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ETL 523 – Digital Citizenship in SchoolsAssessment Item 3 -
Report and Critical Reflection
Student: Samantha Ellis – 11489099Email: sammyellis444@gmail.com Assignment Due: 30/05/16Assignment Submitted: 31/05/16Part A: Environmental Scan ReportWord Count: 2812Part B: Critical Reflection Blog Post
Sammy’s ScribblingsWord Count: 685I declare that this work is my own and that I have acknowledged the work or ideas of other authors within this assignment and that this work has not
been submitted for any other assignment.
DIGITAL LITERACY ENVIRONMENT @
SRPS
Source: CIS Schools (n.d.)
Samantha Ellis - 11489099 2
Executive Summary
A criterion in the SRPS 2015 Annual Report for Strategic Direction 2: Student Engagement
and Achievement is that: “students confidently use twenty-first century (21st C) technology to
take an active role in their learning” (p. 11). Results from student responses in the 2015 Tell
Them From Me Survey (Centre for Education Statistics and Evaluation, 2015) and teacher
responses in the Computer Technology survey (Ellis, 2016) have been analysed. Students
rated teacher knowledge and technology use in the classroom as below average and teachers
indicated the integration of technology into classrooms and teacher professional development
as average to below average.
This preliminary investigative report has been assigned by the Principal to prepare an
environmental scan that provides an overview of the issues confronting SRPS as it prepares to
implement the necessary policy and procedures to establish a digital learning environment
(DLE) conducive to 21st C teaching and learning. It is crucial for SRPS to institute a
technology team that focuses on professional development and the effective integration of
educational technology, leading to positive student outcomes.
Samantha Ellis - 11489099 3
Table of ContentsSection 1 – Rationale and Context........................................5A. Rationale............................................................................................................. 5B. School Context.................................................................................................. 6C. Role of the Technology Leader..................................................................6
Section 2 – Issues.................................................................7A. Major Influences..............................................................................................7B. Major Issues....................................................................................................... 8
Section 3 – Teacher Professional Development & Policy....11A. Importance of the Issue.............................................................................11B. Barriers............................................................................................................. 11C. Enablers............................................................................................................ 12D. Role of the Information/Leader.............................................................12E. Implementation.............................................................................................12
Section 4 – Recommendations...........................................13A. Concluding Statement.................................................................................13B. Recommendations........................................................................................ 13
Section 5 – Annotated Bibliography...................................15A. Readings/Resources....................................................................................15
Section 6 – References.......................................................17
Appendix A........................................................................20
Samantha Ellis - 11489099 4
Section 1 – Rationale and Context
A. Rationale
The use of technology has and will continue to grow exponentially, enabling instantly
accessible information 24/7 (Hay & Todd, 2010). It is predicted that students today, will be
entering a workforce in which future jobs and the technology they use, will not yet even have
been created (Dunn, 2011). The Melbourne Declaration on the Educational Goals for Young
Australians (Ministerial Council on Education, Employment, Training and Youth Affairs,
2008) recognise how essential it is for students to become highly skilled with the use of
Information and Communications Technology (ICT) in order to participate in a rapidly
changing, technologically sophisticated society. Redesigning learning and teaching: A case
for change verbalises the need for teachers to implement quality, technology-infused
programs that will support students in becoming 21st C learners (New South Wales
Department of Education, (NSWDET), 2016).
Applying basic technology skills, most students are able to utilise social media to connect and
locate digital content by “googling” (Googling, 2015). However at school, many students
have difficulty searching and manipulating relevant research information to present
knowledge in an original format (Hague & Payton, 2010, p. 9; Wheeler, 2015). Schools need
to be creating a DLE that empowers students to solve problems, work collaboratively, think
innovatively and effectively utilise digital literacy (DL) skills (Kemker, 2005).
A 21st C learner needs to be technologically, individually, socially, culturally and globally
aware (Lindsay, 2013, p. 103). A 21st C learner needs to possesses DL skills that enable them
to efficiently use search engines, evaluate online information, collaborate in virtual
environments and create digital artefacts and information (O’Connell, 2012, p. 5). Although
many students consider themselves to be “tech-savvy”, research indicates there is no
guarantee they are digitally safe (Forde & Stockley, 2009). A 21st C learner also needs to
Samantha Ellis - 11489099
Source: NSW Department of Learning, (2016)
5
possess Digital Citizenship (DC) qualities that demonstrate the appropriate use and
responsible behaviour of technology practice (Ribble, 2016; Oxley, 2012, SlideShare35).
