1. KLA Maths Computer-based technologies in the Enhancing Student
Slide 1
Enhancing
Student
Learning
© State of New South Wales through the NSW Department of Education and Training, This work may be freely reproduced and distributed for most purposes, however some restrictions apply.

2. Focus The purpose of this presentation is to give you time to:
Slide 2
The purpose of this presentation is to give you time to:
• explore how computer-based technologies can support learning.
• gain an overview of the support available to schools to assist with the integration of computer-based technologies in teaching and learning in all KLAs K-12.
• focus on the Computer-based technologies in the TAS KLA document and reflect on how you can make better use of this document to explore ways of using computer-based technologies more extensively and effectively in your school.
The purpose of this presentation is to give you time to:
explore how computer-based technologies can support learning
gain an overview of the support available to schools in the teaching and learning of all KLAs K-12
focus on the document, Computer-based technologies in the Maths KLA.

3. Learning with computer-based technologies
Slide 3
Note to presenter:
A possible way to begin the session is by reflecting on two questions: What do we expect students will gain from the experience of using computer-based technologies in schools? What will they be learning?
The focus of computer-based technologies and learning in schools is to provide students with the support to:
• expand opportunities for achieving syllabus outcomes in each KLA
Many students find computer-based activities highly motivational.
Computer-based technologies provide new ways of exploring and presenting activities in all KLAs.
They provide students with opportunities to engage in different ways of expressing ideas, thinking and reflecting on the changing practices of contemporary society.
Computer-based technologies can provide students with access to a wider range of resources, including primary and current information sources.
These issues are dealt with in more detail in the section on Learning in the Computer-based technologies in the .... KLA document on pages 6 to 10.
• develop computer-based capabilities
A key government priority of learning in NSW schools is that students gain appropriate knowledge, skills and attitudes to enable them to use computer-based technologies in all aspects of their lives, now and in the future.
The environments in which students learn and the ways in which people work and live are regularly transformed by existing and emerging technologies.
All people need to develop capabilities and confidence with a range of technologies in order to participate fully in a continually developing environment.
In response to these demands on students, teachers need to become familiar with the specific capabilities required and to provide opportunities for students to develop them.
These issues are dealt with in more detail in the section on Developing capabilities in the Computer-based technologies in the KLA document on pages 11 to 21.
The focus of learning with computer-based technologies in NSW schools is to:
expand opportunities for achieving syllabus outcomes in the KLAs
develop computer-based capabilities.

4. Computers in Schools Program
The Computers in Schools Program (CISP) is an acknowledgement that computer-based learning in schools will happen only if:
Slide 4
The Computers in Schools Program (CISP) is an acknowledgement that the critical factor underpinning the effective introduction of computer-based learning in schools is the way in which teachers integrate the technology into their teaching and learning practices. Teachers need to be supported in their exploration of new ways of teaching and learning. Infrastructure support must be complemented by professional development and curriculum support. Support provided to schools through CISP includes:
• infrastructure support (in terms of computers, networks and technical support)
Over computers have been distributed to schools.
The roll-out is based upon student enrolment in each school and aims to achieve a computer-to-student ratio (on a state-wide average) of 1:11.
Phase three provided for flexibility so that schools could tailor the roll-out to their specific needs, including specialised hardware for students with special needs.
• connection of schools to the Internet
Schools have been provided with a computer of their choice, a modem, a dedicated telephone line and an Oz account to connect to the Internet.
• computer-based technology training and development for all staff
Technology in Learning and Teaching (TILT) is a thirty-hour professional development program.
It is aimed primarily at teachers who have little experience in the use of computer-based technologies.
Over 15,000 participants have undertaken TILT.
TILT covers the following areas:
• computers as a powerful tool to enhance learning
• the Internet and
• using computer-based technologies in all subject areas
• software evaluation
• keyboard skills, classroom management issues, classroom teaching practices
• future technology: new roles, new learning for schools, teachers and students.
• additional personnel
Forty Technology Advisers (TAs) have been appointed to district offices throughout the state, to assist schools with the development of technology plans.
Funds have been allocated for Computer Coordinators in schools.
• curriculum support
Effective use of the infrastructure and training relies on teachers feeling confident in undertaking computer-based activities with their students.
The Government recognises the need to support teachers in this area and has committed significant resources to a range of initiatives.
A range of curriculum resources has been developed. (see next slide)
infrastructure support is provided
all schools are connected to the Internet
training is provided for all staff in computer-based technologies
additional personnel are appointed
curriculum support materials are developed.

