education review media kit 2013

www.educationreview.co.nzMedia Kit 2013

LeadershipProfessional Development&

Walking the talk in special education

pd for Bots: one Board’s experience

leaders argue priorities fornew Zealand education

the u-turn on teacher cuts:

a fraught fortnight in

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Postgrad & Research

Boosting r&d: can the ‘super

Ministry’ do it?

does a Master’s Mean More Money?

2013 // www.educationreview.co.nz

Kiwi, Kiwifruit, and the dairy industry: uniquely new Zealand research

Juggling the MBa with the JoB

Postgraduates revolt over student alloWance changes

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twitter and the thesis

Playgrounds, turfs, and coMPuters: what schools are Buying

a Billion dollars: Behind the christchurch education sPend

ICT& Procurement2013 // www.educationreview.co.nz

rBi: the long country road to BroadBandiPads: do they have a Place in ece?

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NZTeacher2013 / www.educationreview.co.nz

CHARTER SCHOOLSThe DebaTe Rages

MORAL COMPASSTeaching values in schools

BULLYINGaRe we failing ouR kiDs?

hekia’s hopes foR

new ZealanD eDucaTion

New Zealand

part of the series

AddRESSING inequaliTyIN EdUCATION

RAISING BOYS’ ACHIEvEMENT

a closer look aT RUdOLf STEINER EdUCATION

THE STARPATH PROjECT

TeachInternational

LEAGUE TABLES: LEARNING fROM INTERNATIONAL ExPERIENCE

focus on seconD languages

PATHwAY Of THE POOR? vocaTional educaTion under scruTiny

KIwI TEACHERS ABROAd TELL IT LIKE IT IS

Teach International >> Leadership & PD >> Postgrad & Research >> ICT & Procurement >> Education in Review

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TeachInternational

League TabLes: Learning from inTernaTionaL

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Focus on second languages

paThway of The poor?

Vocational education

under scrutiny

Kiwi Teachers abroad TeLL

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he2013 / www.educationreview.co.nz


Walking the talk in speciaL educaTion

pd for boTs: one board’s experience

Leaders argue prioriTies fornew ZeaLand educaTion

The u-Turn on Teacher cuTs:


education


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series

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Postgrad & Research

boosTing r&d: can The ‘super minisTry’ do iT?does a Master’s Mean More Money?


Kiwi, KiwifruiT, and The dairy indusTry: uniquely new Zealand researchJuggLing The mba wiTh The Job


EDUCATION REVIEWseri

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ICT& Procurement



>> PostGrad & Research >> ICT & Procurement >> Education in Review >> NZ Teacher >> PostGrad – Schools of Education

New Zealand

Part of the series

Addressing inequalityin educAtion

rAising boys’ Achievement

a closer look at rudolf steiner educAtion

the stArpAth project

TeachInternational

leAgue tAbles: leArning from internAtionAl

experience


pAthwAy of the poor?


under scrutiny

Kiwi teAchers AbroAd tell

it liKe it is


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2013 / www.educationreview.co.nz


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TwiTTer and The Thesis

Playgrounds, turfs, and comPuters:

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a billion dollars: BEHIND THE CHRISTCHURCH

EDUCATION SPEND

ICT& Procurement


rbi: The long counTry road To broadband

iPADS: do they have a

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charTer schoolsTHE DEBATE RAgES

Moral coMPassteaching values in schools

bullyingARE wE fAIlINg OUR kIDS?

HEkIA’S HOPES fOR NEw ZEAlAND EDUCATION>> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement >> Education in Review


esPart of the

>> PostGrad – Schools of Education >> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement


Postgrad & Research

Boosting R&D: can the ‘supeR

MinistRy’ Do it?

Does a Master’s Mean More Money?


Kiwi, KiwifRuit, anD the DaiRy inDustRy: uniquely new ZealanD research


Postgraduates revolt over student allowance changes

EDUC

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twitteR anD the thesis

PlaygrounDs, turfs, anD coMPuters:

what schools aRe Buying

a Billion DollaRs: BehInd the chrIstchurch

educatIon sPend

ICT& Procurement


RBi: the long countRy RoaD to BRoaDBanD

iPads: Do they have a

Place in ece?