The ICT and Ethical Behaviour capability in the Australian Curriculum, identifies that
teachers have an obligation to instil the appropriate and practical use of technology
(Australian Curriculum and, Assessment and Reporting Authority (ACARA), 2015; Oxley,
2012, SlideShare 43). However, there is no explicit reference as to where it specifically sits in
the curricula or by whom it needs to be taught, as it is designated to be integrated across all
areas. Becoming an effective 21st C teacher and student learner is complex.
B. School Context
SRPS is a primary NSW public school and has a student enrolment of just over 900 students,
44% of whom are identified with Language Background Other Than English. The school
comprises 37 mainstream and 3 Support Classes. The primary classroom teachers (CTs) have
varied teaching experiences. SRPS is fortunate to have a strong, involved parent community.
SRPS has two computer labs, each consisting of 30 desktop computers. One lab is situated in
the Learning Centre (LC) and the other in an adjoining room. Every classroom has an
Interactive Whiteboard (IWB). Mobile computer labs are accessible by Years 3-6 on a
rostered timetable, consisting of: 30 iPads, 30 Chrome books and two sets of 30 laptops.
Additionally, each class from Years 2-6 have 6 laptops in their classroom.
C. Role of the Technology Leader
The Information Technology (IT) Coordinator oversees the upkeep and booking of the
computers. A contracted IT consultant maintains the computers and devices. A newly created
role, is an IT Leader whose responsibility is supporting CTs to integrate ICT into their
teaching programs. There are two new Teacher Librarians (TLs), sharing a 7-day week,
teaching release from face-to-face (RFF). Both have access to one of the computer labs at all
times.
Samantha Ellis - 11489099 6
Section 2 – Issues
A. Major Influences
Infrastructure
The technology infrastructure at SRPS needs modification. CTs book a mobile lab based on
their timetable. The issue is, about a third of teachers who book mobile devices, do not
actually use them. At any prime learning time, mobile devices are unused. Teachers, who
rarely use the mobile labs, cite inadequate connection to Wi-Fi as being the major barrier;
followed by a lack of technology teaching expertise, time needed to collect and return devices
and insufficient charge on devices.
Leadership structure, knowledge and support
CTs who have the skill and capability, embed technology into their teaching program.
However, only a third of CTs indicated high-levels of confidence in their ability (Ellis, 2016).
The role of the IT Leader was created as a direct result of the student survey, to support CTs
with the implementation and use of Google Apps for Education (NSWDET, 2015). The
purpose of the IT Leader (personal communication) is to:
Develop student skills of collaboration, creative thinking and problem solving;
Motivate and engage authentic learning tasks for students;
Connect classroom activities globally; and
Create greater efficiencies in planning, teaching, assessing and reporting in
technology.
The IT Leader is conducting monthly workshops and modelling best practice technology
lessons to Year 4. The IT Leader, the IT Coordinator and the TLs have a technology vision.
SRPS does not have a formal technology vision or policy. The goal of the IT Leader is
realistic but further collaboration is required.
External barriers
Wi-Fi connection in classes can be extremely slow for those using mobile devices. CTs have
groups of students logging on at staggered intervals in an attempt to alleviate this issue. The
Samantha Ellis - 11489099 7
two computer labs can also be sluggish, due to the length of cabling that is necessary. School-
wide technology outages have decreased over the last 5 years.
Websites are blocked by the NSWDET, to “provide a safe browsing environment for students
and staff” (n.d.). An attempt to Mystery Skype (Microsoft, 2015) and initiate global
connections through sharing final digital artefacts between students here and overseas has
been thwarted by the inability to connect - awaiting a response from the NSW ICT
Department. (Aaaarrggghhhh!)
Curriculum redesign
Most, but not all classes Years 1-6, access the LC weekly, where DL skills scaffolded by a
Guided Inquiry framework are being trialled by the two new TLs (Kuhlthau, Maniotes, &
Caspari, 2015). The TLs have instigated a DC program based on the Common Sense
Education (2016) units, covering responsible online behaviour, intellectual property,
copyright and the use of Creative Commons. Kindergarten is not included. It is essential to
redesign technology curricula at SRPS to ensure equitable access for all students.
