Pre-test and evidence of existing knowledge of Pod 1 and 2 Digikidz in a range of programs and web 2.0 tools:

Photostory 3
Kid Pix

Pre-test on Year 2 Digikidz to ascertain exiting knowledge of Photostory 3.

Pre-test on five out of the eight Year 2 Digikidz (PM, AL, HA, EM & CA) to ascertain existing knowledge of online audio recording tools.

Pre-test on Year 1 and 2 Digikidz to ascertain existing knowledge of Kid Pix.

Sounds Great

Pre-test on Pod 2 Digikidz except CA as he was absent that day from school. The information gathered was interesting as KND and EK who have been involved in the video response with Pt England children said that they could add video and text to a blog. I need to be more specific in my questions next time and ask them what they can do independently versus with support from the teacher:

Pre-test on AL and PM, two of the Year 2 Digikidz who worked to support a child and two teacher aides to provide support on how to use Sounds Great:

Pre-test on Pod 2 Digikidz except EK who was absent that day from school. The information gathered was interesting and contradictory. I think the children have quite a limited understanding of how animation can be used as a way of expressing their knowledge and understanding in a Curriculum learning area:

Evidence of upskilling Pod 1 and 2 Digikidz in target programs and web 2.0 tools:
Photostory 3
Kid Pix
Some examples of the Year 2 Digikidz creating their first photostories working in pairs with their fellow Digikid from their class. These involved taking photos of fauna and flora in the school grounds and then sharing these with their classes. The children could then investigate whether the fauna and flora were native. I only introduced taking photos, importing into My Pictures, importing into photostory program, editing (cropping), adding titles (changing font, size, colour, style) and transitions today. Next time I will show them how to create music and record audio:

An example of an individual photostory created about things to do at the weekend so the Year 2 Digikidz could practise using the software:

The Digikidz did not have as much time to create this photostory and some of them forgot how to add certain elements. GV and KCS were able to add background music but ran out of time to record their audio. Next time I need to remember to plan for more time for them to be able to do this.
Examples of the Year 2 Digikidz' first experience supporting another Year 2 child from their class to create a photostory about fauna and flora in the school grounds. For their first experience providing peer support I chose for them to repeat the fauna and flora so they would feel confident. They referred to the How to... sheet and asked for help from me as needed:

I interviewed PM and AL to find out how confident they felt about supporting others to use Photostory:

Here are PM and AL working with BC and JB who are Year 1 Digikidz. They worked one-to-one with support from me where needed to create a Photostory using photos they took during a trip to Auckland Zoo with a focus on NZ fauna and flora. BC and JB were the class trip photographers. The Digikidz also referred to the How to Create a Photostory document I prepared for them to use.

In the photo below AL is operating the record and stop functions for BC while he records the audio for his Photostory.

In the photo below PM is typing the text as JB tells him the sentence/phrase to match each photo in his photostory.

PM and AL successfully facilitated the learning process for JB and BC to create a photostory each was then shared on their class blog: It is worth noting that the Digikidz had practised using the software twice with me in a small group. The first time they worked in a pair with a fellow Year 2 Digikid and the second time they created an invidual photostory. For next time I will encourage PM and AL to keep remembering that they explain how to do something as opposed to doing it for the person they are helping. They both very successfully offered help when it was needed (JB with typing/spelling and BC with recording audio) but I did notice that after they'd been helping by e.g doing the typing they forgot to go back to letting JB and BC operating the laptop and started doing it for them. This was their first experience supporting Year 1 children and their many successes can be built on. The teacher and Year 1 Digikidz were also very happy and positive about the session.
The Pod 2 Digikidz had their first opportunity to use an online voice recording tool today. We practised with vocaroo ( and voicethread ( Before recording their final recount of a holiday experience which was today's context for learning the children took turns re-telling their story to a friend and then recording into the easi-speak microphone. They listened to these recordings in small groups and gave each other feedback about whether they were ready to do their online recording or they needed more practise. HA was very helpful showing AL and PM how to use the easi-speak which they picked up very quickly. The children did not need How to... sheets but I will provide these in the next session and ask them to record their talking independently.