5. Internet support documents
Internet initiatives
Slide 5
Curriculum support includes:
Internet support documents
connect.edu: Internet in teaching and learning was developed to support teachers in the use of the Internet with their classes.
Multiple copies have been provided to all Government schools.
Updates will be provided on the Department’s Internet service, Network for Education:
Student access: developing a school Internet policy provides guidelines and practical ideas for developing an Internet usage policy.
School communities were requested to develop a school Internet policy during Semester 2, 1997.
Note to presenter:
Copies of the above documents have been distributed to all schools and district offices. However, this does not mean that all teachers have had access to the documents.
If possible, have a copy of the curriculum documents mentioned above at your presentation. This gives participants the opportunity to form a mental picture of the look and feel of the documents. This will assist them in locating the documents when they return to school.
Internet initiatives
Curriculum resources on Network for Education, The website of the NSW Department of Education and Training includes:
student Internet projects which address a range of curriculum areas and provide opportunities for students to use the Internet to participate in collaborative activities, communicate with others and publish to a wider audience.
Internet site reviews which support teachers in selecting quality, appropriate sites in all KLAs K-12, and in Departmental priority areas such as literacy, technology, Aboriginal education, and child protection. Reviews of other resources, such as books, videos, CD-ROMs and computer software, are also located on Network for Education.
NSW HSC On-Line site at provides students and teachers with HSC resources and links to carefully selected sites on the Internet including:
subject-specific pages
school home pages
syllabuses, exam papers, examiners’ comments
study and exam techniques
professional associations.
Computer-based technologies in the TAS KLA documents
The integrated primary document and eight secondary documents, one for each KLA, assist teachers to incorporate computer-based technologies into their teaching practice.
Every teacher in NSW Government schools has received a copy of the document in the relevant teaching area.
Activity 1:
Ask participants to comment on the curriculum resources they, or their colleagues have used, and how they have used them.
Participants undertake the activity in pairs or small groups using the Activity 1 proforma, mindmap on
page ....of the implementation package.
Internet support documents
Computer-based technologies in the ... KLA documents

6. Computer-based technologies in the ... KLA documents
Slide 6
Note to presenter:
From this point on in the presentation, focus specifically on the Computer-based technologies in the ... KLA documents.
In addition to looking at the document that relates specifically to the KLA you teach, it is probably worth becoming familiar with the other documents in the series as well. This provides the chance to:
• see other strategies and activities which you may be able to adapt to the teaching and learning of your own KLA
• gain an understanding of the computer-based learning activities which your students may be undertaking in other KLAs.
A further document in this series is currently being developed to focus on computer-based activities for students from pre-school to Year 2.

7. Document development Curriculum KLA team coordination
Slide 7
Each KLA team in the Curriculum Support Directorate had responsibility for the development of the relevant document.
Each team worked closely with schools and districts.
The inclusion of teacher stories and student work samples ensures that the focus, strategies, and activities in the documents are:
• authentic
• relevant
• appropriate for teachers and students.
Curriculum KLA team coordination
Inclusion of teacher stories and student work samples
System-wide distribution of drafts
Distribution to every teacher

8. Aims
Slide 8
The aims of the Computer-based technologies in the TAS KLA document is reflected in its structure and content. Each KLA document has the following components:
Learning with computer-based technologies explores the value of learning with computer-based technologies and focuses on the role of the learner and the teacher.
This section of the document raises such issues as how computer-based technologies can be used to:
• motivate students
• increase opportunities for student interaction and decision-making
• make complex tasks manageable, and repetitive tasks more interesting.
Developing capabilities provides stage-specific activities which support the development of each of the five computer-based capabilities and are relevant to the outcomes of the KLA.
Computer-based learning activities make up 75% of the document.
Activities illustrate a range of approaches and strategies for incorporating computer-based technologies into the learning context.
Activities may be implemented, adapted, or supplemented by teachers, they are not exhaustive.
This section of the document provides teachers with assistance in choosing teaching and learning experiences, in selecting appropriate software and sets out ideas for classroom management.
School management issues and strategies discusses general management issues, staff and student access, training and development and hardware and software issues.
The document, Computer-based technologies in the Maths KLA provides teachers with an understanding of:
learning with computer-based technologies
developing capabilities
computer-based learning activities
school management issues and strategies.

