities in ICT (T1) received PD at the school. In the first six weeks there were no computers. There was peer mentoring, and she had a “teacher partner” who had had more experience in the use of ICT. Workshops were provided that were needs- based. It was not a power thing, you could go and ask at any time. You also learnt from the students. It was so exciting. There was no pressure to use it. The idea was to use it when it fitted in the program. T2 has benefited by team teaching with T1 as well as the PD sessions and learning from the children. Pupil free days are dedicated to a new technology or way of using it. In these teachers are put in the children’s position. For example there was a PD on clay animations and Micro Worlds which teachers did together and made the product. The school also runs a “Burn-Out café” on Monday afternoons 3.30 to 5.30 pm for new teachers. There teachers can ask for ideas and there is a lot of sharing of ideas. At the end of the term there is a sharing Staff Meeting showcasing the technology. It is worthwhile to see what others and other areas (such as middle school) are doing. Everyone is approachable, because everyone is in a position of not knowing everything. Thus the idea is to search out someone to help you or ask who could help. Involvement in other innovative projects with or without technology The focus at this school is not on technology, but on effective teaching and learning. There are other important things such as multiage classes, constructivist approach, team teaching. All of these make up the school. Technology is not the special thing. Last year and the year before the school and T1 class were involved in two videos


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through Queensland University of Technology which are to be shown here and overseas. Open Learning also put in a CD. T3.1-6 T3.Professional background I studied a Bachelor of Arts with a double major in Psychology. That was a three year course and then I did a Postgraduate Diploma in Primary Teaching. (graduating in 1998). This is my third year at this school. For the first two years I taught Y4/5s (Stage B) and then moved to Y6/7 (Stage C) this year. My last Prac (teaching course) was at Petria Terrace. That was multiage and team teaching. My partner taught Y5-7 and I had 6/7 so I’ve always been heading in that direction. Q: What do you thing made the interview panel consider you? What experiences did they value? I think it was my final practicum, the fact that I did multiage and team teaching was helpful. In the final practicum, I implemented an Internet program using email. I was teaching the kids to do that. Somehow they got wind of that and so interviewed me. What experience in ICT have you had? Word processing in high school. Formal training as such is the six months, two credit points attendance subject for 5.1 Windows Word. After that, my husband is in the computer business so we have five computers lying around the house. We always have the latest, whatever is going on such as DV in the computer. So I guess a lot of my knowledge comes from that. Using the Internet and email and stuff well I was doing that at university. And learning from the teachers here and teaching myself. DO you see yourself as having the same sort of struggles. It was fun! I like taking stuff home and figuring things out and setting things up for the kids. I still do that in my spare time. I still spend an hour or two at the weekend just playing around with lots of things because I need to know how to do it. So I guess the main struggle that we both face is “time”. It just takes a lot of time to understand these things. T3.6: Have you been involved in any other innovative projects with or without ICT? No (S-except the email project done during the final practicum – that was innovative.) Really looking back it was pretty dodgy actually. I probably would have done it differently. Basically I made step by step screens of what to do in Netscape. There were only two computers in the classroom and the children had never been on the Internet or emailed before. So it was a whole process and I had to get permission from the parents and I think I only got five. They did some work in class and some after school with me as well. Emailing to me and the school’s address and getting on the Internet and looking at other schools’ websites – things like that. T4.1-6 Professional Background I did a four year education degree in primary education at Griffith University (B. of Education – Primary) and graduated in 1999.


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T4.2: Teaching I began as a new graduate at Woodcrest College at the beginning of 2000. For these 18 months I have been teaching Y1/2 classes. T4.3: Experience with technology In my degree I undertook two IT subjects. These were “Information Technology”, and “Computer Tools and Teaching”. They were different from what we do here. For my final prac I also tried to incorporate the use of computers in my teaching and learning. Otherwise it was learning by myself at home. 1. TC1.!-6 Professional Preparation Primary school trained. First teaching appointment in 1985. 1988 Diploma of Computers in Education from QUT. Nothing formal since then but has attended many State, National and International conferences. 2. Length of teaching Started in 1986 and taught for 9 years. Then became a Senior Policy Officer for Learning Technologies for 3 years. Then went back to teaching. Appointed to Woodcrest when it opened. He was appointed before the Principal. The qualities which assisted in him gaining the position was his caring about student learning and how technology can be used to help to this. 3. What training or professional development have you had? Early a lot of the training was training but The coordinator offers a different approach to training. Doesn’t offer courses . Offers on the job training and having a go and having the mindset to having a go. Having the confidence that technology hasn’t a power over you. When he runs courses the first day is the most difficult because he doesn’t know the participants and their needs. Often the participants don’t know what they need. Davis makes an effort in giving the participants the skills they really need first and then goes back to fill in minor skills in order for them to get to the main skill they have just learnt. 4. What experiences has he had teaching with ICT and or about ICT. First class he used technology in, he found it a challenge. He was then influenced by the constructivism “kids making things and students learning best by doing. 5. What is most innovative about the innovation The fact that it is across the whole school. Students get the experience at the very beginning and build on this experience. They construct knowledge and communicate their understanding. The whole underlying philosophy is the Learning Community to meet student learning needs. Environment where all are focussed on learning talk/share what they have and haven't learnt environment is conducive to that. ( School Welfare Worker said: The web is the