EK's first attempt at using vocaroo:

Voicethreads by HA and CA:

Voicethreads by PM and AL:

The Pod 1 Digikidz were introduced to voicethread by first creating a picture in Kid Pix, then telling a story orally which they practised saying into the easi-speak then either recording into voicethread using the microphone headset or uploading the easi-speak MP3 file into voicethread. They were given the following
WALT: To orall recount a holiday experience with more detail - understanding explained by CB and LMC

WILF: Clear speaking, moderate volume and speed, confident speaking.
Work by JB, CB and MK:

Two of the Pod 2 Digikidz worked with the Pod 1 Digikidz to support them in upskilling with this tool. Click here to visit the Digikidz Blog see the results of their work together.
The Digikidz were able to refer to How to... sheets throughout this process. They are familiar with referring to help sheets as this is a support I put in place when upskilling them to use Photostory and continued by the Year 1 and 2 class teachers.

I worked with some of the Pod 2 Digikidz today upskilling them on Kid Pix. They created a picture each which we will use next time to create a slideshow with addition detail added in the audio where they can talk about themselves. They all found this activity quite challenging and will benefit from more opportunities to practise using this program through integration into their learning.

KCS chose to do her head only but she added some lovely detail into her hair bands which she was wearing today.
GV's picture shows attention to detail in her school uniform dress.
KND was the first person to draw fingers on her hands which the other children quickly copied her attention to detail.
HO worked very independently and became confident very quickly.

EK drew a body but wasn't happy with it so she erased it. She then chose to finish her picture.

I worked with 4 of the Pod 1 Digikidz (JB, BC, JD and LMcC) to create a slideshow including audio. We used the How to sheet to help us.

Here is a collage of their pictures and pictures created by the Pod 2 Digikidz related to their current inquiry which depicted native flora and the children recorded some facts about each which was turned into a slideshow resource for the class:
I am still working through some tecnical difficulties exporting Kid Pix into Quicktime so imported the Pod 1 Digikidz work creating a slideshow of facts about native flora into Photostory so it may be shared on the Digikidz blog and in this wiki:

Here is MK showing CB how to record audio for her picture in Kid Pix (20.4.10):

Sounds Great
Here are screenshots from the room 7 Digikidz during their first blogging upskilling session. WALT: Post a comment on the You've got the Write Stuff blog. WILF: Write something you enjoyed about their work, ask a question, suggest something to improve on, use initials not your name to be cybersafe.
Pod 2 Digikidz WALT: Post a comment on a blog. WILF: Positive comment, something to improve on, making a statement or asking a question.

Here are some screenshots showing the children's comments:

Here are some photos of the children using Sounds Great independently:


The children were introduced to creating animations in Kid Pix today (8.6.10) and they came up with a wide variety of ideas which ranged in complexity. HA chose to draw a cake baking in an over, GV did a glass of L&P being drunk, CA showed a rugby ball being kicked and KCS drew a hokey pokey ice cream that melted in the sun. All of these children managed to complete their work in today's session.

AL, PM and KND chose to draw animals doing different things (a sheep eating hay, cow eating hay and a kingfisher swooping down and eating a fish from the river). These were not quite completed today and with PM and AL they only managed to do 3 or 4 drawings as opposed to CA and KCS who did about 9 or more. This will certainly something to reflect on during our next session as this is something important not only for the children themselves to consider when they are creating their own content but also in their Digikidz role where they will be advising others.

Term 1 and 2 results of upskilling Pod 1 and 2 Digikidz in target programs and web 2.0 tools:

Photostory 3
Kid Pix
This is an example of a Pod 2 Digikidz first attempt at supporting a peer to create a Photostory linked to the current unit of study NZ fauna and flora. The Digikid couldn't remember how to add background music and the child he was supporting read the titles for each photo word for word with no expansion of ideas.

This example shows a progression where the Digikid was encouraging his friend to add to her ideas orally through modelling:

The Year 0/1 teachers were confident to create a Photostory as part of their whole school assembly in Term 2. Each class focused on a different traditional New Zealand snack and treated the children to marmite sandwiches with either pineapple lumps, Whittaker's chocolate, chocolate sprats or jaffas. In each class the children were photographers! The WALT was to write descriptively.