9. Computer-based capabilities
Learning experiences involving computer-based technologies provide students with the ability to:
Slide 9
Five key capabilities have been identified by the NSW Department of Education and Training. These capabilities represent the relationship between attitudes, knowledge and skills and should be progressively refined throughout a student’s education.
The expectation is that students from Kindergarten to Year 12 should be involved in activities that assist in the development of their ability to:
use computer-based technologies to locate, access, evaluate, manipulate, create, store and retrieve information
express ideas and communicate with others using computer-based technologies
develop an awareness of the range of applications of computer-based technologies in society
discriminate in their choice and use of computer-based technologies for a given purpose
develop the confidence to explore, adapt and shape technological understandings and skills in response to challenges, now and in the future.
Activity 2:
Whilst participants view slides , which focus on the development of the five key capabilities, ask them to individually reflect on the class(es) they teach.
Participants use the Activity 2 proforma, capabilities on page .... of the implementation package to indicate the capabilities their students are developing. Participants may also include information about the age of the students, their level of motivation, a brief outline of the activity and the technologies used in developing the capabilities.
Participants will report back on their thoughts once the slides for all five capabilities have been viewed.
Possible points of discussion which could be raised whilst reporting back are outlined on page .... of these notes.
locate, access, evaluate, manipulate, create, store and retrieve information
express ideas and communicate with others
understand the applications of technology in society
discriminate in their choice and use of appropriate technologies
develop the confidence to explore and adapt technological understandings and skills.

10. Using computer-based technologies to locate, access, evaluate, manipulate, create, store and retrieve information
Slide 10
Information is fundamental in a changing society and the ability to find relevant information is vital.
Information skills involve more than being able to access information. Students need to be able to assess its reliability, accuracy and relevance to needs.
To assist with information processing, students need to develop the capability to locate, access, evaluate, manipulate, create, store, and retrieve information sources.
Some examples of activities which can provide students with the opportunity to develop this capability include:
using several different Internet search techniques to locate relevant information
designing and creating a database to catalogue items including image and sound files
selecting and critically examining material located on the Internet, for Higher School Certificate projects.
In developing this capability students learn that computer-based technologies:
can be substantial, information-rich learning resources
may present new challenges which require the development of new skills and understandings.
Let’s take the Internet as an example.
In exploring how the Internet can be used to locate, access, evaluate, manipulate, create, store and retrieve information students learn that the Internet can offer:1
unparalleled opportunities to gain access to global information by making connections with people and organisations worldwide
the ability to tap into current, primary information sources
an incredibly wide range of information
access to information in digital format which is easily downloaded.
Challenges students may be presented with when using the Internet include:
• coping with the sheer number of hits from a search
• understanding that information is written for many different audiences and that much of the information accessed through the Internet is geared more towards adult readers, which means that texts may be too difficult, or inappropriate for young students
• understanding that anyone can publish on the Internet and that there is no real vetting procedure, unlike the school library, where the selection of resources is undertaken by teaching staff trained to select books relevant for students needs
• understanding that ownership of information and copyright are concepts which are as relevant to information gained from the web as they are to information gained from other sources.
To assist students to learn how to use computer-based technologies effectively teaching and learning programs need to explicitly plan for and address these challenges. Following through with our example of the Internet, this would involve students:
• learning how to access appropriate sites. As a scaffolding technique, teachers may choose to select sites and put them on the school’s intranet to assist learners. However, this is not a long-term solution, as it does not confront students with the reality of the net and it sidesteps the development of the necessary web literacies
• developing strategies such as skimming, scanning, and looking for key words to assist them in selecting relevant information from the overwhelming amount of resources available on the Internet
• using search engines effectively, including gaining an understanding of how the many search engines work, knowing which search engine is best for the topic at hand, and how to interrogate the database with search terms.
• developing critical literacy skills when working with texts from the Internet by reflecting on such questions as:
Who wrote it?
When was it written?
Why was it written?
Who is sponsoring the page?
Can I verify the information?
learning how to reference material accessed from the web appropriately.
Create spreadsheets in order to record statistical data
Use drawing software packages to investigate geometrical properties of shapes. For example, see the snapshot Square: Yeah, yeah!
Select and critically examine material located on the Internet

