e-Learning+examples-+Senior+Classrooms





Voicethread for Teacher Reflections

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Demonstrate the infusion of ICT with an authentic example of e-Learning from your classroom practice in the space below. Describe the e-Learning activity, the context for the activity and the impact being engaged in this activity had on teacher confidence and student learning outcomes. You may include photos, links, student anecdotal comments, planning documents or any other useful evidence. 

Ahuroa School Rm 1 - Year 1/7 Term 3 saw the introduction of IPod Touch trials in my classroom. The students have loved them. Students use them daily, seamlessly throughout their day - complemented by their independent time tables, students are able to choose which app is appropriate to use during an independent maths/writing or reading session. There are so many fantastic apps to complement the learning that the students participate in with the teacher. The initial set up of the touches showed how quickly students come to terms with tools that are available to them today, they rapidly overtook my knowledge and became the experts, always finding new ways of doing things or solving problems. The conversation and interpersonal communication skills that have developed through the use of the touches has been outstanding as students have learnt to listen to each other and are less afraid of sharing their ideas both with peers or other adults. The touches have generated students that are motivated and interested in what they are doing, they are seldom off task - learning as a game is fun!

Kaiwaka School Room 5 Year 5/6 After attending a ICT leadership day with Jacque Sharp I went back to school and looked at my spelling program which did not use ICT to the level I felt it should. I went on line at had a look at one of the ideas Jacque put forward. I noticed it was very close to what I was alread doing and just involved the children using the computers and a powerpoin. I have now put the childens work for spelling for the week onto a power point which they access, save into their own folder and then complete. To start with the children were slow and did not finish the work but over the term they have become faster. They are excited about doing their work, settle quickly and stay focused. I only have my top group of about ten students on the computers at the moment because of a lack of avaliable hardware but am looking at extending it to all the students this term (term 4). It was a bit tricky marking to start with but I now have a system where I put any changes or comments in green just as I would when marking their books. The best thing about this is that the students are motivated and on task and achieving what I want them to achieve. Here is an example of one power point. I make three slideshows at level 5,6, and 7. Sharlene Tornquist media type="custom" key="7335505" (as above.)

In terms 2/3 this year my class completed an inquiry on the watercycle. To introduce this topic I showed the students a utube clip I found and embeded onto my blog so they could access it later if they needed to. I also added a hyperlink that had additional information and examples of movies that other students had made. the children became very good at finding their way around the information provided and used it to help them when designing their our movies. One student who like to push her self became very excited running up to me and bringing one of the epcccs (small computer) with her to tell me how hail is formed and other interesting things. I loved seeing how excited the students were and how capable they have become using hyperlinks. I use these a lot in all learning areas. Another student has told me, and kept me up to date on the watercycle experimetns and movies he has been making at home. While another has be recreating the experiments we did at school to teach his mother what he has learnt. I will add the hyperlink that I used here and some examples of the students finished movies. Their job was to teach other children in the school about the watercycle. But if you want to see the utube downloads you will need to have a look on my class blog under May. Sharlene Tornquist

Tomarata School Room 5 have been using email as an authentic learning tool this year. We have been communicating with a school in Germany and have exchanged many letters and also postcards. This has involved asking and answering questions and appreciating the fact that we can communicate with others that have English as a second language. We have also used email to submit letters to the Editor of the Northern Advocate where we have had several letters published. Some of the students have received McDonalds vouchers for having their letters selected as the "Letter of the month." Brendda Salt Room 5 Yr6/7

//Louise McMahon // //Year 5 & 6 // || media type="custom" key="6851671" ||
 * = Mangawhai Beach School - Kotuku (Yr 5&6) & Karearea (Yr 7&8) Syndicates ||
 * I have recently begun a new system in class where the students plan their own timetable each day. This is a year 7 & 8 class and the primary reason for this new individual system was to help develop their self management and reflective thinking. I have put this voicethread on the class webpage to give them an opportunity to have their say. It is valuable evidence and feedback for me.I have used other voicethreads commenting on a you tube clip that is relevant to what we are studying in class. Students who are less likely to give their thoughts and feelings in a large group have repsonded more easily on the voicethread.Voicethread is a great tool giving all the students the opportunty to be ariticulate and reflective in their thinking. I have recently extended the inviation to the parents. I am looking forward to hearing their voice too. //Andrea Fulton// //Year 7 & 8// || media type="custom" key="6802927" ||
 * In Kotuku 2 with year 5 & 6 students, we have used the wall wisher website so children can post comments on what they thought of our school cross country. This programme allows anyone to add a thought or comment through a 'sticky note'. The advantage of using this in the classroom is that it can be shared and accessed outside of school with the childrens family and friends able to read it and post comments also. It is another tool for sharing what we are doing in class with the outside. It is very easy to set up and use. We will also use this for our assessment of our Auckland Zoo trip, the children will have to post the most interesting thing they learnt and why.
 * Garageband and Keynote in your language program