Budget
The principal is supportive of physical and procedural changes that may require financing.
One computer lab was re-configured to make the space user-friendly. Wi-Fi has been installed
in the school hall to support a computer coding initiative organised by an external contractor.
B. Major Issues
Challenge of implementing 21 st C learning modes
A proposal to introduce Bring Your Own Device (BYOD) and an informal survey of parents,
staff and teachers was conducted by the principal early in 2015. While students were keen to
trial it, parents and teachers voted overwhelmingly against it due to cost, concern that devices
would be misplaced or damaged and an apprehension surrounding student supervision of
access to inappropriate Internet sites and social media while at school. This proposal will be
reviewed in 3 years, while observing the impact of BYOD in other neighbouring primary
schools. Considering SRPS does not operate a BYOD program, it has a reasonable number of
computers and devices, averaging about 1 device per 3 students. However, the “simple
presence of technology in the classroom does not, of itself, ensure increased student
engagement and improved student outcomes.” (Hanover Research, 2014, p.14).
Samantha Ellis - 11489099 8
Digital divide
Students are expected to acquire DL, DC and other 21st C learner proficiencies, despite the
“wide variability in the quality of learning opportunities school provide” (Greenhow &
Robelia, 2009, p. 119). There is a digital divide at SRPS because student access and learning
of technology is based on the ability of the CT and the timetabling of RFF. 12 classes each
year are deprived of the teaching program in the LC and rely on their CT for technology.
While CTs can incorporate technology, verbal reports from the IT Coordinator and IT Leader,
substantiated by the teacher survey (Ellis, 2016), indicate that this is not consistently
occurring.
Curriculum integration of DC
All Good Digital Citizens
The two TLs co-program and are working on integrating GAFE as their primary cloud
computing and content curation tool. A future initiative is to experiment with other Web 2.0
Samantha Ellis - 11489099 9
tools that include social media. DC units are being taught in the LC, however 12 classes rely
on their CT for this content. Ideally, all students should be a “Good Digital Citizen”,
emulating the qualities highlighted in the above image. This poster will be used in the LC to
remind students about DC practices.
To summarise, the four major issues identified at SRPS concerning technology are:
Creating a DLE that supports CTs and students to effectively integrate and use
technology by providing teacher professional development (PD);
Implementing a whole-school DC program
Implementing a school-based GI framework;
Connecting a whole class on mobile devices.
Samantha Ellis - 11489099 10
Section 3 – Teacher Professional Development & Policy
A. Importance of the Issue
The Australian Curriculum (ACARA, 2015), places substantial emphasis on students
becoming active participants of their own learning and developing ICT skills across the
curricula. The major issue at SRPS for 21st C learners is teacher PD. “It is expected that all
teachers use technology to support higher-order learning to meet the needs of the 21st C
learner” (Lindsay, 2016). This is clearly not happening across the school. 75% of teachers
perceive there to be very low to average priority placed on technology; 33% that teacher
professional development is very low to low; 42% that technology support is very low to low
and while DC was significantly important to teach, it is mainly being taught when applicable
(63%).
“Elevating the use of technology in the classroom from an instructional supplement to a core
teaching component requires teachers to shift their pedagogical practices” (Hanover Research,
2014, p. 13). Research supports the view that when CTs undertake deliberately planned and
specifically targeted educational technology PD, there is a significant and positive change to
their teaching practice. Quality teaching that involves the creation of a digitally rich learning
environment has a flow-on effect to improved student learning outcomes (Bettis, 2015).
B. Barriers
There will always be a natural reaction from some teachers to resist any kind of change
(Cameron & Green, 2004). Creating open lines of dialogue to clearly envision and articulate
change that motivates teachers to alter their teaching style and productively merge
instructional technology pedagogy is crucial (Hanover Research, 2014, p. 14). Fortunately,
the Principal is a respected and strong transformational leader who is committed to creating a
DLE and implementing necessary change.
Teachers are reluctant to commit to another “thing” as there is constant pressure to implement
change and time is precious (Galton & MacBeath, 2008). Integrating purposeful and
meaningful PD is vital. CTs accessing mobile labs are frustrated by connection. Improving
connection may involve an external contractor to review the current situation and suggest
ways in which this can be resolved.
