section 1 – rationale and...

ETL 523 – Digital Citizenship in SchoolsAssessment Item 3 -

Report and Critical Reflection

Student: Samantha Ellis – 11489099Email: [email protected] Assignment Due: 30/05/16Assignment Submitted: 31/05/16Part A: Environmental Scan ReportWord Count: 2812Part B: Critical Reflection Blog Post

Sammy’s ScribblingsWord Count: 685I declare that this work is my own and that I have acknowledged the work or ideas of other authors within this assignment and that this work has not

been submitted for any other assignment.

https://samanthaellis4.wordpress.com/

mailto:[email protected]

DIGITAL LITERACY ENVIRONMENT @

SRPS

Source: CIS Schools (n.d.)

Samantha Ellis - 11489099 2

Executive Summary

A criterion in the SRPS 2015 Annual Report for Strategic Direction 2: Student Engagement

and Achievement is that: “students confidently use twenty-first century (21st C) technology to

take an active role in their learning” (p. 11). Results from student responses in the 2015 Tell

Them From Me Survey (Centre for Education Statistics and Evaluation, 2015) and teacher

responses in the Computer Technology survey (Ellis, 2016) have been analysed. Students

rated teacher knowledge and technology use in the classroom as below average and teachers

indicated the integration of technology into classrooms and teacher professional development

as average to below average.

This preliminary investigative report has been assigned by the Principal to prepare an

environmental scan that provides an overview of the issues confronting SRPS as it prepares to

implement the necessary policy and procedures to establish a digital learning environment

(DLE) conducive to 21st C teaching and learning. It is crucial for SRPS to institute a

technology team that focuses on professional development and the effective integration of

educational technology, leading to positive student outcomes.


http://surveys.cese.nsw.gov.au/

Table of ContentsSection 1 – Rationale and Context........................................5A. Rationale............................................................................................................. 5B. School Context.................................................................................................. 6C. Role of the Technology Leader..................................................................6

Section 2 – Issues.................................................................7A. Major Influences..............................................................................................7B. Major Issues....................................................................................................... 8

Section 3 – Teacher Professional Development & Policy....11A. Importance of the Issue.............................................................................11B. Barriers............................................................................................................. 11C. Enablers............................................................................................................ 12D. Role of the Information/Leader.............................................................12E. Implementation.............................................................................................12

Section 4 – Recommendations...........................................13A. Concluding Statement.................................................................................13B. Recommendations........................................................................................ 13

Section 5 – Annotated Bibliography...................................15A. Readings/Resources....................................................................................15

Section 6 – References.......................................................17

Appendix A........................................................................20


Section 1 – Rationale and Context

A. Rationale

The use of technology has and will continue to grow exponentially, enabling instantly

accessible information 24/7 (Hay & Todd, 2010). It is predicted that students today, will be

entering a workforce in which future jobs and the technology they use, will not yet even have

been created (Dunn, 2011). The Melbourne Declaration on the Educational Goals for Young

Australians (Ministerial Council on Education, Employment, Training and Youth Affairs,

2008) recognise how essential it is for students to become highly skilled with the use of

Information and Communications Technology (ICT) in order to participate in a rapidly

changing, technologically sophisticated society. Redesigning learning and teaching: A case

for change verbalises the need for teachers to implement quality, technology-infused

programs that will support students in becoming 21st C learners (New South Wales

Department of Education, (NSWDET), 2016).

Applying basic technology skills, most students are able to utilise social media to connect and

locate digital content by “googling” (Googling, 2015). However at school, many students

have difficulty searching and manipulating relevant research information to present

knowledge in an original format (Hague & Payton, 2010, p. 9; Wheeler, 2015). Schools need

to be creating a DLE that empowers students to solve problems, work collaboratively, think

innovatively and effectively utilise digital literacy (DL) skills (Kemker, 2005).

A 21st C learner needs to be technologically, individually, socially, culturally and globally

aware (Lindsay, 2013, p. 103). A 21st C learner needs to possesses DL skills that enable them

to efficiently use search engines, evaluate online information, collaborate in virtual

environments and create digital artefacts and information (O’Connell, 2012, p. 5). Although

many students consider themselves to be “tech-savvy”, research indicates there is no

guarantee they are digitally safe (Forde & Stockley, 2009). A 21st C learner also needs to

Samantha Ellis - 11489099

Source: NSW Department of Learning, (2016)

5

https://youtu.be/9eh1QSw_Ijw


http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf


possess Digital Citizenship (DC) qualities that demonstrate the appropriate use and

responsible behaviour of technology practice (Ribble, 2016; Oxley, 2012, SlideShare35).

