PLANE

Pathways for Learning Anywhere Anytime - A Network for Educators

Data informing the project

and

Evaluation strategy

DATA FROM THE DER 2010 BASELINE SURVEY

DECNSW secondary school teacher responses

On average, how frequently do you use a computer to perform the following:

  Frequency Valid %

Never 84 2.01-3 times a year 70 1.6Once a term 58 1.4Once a month 97 2.31-3 times a month 217 5.1

Once a week 367 8.61-3 times a week 1023 23.9

Once a day 863 20.1Many times a day 1507 35.2

Total 4286 100.099.00 318    4604  

TrA Q-11a. Research and develop lesson plans and curriculum design.

  Frequency Valid %

Never 50 1.2

1-3 times a year 29 .7

Once a term 39 .9

Once a month 76 1.8

1-3 times a month 163 3.8

Once a week 325 7.6

1-3 times a week 1092 25.6

Once a day 870 20.4

Many times a day 1622 38.0

Total 4266 100.0

99.00 338    4604  

TrA Q-11b. Develop instructional materials (e.g. using Word to create handouts, assessments, etc.).

  Frequency Valid %

Never 684 16.11-3 times a year 387 9.1Once a term 320 7.5Once a month 354 8.31-3 times a month 753 17.7

Once a week 494 11.61-3 times a week 624 14.7Once a day 266 6.3Many times a day 370 8.7Total 4252 100.0

352  

  4604  

TrA Q-11c. Use PowerPoint in classroom instruction (e.g. present a new concept to students).

  Frequency Valid %

Never 2069 48.61-3 times a year 321 7.5Once a term 205 4.8Once a month 205 4.81-3 times a month 322 7.6Once a week 309 7.31-3 times a week 340 8.0Once a day 201 4.7Many times a day 286 6.7Total 4258 100.099.00 346    4604  

TrA Q-11d. Create and/or maintain website(s) as part of one or more of your classes.

  Frequency Valid %

Never 1077 25.21-3 times a year 351 8.2Once a term 287 6.7Once a month 313 7.31-3 times a month 536 12.6Once a week 434 10.21-3 times a week 605 14.2Once a day 258 6.0Many times a day 409 9.6Total 4270 100.099.00 334    4604  

TrA Q-11e. Communicate with peers and/or students (e.g. email, forums, etc.).

  Frequency Valid %

Never 2000 47.11-3 times a year 502 11.8Once a term 308 7.2Once a month 277 6.51-3 times a month 311 7.3Once a week 266 6.31-3 times a week 264 6.2Once a day 162 3.8Many times a day 159 3.7Total 4249 100.099.00 355    4604  

TrA Q-11f. Participate in online discussion forums and interact with other educators.

  Frequency Valid %

Never 1916 45.01-3 times a year 494 11.6Once a term 265 6.2Once a month 274 6.41-3 times a month 347 8.2Once a week 265 6.21-3 times a week 299 7.0Once a day 169 4.0Many times a day 227 5.3Total 4256 100.099.00 348    4604  

TrA Q-11g. Share your teaching resources online for other educators to access and use.

  Frequency Valid %

Never 2819 66.51-3 times a year 367 8.7Once a term 195 4.6Once a month 168 4.01-3 times a month 217 5.1Once a week 149 3.51-3 times a week 151 3.6Once a day 72 1.7Many times a day 100 2.4Total 4238 100.099.00 366    4604  

TrA Q-11i. Post examples of your students’ work online to share.

  Frequency Valid %

Never 2394 56.11-3 times a year 368 8.6Once a term 287 6.7Once a month 228 5.31-3 times a month 333 7.8Once a week 217 5.11-3 times a week 239 5.6Once a day 101 2.4Many times a day 98 2.3Total 4265 100.099.00 339    4604  

TrA Q-11j. Use online simulation site use equipment that you do not otherwise have access to.

  Frequency Valid %

Strongly Disagree 116 3.1

Disagree 1081 28.9

Agree 1829 48.9

Strongly Agree 714 19.1

Total 3740 100.0

864  

  4604  

TrA Q-15a. I can individualise my curriculum to fit student needs better when using a computer.

  Frequency Valid %

Strongly Disagree 71 1.9

Disagree 651 17.5

Agree 1807 48.5

Strongly Agree 1198 32.1

Total 3727 100.0

877  

  4604  

TrA Q-15d. I can create instructional materials that assist in meeting course outcomes at a higher standard when using a computers.

Other• The majority of teachers felt technology was important for their work (TrA Q-13a , 95.6% Agree or Strongly Agreed)

• and that it was important for students to work with computers (TrA Q-13b, 94.5% Agreed or Strongly Agreed)

• 30% of teachers indicated that they felt using computers in their work was important even though they did not have a personal interest in using computers.

Fun and importance• Teacher perceptions of ICT being ‘fun’ and teacher  curriculum area were strong indicators of their ICT use in teaching.

• Teachers indicating that ICT was ‘fun’ were more likely to report using technology in their teaching more frequently.

