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Playgrounds, turfs, and comPuters:
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Postgraduates revolt over student allowance changes
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Procurement a Billion DollaRs:
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Scrutinising purchasing decisions in education This issue holds an important spot ICT& Procurement within the Education Review series. Among a diverse range of topics, ICT & Procurement looks at the development of cutting-edge technologies and considers their iPADS: application and usefulness in our education sector. It also looks closely at procurement issues. From astroturf to adventure playgrounds, from laptops to learning equipment, this issue seeks to understand and analyse the purchasing decisions that affects the running of New Zealand schools and institutions. 2013 // www.educationreview.co.nz
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leaders argue priorities for
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MORAL COMPASS Teaching values in schools
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BULLYING
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the u-turn on teacher cuts: a fraught fortnight in education
Walking the talk
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leaders argue priorities for
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Boosting r&d: can the ‘super Ministry’ do it?
does a Master’s Mean More Money?
Postgraduates revolt over student alloWance changes
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At the forefront of global education matters A valuable addition to the International reputable Education Review series, Teach International examines the wide-ranging issues Learning from inTernaTionaL experience concerning educators from around the world. Through the mouthpiece of leading expert contributors and sources, Teach International compares New Zealand teaching practices and philosophies with those of other countries and looks to place New Zealand’s early childhood centres, schools and tertiary institutions in the context of global education. An essential source of information, Teach International aims to keep educators abreast of relevant teaching issues from around the globe.
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Getting personal with postgraduate providers of education An integral part of the PostGrad Education Review series, PostGrad – Schools of Education looks to New Zealand tertiary providers of education to bring the major rAising boys’ news stories, course Achievement information and leader opinions to our readers. It aims to capture the essence of teachers’ learning journeys through the experiences of postgraduate education students and educators. In 2012, articles like ‘The Power of parental involvement’ and ‘Classroom Inquiry: Bridging the theory-practice divide’ brought real weight to the issue and captured the interest of our readers. PostGrad – Schools of Education provides a great opportunity to inform this educated and influential readership about your programme.
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Kicking off the school year for Kiwi teachers One of the most popular titles NZ of the Education Review series, NZ Teacher gets to the heart of issues concerning the classroom. In 2012, NZ Teacher looked at the contentious topic of national standards, quizzed the Minister of Education and garnered opinion from student leaders on New Zealand’s education system. These, among other topics, attracted much discussion from the sector. NZ Teacher also aims to bring a blend of teaching practices, case studies and news to the readership, making it a ‘must read’ for every early childhood, primary and secondary teacher in New Zealand.
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n online forum discussion at my children’s preschool was very telling. The staff had posted an article about the benefits some early childhood centres were seeing from incorporating iPads as tools for learning. A flurry of parental responses ensued, some showing tentative support for the concept while others were “on the
12
fence” or “totally against it”. Those opposed to the idea of their little ones using ICT to aid their learning are likely to subscribe to German neuropsychiatrist Dr Manfred Spitzer’s research, which shows that when young children spend too much time using a computer, their brain development suffers and the deficits are
Education REviEw ICT & Procurement 2012
irreversible and cannot be made up for later in life – a phenomenon known as ‘digital dementia’. Spitzer’s study shows that everything a person experiences leaves traces in the brain, reports Die Welt. In the early years when the brain is developing, memory links are formed making a foundation for everything else we
learn. With computers taking over many functions that are good for young children, “it inevitably has a negative effect on learning,” says Spitzer, who goes so far as to argue that digital media should be banned from the classroom. “In reality, using digital media in kindergarten or primary school is actually a way of getting children addicted,” he claims. Based on the philosophies of Swiss educational reformer Johann Heinrich Pestalozzi (1746-1827), who believed the process of learning involves the heart, the brain, and the hands, Spitzer says children would be better off learning finger games to help them deal with numbers, instead of relying on computers. Unsurprisingly, Spitzer’s claims have sparked controversy all over the world, including within the New Zealand early childhood education (ECE) sector. A recent Herald article described how the introduction of five iPads at each of its five centres has helped transform learning at private preschool chain, Little School. At these centres, the children are taken into a separate room in small groups and use the iPads in pairs, playing interactive games that help their mathematics and language skills. One of the rationales for incorporating the iPads into the preschoolers’ education was that the owners claimed the children were surrounded by technology already, so it made sense. Clare Wells, chief executive of New Zealand Kindergartens, agrees that children today live in a world where ICT is a part of everyday life. “Including ICT into learning opportunities at kindergarten allows teachers to support children connecting with and making sense of the world around them,” she says. “For children and families who do not have the use of computers and other technology at home, including ICT into kindergarten provides an introduction to resources that many people today take for granted,” says Wells. New Zealand Kindergartens recently conducted a survey of teachers within its network to find out more about the role of ICT in kindergarten.
