Submission for DPLA

Mel Muller
Woombye State School

p: 07 5451 322
e: mmull108@eq.edu.au













Mel Muller DPLA Nov 2013 2

Profile

My name is Alice Melanie (Mel) Muller and I have been teaching at
Woombye for almost 7 years, my entire teaching career thus far. Prior
to teaching I worked with disadvantaged youth in High Schools working
on their job readiness skills. I have also been an Employment
Consultant for the long term unemployed, a Copywriter for WIN TV, a
Wedding and Special Event Co-ordinator and a Short Order Cook. After
trying so many careers I have decided teaching is definitely my calling, I
can honestly say I have finally found what I love to do! Woombye is a
fantastic school and both my children attend here.

At Woombye I have worked predominantly in the upper school, however I have also completed a
few years in Year 1. Currently I am teaching Year 6/7 with one day off-class as an eLearn Mentor
for the rest of the school. Woombye is an ASOT driven school, we support the C2C and many
teachers are now on board trying to deliver a digitally rich curriculum.

I have completed my DPL and have been an Accredited Facilitator for the DPL as well as the
Learning Place. Most of my ICT skills have developed out of a pure passion for technology. My
background however is in the Arts having studied Visual Arts and Media Arts at University, hence I
am also the Arts Co-ordinator for Woombye State School. I firmly believe one can be creative
through technology and that so much can be learnt by being innovate, inspiring and challenging.

I serve on the ICT committee, work closely with the Admin team and have been given the task of
developing an ICT school improvement plan. I also help with purchasing and budgeting for ICTs
and manage the schools growing number of iOS devices and Apps through Apple Configurator. I
also am part of a small group that manages the Woombyes Teachers Hub edStudio S4387851. We
have an Orange Card holder who visits our school fortnightly for all major technical issues, I try
and deal with the little ones.

I have been fortunate to have a couple of mentors myself from Meridan State College, for without
them I would have been completely overwhelmed. We had
to make some significant changes at Woombye and I had to
win over some rather hesitant staff. The confidence
Andrew and Debbie have installed in me to take on the role
I have now, I want to pass onto the Teachers and Aides at
Woombye.

I am eternally grateful to Paul Lowik (Principal) and Brett
Dowdell (Deputy Principal) for believing in the potential of
ICTs and allowing me to try something new. Finally a huge
thankyou to Jilly Grimsey, for all the discussions and
encouraging me to keep records; I had no idea how much
we would accomplish here at Woombye. I hope you enjoy
sharing my journey.


Mel Muller
Yr 6 Teacher
eLearn Mentor
Woombye State School



Mel Muller DPLA Nov 2013 3



Woombye State School Current (2013) ICT Allocations





Prep
3 classes
2 Desktops each plus a printer to share between the 3 classes
IWB each
Share 8 iPads 4 days per week 8.30 - 1pm
Digital Cameras
Year 1
3 Classes
1AB (Double Classroom) 1 Desktop, 2xIWBs, Digital Camera, iPevo Document Camera, Printer
1C 2xDesktops, IWB, Digital Camera & Shares a printer with 2S
Year 2
4 Classes
Year 2A - 3 Desktops, IWB, iPevo Document Camera, Digital Camera, Printer nearby
Year 2B - 3 Desktops, IWB, iPevo Document Camera, Digital Camera, Printer nearby
Year 2S - - 0 Desktops, IWB, iPevo Document Camera, Digital Camera, Shared Printer with 1C
Year 2C - 0 Desktops, IWB, iPevo Document Camera, Digital Camera, Printer Note:
2C adjoins the school's Computer Resource Lab with 30 Desktops
Years 3-5
7 Classes
On average each class has:
4 Desktop Computers, IWB, Digital Camera
Access to iPevo Document Camera
Printer on their floor shared between year levels.