Garageband has not only been a fantastic tool for students to compose their own music compilations but it has also proven to be a very useful tool within our language program. Here a student has written a narrative story and recorded it using Garageband adding special effects from within the program to enhance the story for the listener. The story is published onto keynote and a sound recording is then created for each page. It is important sound recordings are saved as an mp3 files so they can be easily transferred to the keynote publication. Students are able to hear how they deliver a story to their audience and will often re-record to enhance the expression of deliverance. If these stories are saved within a central server, the junior readers in the school are able to use the final results as a shared reader within their own classroom reading activities. //Chris Gore// //Year 7 & 8// || media type="youtube" key="6CkzEIHSwHk?fs=1" height="307" width="384" ||
 * __News on Demand to support inquiry__

As part of our inquiry topic this term on animals, we accessed TV3 on demand as a learning tool and viewed an interview from Cambell Live about bringing elephants to Auckland Zoo. [|SAFE, zoo face off over elephant herd plans - Video]

The benefits of using this ICT tool in the classroom was that everyone in the class was able to view the interview and have access to relevant & current information regardless of their reading age or home situation. It also allowed us to pause the video for discussion or clarification and it provided us with links to further information, interviews & articles. One part of our study was "Zoos - heroes or villians?" We used the interview to conduct a poll about the merits of bringing the elephants to Auckland using the information provided by the two 'experts'. We then used the web to visit other zoos to look at their enrichment programmes and gained more information from this. We then had a real visit to Auckland Zoo and were able to look more deeply at the pros and cons of keeping animals in zoos using the prior knowledge we had gained. Without the ability to take part in virtual debates, interviews with experts and global zoo visits, our understanding of animal behaviour and welfare both in the wild and in captivity would have been severely diminished. We were able to access meaningful, current, relevant & engaging information at the tips of our fingers. Two examples of deep learning gained by the class as a whole were that elephants are the one animal that does less well in captivity than in the wild, living for a shorter time and having a shorter breeding life, they also cannot be released from captive breeding programmes successfully into the wild. Using these learning tools also allowed us to take our learning in new directions as students found links to new learning easily accessible, for example we //watched// how three different types of bears used very different methods to break up a 300 kg pumpkin which initiated meaningful discussion. //Ron Graham// //Year 5 & 6// || media type="custom" key="6965509" || __Room 10__ ICT has added a new dimension to Room 10 classlife. By using the **__data projector__**, students have clear instructions displayed on the whiteboard and good models of how to complete work. The __**class blog**__ has given students a wider audience and voice so work can be celebrated across the world. The __**Wiki spaces**__ have helped students to improve their research skills and have good quality websites on tap to access, at school or at home. The ppt. has examples of work and links to the detailed sites, blogs or wikispaces. **Dianne Morgan** || This term my Year 6 students have begun a sophisticated story study. We started by looking at and discussing a variety of sophisticated picture books and the features of these types of books. We have then broadened this to include video images of sophisticated stories. We looked at and discussed various You Tube videos - all of which told a story solely through images. We discussed how you can 'read' a story when there are no words, the importance of images or pictures in a sophisticated story and the role of music in these videos. We focused on one You Tube video 'The Piano' by Aidan Gibbons and created the attached Voicethread. The children created their own self portraits using the paint portraits and had a lot of fun learning to use voicethread. Check out the last slide of our Voicethread to hear what the children thought of using ICT within our reading programme. Claire Allen, Matakana School || media type="custom" key="6965707" ||
 * Matakana School
 * Sophisticated Story Study Room 16 Matakana School

