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I was playing around with different ways in which students could visually display their work that could be used for a variety of purposes including moderation, courses, employment opportunities etc.  I'd looked into Google sites previously, but hadn't quite grasped how that might look like as far as visually displaying their work, but in a way that the development and ongoing maintenance of the digital resource wasn't going to be too taxing on the students.  So I started putting together what would essentially become an ePortfolio Google site template that students could use.

Before getting to the point of developing the ePortfolio template, I was sketching notes around the various 'Share' options that I was already using in my subject.  These included Google+ Communities and Blog Communities, as well as Student Blogs.  Each having a different focus or purpose for the student.  As I started (literally) throwing down notes into my visual diary about the ePortfolios, I started to unravel backwards where the students would access the evidence from to embed into their ePortfolios.  This essentially linked directly to the 'Create' aspects of the students' learning; whether that be in the form of presentations, drawings, videos, documents, images etc.  So then I had a clear idea of what I wanted the students to include and embed into their ePortfolio sites.  However, I was trying to envisage the point in the learning process by which students would know when to update their ePortfolio, as well as what that might look like.  This connected directly into the 'Learn' aspect of the equation, and essentially, sketches and notes around different 'learn' components.

When I saw a lot of my sketched notes down on paper, I had I guess what can only be referred to as a LIGHT BULB moment ... an epiphany as such.  With an end focus in mind eg. Subject and Year Level ePortfolios, and the unravelling and repackaging of the learning and creativity that would come together to form the ePortfolio, this essentially became the early ideas around an eLearning Framework.

Exciting ... but also a task and a half to extract the 'BIG Picture' out of my braincells and into a form that would not only be understood by others, but also be able to be implemented by others.  Nonetheless, the IDEA was formed!
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About Me

Kia ora! I am the Head of Technology at Tāmaki College and also teach Digital Technologies.


My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry. I would like to inquire into whether Academic Writing exemplars specific to Digital Technologies, in conjunction with the 'Explanation Writing' classroom display resources for Digital Technologies, based on SOLO taxonomy, could accelerate achievement in literacy in my subject.


My target group of learners for my Inquiry 2020 were my Year 11 NCEA Level 1 class. I inquired into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.


In 2019, my inquiry is to maximise pedagogical practices (relating to integrated education, and collaborative teaching and learning), to effectively shift student achievement, supported by digital platforms connected to visible teaching and learning.


My Inquiry in 2018, was to develop a VTaL Purpose-Built Innovative Tool, to enable all elements of the VTaL Framework to be accessible to teachers, in order to accelerate student achievement.


In 2017, my inquiry was based on raising student achievement and shifting teacher practice around effective pedagogical practices including Learn, Create and Share. This will be achieved through the development, implementation and monitoring of the Visible Teaching and Learning Framework.

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