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Decile 1 school provides laptops in each home

EDEM 630 : Assignment 3

Terina Tahau

on 16 June 2011

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Transcript of Decile 1 school provides laptops in each home

EDEM 630 : Investigation of Change

Computers in Homes and Effective Writing

2011 WHO? * Decile 1 Primary School

* 170 Students

* 41% Maori, 29% Samoan,
19% Cook Island,
7% Tongan, 3% Niuean

* Interview with Principal WHAT? One laptop and software
for every familiy at school. WHY? 1. Raise student achievement levels in writing.

2. Improve learning at home opportunities for all.

3. Provide whole family with access to quality hardware
and software. ONLY "In 2007 only 16 %
of children writing
at correct age."
(Principal, 2011) "Precious little writing went on in the homes,
having a computer would change that." (Principal) "We wanted students to see parents
using computers and showing interest in lifting their own literacy levels" (Principal, 2011) Software Microsoft Office Encarta Norton Antivirus ONLY "In 2007 only 10
out of 110 families
had a computer
at home."
(Principal, 2011) Overseas Supporting Research Research indicates that there is a large gap between those who do and those that do not have access to technology (Sumari, 2006). "The divide speaks to the concrete and symbolic distance between those who enjoy access to, and familiarity with, the immense potential of technology, and those who do not" (Munoz, 2002). Te Wananga o Raukawa
* In 2010, Greenwood, Te Aika and Davis reported that Te Wananga o Raukawa have achieved success for Maori in tertiary education with digital technologies by ensuring overarching policies reflect the vision and practices, insisting all enrolled students have their own computer, appropriate software and internet connection.

* In 2002 the New Zealand Ministry of Education initiated the "Laptops for teachers" scheme that is commonly known as Tela to improve teacher capabilities with computers for improved student learning outcomes. Te Wananga o Raukawa Decile 1 Primary School Lease options, for 3 years, are built into course fees. Laptops for all families are provided free. Quality hardware and software are available to all. Whole families are encouraged to utilise computer Production of work, from computer, is expected. Templates for assignment layout are
provided on laptop desktop. All students are required to have
internet access at home. Internet accessiblity remains at whanau discretion. All students must have a printer as well. Technical support is readily available All students must pass a comprehensive Computer Studies course. All parents must complete computer course TELA Laptops for all families are provided
free. All parents must
complete computer
course. Whole families are encouraged
to use laptop. Students must produce
a written piece of work,
from the computer, each
week. Quality hardware and software are provided. Technical support is available. Laptop is subsidised by MOE and either the school or teacher. There are NO requirements to use the laptop. References Gorski, P. (2009). Insisting on Digital Equity.Reframing the Dominant Discourse on Multicultural Education and Technology. Urban Education, 44(3), 348-364.

Greenwood, J., Te Aika, L.H. & Davis, N.E. (2011).Creating Virtual Marae: An Examination of How Digital Technologies Have Been Adopted by Māori in Aotearoa New Zealand.IGI Global. Cowie, B., Jones, A., Harlow, A., McGee, C., Cooper, B., Forret, M., Miller, T., & Gardiner, B. (2008a) TELA: Laptops for Teachers Evaluation—Final Report Years 9-13. Wellington, New Zealand: Ministry of Education. Retrieved August 14, 2009 from http://www.educationcounts.govt.nz/publications/ict/27370/24604 How? Originally it was planned to interview the school principal using the ISTE Essential Conditions, 2007 and then two teachers using LAT to explore their journey in implementing a digintal change. However, after further investigation it was realised that the teacher role was extremely minimal as they held no responsiblity in either the implementation or change that was undertaken. So, the investigation revolves soley around the principal and how she ensured, and continues to maintain, a successful outcome. Research evidence shows that parental involvement makes a difference to educational achievement (Bull, Brooking, and Campbell, 2008). Parents want the best for their children, and they can influence children’s achievement (Biddulph, Biddulph, and Biddulph, 2003). Family and community influences account for 40–65 percent of children’s learning (Alton-Lee, 2003). http://home-schoolpartnerships.tki.org.nz/What-can-your-school-do/Research-and-evidence/Parents-involvement "In general, the largest positive effects were found when schools – usually in association with an external researcher – develop the capacity of parents to support their children’s learning through programmes that are designed to teach them [the parents] specific skills."
(Robinson, Hohepa, and Lloyd, 2009, page 160) Robinson, V., Hohepa, M., and Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. Wellington: Learning Media for the Ministry of Education. Biddulph, F., Biddulph, J., and Biddulph, C. (2003). The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education. The Investigation The Conclusion Whilst the improvements both academically and socially will undoubtably be due to an accumulation of initiatives implemented by this school such as Pause, Prompt, Praise, Duffy Books, The Bannatyne Programme, Parentsas First Teachers (PATH), Roots of Empathy (ROE) programmes there is without doubt that the 100% number of families who have computer access, at home, is soley due to the school innovation for change in digital provision irrespective of soico - economic or ethnic backgrounds. And notwithstanding this is how classroom teaching and learning is naturally enhanced whereby students becoming the teacher in digital technology without having to totally shift paradigms in classroom pedagogy. This approach ensures that teachers are less expected to fully grasp technological expertise, which is often a most pertinent barrier to change, because students have the hardware to explore and perfect and then share learnings with class, wider school and community collectively. Provide 1 computer
for every family Nau mai, haere mai - Welcome!
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