Transform your teaching role through strategic and deliberate planning for the use of ICTs.
These pages provide NZ classroom examples of successful teaching and learning approaches to using digital technologies in the classroom. Each page contains collated resources to support teaching.
Shifts and improvements in students’ learning occur when teachers used the devices to support:
Providing students with multiple pathways caters for diversity (different student learning needs and preferences). Learning is reinforced by exploring the curriculum from different angles, using different approaches. Students have more choice and variety in the ways they engage with their learning. Having multiple learning pathways helps to foster motivation in students because their interests and strengths are used as a vehicle for exploring new concepts and reinforcing learning. Using digital devices to construct and share their learning, students are able to develop competencies in authentic contexts.
By having easy access to a digital device students are able to interact with their learning, for example using video shows rather than tells students how to do something. Students can return as often as necessary to information anywhere, anytime if it is online. They can learn at their own pace and have a lot more control and agency over their own learning. Digital devices support student collaboration and reciprocity with peers, teachers, and beyond the classroom.
Because students can easily modify their work in a digital format, they are more open to seeking feedback and making improvements. This facilitates more interaction between teachers and students, and between peers in the assessment process. Because students can replay work, or view and change work immediately, they are more inclined to challenge themselves. Assessment is no longer the responsibility of the teacher but a shared responsibility, where learning and improving alongside others goes hand-in-hand.
Effective teachers use e-learning tools to:
- create new learning environments using technologies, allowing students to:
- explore and experiment
- think critically and work creatively
- reflect and plan
- use feedback and self-assessment
- create new knowledge
- make teaching and learning more effective and efficient by using customised tools that aid preparation, programming assessment, and reporting
- customise learning experiences to recognise individual, cultural, and developmental differences
- enhance communication and collaboration to build partnerships beyond the classroom, expanding the community of learners and enhancing the quality of learning
- create new education communities by increasing the modes of teaching and learning, and the range of people who can be involved.
Enabling the 21st Century Learner, (p.10)
Teachers and students at Finlayson Park school share how using technologies is benefiting student learning in the classroom by providing more flexibility for learning.
Use the discussion starters in conjunction with the e-Learning Planning Framework to identify how technologies can be integrated into curriculum areas for students and teachers at your school.
Use these practical steps in conjunction with the e-Learning Planning Framework to integrate technologies across the curriculum.
Nigel Mitchell, HOD English at Tawa College, and students in his class talk about the benefits of using Prezi to collaborate and take control of their own learning. Using the Internet and solo taxonomy, students are involved in thinking about and selecting the information they want. Using this tool has allowed him to guide what students are doing rather than be the expert. Nigel reflects, "Students found much more information and it’s a lot more efficient and engaging for them as well because they own that stuff."
School stories, snapshots of learning, and resources to support you with planning for using technologies in the classroom - enabling collaboration, personalised learning, and authentic learning experiences across the curriculum.
School stories demonstrating how technologies are used to provide personalised, authentic learning experiences integrated across a range of curriculum areas
Geocaching was used at Papatoetoe High School to strengthen students’ "learning to learn" capabilities, and deepen teachers’ understandings of effective teaching.
At Aorere College, all year nine students take a whole year’s course called Digital, Innovation and Design as a core subject. This snapshot outlines the course content, why the school took this route, how the course was developed, and the impact for students and teachers.
At Orewa College, year 9 and 10 students no longer have timetabled specialist subjects. Instead, they undertake eight topics each year with each topic being taught by three specialist teachers. This snapshot outlines why the school has taken this route and how the approach was developed.
Switch it! Maker 2 and Choose it! Maker 2 were used to help a 10 year old student, who was non-verbal, communicate activity choices with a single press head-switch at Kaka Street Special School.
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TPACK (Technology–Pedagogy–Content Knowledge)
A useful framework to help you align students' learning intentions, choice of learning activities, and choice of technologies.
New Zealand e-learning resources to use in your classroom teaching and learning programme.
Free, supported online experiences that take students and teachers to places throughout New Zealand and beyond, where they link with experts to investigate and explore their world.
Information about digital citizenship. Learn Guide Protect is divided into three components:
Practical digital resources, including interactive games and apps, to support student learning about Māori language and tikanga. These include a selection of resources to support Māori language week.
Practical digital resources to support student learning about Pasifika languages and culture.
Snapshots of Learning demonstrating the seamless integration of digital technologies in learning and teaching to raise student learning outcomes in the classroom.
Arts Online – resources to support your teaching of the Arts using ICTs.
An NZ Maths resource to support students with developing a sound knowledge and understanding of place value, fractions, algebra, and basic facts. e-Ako maths provides a pathway of interactive learning modules (e-ako) for students to work through. Register each student for their own account so that they can explore the material at their own pace.
The Volume Purchase Program – allows educational institutions to purchase iOS apps and books in volume.
English Online resources
Links to classroom resources useful for teaching English.
Learning Languages with ICTs
Case studies describing the use of ICT in learning languages from years 7–10.
Digital learning objects to support your classroom teaching and learning programme.
Suggestions for using School Journals with your students. Available in digital and print.
School Journal Story Library
Suggestions for student lessons and activities. Available in digital and print.
Science Learning Hub
Online resources for teachers to use for planning and with students in years 5–10.
Curriculum-based online activities and games for primary and intermediate students.
This NZCER research report presents findings on teachers’ rationales for curriculum integration; the approaches and practices used to integrate curriculum; and the learning opportunities these approaches provide for students. Published 2019.
The move to an integrated curriculum and inquiry learning
A study of primary and intermediate schools using Inquiry/integrated approaches. These approaches were also trialled with years 9 and 10 students in three of the four secondary schools in the study.
Sabbatical report – Implementation of ICT
A variety of different approaches New Zealand schools have taken to implement and integrate ICTs.
Phil Straw, principal Tokoroa Intermediate.
Literacy teaching and learning in e-learning contexts
The findings of a research project on literacy teaching and learning in e-learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.