ICT (Information and Communication Technologies) Publications

This report focuses on the effectiveness of the 2005-2007 Information and Communication Technologies Professional Development (ICT PD) School Clusters programmes and supplements previous evaluations of the first five ICT PD programmes. It is part of an ongoing evaluation of the ICT PD teacher professional development initiative, which has been implemented in New Zealand since 1999.

The Early Childhood Education Information and Communication Technology Professional Learning Programme (ECE ICT PLP) is a three year pilot professional development programme established in 2006. The overarching goal of the ECE ICT PL Programme is increased teacher capability (with particular emphasis on ICT capability) that leads to transformation and the development of a community of practice; which, in turn, contributes to enhanced learning outcomes for children.

This page provides evaluations of the Information and Communication Technologies Professional Development (ICTPD) teacher professional development initiative. The ICTPD School Cluster programmes in New Zealand are aimed at increasing teachers’ ICT skills and pedagogical understandings of ICTs, at increasing the use of ICTs for professional and administrative tasks in schools, and at increasing the frequency and quality of the use of ICTs in schools to support effective classroom teaching and learning.

The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of four years (2003-2006) and to record emerging changes in laptop use.

The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use.

This page provides access to the evaluation of student facing web-based services reports.

This report reviews the early impacts of the Network Infrastructure Upgrade Project which provides small schools with either an upgrade to an outdated computer network, or installs a new network if none exists. 50 schools were selected to participate in this evaluation where either the principal or their representative were interviewed.

This article surveys recent work on school ICT projects. It looks at the ideas that are informing this work and surveys some of the strategies being used in the drive to turn schools into “ICT-rich learning environments”. In order to illustrate how these ideas play out in “real-world” situations, the article also profiles one New Zealand school-based ICT initiative as a case study—the Tech Angels project at Wellington Girls’ College, focussing in particular on how this school’s experiences can help other schools considering setting up similar programmes.

Kaupapa Ara Whakawhiti Mātauranga (KAWM) encompassed a number of school improvement initiatives and aimed to:

• improve student achievement;
• improve school performance;
• strengthen school and community relationships;
• upgrade school ICT infrastructure; and
• improve teachers' professional capability through ICT.

This page provides evaluations of the Digital Opportunities Pilot Projects (2001-2003)

A review which synthesises recent literature about ICT use in early childhood education, prepared for the Ministry of Education by the New Zealand Council for Educational Research.

Arts Professional Development Online' commenced nationally during 2001 to support the implementation of 'Arts in the New Zealand Curriculum', targeted specifically at rural and isolated schools. This report details the outcome of an evaluation of this professional development that was carried out late 2002.

This Review is based upon information retrieved from the world wide web about recently completed or on-going large-scale international research initiatives which are future-focused and specifically about teaching and learning. The Review has two parts - a report and an annotated bibliography. The report identifies, discusses and evaluates major themes and patterns to emerge from the material retrieved. It also discusses the state of the futures field in education, considers some key policy issues and suggests some areas for further research. The annotated bibliography contains 97 individual template entries organised by theme. The appendices provide a comprehensive listing of all major web-sites visited and the supplementary material reviewed. Indexes at the end organise the templates by major theme and by country or region.

Since 1999, the Ministry of Education has provided funding for clusters of schools to develop three year ICT professional development programmes for their teachers. 23 clusters were initially approved in 1999. This evaluation of the initial clusters between 1999 and 2001 focused on:

• assessing the ingredients for successful cluster models of ICT teacher professional development;
• the effects of the professional development on classroom teaching and student learning;
• wider school effects of the professional development such as planning and administration.

Te Kete Ipurangi (TKI) is a web site giving teachers and principals access to teaching, education information, and communication with colleagues. This evaluation of TKI looked at the effectiveness of the site in meeting the needs of teachers and principals in terms of its key functions of providing with: * quality teaching and learning resources, * information on educational issues and developments, * opportunities for interaction with colleges in public or private areas of the site around common interest areas.

The Ministry of Education has undertaken a census of schools to establish details and specifications of the computers used for administrative purposes.

This report reviews the literature on computer-assisted learning, particularly its effects on learning outcomes. The evidence regarding the use of computer-assisted learning in literacy and numeracy is assessed, as well as the use of integrated learning systems. The report then looks at evidence from research studies on the value of computer-assisted learning including SuccessMaker. Pre-conditions for effective computer-assisted learning are also examined.