Affords streamlining of administrative tasks;

Reduces double handling of data/administrative tasks;

Assessment data in a digital form is more easy to analyse;

Allows use of a central repository (one-stop-shop);

Facilitates pooling and mutual sharing of information;

Encourages standardisation via templates; and

Teachers with laptops do not have to wait in line to use staff computers at report time.

We recommend that support be given to schools to enable their administration systems to become completely electronic.

We recommend that principals, and other school leaders, be supported to actively lead the integration of electronic ways of administering schools.

We recommend that schools be supported to provide wireless connections that facilitate teachers’ effective use of laptops.

We recommend that schools be supported to provide their teaching staff with home access to the school network.

Write reports for parents (routinely used: 2003-72%, 2004-81%, 2005-79%);

Record student grades (routinely used: 2003-64%, 2004-68%, 2005-70%);

Check student lists/records (routinely used: 2003-50%, 2004-63%, 2005-65%);

Record absences/attendance (routinely used: 2003-18%, 2004-21%, 2005-27%);

Check departmental schemes and units (routinely used: 2003-40%, 2004-42%, 2005-48%);

Pastoral care information; and

Reporting incidences.

Central repository/school network system for school administration;

Laptop access to network from all sites within and outside of the school;

School requirement for computer-based administrative tasks;

Stable and robust school Internet;

Reliable technical support for school network;

Wireless connections in school support teachers’ mobility;

Professional development for teachers in use of school administration systems (formal PD received by between a third and a half of teachers in 2004 and 2005 on use of school network/admin); and

Production and use of templates for common administrative tasks that are readily accessible to all teachers.

Check school timetable (routinely used: 2003-32%, 2004-42%, 2005-45%);

Check school and staff notices (routinely used: 2003-21%, 2004-19%, 2005-28%);

Dissemination of information to staff, parents, wider school community; and

Use of templates for common tasks:

Newsletters;

Minutes of meetings; and Scheduling appointments.

Laptop not linked/ compatible with school system (2003 n=67/154 comments);

School network unreliable/not user-friendly (2003 n= 6/154 comments);

Lack of external access to school network (2003 n= 3/154 comments)

Home connection too slow (2005 n=7/192 comments);

No home telephone;

No Internet connection at home;

Other computers in school already linked to school system (easier to use) (2003 n= 22/154 comments).

Use of laptop for communication via email:

Within school +/or with other schools (routine use: 2003-52%, 2004-51%, 2005-54%)

With students;

with parents;

with community;

throughout NZ; and

international.

Send and receive students’ resources, assessments;

Communicate with parents about school and student issues;

Organise school trips, exchanges, and joint activities;

Disseminate school information via email and/or school website;

Advertise school events in the community; and

Write school/class newsletters and send out to school and community.

Asynchronous communication that allows one-to-one or one-to-many recipients;

Produces a personal record of communication that may be kept and accessed at any time, including immediately;

Allows for confidential communication; and

Laptops often ‘faster’ than home computers (2003 n=10/92 comments).

We recommend that school leaders be supported to ensure that teachers have laptop access to Internet in all school locations.

We recommend that school leaders be supported to become active users of email.

Schools have school email account;

Teachers have a personal email account;

Access to Internet from all locations in school and outside school;

Leadership encourages e-communication by actively using email for communication and dissemination of information;

School organisation processes encourage the use of email;

A critical mass of laptop teachers in the school with the knowledge, skill and inclination to communicate electronically when appropriate.

E-communication not a preferred way of communicating (2003 n=3/92 comments);

Laptops not set up for email;

Lack of awareness of possible applications for communication;

Lack of time (2004 n=5/37 comments);

Technical difficulties (2004 n=4/37 comments); and

Easier to use desktop or home computer already set up for email.

Share resources with other teachers;

Participate in online forums/discussion groups (routine use: 2003-10%, 2004-7%: 2005-5%);

Undertake professional development via the

Internet (2003-31%, 2004-12%, 2005-10%); and

Undertake further qualifications via the Internet (2003-10%, 2004-10%, 2005-8%).

Asynchronous communication that allows one-to-one or one-to-many recipients;

Efficient means of sharing of resources which are easily adapted;

Produces a personal record of collaborative activities that may be kept and accessed at any time, including immediately; and

A flexible and efficient means of communication for organizing joint activities.

School leaders need to ensure that teachers have laptop access to Internet in all school locations; and

School leaders support the development of learning communities within the school.

Access to Internet from all locations in school and outside school; and

A critical mass of laptop teachers in the school with the knowledge, skill and inclination to use the laptop for collaborative purposes when appropriate.

Lack of awareness of possible applications for collaboration;

Lack of time (2004 n=5/37 comments); and

Technical difficulties (2004 n=4/37 comments).