Year 6-7
3 Classes
Yr 6 (1 class) 4 Desktops, iPevo, iPad, IWB, Digital Camera, Bloggie
Yr 7A&B (Shares Classroom) 5 Laptops, 4 Desktops, 2IWB, Digital Camera, iPevo
CLR
Librabry
Computer Learning Room : 30 Desktops, Projector, Printer
Library - Hub of 4 Computers & 4 Laptops
2014
9 iPads (3each)
Solely for Prep use
2014
All Desktops replaced
with laptops for
1x Yr 5 and all Yr 6&7
2014
8 iPads available for
shared use
Mel Muller DPLA Nov 2013 4




Apple Computers Inc, 1996
ACOT uses stages of evolution to describe patterns of teaching and learning. These are Entry, Adoption,
Adaptation, Appropriation and Invention, where the earliest stage introducing technology tools to replicate
tradition learning activities, through to Invention where teachers seek further development for change.
(Dwyer, Ringstaff & Sandholtz, 1990).

Technology is moving faster than many of us can keep up with. Teachers are facing classrooms of students
who are up to date on the latest technologies and can text faster than they can sharpen a pencil. We are
being handed a digitally rich curriculum supported by innovated practices through the Contemporary
Practice Resource of the Learning Place. BER Funding plus P&C support have loaded our schools with new,
exciting Information and Communication Technologies. Classrooms have brand new Promethean Interactive
Whiteboards with dual action pens. Beebots roam the floor, Kids are record their own stories on EasiSpeak
Mics, iPads are a favourite group work activity and Lego Robotics is taking off.
Now here we have a teacher who after celebrating her 50th birthday, has finally mastered Microsoft Word
and Power Point; she feels shes catching up at last. Fortunately shes avoided having to learn how to
connect up a digital projector to her C4T (a thought that installed utter fear), instead she now has been given
this cool gadget and its much easier to use shes been told. Phew! They call and Interactive Whiteboard.
The guy came in to install it, and after a brief training session the teacher was ready to deliver her first lesson
on the IWB. So why is the cursor not lining up with the pen? In fact why is the pen not even working? It
looked so easy when it was connected. What to do now? Once again the chalk is picked up and next to the
blackboard is the best looking and most expensive Overhead Projector ever. Unfortunately this is what
happened to many teachers at Woombye. We started the year with just myself and 2 others under 40 and
nobody under 30, Woombye was predominantly a Baby Boomer teaching cohort; the odds were stacked
against us.
Woombye, like so many other schools, joined a tidal wave of change that was fundamentally flawed.
Primarily it adopted a theory what Fullon (2006) describes as a qualifications frameworks that focus on the
development and retention of quality leaders. Such a theory does have its place to start the momentum of
change, it creates personal development opportunities for individuals who are keen to explore the potential
of ICTs in the classroom. This process of change self-destructs when these opportunities turn into
Mel Muller DPLA Nov 2013 5

responsibilities. Staff quickly see these individuals as the route to changing the system,(Fullon 2006) they
are being seen as the responsible person to make the changes.
To improve school wide student learning, a few select individuals cannot be held responsible in such a
manner. A technology leader must inspire confidence, motivation and knowledge in their peers so they can
transform their own classroom.
A Snapshot of Woombyes Journey



My 3 Key Goals for Woombye State School

2010
Focus on ICT acquisitions
Two key teachers driving
ICTs
Very much product driven
in the classroom

2012
Focus on digital pedagogy
but individually driven
In house staff training and
peer mentoring
More teachers on board
with creating digital
change
2014 & beyond
Positive whole school
approach focus toward
incorporating digital
pedagogies as per C2C
More structured school
based support to ensure
all teachers develop ICT
confidence.
Improved Student Outcomes
Whole School
Access to
Teachnology, Peer
Mentoring and
PD/Training
Change in thinking -
motivate the IT
wary
Early Years
Explicit ICT skills
teaching with
guided digital
learning
experiences
Middle & Upper
Primary
Digitally rich
teaching with
differnetiation
through ICTs, online
learning and
Robotics Programme
Mel Muller DPLA Nov 2013 6