11. Expressing ideas and communicating with others using computer-based technologies
Slide 11
All communications technologies are becoming increasingly linked to computers.
Computers can be used in the classroom to simulate the ways they are used in communications industries.
Telecommunications technologies offer opportunities for students to make connections with people and organisations throughout the world.
To use computer-based technologies effectively students are required to develop new literacy skills.
• Electronic texts have both visual and verbal components, as well as the added dimension of hypertext, resulting in multi-media, multi-modal textual formations that demand new ways of “seeing” and making meaning.
• Electronic networks are providing users with access to global communities allowing people to build different kinds of relationships. Their contact is in part influencing a merge of written and spoken forms of language.
• The immediacy, currency and the overwhelming amount of information to which people gain access in their daily lives means that skimming and scanning information when communicating with others has become more important.
Assumptions underpinning learning need to acknowledge that students are both constructors as well as recipients of knowledge, and that they need opportunities to actively engage in different ways of expressing ideas, thinking and reflecting using computer-based technologies. The best way for students to learn about electronic texts and understand how they work is to create them as well as read them. Some examples of activities to develop this capability in TAS may involve:
manipulating graphics and text to create a brochure or newsletter for a specified audience
creating a 3D drawing of a product to meet a specified design brief
producing a multimedia project and publishing it through the school web page.
Use multimedia software to develop, organise and present mathematical information. For example, see the snapshot, Haunted hollows fraction table
Create a photographic and text layout. For example, see the snapshot, Hunting historical facts
Use computer-based technologies to tabulate, analyse and display data

12. Developing an awareness of the range of applications of computer-based technologies in society
Slide 12
An increasing proportion of daily life involves some form of computer technology.
Computer-based technologies are increasingly used in all workplaces and relate to many leisure activities.
The use of computers also raises ethical issues, such as ownership of information, copyright, and publishing standards.
It is important that students gain access to a wide range of computer-based technologies and consider the implications of their use. In this way students become more informed in their choice of appropriate technologies.
The development of this capability should not be left to chance. Capabilities need to be explicitly planned for and incorporated into activities. For example, students may be involved in:
investigating computer-based design tools used in costume and set production
reflecting on how computer-based technologies are changing the nature of work in agricultural enterprises
analysing presentation software packages for use in class presentations.
It is important that students have opportunities to:
• explore applications of computer-based technologies in personal, domestic, commercial and global contexts
• consider the possible benefits and costs of these technologies and their effects on people, societies and their environment and consequently make informed decisions based on these new understandings.
Use the Internet to research topics in mathematics. For example, see the snapshot, Hunting historical facts
Investigate the use of the Internet to research topics in mathematics. For example, see the snapshot, Australian statisitics
Examine the impact of computer-based technologies on mathematical modelling for specific careers

13. Discriminating in the choice and use of computer-based technologies for a given purpose
Slide 13
Once again the development of this capability presents a huge balancing act for teachers. It is equally important not to leave the development of this capability to chance.
Often students learn how to use only those applications which the teacher chooses for them. Students also need to develop the skills to make selections about which computer-based technologies are appropriate for particular tasks. Examples of activities which may assist in developing this capability include:
selecting appropriate formats to save and transfer graphics
assessing the benefits of using CAD software for the development of architectural drawing
assessing the benefits of using computer-based technologies to develop and document major projects.
This capability underlines the importance of teachers carefully designing programs so that they model the appropriate use of computers.
Students should be encouraged to reflect on the attributes of particular technologies and match them to their purpose. Students should have opportunities to:
• experience a wide range of software applications and hardware
• select appropriate technologies to undertake a task
•  use computer-based technologies for a variety of purposes
• identify the strengths and weaknesses of particular technologies and reflect on how they are used
• identify the impact on people and organisations and develop skills to identify the nature of a given task.
Explore the benefits of using computer software rather than pen and paper
Explore the benefits of using graphing plotter software, dynamic geometry packages and graphing calculators, rather than using pen and paper
Explore the benefits of using the Internet and dynamic geometry packages, rather than using pen and paper