EDUC

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EDUCATION REVIEW

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NZTeacher

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LEAGUE TABLES: LEARNING fROM INTERNATIONAL ExPERIENCE

focus on seconD languages

PATHwAY Of THE POOR? vocaTional educaTion under scruTiny

KIwI TEACHERS ABROAd TELL IT LIKE IT IS



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One of the most popular titles of the Education Review series, NZ Teacher gets to the heart of issues concerning the classroom. In 2012, NZ Teacher looked at the contentious topic of national standards, quizzed the Minister of Education and garnered opinion from student

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PostGrad – Schools of EducationGetting personal with postgraduate providers of education

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Addressing inequalityin educAtion

rAising boys’ Achievement

a closer look at rudolf steiner educAtion

the stArpAth project

TeachInternational

leAgue tAbles: leArning from internAtionAl

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pAthwAy of the poor?


under scrutiny

Kiwi teAchers AbroAd tell

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OVERVIEW The New Zealand Education Review series is comprised of seven high-quality, individual, subject-specific titles providing a valuable resource for educators, managers, researchers and education professionals and leaders.

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Leadership & Professional Development Inspiring and guiding current and aspiring leaders


Walking the talk in special education

pd for Bots: one Board’s experience

leaders argue priorities fornew Zealand education

the u-turn on teacher cuts:


education


ATIO

N RE

VIEW

series

Part

of t

he

Postgrad & Research

Boosting r&d: can the ‘super

Ministry’ do it?

does a Master’s Mean More Money?


Kiwi, Kiwifruit, and the dairy industry: uniquely new Zealand research



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twitter and the thesis

Playgrounds, turfs, and coMPuters: what schools are Buying

a Billion dollars: Behind the christchurch education sPend

ICT& Procurement2013 // www.educationreview.co.nz

rBi: the long country road to BroadBandiPads: do they have a Place in ece?


Part of the

Education >> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> PostGrad & Research >> ICT & Procurement >> Education in Review >> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> Leadership & PD


This issue showcases a range of diverse and considered opinions on an array of matters concerning leadership and professional development. It looks at how different leadership philosophies are applied to the education sector and the wider New Zealand community, and critiques

the provision of professional development for teachers and school leaders across the country. Leadership & Professional Development looks into courses, programmes, strategies and examples to help the developing leader. Leadership & Professional Development is vital reading for anyone with a vested interest in the future of New Zealand’s education system.BOOKING: 16 May PUBLISHED: May

Teach InternationalAt the forefront of global education matters

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League TabLes: Learning from inTernaTionaL

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Walking the talk in speciaL educaTion

pd for boTs: one board’s experience

Leaders argue prioriTies fornew ZeaLand educaTion

The u-Turn on Teacher cuTs:


education


ATIO

N RE

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series

Part o

f the

Postgrad & Research

boosTing r&d: can The ‘super minisTry’ do iT?does a Master’s Mean More Money?


Kiwi, KiwifruiT, and The dairy indusTry: uniquely new Zealand researchJuggLing The mba wiTh The Job



Part of the

ICT& Procurement >> Education in Review >> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> Leadership & PD >> ICT & Procurement >> Education in Review >> NZ Teacher >> PostGrad – Schools of Education >> Teach International

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A valuable addition to the reputable Education Review series, Teach International examines the wide-ranging issues concerning educators from around the world. Through the mouthpiece of leading expert contributors and sources, Teach International compares

New Zealand teaching practices and philosophies with those of other countries and looks to place New Zealand’s early childhood centres, schools and tertiary institutions in the context of global education. An essential source of information, Teach International aims to keep educators abreast of relevant teaching issues from around the globe.BOOKING: 9 July PUBLISHED: July

Postgrad & ResearchCasting the spotlight on New Zealand’s research and postgraduate community

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Does a Master’s Mean More Money?


Kiwi, KiwifRuit, anD the DaiRy inDustRy: uniquely new ZealanD research


Postgraduates revolt over student allowance changes

EDUC

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Part

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twitteR anD the thesis

PlaygrounDs, turfs, anD coMPuters:

what schools aRe Buying

a Billion DollaRs: BehInd the chrIstchurch

educatIon sPend

ICT& Procurement


RBi: the long countRy RoaD to BRoaDBanD

iPads: Do they have a

Place in ece?