The ICT and Ethical Behaviour capability in the Australian Curriculum, identifies that

teachers have an obligation to instil the appropriate and practical use of technology

(Australian Curriculum and, Assessment and Reporting Authority (ACARA), 2015; Oxley,

2012, SlideShare 43). However, there is no explicit reference as to where it specifically sits in

the curricula or by whom it needs to be taught, as it is designated to be integrated across all

areas. Becoming an effective 21st C teacher and student learner is complex.

B. School Context

SRPS is a primary NSW public school and has a student enrolment of just over 900 students,

44% of whom are identified with Language Background Other Than English. The school

comprises 37 mainstream and 3 Support Classes. The primary classroom teachers (CTs) have

varied teaching experiences. SRPS is fortunate to have a strong, involved parent community.

SRPS has two computer labs, each consisting of 30 desktop computers. One lab is situated in

the Learning Centre (LC) and the other in an adjoining room. Every classroom has an

Interactive Whiteboard (IWB). Mobile computer labs are accessible by Years 3-6 on a

rostered timetable, consisting of: 30 iPads, 30 Chrome books and two sets of 30 laptops.

Additionally, each class from Years 2-6 have 6 laptops in their classroom.

C. Role of the Technology Leader

The Information Technology (IT) Coordinator oversees the upkeep and booking of the

computers. A contracted IT consultant maintains the computers and devices. A newly created

role, is an IT Leader whose responsibility is supporting CTs to integrate ICT into their

teaching programs. There are two new Teacher Librarians (TLs), sharing a 7-day week,

teaching release from face-to-face (RFF). Both have access to one of the computer labs at all

times.


Section 2 – Issues

A. Major Influences

Infrastructure

The technology infrastructure at SRPS needs modification. CTs book a mobile lab based on

their timetable. The issue is, about a third of teachers who book mobile devices, do not

actually use them. At any prime learning time, mobile devices are unused. Teachers, who

rarely use the mobile labs, cite inadequate connection to Wi-Fi as being the major barrier;

followed by a lack of technology teaching expertise, time needed to collect and return devices

and insufficient charge on devices.

Leadership structure, knowledge and support

CTs who have the skill and capability, embed technology into their teaching program.

However, only a third of CTs indicated high-levels of confidence in their ability (Ellis, 2016).

The role of the IT Leader was created as a direct result of the student survey, to support CTs

with the implementation and use of Google Apps for Education (NSWDET, 2015). The

purpose of the IT Leader (personal communication) is to:

Develop student skills of collaboration, creative thinking and problem solving;

Motivate and engage authentic learning tasks for students;

Connect classroom activities globally; and

Create greater efficiencies in planning, teaching, assessing and reporting in

technology.

The IT Leader is conducting monthly workshops and modelling best practice technology

lessons to Year 4. The IT Leader, the IT Coordinator and the TLs have a technology vision.

SRPS does not have a formal technology vision or policy. The goal of the IT Leader is

realistic but further collaboration is required.

External barriers

Wi-Fi connection in classes can be extremely slow for those using mobile devices. CTs have

groups of students logging on at staggered intervals in an attempt to alleviate this issue. The


http://www.think3.com.au/blog/2015/1/28/google-apps-for-education-office-365-for-nsw-dec-schools

two computer labs can also be sluggish, due to the length of cabling that is necessary. School-

wide technology outages have decreased over the last 5 years.

Websites are blocked by the NSWDET, to “provide a safe browsing environment for students

and staff” (n.d.). An attempt to Mystery Skype (Microsoft, 2015) and initiate global

connections through sharing final digital artefacts between students here and overseas has

been thwarted by the inability to connect - awaiting a response from the NSW ICT

Department. (Aaaarrggghhhh!)

Curriculum redesign

Most, but not all classes Years 1-6, access the LC weekly, where DL skills scaffolded by a

Guided Inquiry framework are being trialled by the two new TLs (Kuhlthau, Maniotes, &

Caspari, 2015). The TLs have instigated a DC program based on the Common Sense

Education (2016) units, covering responsible online behaviour, intellectual property,

copyright and the use of Creative Commons. Kindergarten is not included. It is essential to

redesign technology curricula at SRPS to ensure equitable access for all students.