Here is HA explaining to PM and AL how they can use the easi-speak to practise their speaking before recording into voicethread or to be uploaded into this online area if they are happy with their effort measured against the success criteria (WILF: clear speaking, moderate speed and volume, confident speaking)

LMC and JD supported their teacher to create a simple first voicethread:

The work that HA and CA had done with the Digikidz encouraged their teacher to create a class voicethread related to a shared book in Reading:

KND and EK worked with their Year 3/4 buddy class in Book Week to create a voicethread about a favourite book. The Year 3/4 children benefitted from the expertise of the Pod 2 Digikidz. They were quick to learn and have since gone on to create further voicethreads which are on their class blog

Here is HA helping EC to create a Kid Pix drawing of a silver fern that she saw on our trip to Tahuna Torea on Monday (22.3.10). HA was very effective at explaining what EC should do to use the different focus tools - drawing, fill bucket, Mr Oops and the eraser. They experimented with different thicknesses of ink while using the coloured pencil. I was impressed with HA's initiative. She has quickly become an expert in using Kid Pix for creating pictures. Her next steps as a Digikid are to be able to independently record audio and create slideshows using several pictures:

CA worked with a friend in his class to help her create a picture of a kawakawa leaf. They were able to use the eraser to create a hole in the lead like the leaf they were referring to in a photo taken at Tahuna Torea. CA has a kind, friendly manner and is very effective at supporting others. He also used his initiative very well to help his buddy complete her sentence about her leaf by referring back to our practise picture we created as a group to revise the different Kid Pix tools:

Today 20.4.10 JD and LMC were working side by side and JD needed help with finding a Kid Pix drawing tool. With a little prompting from me they were able to solve the problem themselves. They are showing a huge increase inconfidence and independence after being introduced to the program a few weeks ago:

Today 19.5.10 JD, CB, MK, JB and BC were working one-to-one to support a group of Year 0/1 children. The WALT was to record an oral story for a Kid Pix drawing. The WILF was: talk about your symbol, speak clearly and use medium volume and speed. The children they were working with had not recorded in Kid Pix before. The Digikidz operated the sound which allowed the children to concentrate on their learning.


Sounds Great
The Pod 2 Digikidz worked with the Pod 1 Digikidz today to introduce them to blogging. The Pod 2 children showed a range of ability when signing in to the Digikidz blog (HA, KND and PM did this independently and KCS and CA needed a little support with spelling the email address correctly. I will need to create some How to sheets with this information for them). They were all confident to find the Blog List and navigate to either the Over the Rainbow or Room 2 Rocks bogs that we were visiting today. WALT: Post a comment on a blog, WILF: positive comment, suggested next steps, a question. The photos below show the children working together and supporting each other. It is important to note that this was the first time the children had worked together and the Pod 2 Digikidz had had 2 sessions being upskilled on blogging and the Pod 1 Digikidz had never done this before. MK and CB were initially a bit unsure but settled very quickly to work happily with their buddies (KND and GV).



PM and AL helping a Year 3 boy by showing him how to use Sounds Great. They worked together as this was their first experience supporting someone older than themselves. They were also working in Pod 3 which was a new environment. I observed that they were initially a bit apprehensive yet willing to show DV what to do because they were very confident using the software program. With a few prompts to show him what to do next/now they expertly explained the program and assisted DV as needed. He was very quick to start seeking help and confirmation from the Digikidz. Working two-to-one allowed the Digikidz to support one another and take turns helping DV.
At the end of the 10 minute session DV had picked up the basics of the program and PM and AL were so happy with themselves they were then able to repeat the session for a teacher aide who had observed the process and was interested to learn more about the software for her own professional development.
Today (14.6.10) KND supported SMcL and JW to create animations in Kid Pix.

KND then showed SMcL how to add her animation to their class blog and she did such a good job that SMcL could then explain what to do to some other children in her class:


Class teachers were surveyed at the end of Term 1 to gather feedback on the impact of the Digikidz on teacher and child confidence and integration of eLearning into classes:

4 out of 9 teachers responded:

Here is the link to a blog at Pt England School where I asked some of their children some questions to try and find out how they became so skilled and confident in eLearning:

The Digikidz and I have been collaborating with Room 12 to find our information about how ICT expertise is shared within their school. I added some of our questions to their blog You've got the Write Stuff in a comment and the children provided video responses, see screenshots below.