EDUC

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Part o

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NZTeacher >> PostGrad – Schools of Education >> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement >> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> PostGrad & Research >> ICT & Procurement


One of the key issues of the Education Review series, Postgrad & Research is essential reading for the education sector and research community. This title aims to highlight the development and application of many and varied exciting new research projects. From ethics to funding, from theses to supervision,

Postgrad & Research brings to the fore issues of relevance and contention affecting tertiary providers of postgraduate research and the wider community, including research institutes and organisations.BOOKING: 20 August PUBLISHED: August

ICT & ProcurementScrutinising purchasing decisions in education

TwiTTer and The Thesis

Playgrounds, turfs, and comPuters:

whaT schools are buying

a billion dollars: BEHIND THE CHRISTCHURCH

EDUCATION SPEND

ICT& Procurement


rbi: The long counTry road To broadband

iPADS: do they have a

Place in ece?

EDUC

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EDUC

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charTer schoolsTHE DEBATE RAgES

Moral coMPassteaching values in schools

bullyingARE wE fAIlINg OUR kIDS?

HEkIA’S HOPES fOR NEw ZEAlAND EDUCATION>> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement >> Education in Review


Part of the



This issue holds an important spot within the Education Review series. Among a diverse range of topics, ICT & Procurement looks at the development of cutting-edge technologies and considers their application and usefulness in our education sector. It also looks closely at procurement issues. From astroturf

to adventure playgrounds, from laptops to learning equipment, this issue seeks to understand and analyse the purchasing decisions that affects the running of New Zealand schools and institutions.BOOKING: 20 September PUBLISHED: October

Education in ReviewPutting the year’s top stories under the microscope


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The final issue of the Education Review series features the stories from each issue over the year that caught the sector’s attention. So many articles require follow-up and with the benefit of time and updated information, online discussion and expert opinion, Education in Review is able to summarise and shed new light on the matters of

most importance to the New Zealand education sector. BOOKING: 14 November PUBLISHED: November

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An online forum discussion at my children’s preschool was very telling. The staff had

posted an article about the benefits some early childhood centres were seeing from incorporating iPads as tools for learning. A flurry of parental responses ensued, some showing tentative support for the concept while others were “on the

fence” or “totally against it”.Those opposed to the idea of

their little ones using ICT to aid their learning are likely to subscribe to German neuropsychiatrist Dr Manfred Spitzer’s research, which shows that when young children spend too much time using a computer, their brain development suffers and the deficits are

irreversible and cannot be made up for later in life – a phenomenon known as ‘digital dementia’.

Spitzer’s study shows that everything a person experiences leaves traces in the brain, reports Die Welt. In the early years when the brain is developing, memory links are formed making a foundation for everything else we

The debate continues on the use of ICT in early childhood education. JUDE BARBACK looks at the New Zealand stance.IPAds:

do They hAve A PlACe In eCe?The findings were interesting,

revealing that children tend to use educational software individually, in small groups, or with a teacher to support literacy and numeracy learning, research, and creating art, for example. “Engagement most often occurs among small groups of children, supporting co-operation, negotiation, communication, problem solving, and information sharing,” says Wells.

The survey also found that children use digital still cameras, video cameras, and microscopes to document and explore their world. Teachers research on the Internet with children.

“Through ICT at kindergarten, children gain confidence in their ability to use technology and an understanding of the role of technology in communication and learning. They also start to learn about using technology responsibly and with respect,” says Frank Bourgeois, board president of New Zealand Kindergartens.

In addition to increasing children’s exposure to technology, New Zealand Kindergarten teachers are also expanding their knowledge of technology and confidence in incorporating ICT into their teaching practice. “Teachers are increasingly integrating ICT into core educational programmes and weaving different types of technology – digital cameras, Skype, digital microscopes, video, movie-making software, and Internet research – into teaching and learning, assessment, reporting, and planning,” say Wells.

New Zealand Kindergartens’ supportive stance on ICT is backed up by literature that suggests ICT use should be grounded in an understanding of the purposes, practices, and social context of ECE. According to a 2004 literature review on this topic by Rachel Bolstad in Education Counts, ICT can support children’s learning such as language development and mathematical thinking. It can also support learning for children from diverse cultural or language backgrounds or with special learning needs.