Budget

The principal is supportive of physical and procedural changes that may require financing.

One computer lab was re-configured to make the space user-friendly. Wi-Fi has been installed

in the school hall to support a computer coding initiative organised by an external contractor.

B. Major Issues

Challenge of implementing 21 st C learning modes

A proposal to introduce Bring Your Own Device (BYOD) and an informal survey of parents,

staff and teachers was conducted by the principal early in 2015. While students were keen to

trial it, parents and teachers voted overwhelmingly against it due to cost, concern that devices

would be misplaced or damaged and an apprehension surrounding student supervision of

access to inappropriate Internet sites and social media while at school. This proposal will be

reviewed in 3 years, while observing the impact of BYOD in other neighbouring primary

schools. Considering SRPS does not operate a BYOD program, it has a reasonable number of

computers and devices, averaging about 1 device per 3 students. However, the “simple

presence of technology in the classroom does not, of itself, ensure increased student

engagement and improved student outcomes.” (Hanover Research, 2014, p.14).


https://www.commonsensemedia.org/educators/digital-citizenship


Digital divide

Students are expected to acquire DL, DC and other 21st C learner proficiencies, despite the

“wide variability in the quality of learning opportunities school provide” (Greenhow &

Robelia, 2009, p. 119). There is a digital divide at SRPS because student access and learning

of technology is based on the ability of the CT and the timetabling of RFF. 12 classes each

year are deprived of the teaching program in the LC and rely on their CT for technology.

While CTs can incorporate technology, verbal reports from the IT Coordinator and IT Leader,

substantiated by the teacher survey (Ellis, 2016), indicate that this is not consistently

occurring.

Curriculum integration of DC

All Good Digital Citizens

The two TLs co-program and are working on integrating GAFE as their primary cloud

computing and content curation tool. A future initiative is to experiment with other Web 2.0


tools that include social media. DC units are being taught in the LC, however 12 classes rely

on their CT for this content. Ideally, all students should be a “Good Digital Citizen”,

emulating the qualities highlighted in the above image. This poster will be used in the LC to

remind students about DC practices.

To summarise, the four major issues identified at SRPS concerning technology are:

Creating a DLE that supports CTs and students to effectively integrate and use

technology by providing teacher professional development (PD);

Implementing a whole-school DC program

Implementing a school-based GI framework;

Connecting a whole class on mobile devices.


Section 3 – Teacher Professional Development & Policy

A. Importance of the Issue

The Australian Curriculum (ACARA, 2015), places substantial emphasis on students

becoming active participants of their own learning and developing ICT skills across the

curricula. The major issue at SRPS for 21st C learners is teacher PD. “It is expected that all

teachers use technology to support higher-order learning to meet the needs of the 21st C

learner” (Lindsay, 2016). This is clearly not happening across the school. 75% of teachers

perceive there to be very low to average priority placed on technology; 33% that teacher

professional development is very low to low; 42% that technology support is very low to low

and while DC was significantly important to teach, it is mainly being taught when applicable

(63%).

“Elevating the use of technology in the classroom from an instructional supplement to a core

teaching component requires teachers to shift their pedagogical practices” (Hanover Research,

2014, p. 13). Research supports the view that when CTs undertake deliberately planned and

specifically targeted educational technology PD, there is a significant and positive change to

their teaching practice. Quality teaching that involves the creation of a digitally rich learning

environment has a flow-on effect to improved student learning outcomes (Bettis, 2015).

B. Barriers

There will always be a natural reaction from some teachers to resist any kind of change

(Cameron & Green, 2004). Creating open lines of dialogue to clearly envision and articulate

change that motivates teachers to alter their teaching style and productively merge

instructional technology pedagogy is crucial (Hanover Research, 2014, p. 14). Fortunately,

the Principal is a respected and strong transformational leader who is committed to creating a

DLE and implementing necessary change.

Teachers are reluctant to commit to another “thing” as there is constant pressure to implement

change and time is precious (Galton & MacBeath, 2008). Integrating purposeful and

meaningful PD is vital. CTs accessing mobile labs are frustrated by connection. Improving

connection may involve an external contractor to review the current situation and suggest

ways in which this can be resolved.


C. Enablers

It is positive the majority of teachers indicated that teaching of DC is important and should be

taught as a whole-school initiative (Ellis, 2016). There is a small core of CTs and TLs who

are currently keen or have expressed the willingness to implement and trial technology

integration.

