AGQTP Pre-Project Data Focus Group (Prep, Year 3, 4 and 5) Data Analysis

How would you rate your personal level of competency in relation to the use of ICTs?
6 Number of Teachers 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

How would you rate your personal level of integration of ICTs in your teaching and learning literacy program?
Number of Teachers 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

How relevant is your teaching and learning literacy program within a 21st Century learning environment with learners, who are digital natives?
Number of Teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

Holy Cross Catholic Primary School

How would you rate your personal knowledge in relation to the management of ICTs in your classroom use?
Number of Teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

What level of support do you currently provide to colleagues in relation to developing strategies for the use of ICTs?
6 Number of Teachers 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

How would you rate your level of collaboration when planning with colleagues?
Number of Teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

Holy Cross Catholic Primary School

How would you rate your current practice in delivering a literacy program that provides differentiation to meet the specific learning needs of students?
Number of Teachers 8 6 4 2 0 Limited Basic Sound Rating Competent Highly Competent

How would you rate your ability to create, select and use a wide range of resources to differentiate teaching and learning experiences for your students?
Number of Teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

Holy Cross Catholic Primary School

Project Information ICT is an essential skill for contemporary learning in a Catholic school in the 21st century. Effective use of ICTs in schools can stimulate creativity, monitor learning, increase collaboration and team work and develop skills for a student's future professional life" (OECD 2005 p9). iPads are an effective ICT tool to engage the contemporary learner. Academic results have improved with the use iPads but its not the iPad use alone, it occurs with quality instruction. One way of differentiating learning styles within a literacy lesson is to use iPads as a learning tool. They can engage visual learners screen, camera auditory learners using speech to text features, audio record, dictation kinesthetic learners accelerometer, location awareness, touch screen interactive / social learners apple TV and Reflector Through the NAPLAN analysis action plan, Holy Cross has identified the following literacy focus areas for 2013: Reading (Year 3-5) Spelling (Year 5-7) Grammar and Punctuation (Year 5-7) Writing (Year 3-5-7) Identified goals in the NAPLAN analysis action plan that support the AGQTP project are: 1. to continue to promote reading strategies 2. improve the standard of writing in the school 3. provide opportunities for differentiation in literacy for extension of all students to achieve higher band levels Data Analysis of the Focus Group
Holy Cross Catholic Primary School

Data Analysis of the Focus Group This survey was conducted to identify how all teachers on the Holy Cross staff felt about: The use of evolving ICT tools in Literacy teaching and learning is essential in this 21st Century learning environment. The ethical use of ICT in classrooms is an effective way to provide innovative and engaging lessons to meet the needs of all students. The promotion of collaborative teacher and student learning opportunities to build competence in the use of ICT in literacy lessons.

Teachers from Prep, Years 3, 4 and 5 will be involved in the AGQTP and their survey data has been analysed. 40% of Holy Cross staff involved in the focus group rated their personal competence of using ICTs highly. Furthermore, 45% felt they competently integrated and managed ICTs into their teaching and literacy program. 40% of Holy Cross teachers felt they delivered a contemporary literacy program for the students in their class who are digital natives of the 21st Century. While all teachers indicated that they work collaboratively with colleagues, only 20% of teachers felt they did they were highly competent when it came to collaboratively planning using ICTs. 90% of staff believe they deliver a literacy program that differentiates for different learners in their classroom. Over half of this percentage felt competent in creating, selecting and using a wide range of resources to provide differentiated learning experiences for their students. The challenge is to move staff competency levels to assist students to move beyond the NAPLAN benchmarks through professional development that develops the Literacy Embrace of the integral use of ICT in a sustainable manner to be continued beyond the AGQTP project.
Holy Cross Catholic Primary School

Holy Cross Catholic Primary School