At Woombye State School over the past few years we have almost doubled in size. Surrounded by private
schools and within 10minutes drive of Nambour, Woombye State School was still considered a country
school, small in numbers and until recently, not capped. When I started at Woombye in 2005 the student
poplation sat around 300, in 2009 it had reached 393 but by 2014 it is predicted we will have over 500.
(ACARA My School 2013)


Reflection
2010-11 saw a sudden and unexpected increase in enrollment at Woombye. In 2011almost 100 new
students commenced at Woombye, at this stage the school was not zoned or capped. This sudden influx was
primarily due to a significant increase in fees of the surrounding private schools, numerous parents opting to
move their children from a much a nearby but larger public school as well as our innovative and very
successful Prep enrollment program.
As a result our Lower School had become heavily laden with classes whilst the middle to upper school
remained at 1-2 classes per year level. Our resources were stretched and we have had to rethink the
direction our school was heading. 2010 saw the building of our new hall and library plus the acquisition of
30 computers for the Lab through the BER Project, we also received more IWBs courtersy of the P&C. In
2011 I moved from Upper School (Years 5 &6) to Lower School (Year 1).

Being IT saavy and one of the first teachers to receive an IWB, I noticed Woombye faced two significant
hurdles before it could succesfully make the move toward intergrating ICTs and improving student outcomes.
1) Most of the teachers were Baby Boomers, they did not grow up with technology and many were
sceptical. Though we had 2 teachers with invaluable ICT skills, on a whole many teachers simply
did not consider it as important. Already we were heavily loaded with change over to the C2C.
The belief that computer skills were learnt incidentally was still very prevelant throughout the
school. This meant in Year 5 & 6 students were still asking simple skill based questions such as
How do I make a new paragraph in Word? or How do I check if I took a picture?
2) Secondly was the overa negativel attitude towards new technologies. Staff werent willing to try
anything unless someone else had already proven it acutally worked. They were tired of all the
technical problems. Our one dedicated ICT person was spending his limited time with technical
issues rather than developing digital pedagogical practices that enhance student learning.
490
Students
Prep
x3
Year 1
x3
Year 2
x4
Year 3
x2.7
Year 4
x2.3
Year 5
x 2
Year 6
x1
Year 7
x2
SEP
2013 Class
Breakups
Woombye SS
Mel Muller DPLA Nov 2013 7

Teachers then complained that the students hadnt learnt enough ICT skills. Seeing the one
person resposnsible for teaching the entire student cohort.

My move to lower school meant I could try to find a way to attack this at foundation level. I began a 2 year
action reseach project into how best to use ICTs with the young learner. I also wanted to create a postive
change within the school by to finding a way to combats the teaching staffs hesitation toward adopting
technologies and using them within the classroom to improve student learning.

I was fortunate during this time to meet Jillian (Jilly) Grimsey. Teaching part time she was completing her
thesis on the Teachers Perspectives of ICT Intergration in the Primary Classroom (Grimsey 2013). Her
reseach involved measuring a teachers practices against TPACK. Technological Pedagogical Content
Knowledge (TPACK) is a theoretical framework that describes how pedagogy, technology and content
knowledge interact and is continually evolving (Mishra and Koehler, 2006).


Mishra and Koehler (2006)


Jilly Grimsey studied the digital classroom practices of 10 teachers at Woombye during 2011and 2012,
approximately half the teaching staff. She correlated her findings against the six the six constructs that form
TPACK; Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological
Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge
(TPK). Jilly ranked teachers into levels of confidence and competence and we would discuss some of the
findings so that I could reflect and compare. I am currently using her research to establish an all-inclusive ICT
school improvement plan.

Mel Muller DPLA Nov 2013 8

(Grimsey 2013)



The Move Forward




It is wise to have a holistic ICT school improvement plan, to embrace technologies enhancing student
learning, to have at ones disposal a variety of ICTs. The administration team at Woombye along with the
P&C have made significant ICT acquisitions at Woombye over the past few years, however there is a real
danger of ticking the boxes and saying we have all this and then running your finger along it all and see how
much dust it has collected as it sits there on the shelves.