Samantha Ellis - 11489099 11
C. Enablers
It is positive the majority of teachers indicated that teaching of DC is important and should be
taught as a whole-school initiative (Ellis, 2016). There is a small core of CTs and TLs who
are currently keen or have expressed the willingness to implement and trial technology
integration.
The teaching component of TLs is to take classes for RFF. However, in order to maximise the
number of students engaged in using technology and model the use of technology, the TLs
suggested and have initiated the teaching of two classes together in the LC for four periods a
week each. The TLs model the teaching of DL skills using GI as a scaffold and GAFE tools.
It has resulted in CTs independently trialling the use of GAFE in their classrooms and being
aware of promoting DC. It is important to expand this initiative to involve more CTs and trial
genuine collaborative teaching whereby the TL and the CT negotiate and facilitate the GI
program together with one class. Budgetary and timetabling constraints may prevail in
implementing a truly collaborative teaching environment, however, it would negate the barrier
of CTs citing lack of time for PD external to school hours.
D. Role of the Information/Leader
The role of the IT Leader needs to expand to being the coordinator of the IT Team. The TLs
both have the skills and ability to support the IT Leader in promoting the use of technology.
The IT Team can work together to develop a technology policy and procedures to efficiently
support CTs with the effective integration of technology in the classroom. Strong leadership
and support from the executive to promote a learner-centred “constructivist” model will see
greater gains with integration of technology into the classroom and larger achievements in
student success as teaching and learning becomes engaging and purposeful (Hanover
Research, 2014).
E. Implementation
The first step in implementing technology PD is the formation of an IT Team. The IT Leader
would become the team’s coordinator, as holding an Executive position is an ideal situation in
becoming technology’s active voice to negotiate change with the Principal and Executive.
Clarification of the school’s vision for technology implementation, and careful, co-operative
planning are essential in progressing forward at SRPS. There needs to be:
Samantha Ellis - 11489099 12
Collaboration between the IT Leader, IT Coordinator, TLs and CTs to initiate a
technology policy (Oxley, 2012, SlideShare 31);
Development of a PD strategic plan;
A shared language and scaffolded process of GI, incorporated school-wide and
integrating a flexible timetable for the TLs to collaborate and develop student-centred
learning;
A school-based DC scope and sequence;
Strengthening of Internet connection.
Section 4 – Recommendations
A. Concluding Statement
A blended DLE encompassing both physical and digital learning that supports teachers,
students and parents both at school and home, through mobile devices that connect,
collaborate and create, is the ultimate goal for technology integration at SRPS. The proposal
of a strategic plan targeting the professional development of teachers to effectively integrate
technology across the curriculum that encourage students to be highly engaged, self-directed
21st learners, is strongly recommended. This needs to occur in tandem with the development
of a technology policy and procedures, which outline DC programs, the GI framework and
personnel involved with the implementation. It will be judicious to consider the
implementation of BYOD.
B. Recommendations
Recommendations include:
1) Educational dialogue with the Principal, Executive, IT Leader, IT Coordinator, TLs and
interested CTs to collaboratively table and discuss this report to seek support in implementing
change and to assess budgetary confinements.
2) The creation of a Technology Team that includes but is not limited to the IT Leader, IT
Coordinator, TLs, an executive member, an interested parent and ICT teacher enthusiasts to
create a technology policy that clearly articulates:
A shared school-based technology vision;
An Acceptable Use Policy for students;
Samantha Ellis - 11489099 13
The roles and responsibilities of CTs and the TLs with regards to teaching DC and DL
(Oxley, 2012, SlideShare 77).
3) The Technology Team outlining a strategic plan to implement technology teacher
professional development into classrooms that involves a variety of teaching and learning
modes incorporating:
Technology workshops integrated into the school’s professional development
allocation;
Specific, quality online training such as Google for Education, which is embedded in
the newly created website: Technology for Schools NSWDET, n.d.) that contains
resources and tools to help ICT personnel, CTs and TLs to manage technology (only
accessible by NSW educators).
Support of CTs in developing a Personal Learning Network to further their lifelong
learning (Oxley, 2012, SlideShare 56)
3) Yearly assessment and review of the technology policy.