Although the review might be dated, this is certainly the current experience of Champion Centre, a Christchurch centre for preschool-aged children with disabilities. The Herald reported that the centre is seeing the benefits of children using iPads to assist their learning and help their cognitive development. iPads are proving to be particularly helpful for

children with cerebral palsy, Down’s syndrome, and autism.

“We’re finding that with some children, they’re able to tell us what they know through an iPad in a way that they’re not able to tell us through verbal language,” says Champion Centre director Dr Susan Foster-Cohen.

Foster-Cohen’s experience echoes the findings of research led by Professor Jeff Sigafoos from Victoria University and Dr Dean Sutherland from the University of Canterbury, which shows that devices like iPads may decrease frustration and subsequent problem behaviours in autistic children.

However, teachers at Champion Centre are mindful that the tablets are used as one of many tools to help them learn and not as a replacement for physical and verbal interaction.

This appears to be the key: incorporating technology into early childhood education, rather than substituting other aspects of learning for ICT. Bolstad’s review shows that ICT’s value in ECE appears to depend on the tools selected, and when and how they are used. Early childhood educators need to understand how ICT can be linked with learning and development and existing and emerging theories in this area.

This was addressed in a more recent Education Counts study by Hatherly, Ham, and Evans, which looked at the impact of the Early Childhood Education Information and Communication Technologies Professional Learning (ECE ICT PL) programme, which ran from 2006 until 2009. The authors found through surveying 60 centres that a range of technologies can be used to improve learning outcomes for children, communities, and teachers in ECE settings. ICT-based activities were shown to have significant benefit potential with respect to enhancing children’s learning in terms of thinking skills, cultural awareness, literacy learning and communication skills, agency and sense of self as learners, and a range of affective domain outcomes such as confidence,

motivation, and sense of belonging. Interestingly, the findings show that learning outcomes are likely to be greater when children use the technologies themselves or when they have some measure of control over which, how, and why, various technologies are used.

The surveys also showed that ICT helped early childhood centres connect with their communities, and improve the quality of teaching.

So if the research tends to look favourably on ICT being used in ECE settings – with the notable exception of Spitzer’s work – why is there still marked resistance from many, particularly from parents?

There is a degree of irony that those parents with scathing opinions about the inclusion of ICT in ECE are venting their views on the centre’s facebook page, a technological tool for enhancing the link between the centre and the community. While it could be argued this is not the same as exposing their children to ICTs like

iPads and computers, it appears many parents and caregivers think such technologies should be left until their kids are older. This is often thought to be based on parents’ own ICT-free childhood experiences. Another common misconception held by parents is that children are plonked in front of a screen at the expense of discussion or running around, which is no doubt more reflective of their own usage of technology.

Early childhood educators are faced with the challenge of communicating to parents and whānau why and how technology is used to support their child’s learning, along with all the other tools that are used to do so. The ‘learning stories’ that are now prevalent in centres are just one way for children to engage with their own learning and reflect on their interaction with technology, and for parents to be actively involved in their child’s learning rather than to fear change and the unknown. n

learn. With computers taking over many functions that are good for young children, “it inevitably has a negative effect on learning,” says Spitzer, who goes so far as to argue that digital media should be banned from the classroom. “In reality, using digital media in kindergarten or primary school is actually a way of getting children addicted,” he claims.

Based on the philosophies of Swiss educational reformer Johann Heinrich Pestalozzi (1746-1827), who believed the process of learning involves the heart, the brain, and the hands, Spitzer says children would be better off learning finger games to help them deal with numbers, instead of relying on computers.

Unsurprisingly, Spitzer’s claims have sparked controversy all over the world, including within the New Zealand early childhood education (ECE) sector.

A recent Herald article described how the introduction of five iPads at each of its five centres has helped transform learning at private preschool chain, Little School.

At these centres, the children are taken into a separate room in small groups and use the iPads in pairs, playing interactive games that help their mathematics and language skills.

One of the rationales for incorporating the iPads into the preschoolers’ education was that the owners claimed the children were surrounded by technology already, so it made sense.