The teaching component of TLs is to take classes for RFF. However, in order to maximise the

number of students engaged in using technology and model the use of technology, the TLs

suggested and have initiated the teaching of two classes together in the LC for four periods a

week each. The TLs model the teaching of DL skills using GI as a scaffold and GAFE tools.

It has resulted in CTs independently trialling the use of GAFE in their classrooms and being

aware of promoting DC. It is important to expand this initiative to involve more CTs and trial

genuine collaborative teaching whereby the TL and the CT negotiate and facilitate the GI

program together with one class. Budgetary and timetabling constraints may prevail in

implementing a truly collaborative teaching environment, however, it would negate the barrier

of CTs citing lack of time for PD external to school hours.

D. Role of the Information/Leader

The role of the IT Leader needs to expand to being the coordinator of the IT Team. The TLs

both have the skills and ability to support the IT Leader in promoting the use of technology.

The IT Team can work together to develop a technology policy and procedures to efficiently

support CTs with the effective integration of technology in the classroom. Strong leadership

and support from the executive to promote a learner-centred “constructivist” model will see

greater gains with integration of technology into the classroom and larger achievements in

student success as teaching and learning becomes engaging and purposeful (Hanover

Research, 2014).

E. Implementation

The first step in implementing technology PD is the formation of an IT Team. The IT Leader

would become the team’s coordinator, as holding an Executive position is an ideal situation in

becoming technology’s active voice to negotiate change with the Principal and Executive.

Clarification of the school’s vision for technology implementation, and careful, co-operative

planning are essential in progressing forward at SRPS. There needs to be:


Collaboration between the IT Leader, IT Coordinator, TLs and CTs to initiate a

technology policy (Oxley, 2012, SlideShare 31);

Development of a PD strategic plan;

A shared language and scaffolded process of GI, incorporated school-wide and

integrating a flexible timetable for the TLs to collaborate and develop student-centred

learning;

A school-based DC scope and sequence;

Strengthening of Internet connection.

Section 4 – Recommendations

A. Concluding Statement

A blended DLE encompassing both physical and digital learning that supports teachers,

students and parents both at school and home, through mobile devices that connect,

collaborate and create, is the ultimate goal for technology integration at SRPS. The proposal

of a strategic plan targeting the professional development of teachers to effectively integrate

technology across the curriculum that encourage students to be highly engaged, self-directed

21st learners, is strongly recommended. This needs to occur in tandem with the development

of a technology policy and procedures, which outline DC programs, the GI framework and

personnel involved with the implementation. It will be judicious to consider the

implementation of BYOD.

B. Recommendations

Recommendations include:

1) Educational dialogue with the Principal, Executive, IT Leader, IT Coordinator, TLs and

interested CTs to collaboratively table and discuss this report to seek support in implementing

change and to assess budgetary confinements.

2) The creation of a Technology Team that includes but is not limited to the IT Leader, IT

Coordinator, TLs, an executive member, an interested parent and ICT teacher enthusiasts to

create a technology policy that clearly articulates:

A shared school-based technology vision;

An Acceptable Use Policy for students;


The roles and responsibilities of CTs and the TLs with regards to teaching DC and DL

(Oxley, 2012, SlideShare 77).

3) The Technology Team outlining a strategic plan to implement technology teacher

professional development into classrooms that involves a variety of teaching and learning

modes incorporating:

Technology workshops integrated into the school’s professional development

allocation;

Specific, quality online training such as Google for Education, which is embedded in

the newly created website: Technology for Schools NSWDET, n.d.) that contains

resources and tools to help ICT personnel, CTs and TLs to manage technology (only

accessible by NSW educators).

Support of CTs in developing a Personal Learning Network to further their lifelong

learning (Oxley, 2012, SlideShare 56)

3) Yearly assessment and review of the technology policy.

Any changes will need to be clearly articulated to all stakeholders, with the primary purpose

to improving and supporting teachers with the integration of technology across the

curriculum. The implementation will need to start with specifically targeted teachers who are

motivated to create student learning opportunities as a 21st C teacher and learner.


https://education.nsw.gov.au/technology-for-schools

https://www.google.com/edu/training/

Section 5 – Annotated Bibliography

A. Readings/Resources

1) All good digital citizens. (n.d.). [Online image]. Retrieved May 24, 2016 from

http://www.virtuallibrary.info/uploads/2/6/9/3/26930678/__6218195_orig.png

All good digital citizens visually captures the key concepts that students should

embrace as a DC learner. This image is embedded into a high school website that

provides resources on information literacy, DC, referencing, sourcing information and

brings together in one place a plethora of quality digital information for students. The

style and content of this website would be valuable to emulate in creating a LC

website for SRPS.