Any changes will need to be clearly articulated to all stakeholders, with the primary purpose
to improving and supporting teachers with the integration of technology across the
curriculum. The implementation will need to start with specifically targeted teachers who are
motivated to create student learning opportunities as a 21st C teacher and learner.
Samantha Ellis - 11489099 14
Section 5 – Annotated Bibliography
A. Readings/Resources
1) All good digital citizens. (n.d.). [Online image]. Retrieved May 24, 2016 from
http://www.virtuallibrary.info/uploads/2/6/9/3/26930678/__6218195_orig.png
All good digital citizens visually captures the key concepts that students should
embrace as a DC learner. This image is embedded into a high school website that
provides resources on information literacy, DC, referencing, sourcing information and
brings together in one place a plethora of quality digital information for students. The
style and content of this website would be valuable to emulate in creating a LC
website for SRPS.
2) Ellis, S. (2016). Computer Technology [SurveyMonkey]. Retrieved from
https://www.surveymonkey.com/results/SM-S77TXFSR/ and also as Appendix A.
This optional survey was conducted at SRPS to investigate the opinions of staff with
regards to computer technology. Two-thirds of the teachers responded and the data
supports the verbal comments made by both the IT Coordinator and IT Leader
confirming the significance for teacher PD and the formulation of a technology policy.
This resource has also been included as Appendix A because the above link will work
externally to this word document but not in it.
3) Hanover Research. (2014). Professional development for technology integration [Report
PDF]. Retrieved from https://ts.madison.k12.wi.us/files/techsvc/Professional
%20Development%20for%20Technology%20Integration.pdf
The role of technology and teacher professional development has steadily increased
over the last decade. New Web 2.0 tools are continuously being introduced and many
teachers lack the knowledge base to effectively integrate technology into class
instruction. This report addresses the importance for teacher PD and how CTs can
effectively change their pedagogy to incorporate technology into effective classroom
practice. It has been heavily cited to support suggested changes at SRPS.
Samantha Ellis - 11489099 15
4) NSWDET. (2016a). Redesigning learning and teaching: A case study for change. [Video
file]. Retrieved May 18, 2016 from https://education.nsw.gov.au/futures-learning/case-
for-change
This video (sent to all staff by the Principal) summarises the need for teachers to change
their technological and pedagogical teaching practice in the classroom. Jobs for our
future students are rapidly changing and involve the skills of entrepreneurship, problem
solving, critical thinking, resilience, flexibility and being socially aware. Teachers in
schools need to be excited and engaged in promoting life-long learning. Students need
to be connected, collaborative and creative both locally and globally 24/7.
5) Oxley, C. (2012, August 12). Developing a digital citizenship program [SlideShare].
Retrieved from http://www.slideshare.net/cathryno/developing-a-digital-citizenship-
program
While this SlideShare is lengthy, it contains thought-provoking examples of why
teachers and parents need to promote and teach responsible DC, which would be a
great starting point in creating a SRPS SlideShare on technology to use with CTs and
parents. It also contains a plethora of other resources that would be extremely
beneficial in developing a technology policy and DC program. Of particular interest
is:
Slide 31 – Steps in the process of implementing DC within a school;
Slide 35 – Ribble’s 9 Elements of DC (2016)
Slide 43 – how ICT and DC fits into the Ethical Behaviour general capability
of the Australian Curriculum (ACARA, 2015);
Slide 56 – creating a Personal Learning Environment and
Slide 77 – an action plan for creating a cyber-savvy school.
Samantha Ellis - 11489099 16
Section 6 - References
All good digital citizens. (n.d.). [Online image]. Retrieved May 24, 2016, from
http://www.virtuallibrary.info/uploads/2/6/9/3/26930678/__6218195_orig.png
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). The
Australian Curriculum v8.1. Retrieved from http://www.australiancurriculum.edu.au/
Bettis, S. (2015). The effect of technology professional development program on K-5 teachers'
levels of technology integration: An action research study. Retrieved from
http://search.proquest.com.ezproxy.csu.edu.au/docview/1756672534?
accountid=10344
Cameron, E., & Green, M. (2009). Making sense of change management: A complete guide to
the models, tools and techniques of organizational change. London: Kogan Page.