Clare Wells, chief executive of New Zealand Kindergartens, agrees that children today live in a world where ICT is a part of everyday life. “Including ICT into learning opportunities at kindergarten allows teachers to support children connecting with and making sense of the world around them,” she says.

“For children and families who do not have the use of computers and other technology at home, including ICT into kindergarten provides an introduction to resources that many people today take for granted,” says Wells.

New Zealand Kindergartens recently conducted a survey of teachers within its network to find out more about the role of ICT in kindergarten.

“Through ICT at kindergarten, children gain confidence in their ability to use technology and an understanding of the role of technology in communication and learning.

eArly ChIldhood eduCATIon

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3EDUCATION REVIEW Teach International 2012

PRIMARY EDUCATION

and sciences, because they fear depressing the proportion achieving passes. In another article published this year, Measuring Success, Goldstein and co-author Beth Foley point to evidence that schools engage in ‘gaming’ to improve their ranking, by manipulating exam entry policy to the detriment of student choice, or even by excluding low achievers.These concerns echo those raised by teachers in New Zealand over the proposal to move to performance-pay incentives. In fact, the prevalence of league tables has grown out of the performance-management movement in the private sector. Advancing technology and availability of large administrative databases have also played a part. League tables are now widely used in the public sector, in health, social services, policing, and now education sectors.

Goldstein and Foley give a number of caveats and recommendations for the use of league tables in education, based on international research and pilot studies. Top among them is the suggestion that league tables should not be closely linked with rewards, to discourage ‘gaming’ tactics as described above. This would also serve to make the tables a more objective measure of performance.Interestingly, the authors suggest the government should consider ways to prevent league tables being exploited by the media. Further, the limitations and strengths, including

the degree of statistical uncertainty, should be made clear to the public.Ultimately, Goldstein and Foley argue that consideration should be given to alternative ways for measuring and comparing educational performance. They suggest performance information should be used for screening device purposes, that are not published or made available beyond those schools involved, but used as part of an improvement programme, so that schools can seek improvement without perverse incentives that may arise from ‘exposing’ them using public rankings.

Russell Wildeman is also sceptical about league tables from his experience with the South African system. He says school league tables ‘could only result in a race to the bottom in an environment that is already too competitive and deeply unequal’.However, British research, also from the University of Bristol, shows that the performance levels of Welsh schools has fallen in the ten years since league tables have been abolished, particularly for schools in the poorer areas. A study earlier this year showed that the same decrease was not apparent in English schools where the league tables remain, suggesting that the competition provided by the league tables could be a necessary driver for performance.The Australian government introduced public reporting of national literacy and numeracy results last year and like here, there are both proponents and opponents to the decision.

Upon the launch of MySchool, the website used to report Australian schools’ results, teachers threatened to boycott the tests.Federal president of the Australian Education Union, Angelo Gavrielatos, is strongly opposed. “There’s ample evidence that high-stakes testing and the comparison and ranking of schools leads to deepening inequity and segregation of schooling.”

A scathing piece in Australia’s The Punch, published several years ago when the decision was being made in Australia whether or not to introduce school league tables, suggested that the Australian government should not be looking to countries like the UK and the USA for educational direction, but rather to New Zealand.“Countries that do not use league tables include Finland and New Zealand – two countries that consistently top international benchmarks for student performance. So why would we want to follow the lead of education systems that Australia clearly outperforms, and ignore the lessons from those education systems that do it better than ours?” reads the article.

If that was the feeling several years ago, it will be interesting to see what light is cast on New Zealand’s education system, both here and internationally, once school league tables are in full swing. Of more signifi cance, will the naming and shaming tactic help drive performance as suggested in some studies? Like so many educational initiatives, only time will tell. �

LEAGUE TABLES: LEARNING FROM EXPERIENCE

T he Ministry of Education’s proposal to release data on primary schools’ performance levels has been met with mixed reactions. The main cause for controversy is the potential for media to compile and disseminate public league tables based on the information given, under the Offi cial Information Act.A Herald DigiPoll revealed that almost 59 per cent of respondents approve of publishing information on schools’ performance, either by the Ministry, or the media, or both. While the survey didn’t explore the rationale behind the participants’ stances, a common reason people are in support of league tables is the need for democratic openness. Parents, in particular, are likely to value the ability to compare the performance between schools in their area.League tables can also help provide targets for change. If a school is lagging behind, and everyone knows about it thanks to the published league tables, the lagging school is likely to try harder to raise its game, so the argument goes.