Prepare student handouts and worksheets (routine use: 2003-73%, 2004-71%, 2005- 78%);

Access curriculum/assessment- related documents from Internet sites (routine use 2003-46%, 2004-66%, 2005-69%);

Access Internet for lesson ideas, plans and projects (2003-9%, 2004-11%, 2005-?);

Access TKI for lesson plans. Resources. (2003-56%, 2004-64%, 2005-68%);

Produce lesson materials in combination with other equipment (routine use 2003-32%, 2004-39%, 2005-36%);

Review resources such as DVDs, CD ROMs for in class/student use

(routine use 2003-27%, 2004-31%, 2005-40%); and

Access school intranet for lesson plans/resources (2003-9%. 2004-11%, 2005-15%).

Planning templates are easy to manipulate, adapt, and modify. Save time filling in and making new templates. (QF 2005);

Reduction of the amount of paper used in planning and preparation;

High quality lesson materials that respond to student learning needs; and

Improved quality of presentation of resources (2003 n=23/97 comments).

Enablers

MOE continue to update TKI as a source of lesson materials and to ensure appropriate secondary level content is available.

Support the production of digital resources that can be modified.

Support subject associations as a forum for the sharing and development of resources and teaching practice incorporating ICT.

Professional development in laptop use for lesson preparation (only around 20% had received formal PD on developing resources (2004-2005).

Availability of other equipment such as data projector, interactive whiteboard, DVD player. (QF 2005)

Lack of time (2003 n=6/97 and 2004 n=2/27 comments)

Laptop not linked or incompatible with school system and/or Internet (2003 n=10/97 comments)

Other equipment unreliable or unavailable (2003 n=8/97 and 2004 n=3/27 comments)

School limiting Web use (2003 n=1 comment)

Lesson preparation done by an expert in the department (2003 n=1 comment)

Need for professional development (2004 n=4/27 comments)

To present a unit of work, introduce a new topic, support a lesson (2005 n=5/94 examples);

Teacher access Internet during a lesson (routine use: 2003-11%, 2004-11%, 2005-15%) (2005 n=12/37 examples);

To project information from Internet (2005 n=14/94 examples);

PowerPoint presentation (routine use: 2003-9%, 2004-13%, 2005-17% ) (2005 n=42/94 examples of use);

Use of curriculum-specific software (routine use: 2003-11%, 2004-10%, 2005- 15%) e.g., video editing, music notation, maths software;

To show DVDs, CDs, Videos (2005 n=10/94 examples);

Use of lesson materials including static/dynamic images and/or sound and colour;

Use of real-world data, e.g., virtual field trips, stock market data, climate change data;

Simulations, e.g., dangerous experiments;

Use of lesson materials that are personalised for specific classes/individual students;

Use for lessons outside the classroom – to record data;

Playing music;

Collecting class data;

Sharing group work via the school network; and

Responding to students’ work online (The Correspondence School)

More professionally-orchestrated lessons;

Multi-sensory lessons suited to students who live in an increasingly visual world;

Supports shift from verbal to visual textual production evident in today’s society;

Links learning to the outside world;

A valuable, portable tool that reduces double handling of information when on field trips outside the classroom;

Makes showing edited pieces of film easier;

Product has a professional look;

Allows for use of multimedia in lessons; and

Lesson delivery more effective.

Internet access in every room;

Same subject mentor;

HOD support;

Collaborative culture in school that supports greater teacher production and sharing of easily adaptable lesson materials;

PD in use of laptop and peripherals;

PD in use of curriculum applications;

Access to curriculum-specific software;

Data projector in every classroom;

Technical support in the school – someone who can deal with technical issues promptly;

Easy access to digital camera and other equipment used in lessons; and

Datalogging equipment.

Need to book, transport and set up data projector;

Room configuration with respect to data projector placement, Internet access and power, blackout capability;

Not being able to allow student use because of TELA, school or security concerns;

The lack of time – no allowance of time to: develop skills; learn more about laptop uses; and for professional development;

Lack of teacher confidence and understanding of how to use laptop in classroom for lessons – the need for PD;

Poor availability, inadequacy and/or access to curriculum-specific software; Lack of, or unreliable, equipment such as data projector, printer, digital camera;

Inconvenience of carrying laptop around the school;

No classroom access to school network;

No classroom access to Internet; and

Use of another classroom computer for teaching purposes.

TELA could provide a means/mechanism for teachers to work in a sustained way with colleagues (provide teacher relief time);

TELA to continue to maintain up-to-date specifications for laptops; and

TELA could encourage the development of up-to-date curriculum-specific software for use in the classroom.

Schools need to designate someone in the school who has the role of ICT professional development coordinator; and

Schools need to keep up to date with the purchasing of new curriculum-specific software.