Centre for Education Statistics and Evaluation. (2015). Tell them from me [Student online
survey]. Retrieved from http://surveys.cese.nsw.gov.au/
Common Sense Education. (2016). Common Sense Digital Citizenship [Website]. Retrieved
from https://www.commonsensemedia.org/educators/digital-citizenship
CIS Schools. (n.d.). Sherwood Ridge Public School [Image]. Retrieved from
http://www.cisschools.com.au/files/3863928/uploaded/SRPSRedLogo.jpg
Dunn, J. (2011, October 25). How do we prepare students for jobs that don’t exist yet? [Blog
post]. Retrieved from http://www.edudemic.com/students-of-the-future/
Ellis, S. (2016). Computer Technology [SurveyMonkey]. Retrieved from
https://www.surveymonkey.com/results/SM-RKB3MFSR/
Forde, L., & Stockley, R. (2009, June/July). Techno nightmare: Legal issues for teachers and
schools. Teacher: The National Education Magazine, 48-51.
Galton, M., & MacBeath, J. (2008). Teachers under pressure. London: Sage Publications Ltd.
Googling. (2016). In Dictionary.com online. (2016). Retrieved from:
http://dictionary.reference.com/browse/googling
Samantha Ellis - 11489099 17
Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social
networks. Learning, Media and Technology, 34(2), 119-140. doi:
10.1080/17439880902923580
Hague, C., & Payton, S. (2010). Digital literacy across the curriculum [Handbook]. Retrieved
from http://www.nfer.ac.uk/publications/FUTL06/FUTL06.pdf
Hay, L., & Todd, R. (2010). School libraries 21C: A school libraries project future project.
Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/
assets/pdf/21c_report.pdf
Hanover Research. (2014, June). Professional development for technology integration [Report
PDF]. Retrieved from https://ts.madison.k12.wi.us/files/techsvc/Professional
%20Development%20for%20Technology%20Integration.pdf
Kemker, K. (2005). The digital learning environment: What the research tells us [Apple
White Paper]. Retrieved from
http://www.ssis.edu.vn/uploads/pdf/The_Digital_Learning_Environment.pdf
Kuhlthau, C., Maniotes, L. & Caspari, A. (2015). Guided Inquiry: Learning in the 21st
Century (2nd ed.). Westport, Connecticut: Libraries Unlimited.
Lindsay, J. (2016). The 21st century learner [ETL523 Module 2.1]. Retrieved May 19, 2016,
from Charles Sturt University website: https://interact2.csu.edu.au/bbcswebdav/pid-
767090-dt-content-rid-1699132_1/courses/S-ETL523_201630_W_D/
module2/2_1_21st_Century_Learner.html
Lindsay, J., & Davis, V. (2013). Flattening classrooms, engaging minds: Move to global
collaboration one step at a time. Boston: Pearson.
Microsoft. (2015). Education: Skype in the classroom [Website]. Retrieved May 18, 2016
from https://education.microsoft.com/skypeintheclassroom
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).
Melbourne declaration on educational goals for young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educatio
nal_goals_for_young_australians.pdf
Samantha Ellis - 11489099 18
NSW Department of Education and Communities. (2016, March 14). Redesigning learning
and teaching: A case study for change. [Video file]. Retrieved from
https://education.nsw.gov.au/futures-learning/case-for-change
NSW Department of Education and Communities. (2015). Google Apps for Education
[Website]. Retrieved from http://www.think3.com.au/blog/2015/1/28/google-apps-for-
education-office-365-for-nsw-dec-schools
New South Wales Department of Education and Communities. (n.d.). Technology for Schools
[Website]. Retrieved May 28, 2016 from https://education.nsw.gov.au/technology-for-
schools (This site is only available to NSW educators).
O’Connell, J. (2012, March). Learning without frontiers: School libraries and meta-literacy in
action. ACCESS, 4-7.
Ribble, M. (2016). Digital citizenship: Using technology appropriately. Retrieved from
http://digitalcitizenship.net/Nine_Elements.html
Sherwood Ridge Public School. (2015). Sherwood Ridge Public School 2015 Annual Report.
Retrieved from
http://www.sherwood-p.schools.nsw.edu.au/documents/78382800/78390491/
srps_2015_annual_report_final.pdf
Wheeler, S. (2015). Learning with’e’s: Educational theory and practice in the digital age.
United Kingdom: Crown House Publishing Limited.