2) Ellis, S. (2016). Computer Technology [SurveyMonkey]. Retrieved from

https://www.surveymonkey.com/results/SM-S77TXFSR/ and also as Appendix A.

This optional survey was conducted at SRPS to investigate the opinions of staff with

regards to computer technology. Two-thirds of the teachers responded and the data

supports the verbal comments made by both the IT Coordinator and IT Leader

confirming the significance for teacher PD and the formulation of a technology policy.

This resource has also been included as Appendix A because the above link will work

externally to this word document but not in it.

3) Hanover Research. (2014). Professional development for technology integration [Report

PDF]. Retrieved from https://ts.madison.k12.wi.us/files/techsvc/Professional

%20Development%20for%20Technology%20Integration.pdf

The role of technology and teacher professional development has steadily increased

over the last decade. New Web 2.0 tools are continuously being introduced and many

teachers lack the knowledge base to effectively integrate technology into class

instruction. This report addresses the importance for teacher PD and how CTs can

effectively change their pedagogy to incorporate technology into effective classroom

practice. It has been heavily cited to support suggested changes at SRPS.


https://ts.madison.k12.wi.us/files/techsvc/Professional%20Development%20for%20Technology%20Integration.pdf


https://www.surveymonkey.com/results/SM-S77TXFSR/


4) NSWDET. (2016a). Redesigning learning and teaching: A case study for change. [Video

file]. Retrieved May 18, 2016 from https://education.nsw.gov.au/futures-learning/case-

for-change

This video (sent to all staff by the Principal) summarises the need for teachers to change

their technological and pedagogical teaching practice in the classroom. Jobs for our

future students are rapidly changing and involve the skills of entrepreneurship, problem

solving, critical thinking, resilience, flexibility and being socially aware. Teachers in

schools need to be excited and engaged in promoting life-long learning. Students need

to be connected, collaborative and creative both locally and globally 24/7.

5) Oxley, C. (2012, August 12). Developing a digital citizenship program [SlideShare].

Retrieved from http://www.slideshare.net/cathryno/developing-a-digital-citizenship-

program

While this SlideShare is lengthy, it contains thought-provoking examples of why

teachers and parents need to promote and teach responsible DC, which would be a

great starting point in creating a SRPS SlideShare on technology to use with CTs and

parents. It also contains a plethora of other resources that would be extremely

beneficial in developing a technology policy and DC program. Of particular interest

is:

Slide 31 – Steps in the process of implementing DC within a school;

Slide 35 – Ribble’s 9 Elements of DC (2016)

Slide 43 – how ICT and DC fits into the Ethical Behaviour general capability

of the Australian Curriculum (ACARA, 2015);

Slide 56 – creating a Personal Learning Environment and

Slide 77 – an action plan for creating a cyber-savvy school.


http://www.slideshare.net/cathryno/developing-a-digital-citizenship-program

http://www.slideshare.net/cathryno/developing-a-digital-citizenship-program

https://education.nsw.gov.au/futures-learning/case-for-change


Section 6 - References

All good digital citizens. (n.d.). [Online image]. Retrieved May 24, 2016, from


Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). The

Australian Curriculum v8.1. Retrieved from http://www.australiancurriculum.edu.au/

Bettis, S. (2015). The effect of technology professional development program on K-5 teachers'

levels of technology integration: An action research study. Retrieved from

http://search.proquest.com.ezproxy.csu.edu.au/docview/1756672534?

accountid=10344

Cameron, E., & Green, M. (2009). Making sense of change management: A complete guide to

the models, tools and techniques of organizational change. London: Kogan Page.

Centre for Education Statistics and Evaluation. (2015). Tell them from me [Student online

survey]. Retrieved from http://surveys.cese.nsw.gov.au/

Common Sense Education. (2016). Common Sense Digital Citizenship [Website]. Retrieved

from https://www.commonsensemedia.org/educators/digital-citizenship

CIS Schools. (n.d.). Sherwood Ridge Public School [Image]. Retrieved from

http://www.cisschools.com.au/files/3863928/uploaded/SRPSRedLogo.jpg

Dunn, J. (2011, October 25). How do we prepare students for jobs that don’t exist yet? [Blog

post]. Retrieved from http://www.edudemic.com/students-of-the-future/

Ellis, S. (2016). Computer Technology [SurveyMonkey]. Retrieved from

https://www.surveymonkey.com/results/SM-RKB3MFSR/

Forde, L., & Stockley, R. (2009, June/July). Techno nightmare: Legal issues for teachers and

schools. Teacher: The National Education Magazine, 48-51.

Galton, M., & MacBeath, J. (2008). Teachers under pressure. London: Sage Publications Ltd.

Googling. (2016). In Dictionary.com online. (2016). Retrieved from:

http://dictionary.reference.com/browse/googling


http://dictionary.reference.com/browse/googling

https://www.surveymonkey.com/results/SM-RKB3MFSR/

http://www.edudemic.com/students-of-the-future/

http://www.cisschools.com.au/files/3863928/uploaded/SRPSRedLogo.jpg


http://surveys.cese.nsw.gov.au/

http://search.proquest.com.ezproxy.csu.edu.au/docview/1756672534?accountid=10344

http://search.proquest.com.ezproxy.csu.edu.au/docview/1756672534?accountid=10344

http://www.australiancurriculum.edu.au/


Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social

networks. Learning, Media and Technology, 34(2), 119-140. doi:

10.1080/17439880902923580

Hague, C., & Payton, S. (2010). Digital literacy across the curriculum [Handbook]. Retrieved

from http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf

Hay, L., & Todd, R. (2010). School libraries 21C: A school libraries project future project.

Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/

assets/pdf/21c_report.pdf

Hanover Research. (2014, June). Professional development for technology integration [Report

PDF]. Retrieved from https://ts.madison.k12.wi.us/files/techsvc/Professional

%20Development%20for%20Technology%20Integration.pdf

Kemker, K. (2005). The digital learning environment: What the research tells us [Apple

White Paper]. Retrieved from

http://www.ssis.edu.vn/uploads/pdf/The_Digital_Learning_Environment.pdf

Kuhlthau, C., Maniotes, L. & Caspari, A. (2015). Guided Inquiry: Learning in the 21st

Century (2nd ed.). Westport, Connecticut: Libraries Unlimited.

Lindsay, J. (2016). The 21st century learner [ETL523 Module 2.1]. Retrieved May 19, 2016,

from Charles Sturt University website: https://interact2.csu.edu.au/bbcswebdav/pid-

767090-dt-content-rid-1699132_1/courses/S-ETL523_201630_W_D/

module2/2_1_21st_Century_Learner.html

Lindsay, J., & Davis, V. (2013). Flattening classrooms, engaging minds: Move to global

collaboration one step at a time. Boston: Pearson.

Microsoft. (2015). Education: Skype in the classroom [Website]. Retrieved May 18, 2016

from https://education.microsoft.com/skypeintheclassroom

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

Melbourne declaration on educational goals for young Australians. Retrieved from

http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educatio

nal_goals_for_young_australians.pdf


http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

https://education.microsoft.com/skypeintheclassroom

https://interact2.csu.edu.au/bbcswebdav/pid-767090-dt-content-rid-1699132_1/courses/S-ETL523_201630_W_D/module2/2_1_21st_Century_Learner.html



http://www.ssis.edu.vn/uploads/pdf/The_Digital_Learning_Environment.pdf



http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf

http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf

NSW Department of Education and Communities. (2016, March 14). Redesigning learning

and teaching: A case study for change. [Video file]. Retrieved from


NSW Department of Education and Communities. (2015). Google Apps for Education

[Website]. Retrieved from http://www.think3.com.au/blog/2015/1/28/google-apps-for-

education-office-365-for-nsw-dec-schools

New South Wales Department of Education and Communities. (n.d.). Technology for Schools

[Website]. Retrieved May 28, 2016 from https://education.nsw.gov.au/technology-for-

schools (This site is only available to NSW educators).

O’Connell, J. (2012, March). Learning without frontiers: School libraries and meta-literacy in

action. ACCESS, 4-7.

Ribble, M. (2016). Digital citizenship: Using technology appropriately. Retrieved from

http://digitalcitizenship.net/Nine_Elements.html

Sherwood Ridge Public School. (2015). Sherwood Ridge Public School 2015 Annual Report.

Retrieved from

http://www.sherwood-p.schools.nsw.edu.au/documents/78382800/78390491/

srps_2015_annual_report_final.pdf

Wheeler, S. (2015). Learning with’e’s: Educational theory and practice in the digital age.

United Kingdom: Crown House Publishing Limited.


http://www.sherwood-p.schools.nsw.edu.au/documents/78382800/78390491/srps_2015_annual_report_final.pdf

http://www.sherwood-p.schools.nsw.edu.au/documents/78382800/78390491/srps_2015_annual_report_final.pdf

http://digitalcitizenship.net/Nine_Elements.html






Appendix ASurveyMonkey®

Computer TechnologyOptional computer technology survey of staff at SRPS.

Q1

What is your main area of focus at SRPS?

Answer Choices Responses

K-2 45.83%

11

3-4 16.67%

4

5-6 20.83%

5

K-6 4.17%

1

A mix 12.50%

3

Total 24

Q2

What priority do you understand is given to technology at SRPS?


Very low 4.17%


https://www.surveymonkey.com/


1

Low 12.50%

3

Average 58.33%

14

Above average 25.00%

6

Top 0.00%

0

Total 24

Q3

How often and what kind of technology do you integrate into your lesson?

Never Once or twice a week Once or twice a day Most lessons Always Total Weighted Average

Whiteboard 4.17%

1

0.00%

0

20.83%

5

41.67%

10

33.33%

8 24 4.00

Ipads/laptops

56.52%

13

26.09%

6

4.35%

1

13.04%

3

0.00%

0 23 1.74

Desktop computers

13.64%

3

54.55%

12

13.64%

3

18.18%

4

0.00%

0 22 2.36

Teacher's device

20.00%

4

15.00%

3

20.00%

4

15.00%

3

30.00%

6 20 3.20


Never Once or twice a week Once or twice a day Most lessons Always Total Weighted Average

Comments(2)

Q4

How would you rate:

Very low Low Average Above average Excellent Total Weighted Average

Your skills and knowledge using technology?

0.00%

0

4.17%

1

62.50%

15

20.83%

5

12.50%

3 24 3.42

Technology professional development at SRPS?

4.17%

1

29.17%

7

58.33%

14

8.33%

2

0.00%

0 24 2.71

Technology support at SRPS?

8.33%

2

33.33%

8

41.67%

10

16.67%

4

0.00%

0 24 2.67

Student access to technology at SRPS?

12.50%

3

33.33%

8

41.67%

10

12.50%

3

0.00%

0 24 2.54

Student skills and knowledge of technology at SRPS?

0.00%

0

29.17%

7

58.33%

14

12.50%

3

0.00%

0 24 2.83

Q5

How would you rate your knowledge of digital citizenship?




Very low 0.00%

0

Low 25.00%

6

Average 41.67%

10

Above average 29.17%

7

Excellent 4.17%

1

Total 24

Q6

How important is it to teach digital citizenship skills and knowledge at SRPS?


Not important 0.00%

0

Important to some degree 12.50%

3

Important 37.50%

9

Very important 50.00%

12

Total 24



Q7

How would you rate student knowledge of digital citizenship at SRPS?


Very low 0.00%

0

Low 37.50%

9

Average 58.33%

14

Above average 4.17%

1

Excellent 0.00%

0

Total 24

Q8

Do you teach digital citizenship to students and if so, how?


Not at all 8.33%

2

When applicable 62.50%



15

As a lesson or unit of work 16.67%

4

It is integrated across my program 12.50%

3

Total 24

Q9

How should digital citizenship be taught at SRPS? (Tick all that apply.)


Not at all 0.00%

0

When applicable 45.83%

11

During Learning Centre lessons 54.17%

13

By Classroom Teachers 58.33%

14

As a whole school initiative 62.50%

15

By parents 50.00%

12

Responses 4.17%




Other (please specify) 1

Total Respondents: 24

Q10

Additional comments:Unfortunately technology at our school is often unreliable and difficult to access daily. My interactive whiteboard shuts down after 10 minutes of use.5/14/2016 5:35 PM

As I am the EAL/D teacher, my access to and use of technology is limited.5/13/2016 7:01 AM

Technology is frustrating to integrate with laptops that don't have sufficient charge to last the day and Wi-Fi that drops in and out. It is not unusual to have a few students that can't logon due to Wi-Fi difficulties.5/12/2016 10:43 PM


section 1 – rationale and...

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