As Micheal Fullan (2006) posed the harder question under which conditions will continous improvement
happen? Yes we had improved our ICT stockpile but then what? By 2010 we had an ICT teacher who had hit
a brick wall. No amount of his expertise could change the culture of the school it was clear most believed it
was his job to teach the children about computers and to fix all technical problems. Improvement was
measured in the number computers, gadgets and IWBs as well as how much the kids learnt during their
computer classes. There was also still a gross assumption that a computer saavy person was a technician,
trainer and eLearn mentor rolled into one.

Better
Student
Outcomes
Engaged
Motivated
Learners
Digitally
Rich
Pedagogy
Competent
and
Cofident
Teachers
Mel Muller DPLA Nov 2013 9

For improvement to happen we had to change the entire thinking of the school; ICTs did not just mean
computers nor was it the modern version of the typewriter, a glorified OHP or a collection of gadgets for the
young at heart. Myself along with the previous ICT teacher were not technicians. With more than half the
teachers being Baby Boomers, there was no quick solution. With my move to the lower school in 2011 I had
a lot of questions to work through:








































To spend countless hours summarising in detail all the changes that has taken place at Woombye over the
past 3 years and reporting on the success and failure of each, defeats the purpose of this project. It takes
away valuable time that could be spent in class, working with teachers and students. In the spirit of
Fullanan emphasis on accountability by itself produces negative pressure (2006). Instead I will elaborate on
the key areas that I believe have reflected the values of the Digital Practice Guide and our Professional
Standards for Teachers.

At which Year level is it best to start
teaching independent logging on,
navigating and general computer
operating skills? Are we wasting time
by doing it in Year 1 when instead we
could be using other digital learning
tools?
How effective are iPads in the Prep
environment? Should the desktops be
replaced by such handheld devices?
What are other schools doing with ICTs
in and how are they getting the most
out of their digital devices. What has
worked and what hasnt?
How do ICT teachers work in other
schools? Is it a specialised role, are
they released from class or do they not
exist? Most importantly how do they
motivate others to change?
Do I choose a skills based approach for ICT in P_2 or do we
continue with the belief that at this age such learning is
incidental? If we choose skills how specific should it be?
Which student outcomes is the school
focusing on most?
What are the exact ICT needs of the
curriculum?
What is the best way to overcome the
fears regarding ICTs that many of the
Baby Boomer school teachers have?
How can I utilise the Teacher
Aides who a very keen to
increase their digital
knowledge?
Mel Muller DPLA Nov 2013 10

Putting it into Practice

Lower School - Prep to Year 2

2011/12 Year 1

When moving to Year 1 in 2011 I continued along a similar structure to previous years. Generic log
ins, learning object activites on class computers and some simple typing activities using word in the
lab. The only real change I made was adding in Web Based activities teaching the kids how to use
favourites. The second year (2012) I completely changed how I delivered ICTs. I worked closely
with a Year 2 teacher to see what skills the students needed in Year 2 and decided to try to
formalise the learning and see if it made a difference. I worked with two Year 1 classes on the
following, the remaining 2 classes continued to do their own thing (much like a control group):

Computers:
Individual Log Ins
Typing Tutor Dance Mat Typing
Accessing Favourites independently
Opening Word, saving and closing Word
Paint programme
Learning Place Student Space

Technology:
iPods
Using the Interactive Whiteboard
Macmillan Digital Stories
iPevo Document camera
Digital Camera & Flip Camera

For computers I rated each student on their ability to log in, use the mouse and keyboard
effeciently, ability to navigate and the quality of work produced.

I then surveyed the Year 2 teachers in 2013 to see if they had noticed any significant difference
than previous years. I asked for their rating of student ability based on the above as well as their
capabilities with Power Point. I also had an in depth discussion with the Year 2 teacher that had
received many of my students over the past 2 years, asking her to make a direct comparison. The
results were as follows.