However, there is also strong opposition to the idea. While only 36 per cent of DigiPoll respondents believe comparisons between schools are unfair, it is a very audible minority.

Among them is Paul Drummond from the New Zealand Principals’ Federation, who says league tables would provide an incomplete picture for parents on which to base their choice.“Parents have always compared schools so that they can choose the most suitable match for their children, which usually ends up being their neighbourhood school. They access ERO reports, talk to principals, and teachers, and other parents, and visit schools before enrolling their children. League tables will not help them because they will be based solely on immature national standards data in two subjects, which cannot provide a picture of a whole school,” says Drummond.A large cluster of education academics from universities across New Zealand share Drummond’s stance. Over 100 names were attached to an open letter, which called on the Government to halt plans to compile league tables of schools. The letter outlined how league tables have the potential to cause harm to learners, teachers, schools, and local communities. “Data release in league table form will ... misinform rather than inform parent and community judgments about how well children are learning,” the letter read. It also affi rms that national standards are unsuitable for comparing schools

If there was a league table for international education systems, New Zealand would likely rank near the top. Will the introduction of primary school league tables see our ranking plummet? JUDE BARBACK considers the differing international viewpoints, research and experience.

because they do not take account of a school’s whole context. NZEI president, Ian Leckie, agrees. He has written to schools advising them not to release information to the news media under the Offi cial Information Act.

Leckie suggests that any country that used league tables had gone backwards.

INTERNATIONAL EXPERIENCE Certainly there is some staunch opposition to league tables in England, when used as a basis for parents’ decisions on where to send their children.Rankings of schools’ exam results were fi rst published in England in the early 1990s, followed by the publication of key stage test-score ranking at the end of primary school. The rankings appear in the national and local media and are used by schools in their promotional material.Initially, the simple school averages formed the basis of rankings and unsurprisingly, schools with the brightest and advantaged students tended to emerge at the top of the rankings. In 1995, the government accepted the weaknesses of the system and moved to a ‘value-added’ system, which takes account of the different levels of achievement of students entering their schools. More recently, these have been tweaked again to form a ‘contextual value-added’ system, which takes into account school-level factors such as the previous achievement of students, eligibility for free school meals, lack of spoken English at home – all in an attempt to create a fair ranking system.However, expert on the subject, Harvey Goldstein, of University of Bristol, argues that the contextual value-added ranking system – or any of the previous systems – is not appropriate for parents making decisions on school choice. Goldstein says if a school-level factor is associated with achievement, this is strictly part of the effect being measured and therefore not something to be adjusted for, making the system inappropriate for choice purposes.

Goldstein also argues that league tables result in parents choosing a school based on future predicted results. For example, parents of 11-year-old students selecting schools on the basis of the published exam results of 16-year-olds in the same year, are basing their choice on results predicted fi ve years into the future. An article by Goldstein and colleague George Leckie, School league tables: What can they really tell us? states categorically that ‘parents relying on league tables to select a school for their children are using a tool not fi t for purpose’. Their article also touches on the perverse side effects of league tables. Goldstein and Leckie discuss the incentive for schools to concentrate excessively on borderline students at the expense of those likely to achieve high results, and the incentive to discourage students from taking diffi cult subjects such as foreign languages

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The blog of Asena, from Room 13 at Point England School in Auckland, is one of the more engaging blogs I’ve visited in

a long time. The backdrop is colourful creation featuring her name and an array of hearts, stars, and fl owers. Her recent post is about basketball. The one before that is about farewelling Mrs Verry into retirement; Mr Burt apparently calls her the “Queen of bling” and “SuperGran”. The one before that features videos and photos of her netball prizegiving. The one before that shows an animated video created by Asena that shows Valerie Adams “challenging the lady from Belarus”. I could go on all day. Asena’s blog has me utterly captivated.

