Rebecca Jesson – equal education. This 10 minute RNZ National interview from 11 June 2016 describes recent successes of the Manaiakalani programme. Children’s writing, in particular, is improving at accelerated rates under the Manaiakalani digital framework. Dr Rebecca Jesson is a Senior Lecturer and Researcher (Auckland University’s School of Curriculum and Pedagogy and the Woolf Fisher Research Centre). Manaiakalani comprises thirteen (mostly decile one) schools in Auckland’s Glen Innes, Panmure and Point England, where students do the large part of their school work on digital devices. The idea is to give students equal access to information regardless of their socio-economic background, raise their expectations of success and prepare them for a digital future (RNZ 2016).
Read the Full Report by Dr Rebecca Jesson (Manaiakalani Whānau Capability Building and Classroom Instruction, 2015)
Education for Māori
Education for Māori: Relationships between schools and whānau – This report brings together information about relationships between families and schools. It gives examples of practices that build effective relationships and highlights the importance for Māori to know who the people behind the school gate are, as well as what those people do. Whānau, primary, and secondary schools were surveyed to find out what they thought about their relationships.
Author: Report for the controller and auditor-general Tumuaki o te Mana Aratoke
Future focused learning in connected communities
Report May 2014
By the 21st Century Learning Reference Group: http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf
Excerpt from the report...
Education is the powerhouse of modern societies. To prosper, grow and innovate, New Zealand needs highly-skilled people — people with increasingly sophisticated skills and digital competencies.
A vision for future-focused learning in connected communities
Every young New Zealander is a confident, connected, lifelong learner equipped to live a full and active life, and contribute to a thriving and prosperous economy.
Digital technologies support 21st century learning
The focus of this report is on transforming teaching and learning, enabled by technologies that are now widespread in our society. Digital technologies play an increasingly critical role in shaping and supporting an effective 21st century curriculum. Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. Increasingly, mobile devices equip students to take charge of their own learning in a context where learning occurs anywhere, anytime, and with access to a wealth of content and interactive tools. Digital technologies can excite and engage educators, students, their whānau and communities in learning. Learners need equitable access to digital opportunities We expect all learners to have an equitable opportunity to achieve education success. We expect education to equip them to: live harmoniously in an increasingly diverse society contribute to solving today’s complex social, economic and environmental problems pursue activities that promote their health and well-being…
Read more here
Digital Technologies: What does the research tell us about Innovative Classroom Practice and Student Outcomes?
Throughout New Zealand and the world teachers (and students) are developing new education practices in response to the opportunities that digital technologies offer. There is, a growing body of evidence to support the view that digital technologies have the potential to improve student outcomes and to enrich, if not transform, the learning experience of children (Underwood, 2009). Furthermore, as the definition of student outcomes broadens to include non-academic outcomes there is increasing evidence of the positive impact of digital technologies in areas such as motivation, engagement, efficacy and interaction (Wright, 2010).
Read more here
http://elearning.tki.org.nz/Technologies/Learning-with-1-1-digital-devices/Research-and-inquiry – useful page from TKI on what research and inquiry needs doing before starting a digital (BYOD – Bring your own device) programme.
Research and readings – TKI have a selection of research links – a number of recent papers appear below
Students, computers and learning: Managing the connection
Based on results from PISA 2012, this report discusses differences in access to and use of ICT. The report examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
Author: PISA, OECD Publishing, Paris.
Published: September 2015
Inclusive practices for students with special needs in schools
This report examines how well students with special education needs are included in New Zealand schools.
Published: March 2015
Primary and intermediate schools 2013
This report presents the main findings from the NZCER national survey of primary and intermediate schools, conducted in July and August 2013. It reports on the views of principals, teachers, boards of trustees and parents. It covers many aspects of school experience, including school resources, school interactions with government agencies, the New Zealand Curriculum in schools, National Standards, student wellbeing, and use of technology.
Authors: Cathy Wylie and Linda Bonne, NZCER
Supporting future-oriented learning and teaching – a New Zealand perspective
This research project draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education. The report discusses some emerging principles for future learning, how these are currently expressed in New Zealand educational thinking and practice, and what they could look like in future practice.
Author(s): Rachel Bolstad and Jane Gilbert, with Sue McDowall, Ally Bull, Sally Boyd and Rosemary Hipkins [New Zealand Council for Educational Research]
Published: June 2012