Computers:
1: Most students at the the start of Year 2 still spent considerable time re-learning their log ins and
accurately typing in their details. Most of Term 1 was spent familairising the children again with
how to navigate their way through the programmes.

2: Students typing skills overall had improved.

3: The higher achiving ICT students in Year 1, continued to learn quickly and were in general high
achieving students in all areas (except 1).
Mel Muller DPLA Nov 2013 11


4. There wasnt a significant difference to previous years with the level of the childrens computer
skills and their knowledge of the programmes .

Other technologies (ICTs):
The Year 2 teachers all said that students were definitely more confident. One year 2 teacher new
to the school and using a Promethean IWB with ActiveInspire for the first time, said her students
were so used to it that at times they showed her what to do.

In conclusion for 2014 I have made the following recommendations for our ICT School Improvement
Plan.

2014 - Year 1

To focus on develop typing skills using in class devices such as Typewrites
To use more mobile learning devices such as iPads and iPods
To introduce more ICTs in class such as Beebots and EasiSpeak Mics as well continued
intergration of the IWB in delivering the C2C. This will engage students and encourage a deeper
understanding of essential concepts.
To encourage time in the computer lab in Term 4 only as a lead up for Year 2. Introduce
individual logs in then, general computer operations, etc.

The focus in Year 1 should be to use technolgy to encourage learning so as to increase student
outcomes. The skills based teaching in the Computer Lab has not made much difference for the
Year 2s hence essentially it wastes valuable learning time. Their computer lab allocations could be
given to other classes that would use it much more efficiently. The one postive outcome of
improved typewriting skills could still be taught in year one using the Typewrite devices.

2013 Prep

In 2013 we tried changing how Prep delivered their computer based learning activites. Based on
how Meridan used iPads in their Prep classrooms and by following research and ideas shared on the
Learning Innovation Centres ICTLeanring for the Early Phase website (LIC 2012), wa decision was
made to move to iPads. We transferred some in class deskptops to year 3 to bring their ratio up to
1 desktop : 6 kids abd we set up a shared pack of 8 iPads. This proved to hold great potential with
the only problem being that the iPads had to be shared with the rest of the school certain times. So
for 2014 Woombye have purchased a set of 9 iPads solely for Prep use.

2014 Prep

Continue moving to iPads
Aides to use generic log ons for learning objects and web based activites
Digital delivery of the curriculum through the IWBs.
Develop computer awareness by using correct terminolgy and encouraging pretend computer
play



Mel Muller DPLA Nov 2013 12

2013 - Year 2

During Term 2 and Term 3 I worked with two out of the four Year 2 teachers trailling different ICT
devices with the students during literacy groups. The purpose of this was two fold: one was to
engage students and consolidate their learning, the other was to show these teachers how they
could use these devices in class. Both teachers have Technological Content Knowledge and
excellent pedagogical practices, so with some mentoring in class they should be able to combine all
this to its fullest potential and achieve TPACK compentency.

So to help them visualise what they are quite capbable of I organised a few digital based activity
during their literacy group times. Some of the activites included:

1) Using EasiSpeak Mics for children to be reporters. The were given visual cue cards with a
question and had to interview their partners. The children being interviewed had to answer
in full sentences. Eg: Q: What colour are your eyes? A: The colour of my eyes are blue.

2) Using BeeBot app on the iPad to write a procedural text. Students first played up to level 3,
then together we wrote a procedural text for someone who has never played before. The
test was with the first group to ask their teacher to follow the directions (neither had ever
used BeeBots or the App)

3) Students also had the opportunity to read through a digital collection of Big Cat books.
Moving around I could ask questions to check for understanding or do a quick check on their
decoding.

4) Using the IWB ActiveInspire with a document camera to share students written work. This is
a great activity for showcasing, editing or collaborating ideas.