Tomarata School One example of Room 6 at Tomarata School using ICT is submitting entries into the New Zealand Library Week Interactive Story Writing Competition. Students were tasked to add, day by day, an addition to a short story that had been started off by a well-known New Zealand author. Winners were announced at the end of each day and by the end of the week there were five winners and a finished story. Aimee from Room 6 was the daily winner on the last day and she received a book prize for her efforts. This competition exercised many ICT skills such as finding a website, locating competition details, typing up a piece of writing, copy and pasting, submitting entries and checking results J // Gareth McNaughten //
 * Room 6 -**

Tauhoa School <span style="color: #0000ff; font-size: 130%; margin: 0cm 0cm 0pt; marginbottom: 0pt; marginleft: 0cm; marginright: 0cm; margintop: 0cm;">Rm 3 Garage band and i movie was an excellent tool used at the beginning of the year for my oral language programme. Children wrote a 50 word blogg and had to video themselves using i movie. They then added subtitles and soundtrack from garage band to complete their presentation. Students were able to watch what they produced and changed it accordingly to improve their presentation. This tool is fantastic for children as they get an immediate response on their learning as they watch themselves and get immediate gratification. //Michelle Na//

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Matakana School  media type="custom" key="6919607"  <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: left;"><span style="color: #17365d; font-size: 18pt; line-height: 115%; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Our Room 12 "Safety Hazards" project  <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: left;"> My year 5 class was investigating the subject of “Safety Hazards” around our school. We looked at images of “unsafe areas” on Google images and after lengthy discussion we went for a walk around our school to “spot” the possible hazards. After presenting our findings on a Kidspiration mind map, a small group of students were sent on a photographic assignment to photograph the hazards we had found. We prepared a Photostory with these images and the children presented their findings during our class assembly in front of staff, students and parents. After our assembly we were paid a visit by our school Caretaker Mr Pope. Mr Pope asked the children if he could have a copy of their list of Hazards so he could locate and fix these things and make our school a safer place. Several weeks later Mr Pope returned to our room with his list all ticked off and complete! We were very excited to see that all of the hazards we had identified had either been fixed, removed or upgraded. What a thrill! We had made a difference for our school and the safety of our students

It was quite amazing because he managed to do all of these jobs in quite a short time.(Bianca)
I felt surprised that Mr Pope actually fixed everything on our list. (Tom) I felt very proud and Mr Pope was able to do a job that we couldn’t do. (Josie) I felt like I had been rewarded and that I had done something for someone else.(Andrew) I felt proud because we had prevented other children from our school from injuring themselves on these hazards. (Amaya)

Judi Clark and Room 12.

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%; line-height: 27px;">Matakana School Voice thread Room 11 I uses the Incas as it was our topic for the term. We down loaded photos from the guest speaker who had recently visited the Inca trail. I then asked the children to compare and contrast specific aspectsof the Inca life styles with ours speaking their comments on to voice thread. At the end we discussed these making a summary statement which concluded that despite our differences we all have similar needs. This activity was a worth while learning experience for all involved as it provided me with the opportunity for assessment and my pupils with opportunity to develop their understanding of the topic and their develop skills in expressing it. It was good practice for oral speaking and for listening, both of their own voice and that of others and the opportunity to critique and improve on what was said. Joy MacLeod media type="custom" key="6976777" align="center"

<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%;">Matakana School Room 17 I used to have a music listening lesson where we would listen to a piece of music and then discuss beat, rhythm, instruments played and vocals etc.With the use of You-tube and the data projector you are able to expand your learning experiences. Children can see on the screen details such as: The way they are dressed and hairstyles which gives an indication of era.The audience they are playing to and how they react to the music. The way they play their instruments and the expressions on their faces. How the group interacts and how this adds to the entertainment value. The buy in for kids has been amazing. The students come along prepared to show a video musical clip and they are happy to lead the session. They are able to share their musical tastes with the class and it is amazing how diverse they are. We also do comparisons of musical re-mixes. For example we played Randy Newman's clip 'Short People' and then showed it being played with the Wellington Ukulele Orchestra. Another is 'Crowded House'- Weather With You' and compare that again with the Wellington Ukulele Orchestra. I have never been keen on taking singing but with the use of You-tube karaoke I have included singing into the lessons and again the students contribute their own songs. A great starter is 'Lemon Tree' by Fool's Garden. I find You-tube an excellent site. With the use of the data projector it has changed the way I do music in my class. N Hatfull PS Thanks to our two school ICT leaders Claire and Dominique. You have done a great job