The findings were interesting, revealing that children tend to use educational software individually, in small groups, or with a teacher to support literacy and numeracy learning, research, and creating art, for example. “Engagement most often occurs among small groups of children, supporting co-operation, negotiation, communication, problem solving, and information sharing,” says Wells. The survey also found that children use digital still cameras, video cameras, and microscopes to document and explore their world. Teachers research on the Internet with children. “Through ICT at kindergarten, children gain confidence in their ability to use technology and an understanding of the role of technology in communication and learning. They also start to learn about using technology responsibly and with respect,” says Frank Bourgeois, board president of New Zealand Kindergartens. In addition to increasing children’s exposure to technology, New Zealand Kindergarten teachers are also expanding their knowledge of technology and confidence in incorporating ICT into their teaching practice. “Teachers are increasingly integrating ICT into core educational programmes and weaving different types of technology – digital cameras, Skype, digital microscopes, video, movie-making software, and Internet research – into teaching and learning, assessment, reporting, and planning,” say Wells. New Zealand Kindergartens’ supportive stance on ICT is backed up by literature that suggests ICT use should be grounded in an understanding of the purposes, practices, and social context of ECE. According to a 2004 literature review on this topic by Rachel Bolstad in Education Counts, ICT can support children’s learning such as language development and mathematical thinking. It can also support learning for children from diverse cultural or language backgrounds or with special learning needs. Although the review might be dated, this is certainly the current experience of Champion Centre, a Christchurch centre for preschoolaged children with disabilities. The Herald reported that the centre is seeing the benefits of children using iPads to assist their learning and help their cognitive development. iPads are proving to be particularly helpful for
“through ict at kindergarten, children gain confidence in their ability to use technology and an understanding of the role of technology in communication and learning. children with cerebral palsy, Down’s syndrome, and autism. “We’re finding that with some children, they’re able to tell us what they know through an iPad in a way that they’re not able to tell us through verbal language,” says Champion Centre director Dr Susan FosterCohen. Foster-Cohen’s experience echoes the findings of research led by Professor Jeff Sigafoos from Victoria University and Dr Dean Sutherland from the University of Canterbury, which shows that devices like iPads may decrease frustration and subsequent problem behaviours in autistic children. However, teachers at Champion Centre are mindful that the tablets are used as one of many tools to help them learn and not as a replacement for physical and verbal interaction. This appears to be the key: incorporating technology into early childhood education, rather than substituting other aspects of learning for ICT. Bolstad’s review shows that ICT’s value in ECE appears to depend on the tools selected, and when and how they are used. Early childhood educators need to understand how ICT can be linked with learning and development and existing and emerging theories in this area. This was addressed in a more recent Education Counts study by Hatherly, Ham, and Evans, which looked at the impact of the Early Childhood Education Information and Communication Technologies Professional Learning (ECE ICT PL) programme, which ran from 2006 until 2009. The authors found through surveying 60 centres that a range of technologies can be used to improve learning outcomes for children, communities, and teachers in ECE settings. ICT-based activities were shown to have significant benefit potential with respect to enhancing children’s learning in terms of thinking skills, cultural awareness, literacy learning and communication skills, agency and sense of self as learners, and a range of affective domain outcomes such as confidence,
motivation, and sense of belonging. Interestingly, the findings show that learning outcomes are likely to be greater when children use the technologies themselves or when they have some measure of control over which, how, and why, various technologies are used. The surveys also showed that ICT helped early childhood centres connect with their communities, and improve the quality of teaching. So if the research tends to look favourably on ICT being used in ECE settings – with the notable exception of Spitzer’s work – why is there still marked resistance from many, particularly from parents? There is a degree of irony that those parents with scathing opinions about the inclusion of ICT in ECE are venting their views on the centre’s facebook page, a technological tool for enhancing the link between the centre and the community. While it could be argued this is not the same as exposing their children to ICTs like
KingSt11170_EG_C
The debate continues on the use of ICT in early childhood education. JUDE BARBACK looks at the New Zealand stance.