• They were also more likely to use ICT in their teaching than if they felt it was ‘important’ for their work

• They were more likely to feel confident using the laptops if they felt ICT was fun, than if they only felt it was important

• Those indicating that ICT was fun to use, were also more likely to believe their practice was becoming more student-centred with use of the laptops   

• Implications – PL should exploit/encourage the “fun” side of technology

Pedagogy• 69.5% of teachers felt their lesson planning was more student-centred when they plan to use computers in their teaching (TrA Q-15g)

• BUT only 48.2% of teachers reported feeling their teaching had become more student-centred as a result of using computers (TrA Q-15h).

• Most teachers Agreed or Strongly Agreed that: • computers made it easier to individualise curriculum • they were able to diversify their curriculum in every

lesson or at least half over the course of a week • they could present topics in greater depth

• Only slightly more than half of the teachers Agreed or

Strongly Agreed that students’ work was more creative when using computers and that students were more organized

• Most teachers Disagreed or Strongly Disagreed that students’ writing improved when using computers

Case Studies• If teachers did not use technology in their classes,

students were likely to continue to use paper-based methods in these classes (e.g. keeping books, writing first drafts on paper, etc.)

• In one school, students felt teachers were using technology for themselves (e.g. Maths teacher with IWB) rather than for students (School #3)

• Teachers did not identify their pedagogy changing, at this point particularly evident in Mathematics teachers

• Teachers felt they needed more content specific training for integrating the laptops. Expectations seemed to fall to the department, rather than the school, to provide training

• Schools with established IT committees seemed to have felt more prepared for the Rollouts, while the other schools felt “rushed”

PLANE DATA From focus groups, survey etc.

Leader Focus Groups

Teacher Focus Groups

Pre-Service Teacher Focus Group

Gaming and pre-Service Teachers (n=17, 10 female, 7 male)

Are you a Gamer?

Yes 10 59%

No 7 41%

On average how many hours a week would you spend playing games altogether?

Time per week Frequency

0 hours 4

< or = 0.5 hour 2

1 Hour 4

2 hours 2

3 hours 2

10 hours 1

What kind of device(s) do you use to play games?

What kinds of games do you like to play?• iPhone scrabble, word games bubble bash 2 trial puzzle

games Sports, Strategy, Racing word puzzles, sudoku logic games/ multiplayer games Role playing games or scrabble None Chess

Why do you like playing the games you have mentioned?• It's creative and I enjoy playing with my wife; nothing to do

on the train; a break from reading; they challenge me intellectually; I play and coach soccer so I enjoy soccer games; I've always loved cars ...

Do you prefer to play alone, or with others?

Logging into PLANE• Do you have an account with one or more of the following:

Facebook, Twitter, Gmail, Live or Yahoo! • Yes 95.71%• No 4.29%

• Have you ever logged in to a third party website using one or more of the following: Facebook, Twitter, Gmail, Live or Yahoo!• Yes 76.56%• No 23.44%

• Would you be happy to log in to PLANE using one of the following: Facebook, Twitter, Gmail, Live or Yahoo! • Yes 80.88%• 19.12%

EVALUATION OF PLANE

Draft Request for Quotations for

Research Services for the Evaluation

Primary research question: How well does the PLANE project address its objectives?

The evaluation is being carried out to determine whether the PLANE project:

1. Meets its objectives in the three key result areas:

1. Improving the capability of pre‐service teachers

2. Enhancing the capacity of in‐service tea

3. Driving innovation through leadership

Primary research question: How well does What is the potential of the PLANE project address it’s to meet the ICTIF objectives?

The evaluation is being carried out to determine whether the potential of the PLANE project to:

1. Meets its objectives in the three key result areas:

1. Improving the capability of pre‐service teachers

2. Enhancing the capacity of in‐service tea

3. Driving innovation through leadership

2. Shows potential to have wider applicability and scalability to achieve systematic change.

3. Is capable of being sustained beyond the project’s period of funding.

4. Demonstrates links to national school education reform agendas or other national initiatives (where applicable).

5. Demonstrates the use of emerging technologies for improving digital pedagogy.

6. Is innovative.

7. Engages teachers across all sectors.

8. Effectively utilises web 2.0/social media tools for collaboration, contribution and networking.

Other related questions will be important to consider, including – but not limited to:9. The effectiveness of the delivery platform for the range of learning experiences:

9.1 The 21st century immersive learning environment, including

9.1.1 bandwidth or technical issues

9.1.2 teachers attitudes to learning in an immersive world environment

9.2 The online rich multi-media environment.

10. The appropriateness and effectiveness of each learning experience in meeting its objectives.

11. The impact of PLANE on the innovative use of ICT in pedagogy

12. The effectiveness of the evaluation (self-assessment) tools developed.

13. The appeal and use of the tracking feature designed for teachers for self-reflection and accreditation purposes.

14. The risks to sustainability of successful initiatives within PLANE and how they might they be mitigated