Our philosophy regarding online learning digital competency

RVS recognises that technology and personalised learning are intrinsically linked, and appropriation of relevant technologies both within and outside of the classroom is critical to the school’s success in implementing personalised learning for students.   

“Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. Increasingly, mobile devices equip students to take charge of their own learning in a context where learning occurs anywhere, anytime, and with access to a wealth of content and interactive tools. Digital technologies can excite and engage educators, students, their whānau and communities in learning."

A.    CHANGING ROLES

With the implementation of personalised learning environments, teacher’s roles will shift from that of a traditional teacher to that of teacher, coach/facilitator, and advisor.

TEACHER AS COACH

Teachers will collaborate with other teachers, students and community members, and utilise resources to guide student learning. Their role will be to help students develop metacognitive skills and serve as a learning guide to help students find appropriate resources and engage them in learning activities.

TEACHER AS ADVISOR

Another role teachers collectively take on will be to provide students with advice, counsel and guidance on academic and adjustment issues.


B.     TECHNOLOGY SUPPORTING LEARNING

Technology supports personalised learning in a number of ways.

First, students can utilise interactive, innovative teaching interfaces via software and applications to learn traditional materials at their own pace.

Second, technology also facilitates assessment and monitoring of student progress in real-time.

Thirdly, it enables collaboration across many sectors.

Finally, technology serves to increase student engagement with course material and enables learning to take place at any time, from anywhere.

C. TRANSITIONING TO NETWORKED EDUCATION

“One of the overarching visions that have guided the development of many of these initiatives… was the goal to use distance education and virtual learning as a way to transition the schools sector from a “traditional” view of educational delivery to a “networked” view of educational delivery."

Barbour, M., & Wenmoth, D. (2013).

CURRENT STRENGTHS OF RVS

• Coding via video conference.
• 2 x V-LANS - as a primary school we have an innovative approach to infrastructure.
• 1 x device for every student from Y3 to Y8 already.
• Early adopter of 3D print, VR & coding.
  
• Our well established link between student agency and ICT use has been publically recognised
  • New Zealand Education Gazette (22 August 2016) Richmond View : Engaging Students in their Digital Futures
  • Zest Media students interviewed for the Ministry of Education’s upcoming website ‘Me and My Students’. See http://www.rvs.school.nz/principals-blog/zest-in-action for details.

CASE STUDIES

AUSTRALIA – Northern Beaches Christian School

This is an innovative school in Sydney in which:

“The teaching and learning integrates inquiry topics into a deeply personalised experience, providing a range of opportunities and tapping into the particular interests of a student. Tools and strategies, including Gardner’s Multiple Intelligences, collaboration, expert input and the use of personal devices, enable this. PETE, the Primary online learning environment, provides a place for students and their families to access their learning activities.”

CANADA - Surrey Academy of Innovative Learning (SAIL)

An example of this being done on a larger scale is SAIL, which is:

“…a blended interdisciplinary school where students learn through inquiry and project based learning using a variety of digital tools. In a changing world, students need to be independent learners, critical thinkers, collaborators, innovators & contributors. SAIL students embrace an innovator mind-set.”

THE WAY FORWARD

ICT and digital learning can be seen as a “two-edged sword” with the potential to exacerbate the erosion of indigenous and cultural knowledge, or the potential to empower and support the creation of new culturally responsive learning resources and environments for indigenous children. Information technologies are never neutral and therefore the school will ensure students’ languages and cultures are protected and celebrated within the school’s digital environment. This is particularly important for Māori language and Māori cultural values in New Zealand.

There are a number of factors to be taken into consideration when seeking to implement personalised learning; the most apparent being to ensure sufficient access to technology is provided. RVS will accomplish this through:

• Powerful personal IT tools.
• Strong security with separate V-LANS for staff and students.
• Access to powerful creative tools and technology.
• Alignment with industry standard software at an early age.
• Heavy reliance on collaborative tools.

Richmond View School will provide quality IT tools and systems that help generate real-time feedback. The primary goal is to ensure seamless integration between teaching, learning and assessment.