A
iPads and computers, it appears many parents and caregivers think such technologies should be left until their kids are older. This is often thought to be based on parents’ own ICT-free childhood experiences. Another common misconception held by parents is that children are plonked in front of a screen at the expense of discussion or running around, which is no doubt more reflective of their own usage of technology. Early childhood educators are faced with the challenge of communicating to parents and whānau why and how technology is used to support their child’s learning, along with all the other tools that are used to do so. The ‘learning stories’ that are now prevalent in centres are just one way for children to engage with their own learning and reflect on their interaction with technology, and for parents to be actively involved in their child’s learning rather than to fear change and the unknown. n
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NINE SCHOOLS ON CLOUD NINE Emerging from a cluster of schools in some of Auckland’s poorest suburbs is an e-learning success story with potential to expand to other areas. JUDE BARBACK takes a glimpse at what the students are producing with their new tools.
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INTERNATIONAL EXPERIENCE
The programme draws on research that shows that an effective blended e-learning pedagogy, a digital device for each student, and access to high-speed Internet all help lift student achievement.
If there was a league table for international education systems, New Zealand would likely rank near the top. Will the introduction of primary school league tables see our ranking plummet? JUDE BARBACK considers the differing international viewpoints, research and experience.
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Certainly there is some staunch opposition to league tables in England, when used as a basis for parents’ decisions on where to send their children. Rankings of schools’ exam results were first published in England in the early 1990s, followed by the publication of key stage test-score ranking at the end of primary school. The rankings appear in the national and local media and are used by schools in their promotional material. Initially, the simple school averages formed the basis of rankings and unsurprisingly, schools with the brightest and advantaged students tended to emerge at the top of the rankings. In 1995, the government accepted the weaknesses of the system and moved to a ‘value-added’ system, which takes account of the different levels of achievement of students entering their schools. More recently, these have been tweaked again to form a ‘contextual value-added’ system, which takes into account school-level factors such as the previous achievement of students, eligibility for free school meals, lack of spoken English at home – all in an attempt to create a fair ranking system. However, expert on the subject, Harvey Goldstein, of University of Bristol, argues that the contextual value-added ranking system – or any of the previous systems – is not appropriate for parents making decisions on school choice. Goldstein says if a school-level factor is associated with achievement, this is strictly part of the effect being measured and therefore not something to be adjusted for, making the system inappropriate for choice purposes.
he Ministry of Education’s proposal Among them is Paul Drummond to release data on primary from the schools’ New Zealand Principals’ performance levels has Federation, who says been met with league tables would provide mixed reactions. The main an incomplete picture cause for for parents on which to controversy is the potential base their choice. for media to compile “Parents have always compared and disseminate public league tables based schools so that they can choose the on the information given, most suitable match for under the Official their children, which usually Information Act. ends up being their neighbourhood school. A Herald DigiPoll revealed They access ERO reports, that almost 59 talk to principals, and teachers, per cent of respondents approve of publishing and other parents, Goldstein also argues that and visit schools before information on schools’ enrolling their children. league tables result performance, either by in parents choosing a school League tables will not help the Ministry, or the media, based on future them because they will or both. While the predicted results. For example, be based solely on immature survey didn’t explore the parents of 11-yearnational standards rationale behind the old students selecting schools data in two subjects, which participants’ stances, a on the basis of the cannot provide a common reason people published exam results picture of a whole school,” are in support of league of 16-year-olds in the same says Drummond. tables is the need for year, are basing their choice A large cluster of education democratic openness. Parents, on results predicted academics in particular, five years into the future. from universities across are likely to value the ability New Zealand share to compare the An article by Goldstein Drummond’s stance. Over performance between schools and colleague 100 names were in their area. George Leckie, School attached to an open letter, League tables can also league tables: What can which called on the help provide targets for “Aerohive’s Wi-Fi solution the BYOD they really tell us? states Government to halt plans change. Ifaddresses a school is lagging categorically that ‘parents to compile league tables behind, and everyone relying on league tables of schools. The letter outlined concerns we hadknows and has scalable aboutproved it thankstotobe to select a school for their how league tables the published league children are using a tool have the potential to cause tables, themanage” lagging school and easy to deploy and – is likely to try not fit