Both teachers have since then intergrated more ICTs as well as purchasing a class set of Beebots to
share. Already quite competent in using the IWB, they have also attended all my PD sessions to
further enhance their skills.

In addition to working with the two Year 2 teachers on digital practices within the classroom, I
looked at the way all four classes used their computers to determine what set up was best for next
year. The year 2s are broken up as such:












Year 2S was similar to a control group as in previous years, year 2s had 2-3 computers in each class and an
hour of Lab time. The questions I needed asnwered was if it was better to allocate shorter but more
Year
2A

Year
2B
Year 2C
* 0 in class
desktops
*15min Lab
every morning +
1hr per week
Year 2S
*2 in class desktops
*1hr Lab time/wk

*Share 6 class desktops
*1hr Lab Time each/week
Both these classes are in completely separate
buildings and operate independently
P
a
r
t
n
e
r

T
e
a
c
h

Mel Muller DPLA Nov 2013 13

frequent lab time to the younger learner or continue with the 1 hour sessions, if the extra classroom without
computers and access points was at a distinct disadvantage and did placing classes side by side have any
considerable advantages.

The reason for this study was to include a lower school focus for the schools ICT improvement plan
commencing in 2014. With the increase in the number of classes, the lower school has had spread
themselves throughout the school to utilise the spare classrooms in the oldest buidlings. Admin had to
decide which classes to move where and I had to decide with the budget we had, which desktops were to be
replaced, how they were to be distributed and which would convert to mobile devices such as iPads and
Laptops. I also had to find a way to relieve the ever increasing pressure from the upper school (myself
included) for more access to the Lab.

To see which method Woombye should adopt in 2014, I studied a range of students Power Point
assessments. I also asked each teacher to complete a questionaire (Appendix1). Overall the results
indicated that:

2C - without a single desktop in class were still significantly ahead in their computer skills. They all logged on
independentaly, navigated with relative ease, accessed their own Learning Space frequently and created
Power Points of a higher standard.

2A&B - students ability on their computers usually matched their overall academic performance. Some
Power Points were of a high standard but students requiring support in class continued to require ongoing
support on the computer. Students were able to type their own work and most Power Points were
completed as students could access enough computers in class to finish their work. Students were also very
good at accessing web based activites via the favourites menu.

2S struggled significantly with finishing their Power Points. The teacher mentioned that their typing was
very slow and often they would forget tosave their work. In the end the teacher herself during lunch had to
sit with the student one at a time to finish their typing. The Power Points themselves were not of a high
standard. Overall only a couple of my students from Year 1 remained at a sound/high level in Year 2.

The Outcome

Tracking the progress of the Year students I taught with my teaching partner, the class with the greatest
imprivement in ICT skills was 2C. Analysing the Year 2s diagnostic results collected for PAT-Comp in 2013
there was a marked improvement. As improving student literacy outcomes has been a key focus for
Woombye, teachers are using technology and their lab time to try and make this happen. When looking at
the results note that:

2S has the least access to computers and digital devices,
2C has regular access but in small bursts and
2AB has weekly lab time and a pod of 6 computers to share in class. Treacher (2013)











Mel Muller DPLA Nov 2013 14

Of all the 2012 Year 1AB students, the 2C cohort have improved the most, 2AB students have produced all
rounded results however 2S have more than half decline. Even though there may be some other influencing
factors, the absence of being able to delivery a digitally embedded literacy programe for 2S has had without
a doubt some negative impact.

In support of this finding, comparing the historical and narartive Power Points of Year 2, 2C once again has
shown the most improvement. Many of the 2C students produced pages of information, with pictures
embedded, variety opf backgroun selected and a range of transitions. Due to lack of computer access, 2S
were only able to produce simple 5 page presentations and once again 2AB students poduced work often in
direct corrolation to their general academic ability.