Video_response_2.jpg Video_response_comments.jpg
Two of the Pod 2 Digikidz, KND and EK, recorded their first video today (30.3.10) to ask the children from Room 12 some more questions about how they help younger children and teachers. They also had a questions about creating animations using Kid Pix after viewing the children's work on their blog.

We received answers to our questions asked by KND and EK today. Pt England have a rule that the children do not watch YouTube clips at school so we had to upload our video to blogger before they were able to view and respond. The following screenshots are taken from the blog and they link to the posts within the blog where the videos can be viewed:

Digikidz_questions_2.jpg Digikidz_questions.jpg
Here are the results of the first observation to gather evidence on the impact of Digikidz on child engagement and confidence. The observation was carried out by Belinda Johnston in room 5 and the lesson was taught by Victoria Fair. I would like to say a special thank you to the class teacher, Joanna Lynn, and the children in room 5 for allowing me to work with them.

A further observation was completed today (7.6.10) with the same children and Digikidz KCS and GV. The results from both observations show that when the children were supported by a Digikid they worked really well together, almost constantly chatting about what they were meant to be doing, either one or the other referring back to the WILF. The Digikidz showed increased ability to support during the second observation and more confidence as they appeared more secure in that role, supporting the same child. The children without support although still generally quiet and well behaved were much less motivated, took longer to start and then complete their work and the work was of a poorer standard than that created by the children with support. To the classroom teacher who is busy working with groups it may appear that all the children completed their work within the set time, which they did, but the children with Digikid support's work was more detailed and they received a higher quality learning experience than those working independently.

Here are the exemplars of work from the lesson. The first two pictures were with Digikid support (KCS and GV respectively):
ella.jpg ruby.jpg
E's picture has a detailed sentence and drawing showing who, what and where which was part of the WILF for English. She also managed the WILF for Kid Pix where she needed to choose a different colour for her text. RF included lots of detail in her picture with two different coloured backgrounds which she and GV recalled from the previous lesson. She also adhered to the WILF and managed to write two sentences re-telling her weekend event. There were plentiful, rich, on-task interactions between the child and the Digikid they were working with.

The second two pictures were done by the observed children without Digikid support:
elliot.jpg kathrine.jpg

EQ has followed the WILF for who and what and the where is inferred although this is not stated. KM has also shown who, what and where and they have both written one sentence each. The pictures and writing are less detailed and the notes from the written observation show that it took longer for these children to start and complete their work than the children with Digikid support. There was very little on-task interaction between the two children working without Digikid support.

Below are video excerpts from the session:

Teachers were invited to contribute to this space their thoughts and opinions about the impact of the Digikidz in Term 2:

In weeks 5 and 6 of Term 2 teachers and children, including some Year 1 and 2 DIgikidz, from each area of the school: Junior, Middle and Senior; were asked to contribute their thoughts about the impact of the Digikidz. Here are videos of their responses:

One teacher from each year level; Junior, Middle, Senior and the other eLearning School Lead Teacher were asked to express their thoughts about the Digikidz too. Here is another, longer video of their responses:

In Year 0/1 the teachers were motivated to produce a child content-created rich assembly which was showcased last Friday (4.6.10). This included a Photostory (loaded above under the Photostory section) and Kid Pix slides inserted into the Powerpoint to accompany the childrens' talking, singing and drama:

The Digikidz hosted a feedback session on Wednesday 16th June where they had an opportunity to share their learning with their parents/family members. The parents were asked to respond to the question "How do you feel about me being a Digikid?" and the children recorded their responses using the easi-speak microphones. They also took some photos with the digital cameras and we then combined these to create a voicethread of the session. Next I will ask the children how they felt about the opportunity and get them to record their responses in the same way. This will serve as a self-reflection whilst also re-visiting the skills of taking photos, recording audio in the easi-speak and creating purposeful content in voicethread.