for purpose’. harm to learners, harder to Their article also touches teachers, schools, and local raise its game, so the argument on the perverse side communities. “Data William Madgwick (Deputy Principal Orminston Senior College). goes. effects of league tables. release in league table form However, there is also Goldstein and Leckie will ... misinform strong opposition discuss the incentive for rather than inform parent to the idea. While only schools to concentrate and community 36 per cent of DigiPoll Talk to us aboutrespondents how we’ve helped other excessively on borderline judgments about how well believe comparisons between students at the expense children are learning,” schools of those likely to achieve the letter read. It also affi are unfair, itnavigate schools and universities their is a very audible high results, and the rms that national minority. incentive to discourage standards are unsuitable students from taking for comparing schools BYOD challenges. difficult subjects such as foreign languages 2 EDUCATION REVIEW
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Upon the launch of MySchool, the website used to report Australian schools’ results, teachers threatened to boycott the tests. Federal president of the Australian Education Union, Angelo Gavrielatos, is strongly opposed. “There’s ample evidence that high-stakes testing and the comparison and ranking of schools leads to deepening inequity and segregation of schooling.” A scathing piece in Australia’s The Punch, published several years ago when the decision was being made in Australia whether or not to introduce school league tables, suggested that the Australian government should not be looking to countries like the UK and the USA for educational direction, but rather to New Zealand. “Countries that do not use league tables include Finland and New Zealand – two countries that consistently top international benchmarks for student performance. So why would we want to follow the lead of education systems that Australia clearly outperforms, and ignore the lessons from those education systems that do it better than ours?” reads the article. If that was the feeling several years ago, it will be interesting to see what light is cast on New Zealand’s education system, both here and internationally, once school league tables are in full swing. Of more signifi cance, will the naming and shaming tactic help drive performance as suggested in some studies? Like so many educational initiatives, only time will tell. ■
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progress, it appears progress is being made. It has resulted in significant literacy and numeracy performance. According to the trust, the students are reportedly experiencing an “accelerated acquisition of English and mathematics at an average rate of 1.5 educational years per calendar year, in comparison with a ‘normal’ New Zealand rate of 1 education year per 1 calendar year. In effect, students are learning at a base rate of 1.5 times the normal rate. In some cases ... the annual ‘shift’ is far more significant”. It has also improved social behaviour, with schools reporting increased attendance levels, reduced truancy rates, and a sharp improvement in on-task behaviour as students are much more engaged. Now the challenge is how to grow the programme to allow other communities to replicate the project. A $1.2 million grant from the ASB Community Trust is targeted for this purpose. The trust has raised approximately $4.5 million to date, including donations from businesses and private donors and Ministry of Education funding. Snedden gives most credit to the parents. In his recent update, he said, “I tell the parents every chance I get that it is their $3.50 a week that has got this programme $4.5m committed to date. Why? It is precisely because they are investing in their kids (no matter that they earn $19k per annum) that others say ‘I’m for supporting that’. It is simply human reflex to help those who help themselves. That $3.50 per week per child over four years has provided over 30 per cent of the money committed to this project. The parents are the single biggest contributor group.” The parents’ comments on their children’s blogs are testament to the pride they feel for providing this opportunity for their kids. It is exciting to ponder the possibilities of scaling up this project to all low-decile schools and the effect it might have on students’ personal achievement and on their future contributions to society. ■
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access to their own device. The programme has enabled close to 1500 students in Auckland’s poorest suburbs to each own their own netbook. Equico, a computer leasing company, lends the trust the initial money to buy the netbooks, which are then sold on to parents. The computers are gradually being paid off at around $15 per month. With the average income in Tamaki $19,000 a year, the most affordable repayment scheme was $3.50 a week for four years. According to the Herald, every family has taken up the offer and about 85 per cent pay on time every week. The goal of fast internet access is being achieved, too, for these students, not just at school through the UFB initiative, but at home, too. A wireless network is being built by Fusion Networks to give home internet access to all 2500 pupils in the area. The access to the Internet and technology is transforming the learning for these students. Each student has a Google account to create documents and share with their teacher on the teacher dashboard. They post on their blogs for their families and peers to read and comment on. Surely this is what Google envisaged when establishing its cloud-based Google Apps, to see children from poor backgrounds given the opportunity to use their tools to help them learn better? “People from Google say no one in the world is using our tools like we are,” Pat Snedden, the chairman of the trust, told the Herald. Google Apps is made available to the schools through the Managed Learning Environment for Google Apps from Hapara, a local software start-up firm. Hapara has set up a specific Google Docs folder structure that includes a parent interface, teacher dashboard, and content policies to simplify ongoing management of student-generated documents. All of this has allowed the students continuous learning in the cloud. It has transformed their learning from passive learning to an active process referred to as “learn, create, share”. While the Manaiakalani programme is still a work in
and sciences, because they fear depressing the the degree of statistical proportion achieving passes. uncertainty, should be In another article made clear to the public. published this year, Measuring Success, Goldstein Ultimately, Goldstein and and co-author Beth Foley Foley argue that point to evidence that consideration should be schools engage in ‘gaming’ given to alternative to improve their ways for measuring and ranking, by manipulating comparing educational exam entry policy to the performance. They suggest detriment of student choice, performance or even by excluding information should be used low achievers. for screening device purposes, that are not published These concerns echo those or made available raised by teachers beyond those schools involved, in New Zealand over the proposal to move to but used as part of an improvement programme, performance-pay incentives. so that schools can seek improvement without In fact, the prevalence perverse incentives of league tables has that may arise from ‘exposing’ grown out of the performance-management them using public rankings. movement in the private sector. Advancing Russell Wildeman is also technology and availability sceptical about league of large administrative tables from his experience databases have also played with the South African a part. League system. He says school tables are now widely used league tables ‘could only in the public sector, result in a race to the bottom in health, social services, in an environment policing, and now that education sectors. is already too competitive and deeply unequal’. However, British research, Goldstein and Foley give also from the a number of caveats University of Bristol, shows and recommendations for the use of league tables that the performance levels of Welsh schools in education, based on has fallen in the ten international research and years since league tables pilot studies. Top among have been abolished, them is the suggestion particularly for schools that league tables should in the poorer areas. A study not be closely linked earlier this year showed with rewards, to discourage that the same decrease ‘gaming’ tactics was not apparent in English as described above. This schools where would also serve to the league tables remain, make the tables a more suggesting that the objective measure of competition provided by performance. the league tables could be a necessary driver for performance. Interestingly, the authors suggest the The Australian government government should consider introduced public ways to prevent reporting of national literacy league tables being exploited and numeracy by the media. results last year and like Further, the limitations here, there are both and strengths, including proponents and opponents to the decision.
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he blog of Asena, from Room 13 at Point England School in Auckland, is one of the more engaging blogs I’ve visited in a long time. The backdrop is colourful creation featuring her name and an array of hearts, stars, and flowers. Her recent post is about basketball. The one before that is about farewelling Mrs Verry into retirement; Mr Burt apparently calls her the “Queen of bling” and “SuperGran”. The one before that features videos and photos of her netball prizegiving. The one before that shows an animated video created by Asena that shows Valerie Adams “challenging the lady from Belarus”. I could go on all day. Asena’s blog has me utterly captivated. And I’m not the only one. Jazmin, from the University of South Alabama, has sent Asena a message congratulating her on her prize at the netball prizegiving. The live feed sidebar shows that people from all over the world are reading her posts. Asena’s blog, those of her classmates, and of all the students taking part in the Manaiakalani Programme’s e-learning project have certainly caught the world’s attention. The Manaiakalani Programme is an ICT professional development cluster involving a group of nine decile 1A schools in the Auckland suburbs of Tamaki, Glenn Innes, Pt England, and Panmure, Auckland’s oldest state housing community and home to mostly Māori and Pasifika. Run by the Manaiakalani Education Trust, the programme aims to boost student achievement and ultimately enhance employment and life outcomes through offering students full digital citizenship. The programme draws on research that shows that an effective blended e-learning pedagogy, a digital device for each student, and access to high-speed Internet all help lift student achievement. This is what the Manaiakalani programme has set out to achieve for the participating schools since its inception in 2007, with funding support from the Ministry of Education and the cluster schools. One of the most impressive elements of the programme is that the trust has not allowed socio-economic barriers to stand in the way of each child having
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because they do not take account of a school’s whole context. NZEI president, Ian Leckie, agrees. He has written to schools advising them not to release information to the news media under the Official Information Act. Leckie suggests that any country that used league tables had gone backwards.
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