Double click on each icon to view the Power Point

Fantastic Mr Fox
Written by
Roald Dahl
OUR SIGNIFICANT HISTORICAL
SITE
SCHOOL OF ARTS
Cobbs camp

High 2C High 2S Sound 2AB Low Sound 2S

2014 - Year 2

As a result and after consulting with the Year 2 teachers, it was decided it would be ideal to move the classes
closer together and to share a pool of in class computers. Also since not all classes can access the lab for the
same 15min every morning before school, lab time will now consist of two shorter sessions per week, with
extra time available on an as need basis. (Any year level however can book this free time) Finally Year 2 in
2014 will be able to book a set of 8 iPads for group work.


Teacher Aides

For every action there is an opposite reaction. Yin and Yan. Postives and Negatives. For all the resistance
lack of condifidence amongst the teaching staff, I had the exact opposite with the Teacher Aides. They were
so keen to come on board, some were already very competent with using ICTs and the remaining were
willing learn. So taking a back door approach, I put a proposal forward to our Principal Paul Lowik to work
with the Aides to upskills them so that they could work with the less confident teachers in class. It also
meant that teachers already using a range of
technologies could set digital based acitvities
for the more of the Teacher Aides.

I started late 2012 working with 2 of the most
digitally skilled Teacher Aides on what was
then the Education Support Workers
Framework. Since then it has become the
Digital Practice Guide and 6 Teacher Aides
through our weekly 1hour PD sessions, have
obtained their Certificate.

https://team.oneportal.deta.qld.gov.au/sites/
DPG/SelfRegistrationLibrary/SponsorArea.asp
Mel Muller DPLA Nov 2013 15

Measuring Success

Another good way to determine the success of our journey over the past few years is to measure the
students satisfaction with the use of technology in the classroom. I can provide PD and help teachers learn
how to usethe technology in class, however it is up to the individual to take it on board and intergrate it into
their everyday treaching. To measure the students satisfaction I analysed the School Opion Surveys of the
last 3 years. The snapshots below show that student satisfaction of how ICTs are used within the school has
grown.



2012




2011






2010




Mel Muller DPLA Nov 2013 16



Finally another measure of improved students outcomes is to directly refer to Naplan results.










Mel Muller DPLA Nov 2013 17

Where to from here? A focus on the digital needs of the Upper and Middle School

Developing an all-inclusive School ICT Plan that supports Woombyes ASOT Curriculum Framework

TPACK: Technological Pedagogical Content Knowledge




Skills based ICT training for the
lower school
How effective is teaching Year 1 to log on,
navigate, create
Keyboarding skills using typewrite
Looking at C2C units to see what ICT
knowledge is required and when.
To investigate learning devices such as
Beebots.
iPad use in Prep
Purpose and effectiveness of Apps
What efect could it have on student
outcomes
The need for desktops at all in Prep
Staff eLearn Mentoring
Finding a group of Teachers and Aides
willing to trial devices, incorporate digtial
practices and provide feedback.
Upskilling Aides with ICTs so as to be able
to support more in digital based activities
with students
To promote the Learning Place, encourage
its use and train staff.
Incorporate ICTs in a New School
Improvment Plan

Student Focus
Find and investigate ICTs that may engage
and enhance student learning
To evaluate the potential of Beebots and
determine its potential to be a part of a
school Robotics Programme
To develop a school Robotics programme
using existing Lego Robotics in Year 3/4,
possible Beebots for Yr 1/2 and finding
something for upper school
Set up lunchtime access to the CLR for
students to develop their computer skills.
Support teachers in delivering
digitally rich C2C
To become familiar with ICT requirement
of the C2C for every year level, specialising
in lower school
Ensureing that the school has the devices
and programmes needed to deliver the
digital aspects of the C2C
To ensure Teachers and Aides have access
to ICT
training and support
2010 2013 Develop an ICT plan for the school with a purpose of continued of student outcomes through raising motivation, confidence and developing a supportive sharing
culture. To change the thinking of the staff from seeing technology simply as a means to create work (output) to that of seeing it a way to create knowledge (input).
Mel Muller DPLA Nov 2013 18