14. Developing confidence to explore, adapt and shape technological understandings now and in the future
Slide 14
Specific technological knowledge and skills become outdated in shorter and shorter periods. The computer-based technologies which students will encounter in the future may be vastly different from those which they use now.
Students need to develop the ability to assess new technologies and adapt their existing skills and knowledge to new situations. This will better enable them to manage and influence technological change throughout their lives.
Examples of activities which may assist in developing this capability include:
exploring possibilities for publishing newsletters on the Internet as web pages, or as a newsgroup
successfully controlling a specified environment or system
discussing opportunities for enhancing computer-based capabilities in future education, training and workplaces.
Activity 2 Reporting back (Whole-group discussion)
Focus question:
What capabilities are your students developing? (1, 2, 3, 4, 5)
Points for discussion:
Reflecting on the patterns
To date, the pattern in most teaching programs is that there is a focus on capabilities 1 & 2.
If this focus question had been asked of teachers five years ago, the response would have been that relatively few teachers were using technology in their teaching programs. This is an indication of how far we have come in the last five years or so where the integration of computer-based technologies is concerned.
Although we have taken some very important initial steps, we need to be constantly thinking of ways forward in terms of using computer-based technologies purposefully and effectively to support learning.
A key future direction is to reflect on appropriate activities to develop capabilities 3, 4, 5. The development of these capabilities also needs to be further researched.
Continuity of learning
A further major implication relates to ensuring continuity of learning.
The fact that children are developing computer-based competencies in a range of settings, including pre-schools, primary schools and the home, before even reaching high school, has huge implications for the way in which teachers P-12 need to develop their programs.
Activity 3:
Using the Activity 3 proforma, capabilities on page .. of the implementation package, participants individually reflect on and record computer-based activities which they currently use, or could use with their class(es) to develop capabilities. Encourage teachers to think in particular about capabilities 3, 4 and 5. Participants should refer to the section, Developing Capabilities in the Computer-based technologies in the ... KLA documents.
The individual reflection is followed by a small-group discussion where participants share their ideas and record further activities that they can build into their teaching programs.
Explore different ways of incorporating photographs and texts from the Internet into a document, for example, see the snapshot, Hunting historical facts
Identify the similarities between a familiar and a new graphics package
Explore the strengths of various forms of algebraic software, (e.g. numeric integration, definite integration, free form algebra, factorising and expanding)

15. Snapshots
Slide 15
Research indicates that computers alone will not improve student learning.
Computer-based learning needs to be driven by what students can do with the software rather than what the software provides. The critical factor in the successful introduction of computing activities into the school curriculum relates to teachers and how they ensure that learning with computers involves “meaningful engagement”.
To use computer-based technologies effectively, teachers need to move beyond the level of simply knowing how to use the software. They need to reflect on what their students need to learn and build this information into the design of meaningful computer-based tasks.
Snapshots:
The bulk of the Computer-based technologies in the ... KLA documents is made up of the snapshots.
The snapshots are designed to help teachers make the critical leap beyond learning about computers and software, to exploring how they can be used to improve the learning that goes on in schools. To ensure that the snapshots are both “do-able” and relevant, they have been drawn from activities which teachers have already started to integrate into their teaching and learning practice.
The snapshots illustrate the use of computer-based technologies in specific topics or content areas in the KLA.
Each snapshot:
includes an overview of the content of the activity
outlines technology-specific activities
indicates the hardware, software and systems that are necessary to undertake the computer-based activity
provides examples of how computer-based technologies can be used to achieve syllabus outcomes.

16. Using graphing software
Select the number of rows required for the data by selecting the appropriate number from the “Rows” menu bar
Classroom management ideas
Hints on how to use the software
Slide 16
To illustrate how the snapshots are structured and to explore how you can use them as a source of ideas I would like to focus on one example of a snapshot.
In this particular snapshot, food technology students are given a design brief in which they are part of a creative team for a gourmet magazine. They need to prepare the next feature on snack foods. The task involves students working in teams to create the text and images for the feature article. Learning how to use a digital camera, manipulating images through the use of computer-based technologies and consolidating their desktop publishing skills are integrated into the unit in a “meaningful way”. Students are not just using the technology because it is available. They are using computer-based technologies to assist them to develop their technological capabilities as they work towards achieving the syllabus outcomes the task is focusing on such as:
identifying a target market
establishing a criteria for success
researching current trends in food, food photography and food styling in magazines
creating their own text reflective of an understanding of appropriate text types.
Snapshots also include:
• classroom management strategies
step-by-step instructions and hints on how to use software
In this snapshot the step-by-step instructions and hints on how to use software focus on the use of the digital camera. They are embedded in a flowchart which could be displayed in the classroom.
Step-by-step instructions