Samantha Ellis - 11489099 19
Appendix ASurveyMonkey®
Computer TechnologyOptional computer technology survey of staff at SRPS.
Q1
What is your main area of focus at SRPS?
Answer Choices Responses
K-2 45.83%
11
3-4 16.67%
4
5-6 20.83%
5
K-6 4.17%
1
A mix 12.50%
3
Total 24
Q2
What priority do you understand is given to technology at SRPS?
Answer Choices Responses
Very low 4.17%
Samantha Ellis - 11489099 20
Answer Choices Responses
1
Low 12.50%
3
Average 58.33%
14
Above average 25.00%
6
Top 0.00%
0
Total 24
Q3
How often and what kind of technology do you integrate into your lesson?
Never Once or twice a week Once or twice a day Most lessons Always Total Weighted Average
Whiteboard 4.17%
1
0.00%
0
20.83%
5
41.67%
10
33.33%
8 24 4.00
Ipads/laptops
56.52%
13
26.09%
6
4.35%
1
13.04%
3
0.00%
0 23 1.74
Desktop computers
13.64%
3
54.55%
12
13.64%
3
18.18%
4
0.00%
0 22 2.36
Teacher's device
20.00%
4
15.00%
3
20.00%
4
15.00%
3
30.00%
6 20 3.20
Samantha Ellis - 11489099 21
Never Once or twice a week Once or twice a day Most lessons Always Total Weighted Average
Comments(2)
Q4
How would you rate:
Very low Low Average Above average Excellent Total Weighted Average
Your skills and knowledge using technology?
0.00%
0
4.17%
1
62.50%
15
20.83%
5
12.50%
3 24 3.42
Technology professional development at SRPS?
4.17%
1
29.17%
7
58.33%
14
8.33%
2
0.00%
0 24 2.71
Technology support at SRPS?
8.33%
2
33.33%
8
41.67%
10
16.67%
4
0.00%
0 24 2.67
Student access to technology at SRPS?
12.50%
3
33.33%
8
41.67%
10
12.50%
3
0.00%
0 24 2.54
Student skills and knowledge of technology at SRPS?
0.00%
0
29.17%
7
58.33%
14
12.50%
3
0.00%
0 24 2.83
Q5
How would you rate your knowledge of digital citizenship?
Samantha Ellis - 11489099 22
Answer Choices Responses
Very low 0.00%
0
Low 25.00%
6
Average 41.67%
10
Above average 29.17%
7
Excellent 4.17%
1
Total 24
Q6
How important is it to teach digital citizenship skills and knowledge at SRPS?
Answer Choices Responses
Not important 0.00%
0
Important to some degree 12.50%
3
Important 37.50%
9
Very important 50.00%
12
Total 24
Samantha Ellis - 11489099 23
Answer Choices Responses
Q7
How would you rate student knowledge of digital citizenship at SRPS?
Answer Choices Responses
Very low 0.00%
0
Low 37.50%
9
Average 58.33%
14
Above average 4.17%
1
Excellent 0.00%
0
Total 24
Q8
Do you teach digital citizenship to students and if so, how?
Answer Choices Responses
Not at all 8.33%
2
When applicable 62.50%
Samantha Ellis - 11489099 24
Answer Choices Responses
15
As a lesson or unit of work 16.67%
4
It is integrated across my program 12.50%
3
Total 24
Q9
How should digital citizenship be taught at SRPS? (Tick all that apply.)
Answer Choices Responses
Not at all 0.00%
0
When applicable 45.83%
11
During Learning Centre lessons 54.17%
13
By Classroom Teachers 58.33%
14
As a whole school initiative 62.50%
15
By parents 50.00%
12
Responses 4.17%
Samantha Ellis - 11489099 25
Answer Choices Responses
Other (please specify) 1
Total Respondents: 24
Q10
Additional comments:Unfortunately technology at our school is often unreliable and difficult to access daily. My interactive whiteboard shuts down after 10 minutes of use.5/14/2016 5:35 PM
As I am the EAL/D teacher, my access to and use of technology is limited.5/13/2016 7:01 AM
Technology is frustrating to integrate with laptops that don't have sufficient charge to last the day and Wi-Fi that drops in and out. It is not unusual to have a few students that can't logon due to Wi-Fi difficulties.5/12/2016 10:43 PM
Samantha Ellis - 11489099 26
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