Supported by the Schools ASOT Curriculum Framework

Mel Muller DPLA Nov 2013 19

Mel Muller DPLA Nov 2013 20


References
Acara (2013) My School http://www.myschool.edu.au/ Accessed 11 November 2013

Apple Computer Inc (1996) ACOT Integrating Technology into the Classroom Instruction, pp 16-17
Department of Education, Training and Employment (2013). Pedagogical Framework
https://learningplace.eq.edu.au/cx/resources/file/f66ebbde-9978-4bfd-e445-b0f06cf4849f/1/section-
01/s01-04.html Accessed Nov 2013
Grimsey, Jillian. (2013) Teachers Perspectives of ICT Integration in the Primary Classroom.
Masters Submission, Sunshine Coast University

ICT Learning Innovation Centre (2012) Interactive Play for the Early Learning Phase
http://www.learningplace.com.au/defaulteqa2.asp?orgid=35&suborgid=669 Accessed 2012

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework
for Teacher Knowledge.
Teachers College Record, 108, 1017-1054.
Moersch, Christopher (1995) Policy & Leadership Levels of Technology Implementation (LoTi): A
Framework for Measuring Classroom Technology Use pp 40-42
Queensland College of Teachers QCT Australian Professional Standards for Teachers
https://www.qct.edu.au/PDF/PSU/QCT_AustProfStandards.pdf Accessed Nov 2013
Smart Classrooms iPad Studies http://education.qld.gov.au/smartclassrooms/enterprise-
platform/elab/ipads/trials.html
Treacher J. (2013) Internal Diagnostic Data, Woombye State School
Woombye State School Year 2 Teachers:
Ms Donna Zammit, Ms Jodie Edley, Mrs Annette Schott and Mrs Julieanne Barret

Mel Muller DPLA Nov 2013 21



Appendix


Mel Muller DPLA Nov 2013 22

Year 2 ICT Survey September 2013

Number of Students: ______ Do you work alongside another Yr 2 teacher? _____
Number of desktop computers in class available for student use: __________
If applicable, please number in order ( 1 = most use) what students use computers in class for
Assessment Differentiation Learning Games Other
items Activities Activities ________________

Allocated CLR Time each week: ______________ How often do you use it? Always / often / sometimes /
none
Do you access CLR other times? Y/N Details: ___________________________________________
What routines do you have in place when students access CLR? Eg Dancemat 15min, log into Learning Space
_________________________________________________________________________________________
What are the key reasons you use the CLR for with your students?
_________________________________________________________________________________________
_________________________________________________________________________________________

What computer skills (eg insert/cut/ paste) and knowledge (programmes) is required by your students to
enable them to complete assessments as mandated by the C2C?
Skills: __________________________________ Knowledge: _____________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________

Do you use edStudio for your students? ______ Do you have a class studio unit studio/s or both?
Do your students access their own Learning Space regularly? _____________
How do you arrange for students to access websites, learning objects and online activities?
_________________________________________________________________________________________
Mel Muller DPLA Nov 2013 23


What ICT devices do you have and use in the classroom to enhance student learning?
_________________________________________________________________________________________
Which of the following devices, available through the library, have you used with your students?
iPads iPods Ipevo Easispeak Mics Flips / Bloggies
Talking Point Pro Digital Cameras Other: _____________

How has Woombyes eLearn Mentor helped you personally to develop your ICT skills and pedagogy?
________________________________________________________________________________________
________________________________________________________________________________________

Has the eLearn Mentor worked directly with students in your class? Y / N If yes, in what way?
_________________________________________________________________________________________
_________________________________________________________________________________________

If you have taught Year 2 previously, do you feel more students were better equipped with ICT skills then in
previous years? Please elaborate. ____________________________________________________________
_________________________________________________________________________________________

Please list some things that have or have not worked well for students this year concerning ICTs.
______________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________


General Comments: