Dairy+Flat

Home =Dairy Flat School Milestone 10=  __** ACTION RESEARCH - PODCASTING **__

During terms two and three teachers at Dairy Flat School have been involved in an Action Research project.  We analysed data at the end of term 1 and found that only 69% of students were reaching expectation in writing.  Data from 2007 showed that students made significant progress in writing but we did not reach the target.  Data also showed that students had made good gains in improving deeper features in writing literacy but the surface features had not improved at the same rate. In brainstorming strategies to improve surface features, we decided to investigate the use of podcasts to assist students to edit and improve written work.  Teachers looked at the work of two e fellows,  [|Dorothy Burt]   and Jane Nicholls who have researched using podcasting to improve student achievement in literacy. At Point England School podcasting has been strongly linked to improved student achievement in Reading. Jane Nicholls showed that podcasting is an effective tool in improving oral language. Teachers also looked at "Action Research, A Developmental Approach" by Carol Cardno to help us plan our project.

Our Research question was " //How can we use podcasting to enhance teaching and learning ////to improve student achievement in writing literacy?" //   With support and advice from the ICT facilitators, each team prepared a timelined action plan which included using podcasts to enhance teaching and learning in the writing literacy programme. The facilitators also provided professional development for staff in using "Audacity". Teachers of year 1-3 students decided to use photostory rather than audacity as they felt the younger students would benefit from the visual cues in this programme. Students produced wonderful narratives and were able to use podcasts to improve their writing. Teachers found that giving the students opportunity to record and edit their work motivated reluctant writers. Gifted writers were able to present their work to a wider audience. Below are some examples from teachers of how using Audacity assisted learning in writing for students.  To evaluate the impact of using podcasting in the teaching and learning programmes, teachers analysed three areas of evidence; data, student reflections and teacher reflections. 
 *  //"A Child in my class who has learning difficulties and was a very reluctant writer was being encouraged to write more than 2 sentences in a session, which he was managing. But, he remained reluctant and his content was very basic. Given the opportunity to record using Audacity he persevered over several weeks to write and edit a short narrative. He was finally engaged in the writing process. The RTLB typed up his final draft for him so that the child was reading correct spellings. He practiced at home and at school to be able to read his story fluently. This achievement boosted his self confidence. "//
 *  // "A child, with behavioural problems that impact on his ability to persevere with tasks, was given the motivation of being able to record his writing using sound effects. At first this didn’t help, until, he heard other’s stories. He completed a humorous narrative, which for the first time expressed his “personal voice”. //
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US"> //      "A talented writer who lacks self confidence was able to extend her writing abilities and share her wonderful writing in a non threatening way by recording her narrative, including well placed sound effects. The comments from other children were positive and encouraging. One child commented that, they had thought it was a “real” story by an author, to which the other children agreed. They were amazed that the story was one of their class mates. This experience allowed other children to see what is possible and as it was delivered in a medium they enjoyed, the children were more engaged in evaluating the story than they tend to be when someone is standing reading or they are reading it themselves."       //
 * <span style="FONT-FAMILY: 'Times New Roman','serif'"> //"Two very reluctant writers, who only wrote 1 or 2 lines in their first writing assessment were so motivated to record their writing, they motivated each other to each write over a page of quite detailed recount. They realised, the more they wrote the more they would have to record."//
 * //<span style="FONT-FAMILY: 'Times New Roman', Times, serif">"A senior student improved from 3B in term 1 to 4B in term 3. <span style="FONT-FAMILY: 'Times New Roman','serif'">  She was keen to write in her own time and then read into audacity, reworking any changes, if she wasn’t satisfied with her work once she listened to her Podcast.   She    <span style="FONT-FAMILY: 'Times New Roman','serif'">    added to her Spy Novel at home and emailed her writing to school."      //
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> Analysis of __data__ showed that 81% of students in years 4-8 improved by one sub level or more in writing literacy in two terms. 40% of these students improved by two sublevels or more. 89% of students in years 1-3 improved by one sub-level or more and 28% of these students improved by two or more sub-levels.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> __Students__ gave strong evidence that recording their stories in audacity improved their learning. They reported occasions when they read their narratives into audacity and played it back only to find that it didn't make sense.They were then able to edit and improve their work while listening to their story.The students also reported that learning with podcasting was fun.
 * <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> __Teachers__ reported that podcasting was another context for learning, it motivated students to improve their writing and was fun and easy to use. They found that there were many ways that podcasting could be implemented in their classroom programmes. In particular, podcasting made students more critical of their own work and motivated them to improve their learning. The writing process became more interesting because the students were able to share their work and present to different audiences.

