Technology Literacy Resources

The following is School Goal 2 focussing on Literacy and Numeracy



Technology Literacy Resources

The following are literacy resources that were used in a session with Marc Milford to implement literacy strategies in Technology around 'Language Writing Skills' and 'Language Features'.

The PD Tech resource that Marc focussed on for the Technology Department was 91044 Brief Development.  The reason I asked Marc to focus on Brief Development at NCEA Level 1, is because all Technology teachers from Year 7 through to Year 13 teach the Brief Development achievement objective, and three staff deliver the Brief Development NCEA standard to Level 1, Level 2 or Level 3.

AS91044 Exemplar - Low Excellence

Take Outs from our PD Session with Marc

The following are some take outs that I have from the PD Session with Marc:

1. I need time to process the strategies that Marc has supplied us with in the Writing plan 2018 for Techies
2. I would benefit from one on one time to identify specific literacy strategies to help with both my senior students as well as my junior students
3. I'd like some more department time for us to collaborate on, and gain a shared understanding on some useful strategies for literacy issues within Technology

School Goal 3 Transition

DigiTech NCEA Level 2

Term 1 Week 3 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 3 Update - Strategies and Interventions

• Student 1
• 22 Feb - Meeting with student. Determined that the student was working on stakeholders in Task 2
• Student 2
• 22 Feb - Meeting with student. Workspace has been working since yesterday. Currently working on Task 2 Resources. Wants to create a website about Rugby League.
• Student 3
• 22 Feb - Meeting with student. Working on stakeholders in Task 2. Wants his website to be about Rugby League.
• Student 4
• 22 Feb - Meeting with student. Submitted Task 2 for marking. Unsure about Task 1 in terms of readiness for submission. Will check Task 1 and start Task 3.
• Student 5
• 22 Feb - Meeting with student. Working on stakeholders in Task 2.
• Student 6
• 22 Feb - Meeting with student. Needs to finish Task 1 Testing Procedures. Currently also working on Context Brainstorm.

Term 1 Week 4 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 4 Update - Strategies and Interventions

• Student 1
• 6 March - Peer Support from Dell to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].
• 9 March - Meeting with Level 2 students. Project Update; explain Monday catchup session.
• Student 2
• 6 March - Student Absent Q.
• 9 March - Student Absent Q.
• Student 3
• 6 March - Peer Support from Sione to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].
• Student 4
• 6 March - Peer Support from Gus to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].
• Student 5
• 6 March - Peer Support from Tau to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].
• Student 6
• 6 March - Peer Support from Issam to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].

Term 1 Week 5 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 6 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 6 Update - Strategies and Interventions

• Student 1
• 20 March - I rung home and left a message on parent's mobile, explaining that Student 1 is at risk of not completing their assessment that is due on Thursday 22nd March. Student 1 did not attend the lunch time session today, nor did they attend the after school session last Monday. I am available tomorrow at interval and lunchtime for student to complete their work.
• 21 March - Meeting with Parent and Student about the current assessment, and what needs to happen to achieve.
• Student 2
• 20 March - Student Absent Q.
• 21 March - Student Absent Q.
• Student 3
• 20 March - I rung home , explaining that Student 3 is at risk of not completing their assessment that is due on Thursday 22nd March. Student 3 did not attend the lunch time session today, nor did they attend the after school session last Monday. I am available tomorrow at interval and lunchtime for student to complete his work.
• Student 4
• 20 March - Student Absent. 
• Student 5
• 20 March - Student Absent Q.
• 21 March - Student Absent Q.
• Student 6
• 20 March - Student Absent Q. 
• 21 March - Student Absent Q.

Tuakana - Teina Collaborative Teaching Strategy

The Scenario

This year the Senior DigiTech class, is again a multi-level Level 1, Level 2 and Level 3 class; and  mostly made of students who undertook Senior DigiTech in 2017.  In addition, there are four new Level 3 students who did not take DigiTech in Level 1 or Level 2, as well as two Level 2 students who did not take DigiTech in Level 1.  Students who undertook DigiTech as either a Level 1 or Level 2 student, are familiar with how to access Learning Information, Information about Progress

The Idea!