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key cultural component of young people. Students need to be involved in building up a digital record in the growth of their community. Young people have input along with councilors and developers in the development of the community. 6. Involved in other innovative projects. Was involved in LEGO centered technology. Engineers encouraged to sponsor buying equipment for the school. Teachers became engaged. Need to “hook” teachers. The innovation doesn’t look at workplace skills but at what skills students will need for the future and how will those skills be different from the past. Philosophy of The coordinator’s has influenced teachers who we observed. Believes that he does have the power to influence because he has not seen as an administrator or a teacher. The coordinator’s philosophy is also shared by a lot of people including the principal. There were a core of like minded people present when the school first commenced. The principal was responsible in picking the teachers at that inception phase. Here is a lot of student negotiation such as in planning of the Units of work. Teachers take planning ideas to the students who fine tune and modify these. Students feel ownership of what they are learning. TC2.1-6: Have you been involved in any other innovative projects with or without technology? I have been involved with one with QUT (see earlier), quite a few, I think, e.g. Science (Quest?), Tournament of the Minds, Focus groups on technology, Community Cluster groups, Peer Support programs, Associations. I don’t mind getting involved. Question 5: What do you think is most innovative about it? The whole school thing - There are some schools with a few teachers doing wonderful things but when they leave it is lost. Because of the whole school thing we are not relying on one person. For example, the Lego stuff doesn’t get tied to me but to a unit or stage. Question 4: Experience with ICT Most of my teaching career. I have used Apple 2Es and Lego about 10 to 11 years ago. School of the Air (audio stuff), involved with newish schools. This is my third school. Questions 1,2 and 3: Professional background, teaching and PD Bachelor of Science is my first degree. That included an option to technology in teaching. I did a Uni of Canada exchange. Then a Graduate Diploma of Primary Teaching. I have had jobs in Cairns, with Distance Education, L? school, a couple of tough schools. I did a one year Graduate Certificate in Computers in Education and I am currently doing a Certificate 2 in Multimedia which is an Apple course, so we can offer it at the school.


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C2.11. Analysis question: Does the teacher experiences any problems when using ICT in the IPPUT? Statement or claim Data specification that supports the statement/claim T2.8 The ICT technical support is adequate – we get very good technical support. It is very easy to use the network. The support people let teachers have a go at things. Two people are employed. D P is the ACOT coordinator (PD and workshops and assistance with curriculum issues). G B was a classroom teacher here for two years now involved in ICT support. You can phone the ACOT line any time. Both of these people are there for Curriculum days to provide input on technology and how to use appropriately and provide suggestions. They are very approachable. 7. TC1.9 Technical support Recently they had a full time technician. He has left and the school now . Will be looking to employ another person. Currently, D,and G and a volunteer on job experience are assisting with technical support. This is adequate however not as satisfactory as one person dedicated for that purpose. Technician needs to be available but the teachers is also expected to do some basic troubleshooting. At this stage even though there is no full time technician the teachers can ring through and get assistance. Teachers also need to be flexible and have a contingency plan if something goes wrong. TC1.16 Critical friend, just in time support, Don’t want people to rely on him for technical support. In Service support., team planning, Important to the success of the innovation. Planning sessions at the school involve him and another IT coordinator. They provide input of how technology can assist in meeting the outcomes. SP10 We did have a full-time technician. We are now waiting to sort that out. We are trying to get someone at a higher level. We do have a couple of work experience people coming in on casual basis. This is not satisfactory, but adequate. We would hope that we have a full-time fully qualified technician in a month’s time. C2.12. Analysis question: With whom and for what purpose did the teacher collaborate in the IPPUT? Is this different from the collaborations the teacher usually has? Statement or claim Already mentioned previously in planning . Data specification that supports the statement/claim T2.18, 20 Our role is more as a facilitator with lots of discovery learning. This “makes teaching fun”. It is a two way thing. Kids are involved in the planning process. They are very creative. We are not normal teachers any more. It is like the students are our friends. I


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get so excited about teaching. Planning is hard. Things such as finding creative things to do, trying to cater for all, open ended. We are always questioning the activities. There has to be a purpose for the activities. The students don’t ask why are we doing this because they see the reason. Lots of sharing, team teaching and joint planning. Yes it is integral to its success. TC2.22 Team teaching is integral to our success. This is most effective and has most effect on learning, particularly in the junior school. E.g. T1 and T2 – it takes a lot of working out and lots of negotiating. There are pockets of team teaching with more in the junior school, but it is happening. Most teachers are comfortable about taking on a new teacher. (Multiage classes mean that you already know half the class.) If a teacher needs some help there is very planned and deliberate support and monitoring. C3. Student Practices and Outcomes C3.1 Which activities have been carried out by the students in the innovation? Four classrooms were observed, each were observed twice. Group work was a feature each time. Sessions began with the whole class during which the teacher or teachers (where team teaching was a feature) outlined the activities for each of the groups or reminded students of the activities. Students were also told which groupings to use. (OBS-1,2,6,7,10, 11,12,14,18,21,22,24,25,29) The activities for the four classrooms were varied and ICT was used in each session. The Year 6/7 Mathematics class focused on shapes as part of the Earth and Space unit. The Quality Product for this class will involve MicroWorlds to produce an animation of an astronomical concept. Two groups were involved: • Group A: Students focussed on 3D shapes with another teacher. The students

answered questions about shapes on a worksheet. Then using straws and pipe cleaners they constructed 3D shapes such as prisms and cubes.

• Group B: Students used the software, MicroWorlds, to program and create 2D patterns involving revolving shapes such as circles and squares. Students had the basic programming language and with minimal direction were allowed to experiment. (OBS-T3)

The Year 4/5 classes (two classes which were being team taught) were studying the unit “Earth and Space”. Four groups were involved in this particular session. • Science experiment A: This was conducted outside in a sandpit with a Pre-service

teacher. Students made a slope out of sand and then poured buckets of water onto the slope. Students observed how valleys formed and answered questions about the experiment on a worksheet.


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• Science experiment B: Students conducted an experiment - “making rain indoors” using ice in a saucepan over heat (with another Pre-service teacher). Students recorded this using a digital video camera. The video was imported into the computer and would be edited, and procedures and materials added to show how to conduct an experiment.

• Research: Students used the Internet to research aspects of “Earth and Space” and to begin thinking of an experiment to conduct for the Science Fair (the Quality Product for the term).

• Science discussion: Students in the group read a book about laboratory experiments together with one of the teachers and discussed this. (OBS-T1)

Year 2/3 students were involved in the following Mathematics activities: • Computer group: Students selected a theme such as ‘camping’ and using Kid Pix drew

a scene depicting this with shapes such as a triangle for a tent. The shapes were then labelled;

• Shapes using plasticine and straws. Students made 2D shapes such as a square, then turned it into a 3D shape. Some went further and made a house;

• Counting backwards using number strips; and • Addition and subtraction of three digit numbers: Sums were displayed on overhead

transparencies and number blocks (sets of blocks with 100, 10 or units) used to assist in doing sums. (OBS-T2)

At the Year 1/2 level students were studying “Constructing our World” using a fairy tale theme. The Language class groups did the following activities: • Reading group: students read “The Billy Goats Gruff”, then acted out the story, each

taking a role; • Word group: students arranged words in alphabetical order and wrote sentences using

each word; • Sound group: students marked words with ‘o’, ‘ow’, ‘o-e’ and ‘oa’ (ie sound as in

goat) on a worksheet using a colour code; and • Computer group: students answered comprehension questions from the Billy Goats

Gruff story on the computer. (OBS-T4) C3.2. What evidence is available on the positive or negative impact of the IPPUT on students? Academic Outcomes ICT provides another way of assessment which is non-threatening and open-ended. It is possible to look at the screen and instantly see what outcomes have been achieved. (T2-12) Generic Learning Outcomes (Woodcrest College) and Education Queensland’s Learning Area syllabuses guide curriculum planning for academic and generic outcomes (DOC-1) Two year cycle to cover the outcomes (T5-extra questions re planning) Assessment continual (OBS26, T2-19)


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Skills: Students gain a number of positive skills needed for now and in the future. These include: • Working in teams or groups (OBS-11, T2-24, TC1-26) • Communication skills (T2-24, Quality Product presentation –OBS-30, P-16, OBS-

12,14) • Problem-solving skills (TC1-26, T2-25, T2-24; OBS-8)) • Technology skills (S-13, P-17; T4-25, T2-24, OBS-8, 21,22) • Social skills (P-16, OBS-12,14) • Being independent learners responsible for their learning (T5-22, TC1-24; OBS-8) • Life-long learning.(T1-15, SP18) “Students benefit by being able to manage their own learning and teachers have been able to support their needs.” (TC1-24) The innovation is helping children develop new attitudes, knowledge and skills. Children learn to use technology and this is what they will be using when they leave school. (P-17) Students are more autonomous and independent (“I need to know this and how do I find out?”) Students are not spoon-fed and are responsible for their own learning. (T5-22) Students learn how to problem solve, learn how to communicate with others. ICT is a powerful way of assisting and enhancing these skills. (T5-23) Students gain: • Access to a range of adults to support their learning needs • Technology skills • Information literacy skills • Twenty-first century learning skills – problem-solving, effective communication,

cooperative group skills, and higher order thinking skills. (DOC7) Attitudes Students are engaged, motivated and love learning. (OBS-2,4,12; T2-23; T2-15; SP-23; T4-23) Self-esteem, feelings about themselves “Each student is able to feel successful.” (T1-23) The innovation is especially good for children with learning difficulties… “These children were the ones that were most creative in their clay animations, whose communication skills improved out of sight … All their oral and their drawing said so much about what they’d learnt from their research. It was just amazing. .. The problem solving process and the thinking skills that they demonstrated. I wish we’d had a camera set up so that we could take the learning that occurred. It is not what you get on a piece of paper. It is the growth in their communication and in their attitudes to themselves. It is wonderful for their self-esteem.” (T1-25)


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Technology is great for children with learning difficulties eg. autistic child with difficulties with fine motor skills. Computer is great for him. His work can be printed. … this removes discrimination. (T2-12) We attended a “celebration of learning” evening which was held for parents and family of the Year 4/5 group. The evening was the culmination of the previous term’s work where the Quality Product was shown. Video clips that students had made were shown and then students talked about the clip. It was evident that students were extremely proud of their achievements. Approximately 120 adults and children attended the evening. (OBS-8,30) Negatives Students’ handwriting skills are bad. “But is this important?” (T3-24; T5-24) Students want to be taught as they are in Woodcrest, so it can be frustrating for both new or relief teachers and the students. (TC2-25; T5-25). Negotiations with students re project development and assessment C3.3 To what extent are the activities of students (with and without ICT) different from the activities students usually do? Extensive use of group work, the use of technology throughout the curriculum on a daily basis and the use of ICT to “create screens” are all ways that are generally not “usual” activities. (OBS-11,13,21,22) “Students create screens not consume them.” “Playing with technology is allowed (TC2-12,14,26”; OBS-8) This is very different from the experiences students in the focus group had had at previous schools where teaching was “off-the-board” and most had not had access to computers. “Here we do things and it is more fun. Like working with computers.” (S-11) C3.4 Which different roles did the students perform in the IPPUT? Students get opportunities to be teachers (which is good for learning). (TC1-23; TC2-26; OBS-12) Working in groups, peer tutoring, students as teachers, interactions with other outside classroom, independent learning, peer evaluation. (TC2-23) Depends on whether students you work with are older/younger (because multiage). (S-14: P-16) Students teaching the teacher. (S-14) Students helping each other (T4-23; T5-22). Terrific for their self -esteem if they can help others. (T2-22)


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C3.5 What responsibilities did the students have in the IPPUT? Self-directed learning is the key to motivation. (T3-25) Responsibility to file and save work. (OBS T2) At the end of term the next term’s theme is given to the students. The students then provide ideas of what they would like to learn about and their ideas are taken to the planning meeting. Negotiations with students re project development and assessment (T5- re planning; DOC 12). C3.6 With whom and for what purpose did the students collaborate in the IPPUT? They work in groups which requires collaboration and cooperation. (T1-22. OBS-10, 11, 12, 22, 25) Cooperatively based teaching for both students and school, both teachers and students are learners and children can be teachers. … Team work is important. We encourage two or three students to work at one computer because otherwise they miss out on the verbal communication and they have to work as a team because there is only one mouse. (T2-17) We observed students asking other students for assistance (“How did you make your button?), comment on other groups work (That’s cool.) and negotiate which character each child in the group wanted to role play. (OBS-11,12,17) Students ask for assistance from others in the class without going through a formal process of asking the teacher first. (OBS-T3) Group work. In an earlier session students doing MicroWorlds were paired “Confident” with “non-confident”. The teacher changed this the following session to “confident” together and “not so confident) to give the latter a chance to try things out. (OBS T3) C3.7 Which students and how many are involved in the IPPUT? All students in the school are involved. (TSQ-2,8, DOC7) C3.8 Do the students experience any problems in using ICT in the IPPUT? Problems when “computer stuffs up” or when the Internet doesn’t “get up”. (S-15)

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