<span style="FONT-SIZE: 120%; FONT-FAMILY: 'Times New Roman', Times, serif">__** KEY LESSON **__

The key lesson learned by teachers at Dairy Flat School has been that using technologies enhances the opportunities for students to learn and improves achievement. Communication technologies are increasingly becoming part of effective pedagogy. In 2009 podcasting will be used in teaching and learning programmes at Dairy Flat School, particularly in writing literacy. Other ways of using podcasting to enhance teaching and learning will be explored in other curriculum areas such as Numeracy and students reflection and self assessment. Our research was presented to the Northern Bays ICTPD Cluster on Tuesday 4th November and to the Dairy Flat Board of Trustees on Thursday 6th November. Our research was introduced by a team of students. It will also be part of the school's annual report.

<span style="FONT-FAMILY: 'Times New Roman', Times, serif">__** INFRASTRUCTURE **__ In order to facilitate the using of podcasting in classrooms, more headphones were purchased. The students pronounced these to be "awesome" and they greatly motivated students to participate. We have recently set up a media centre, purchasing a stand alone high spec computer, software, new video camera, mixing desk and microphones. Teachers have received some professional development and we hope to move into implementing vidcasts and movie making more fully into our teaching and learning programme next year. A new sound system has been installed in the hall, making the viewing of our student's work possible to a larger audience. We also recently purchased a small video 'flip'camera ( for the new entrants to use). We plan to ensure that all classrooms have a digital cameras and junior rooms a flip.

<span style="FONT-SIZE: 120%; COLOR: #3297e7; FONT-FAMILY: 'Times New Roman', Times, serif">**__PERSONNEL__** <span style="FONT-FAMILY: 'Times New Roman', Times, serif"> All planning integrates technologies into the learning and teaching. As part of the appraisal process all teachers set a goal related to implementing ICT into their their classroom programmes. <span style="FONT-SIZE: 120%; FONT-FAMILY: 'Times New Roman', Times, serif">We also introduced a Professional Learning Community which was focused on improving student achievement. Student data was analysed and goals set. The action research project described above arose out of discussions in the the PLC on improving student achievement in writing literacy. With the principal, the lead teachers gave support to staff implementing podcasting and photostory into their teaching and learning programmes. The senior lead teacher trained tech wizards in each class to use 'Audacity'. Staff meetings in terms three and four included PLC meetings and meetings planning, sharing and evaluating the action research. At one staff meeting led by a lead teacher we used voice thread to brainstorm key points around key competencies. We have also used a number of thinking tools in staff meetings to extend thinking, broaden the depth of ideas and also assist us in collaborative decision making. We have particularly used these in our vision discussions and brainstorms and will be using them to define effective pedagogy this term. Three staff members who attended ULearn shared their learning from the conference. Since then the school has subscribed to PLOT and plans to base professional development in 2009 on embedding effective pedagogy learned from the ICTPD contract. With support from the ICT facilitator, the principal has trialled using a wiki as a learning portfolio and hopes that all teachers will do this in 2009. We plan to use PLOT to support learning in this area. Teachers in the senior part of the school have set up efolios for every student in their class. This has been very successful and will continue next year. <span style="FONT-FAMILY: 'Times New Roman', Times, serif">In term 3 we presented a production, 'Scheherazade'. As part of this, with support from the ICT facilitator and lead teacher, all technical aspects of the show were managed by a team of students. They rigged and derigged the lighting and used the lighting desk to plan and organise all the lighting. The students also managed the sound and backdrop images projected during the show. Students were also responsible for videoing the show. They did a <span style="FONT-SIZE: 90%; FONT-FAMILY: 'Times New Roman', Times, serif">fantastic job. <span style="FONT-FAMILY: 'Times New Roman', Times, serif"><span style="FONT-SIZE: 120%; FONT-FAMILY: 'Times New Roman', Times, serif">

=<span style="FONT-FAMILY: 'Times New Roman', Times, serif">Dairy Flat School Milestone 9 =