17. Samples of student work
Slide 17
Other features of snapshots include:
• samples of student work and software featured
For example, in this snapshot there is a screen grab of the spring rolls that a student has prepared, photographed with a digital camera and manipulated in Photoshop.
• extension activities are an optional feature of the snapshots.
Activity 4
Ask participants to work in small groups of 4-5. Each group chooses a snapshot from the Computer-based technologies in the TAS KLA document. Participants reflect on, and record their thoughts on the focus points outlined in the Activity 4 proforma, snapshots. Participants report back on their ideas at the end of the activity.
Snapshot updates
On-line updates of snapshots are included on the DET website in the Curriculum Resources section.
Updates include looking at the ways in which teachers have trialled, adapted or extended snapshots with their students.
Note to presenter:
As an alternative to, or in addition to undertaking Activity 4 you may choose to explore the snapshots further by undertaking some of the suggested workshop extension activities outlined on page ... of the implementation package. Inform participants of this, at this point in the presentation.
Inform participants that teachers willing to share ideas about the integration of computer-based technologies into their teaching and learning programs can have their ideas included in the on-line updates. Contact members of the Learning Technologies team or KLA consultants in the Curriculum Support Directorate.
Contact details of the Learning Technologies Team are included in the DET computer-based technologies contact list on page .... of the implementation package. You may choose to supplement this with a district or KLA-specific contact list.
Samples of student work
Extension activities

18. Making it work in your school
Slide 18
Note to presenter:
This slide is especially effective for use with groups of executive teachers.
For any change in a school to be effective, it needs to be underpinned by sound processes. Some of these include:
Principal’s support and leadership
Successful schools are often characterised by having strong leadership. Strong leadership assists in developing a clear sense of purpose that defines the priorities and nature of the work at the school.
At the same time, a great deal of freedom is given to teachers and others as to how these essential, negotiated core values are to be realised.
Principals need to take an active interest in, support, and be well informed about the work of teams involved in technology action plans at the school and in the wider community.
Purposeful use of computer-based technologies
It is important to think beyond implementing computer-based technologies in schools simply because it is a priority or for the sake of using the equipment.
Learning will be more effective, and teachers’ experiences will be more rewarding, when computer-based technologies are used for clear and useful reasons. They might make class activities more interesting or more effective or provide students with another way of doing things.
It is important that teachers consider ways in which technology can improve students’ learning in the KLAs and also develop students’ competencies in the use of computer-based technologies.
Shared, school-based decision making
Top down decision making processes don’t work in schools.
Collegial learning
Working with colleagues can make a new area such as computer-based technologies easier to cope with.
Collegial learning strategies may include participating in focus meetings, talking to colleagues, mentoring, team teaching, or workshadowing.
It is worth exploring some ways of finding time for collegial learning, such as:
• flexible timetabling at the school
• varying staff meetings. Instead of having weekly staff meetings, try a three-week cycle for meetings, one week for a whole staff meeting, another for curriculum meetings where teams can work through items on their year’s action plan. The third meeting could focus on the training and development needs of the staff.
Recognition of achievements
Valuing and acknowledging the learning and work of all members of the school community is essential and motivates those involved to pursue further goals.
Recognising the first steps or attempts of teachers in using computer-based technologies can be very powerful.
Realistic goals and action plans (see next 2 screens).
Principal’s support and leadership
Shared, school-based decision making process Purposeful use of computer-based technologies
Collegial learning practices
Recognition of achievements
Realistic goals and action plans

19. Getting started Slide 19 Activity 5:
In small groups, participants reflect on strategies that schools can use to begin to integrate computer-based technologies across the curriculum.
Participants record their ideas on Activity 5 proforma, getting started, on page of the implementation package.
The following slide provides key points which could be raised when participants report back after undertaking this activity.

20. Getting started
Slide 20
When getting started it is important that planning occurs at a school and individual level. Strategies to use as starting points include:
• introducing the document as an item at your next staff, faculty or grade meeting
• promoting discussion with colleagues at your school on how the ideas provided in the documents can be best integrated into the TAS KLA
• selecting a snapshot which supports your current teaching and learning, trialling it with a class and reporting back to the colleagues on what your successes were and what you may do differently next time
• adopting an open door policy to teaching at your school. Team teach, or negotiate to observe colleagues using computer-based technologies with their classes
choosing an existing unit to focus on, and incorporating computer-based activities from the document
referring to the document as stimulus material when writing new programs
• reviewing all units of work
• contacting district staff to find out if further network meetings or workshops are planned for supporting the implementation of the document.
Discuss documents at next staff, faculty or grade meeting
Take an activity to try (start small)
Experiment with a piece of software
Team teach with and observe colleagues
Rework units to include a computer-based focus
Tap into existing initiatives

