Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Story Hui in action

Video Help

Duration: 5:15

Titahi Bay School teacher, Parani Temoana demonstrates Story Hui in action as she reflects on her inquiry into selecting and using Apps to support learning in maths.

Parani Temoana: Before we had started [my inquiry], I was going home in the evenings with an iPad Google searching all these apps. Didn’t know where to begin or if it would cater for the needs of my students.
I hadn’t given the kids the skills yet to look have a look at apps themselves. And at the beginning that was like a whole lot of setting up, establishing routines and talking the kids through on you know, how we treat things.

What do we do when we’re using the iPads? And things like that.

So what I ended up doing was having a look, putting a couple on the iPads, uploading them and then giving it to the students to have a go and have a play with. I had also shared with them the learning focus and I had said you know, “We’re learning to do our basic facts. We’re learning to, you know, make groups of five”.

If that application could do those things, then that was an indicator for me that it was tino pai and it was really good for the kids. I did it with one group. The one group come back and I got it all. “Nah that one’s stink whaia. Too much kupu in it. You know, I didn’t understand it whaia. I didn’t know what we had to do”. And then I noticed as we carried on doing it that they started going to their mates that weren’t in that group saying, “Hey when it’s your turn, you try this one”. You know.
But, when we go back to our groups with the kids and we talked about it, they came up with stuff like, “Oh ‘cos it was easy to put the numbers into order”, or, “It was easy, I could put the objects into the circle to make 5s”, you know.

Liz: In terms of engagement and well-being with your students, was there any difference?

Parani Temoana: I think they were more engaged. They were, they became more independent learners. They were successful at it. They could see what they’ve done and now they’re starting to look at how they got it wrong. Why did I get it wrong, what did I do wrong, where is it that I went wrong?

Liz: So if you’re talking about that sort of self-management with your students, did anything happen to the role between you as teacher and them as learner? Did that role change at all?

Parani Temoana: They would, you know, “Oh here whaia, can you help me with this?”, and I would say, “I don’t know what you’ve done”, and then another kid would come along, “No this is what you do. See whaia you do titiromai you know. You do this, you do that, you do this”. Yeah and they’ve taken on the tuakana role as well and being a teacher as well to the other students.

Liz: Well we’re now writing the evidence underneath your story here. Maybe you could just think about the bullet points of evidence in terms of how things were in your classroom. And think about the dispositions of your students, how they were, you know, how well engaged they were, how they were in the classroom, how they related to each other, those sorts of capability types of things.

Parani Temoana: Pangarau at the beginning was very rauemi, rauemi and pen and paper and me working alongside the students. They couldn’t explain how they did things. They couldn’t explain a strategy. So I wanted to, you know, give them the strategies to tell me how they got the strategy and how they did it.

Liz: Did you find you had to put any structure around what you did in that section?

Parani Temoana: I had started off with like the learning focus and I had got them to, like we did with the rauemi, make me a group, how was that group, how did you make that group, why? You know, all that kind of stuff and then I introduced the app that we had all been using, why do you like it? What’s good about it? What’s not so good about it? So yeah we had done all that.

Parani Temoana: So now they’ve become more independent, focused, tuakana-teina so they’ve taken on that role. So they’re able to explain their learning and how they went about it and what they did.

Liz: How were you at the end? What effect did this have on you?

Parani Temoana: At the end it was a buzz. It was a real buzz because it was a different kind of achievement for me and the kids, for my inquiry. I put the time and the effort and built the foundations for it so that we could move forward in the future and do things like this in other areas as well.

Tags: Primary, Teacher inquiry, iPads, Story Hui

Related videos