And I’m not the only one. Jazmin, from the University of South Alabama, has sent Asena a message congratulating her on her prize at the netball prizegiving. The live feed sidebar shows that people from all over the world are reading her posts. Asena’s blog, those of her classmates, and of all the students taking part in the Manaiakalani Programme’s e-learning project have certainly caught the world’s attention.

The Manaiakalani Programme is an ICT professional development cluster involving a group of nine decile 1A schools in the Auckland suburbs of Tamaki, Glenn Innes, Pt England, and Panmure, Auckland’s oldest state housing community and home to mostly Māori and Pasifi ka.

Run by the Manaiakalani Education Trust, the programme aims to boost student achievement and ultimately enhance employment and life outcomes through offering students full digital citizenship.

The programme draws on research that shows that an effective blended e-learning pedagogy, a digital device for each student, and access to high-speed Internet all help lift student achievement. This is what the Manaiakalani programme has set out to achieve for the participating schools since its inception in 2007, with funding support from the Ministry of Education and the cluster schools.

One of the most impressive elements of the programme is that the trust has not allowed socio-economic barriers to stand in the way of each child having

access to their own device. The programme has enabled close to 1500 students in Auckland’s poorest suburbs to each own their own netbook. Equico, a computer leasing company, lends the trust the initial money to buy the netbooks, which are then sold on to parents. The computers are gradually being paid off at around $15 per month. With the average income in Tamaki $19,000 a year, the most affordable repayment scheme was $3.50 a week for four years. According to the Herald, every family has taken up the offer and about 85 per cent pay on time every week.

The goal of fast internet access is being achieved, too, for these students, not just at school through the UFB initiative, but at home, too. A wireless network is being built by Fusion Networks to give home internet access to all 2500 pupils in the area.

The access to the Internet and technology is transforming the learning for these students. Each student has a Google account to create documents and share with their teacher on the teacher dashboard. They post on their blogs for their families and peers to read and comment on.

Surely this is what Google envisaged when establishing its cloud-based Google Apps, to see children from poor backgrounds given the opportunity to use their tools to help them learn better?

“People from Google say no one in the world is using our tools like we are,” Pat Snedden, the chairman of the trust, told the Herald.

Google Apps is made available to the schools through the Managed Learning Environment for Google Apps from Hapara, a local software start-up fi rm. Hapara has set up a specifi c Google Docs folder structure that includes a parent interface, teacher dashboard, and content policies to simplify ongoing management of student-generated documents.

All of this has allowed the students continuous learning in the cloud. It has transformed their learning from passive learning to an active process referred to as “learn, create, share”.

While the Manaiakalani programme is still a work in

progress, it appears progress is being made. It has resulted in signifi cant literacy and numeracy performance. According to the trust, the students are reportedly experiencing an “accelerated acquisition of English and mathematics at an average rate of 1.5 educational years per calendar year, in comparison with a ‘normal’ New Zealand rate of 1 education year per 1 calendar year. In effect, students are learning at a base rate of 1.5 times the normal rate. In some cases ... the annual ‘shift’ is far more signifi cant”.

It has also improved social behaviour, with schools reporting increased attendance levels, reduced truancy rates, and a sharp improvement in on-task behaviour as students are much more engaged.

Now the challenge is how to grow the programme to allow other communities to replicate the project. A $1.2 million grant from the ASB Community Trust is targeted for this purpose.

The trust has raised approximately $4.5 million to date, including donations from businesses and private donors and Ministry of Education funding.

Snedden gives most credit to the parents. In his recent update, he said, “I tell the parents every chance I get that it is their $3.50 a week that has got this programme $4.5m committed to date. Why? It is precisely because they are investing in their kids (no matter that they earn $19k per annum) that others say ‘I’m for supporting that’. It is simply human refl ex to help those who help themselves. That $3.50 per week per child over four years has provided over 30 per cent of the money committed to this project. The parents are the single biggest contributor group.”

The parents’ comments on their children’s blogs are testament to the pride they feel for providing this opportunity for their kids. It is exciting to ponder the possibilities of scaling up this project to all low-decile schools and the effect it might have on students’ personal achievement and on their future contributions to society. �

The programme draws on research that shows that an effective blended e-learning pedagogy, a digital device for each student, and access to high-speed Internet all help lift student achievement.

effect, students are


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