The idea that I had for students to collectively gain an understanding of the course and assessment information for the year, was for students to collaborate within a Google doc.  This is not a new concept at all.  However, the way in which the collaborative process was implemented, in that the strategy itself was deliberate in terms of integrating principles of Mahi Tahi - Collaboration and Manaakitanga - Support for Others, is what makes the learning strategy purposeful and meaningful to the students.

The idea also aligns well with "Manaiakalani Achievement Challenge 1, and what I am doing to lift the language capabilities of my students", as discussed in a recent Middle Leaders Professional Learning Group.

The VTaL Tools and Processes Used

The following are some of the VTaL Tools used and applied in the Learning Process:

• Subject Google Site - Students located the Project Instructions through my Subject Site
• Subject Google+ Communities - Students located exemplars of work by Tamaki College students, to assist with responses to questions about the assessment information
• Workspace - A Group Evidence Google Doc was used as the collaborative tool

Mahi Tahi me te Ako - The Collaborative Learning Process

Students accessed the assessment information and project instructions via my DigiTech with Ms Anderson Subject Site, and then develop questions about the assessment that they wanted clarity on.

Students then individually logged their questions into a Google doc, which was set up as Group evidence in a Workspace, accessible through the Student Dashboard.



In pairs, students then worked together to identify responses (information, links to Tamaki College exemplars in the DigiTech Google+ Communities, links to external exemplars on NZQA, links to websites etc) that would hopefully address many of the questions.   Any response that was logged, students could also tag their name to the response to demonstrate how they have contributed back into the collaborative learning process.

How Effective was the Teaching and Learning Strategy?

This particular teaching and learning strategy was effective in enabling all learners to collectively contribute into the collaborative learning task.  Students who did not, were soon identified, due to their lack of names tagged against responses to queries.  Students therefore had a vestured interest in the learning process.  Students knew that contributing into the process benefited all, just as they also knew that not contributing into the process demonstrated a lack of manaakitanga, or support for their peers.  There was no consequence to this from a teaching point of view; it was more that students understood and valued the collaborative process, Mahi Tahi, and due to responding in pairs, felt safe about contributing their responses because the richer the document was with responses, the more useful the document became.  Thus, promoting support and care amongst the students, Manaakitanga.

The following links are the Q & A sheets that students collaborated on at each level, and is available for future use and references by all students.

• NCEA Level 3 Project 1 Questions and Answers - 91609 Q & A - 41301DGT12018
• NCEA Level 2 Project 1 Questions and Answers - 25655 Q & A - 41201DGT12018
• NCEA Level 1 Project 1 Questions and Answers - 18739 Q & A - 41101DGT12018

Practising Teacher Criteria

• Class discussions about context ideas
• Sharing completed tasks in Google+ as a tool to guide the learning of others
• +1 and Commenting on tasks shared in Google+
• Peer feedback in Evaluations

• Students can use Student Check Lists to track their own progress within this unit of work
• Wananga between kaiako-tauira to select standards according to their interest in IT and DigiTech.  The standards available in DigiTech can be located within the DigiTech site under each NCEA Level (Assessment Information, and, Overview and Calendar)

• Year Level Calendar, Project Instructions, Learning Activities, and Student Progress (Class Task Lists and Student Checklists) are embedded in the Subject Google Site, and visible to learners
• Year Level Calendar with Hyperlinked Learning Activities communicates the focus for the lesson each day and is a rewindable resource
• Project Instructions communicates the big picture of the project to students
• Learning Activities communicates the individual task requirements to students
• Student Progress (Class Task Lists) communicates to students where students are tracking at with regards to task completion towards completing the overall standard
• Communities provides examples of work to guide learning

• Use Class Task Lists and Student Check Lists to have discussions around progress and support for developing learning
• Wananga between kaiako-tauira to select standards according to their interest in IT and DigiTech.  The standards available in DigiTech can be located within the DigiTech site under each NCEA Level (Assessment Information, and, Overview and Calendar)