 * What has happened in your school up to June 6 regarding ICT?**

The year began with a highly successful Northern Bays Cluster Conference. All teachers attended and were excited and enthusiastic to start the new year. Lead teachers, Susan Thompson and Jody Rollinson presented at the conference. This year we invested in more hardware to support the teaching and learning programmes in the school. 15 new computers were installed in the E Room. The 15 computers from this room were distributed throughout the school so that every classroom has access to 4-6 computers. A technology room was set up with four computers and an interactive whiteboard. The server was upgraded and classrooms were supplied with webcams and microphone headsets. We have also introduced Robotics into our programme. We are initially using these with students identified as gifted and talented, but hope that once the programme is established we will expand it. A networked colour photocopier was also installed. The first staff meeting of the year was a follow-up to the cluster conference. Teachers shared new learning and presented mini workshops for staff. This was highly successful and there is evidence in classrooms that ‘I spy’, photostory and picassa are being regularly used. Photographs have been effectively used in presentations linking them to the Key Competencies in teaching and learning programmes. A second staff meeting held in the first term, focused on using the smartboard and informing staff on how to use the remote access to the server. Susan Thompson (AP/Lead teacher) is using release time to train students (tech angels) from each classroom. She is also working in classrooms modelling for teachers, supporting and giving feedback. Teachers and students have used a variety of graphic organisers and digital learning objects in their teaching and learning programmes. Of particular note are maths games and reading activities that are being used (Rainforest Maths, Alien Addition, BBC Little Animals Activity Centre). All students from the school participated in the online World Maths Day website. Through this two classes won free access to the Matheletics on line programme. Students are so enthusiastic about learning opportunities on these websites that they are logging on to them on their home computers. Parents are very positive about these opportunities as well. Teachers in the senior classes are providing these links on their school zone pages and these are becoming part of the student homework. This continues to work well. Parents have commented that through access to the classroom School Zone Pages they feel much more in touch with and informed about the learning happening for their child/children in the classroom. One student felt so inspired by the ‘Anzac Voicethread’ used in the classroom that he spent a lot of time exploring this at home. He has now become the ‘expert learner’ in the use of this tool and will be supporting other student’s learning in using voicethread. Digital learning objects are also being used to introduce new topics to the students. An example of this is explained below. Students in the E Room are learning about Aesop’s Fables. These are forming part of their Reading programme but are also being strongly linked to learning in Key Competencies. The following website, http://www.umass.edu/aesop/content.php?n=21&i=1, is used to introduce each fable. These then formed the basis for podcasts that students created. Year 4 students produced a movie, using movie maker, to support a funding application for circus equipment. Dairy Flat has a school wide focus on ‘FUN’ this year to promote healthy physical activity. Students dressed up as sad clowns, wrote titles and chose music that would complement our application. The application was successful and students learned about the power of this type of presentation in communicating a message. Students in Room 2 are communicating with a former student who has moved overseas using email. Facilitators have worked with teachers and some students in the use of audacity to create podcasts. This is a focus for all teachers and students in term two and is the basis for an action research project. Results from this will be reported to the Board of Trustees and the Ministry of Education as part of the analysis of Variance Report for 2008.

All teachers attended the Northern Bays Cluster conference where two staff members presented workshops. Three non lead teachers shared at the follow up staff meeting. Though specific classes have been mentioned in answer to the first question, all students at school participate in programmes that include ICT as a learning tool.
 * Who was involved?**

The cluster conference clearly showed ‘Evidence of teachers leading Professional development at conference level for the cluster’ (Success Criteria 2 in the ICTPD Contract). Through gaining more ‘tools’ in their personal ICT knowledge kite, teachers are able to effectively use these in their learning and teaching programmes. The tools listed in question 1 (Photostory, moviemaker, picassa, Audacity, Voicethread and digital learning objects) are by no means a comprehensive list of tools used in teaching and learning programmes but do show evidence that ‘Teachers have a greater understanding of how ICT can improve student engagement and achievement’(Success Criteria 3 in the ICTPD Contract). In particular, student engagement has been enhanced by the use of digital learning objects. Parents and students report that they are using these games and activities at home for the sheer joy of learning.
 * How effective were the activities in meeting the success criteria which were identified?**

Because we have no benchmark data, the principal nterviewed a group of students (from years 4-8) and asked them how they thought using ICT impacted on their learning. Students made the following comments; “Using google helps you think of other ideas” “I practice maths more often because it is fun. You get the answer straight away and it shows pictures to help you understand – when you can do it you don’t need pictures- you can learn it in your head” “If you want to know something – Search – I do it all the time – at home and at school” “When you write something the red line makes you try and try again till you get it right – I wouldn’t do that with paper and pencil” “Computers make learning more fun” “I find homework on the computer much easier than in a book”. “Our teacher emails work to us – you know what you are doing and its easier – you don’t have to copy stuff down”
 * Evidence of how ICT has been utilised to improve student engagement and achievement?**

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