21. Action learning process
Be flexible and draw data from a number of sources and use a range of techniques
Slide 21
Note to presenter:
This slide is particularly useful when working with groups of teachers from the same school.
The action learning process can provide schools with a framework to assist with the implemention of curriculum change.
The action learning process requires that teachers work with members of their school community as agents of change on a specific school priority. It is an iterative process which provides a way of :
thinking systematically about what happens in the school or classroom
implementing critically informed action where improvements are thought to be possible
monitoring and evaluating the effects of the action with a view to continuing the improvement.
The five phases of the action learning process are:
• identifying where you are at and where you want to go
• thinking about how you are going to get there and how you’ll know you’ve arrived
• putting the plan into action and keeping track of how the plan unfolds
• collating the information and looking for patterns and critical incidents
• reflecting on the outcomes and thinking about future plans.
As a starting point in identifying where you are at and where you want to go, the following questions may be a useful guide:
What skills, knowledge and understandings do students have of computer-based learning?
Use capabilities as a guide to check prior knowledge and skills.
Where is the staff up to in terms of skills, knowledge and understandings of computer-based learning?
Use capabilities as a guide to check prior knowledge and reflect on staff training options and strategies.
What resources are available at the school?
Undertake a resource audit: human, software and hardware.
Reflect on where you can access the resources you need.
What are the priority issues on which the school would like to focus in integrating computer-based technologies across the curriculum?
School contexts differ, as do students’ needs.
Use the points raised in the Access and Equity section of the documents as a guide.
After brainstorming a whole range of ideas it is important to begin to focus on some key priorities at this early stage in the process.
If you would like to explore the action learning cycle in more detail in your session, you may like to ask participants to undertake Extension activity 4. An outline of the activity is on page of the implementation package.
Interpreting the findings, drawing out the implications and identifying future directions
Putting the plan into action and keeping track of how the plan unfolds
Note the anticipated and unanticipated outcomes and start to plan a new cycle informed by what you have learnt
Collating the information and looking for patterns and critical incidents
Thinking about how you are going to get there and how you’ll know you’ve arrived
Consult widely and develop a realistic plan of action incorporating monitoring techniques
Take your time and adopt a team approach to data analysis
Identifying where you are at and where you want to go
Think big and prioritise

22. Key support structures
Slide 22
Support networks and structures which can assist your school in using computer-based technologies in teaching and learning include:
Districts:
Executive networks
KLA networks
Technology Advisers
Wider community:
Professional teacher associations
Electronic networks:
lists
chat.
School community:
Computer coordinator
Technology committee
Executive leadership
Other community members
Students
Teachers
State Office:
Information Technology Bureau (ITB)
Training and Development Directorate
Curriculum Support Directorate
Note to presenter:
• Distribute DET computer-based technologies contact list.
• You may also like to provide participants with a district and/or KLA-specific contact list.
wider community
regions
Key support structures
State Office
school community

23. Curriculum support - future directions
Slide 23
The Learning Technologies Unit at Curriculum Support Directorate is currently working on a number of CISP initiatives including:
developing support material for the use of computer-based technologies in early childhood
The document will include strategies for getting started, highlight a range of computer-based activities appropriate for young learners and provide case studies of schools which integrate the use of computer-based technologies in teaching programs P-2.
extending the use of the Internet: projects targeting each KLA
Curriculum Support on the DET website includes regular updates of student projects and teaching ideas.
supporting schools in undertaking action learning to facilitate the integration of computer-based technologies.
The Computer-based Technologies Focus Schools project is a pilot initiative which will commence in Term 2, School-based teams will be supported in investigating a priority computer-based technology curriculum issue identified by their school. The project includes opportunities for the school-based team to undertake workshadowing, participate in on-line discussions, attend workshops, and curriculum meetings.
Input from school, region and State Office staff assists the team in ensuring that needs in schools are met. Constructive comments are always most welcome.
Develop support material for the use of computer-based technologies in early childhood learning
Extend the use of the Internet: projects targeting each KLA
Support schools in undertaking action learning to facilitate the integration of computer-based technologies