Name

Victoria Fair
Audience for Proposal

Shelly Park School management team, teachers, parents of children involved in the project.
Rationale

As a school, we are in the final year of a 3 year ICT Contract involving professional development in eLearning and inquiry. The integration of eLearning has increased considerably throughout the Junior area of the school, however, there is a lack of consistency with a tendancy for teachers to prepare and teach one off lessons rather than including a variety of tools in weekly planning. This means that neither children nor teachers have developed the skills or confidence to operate different programs and web 2.0 tools. Plus there is the additional issue of classroom management. Although both children and teachers are motivated to use eLearning and have access to equipment there is minimal in-class support available in the forms of modeling and team teaching thus I propose a possible solution is to upskill children as experts who can assist their peers and their teacher.
Learning Intentions

I can independently use a select range of programs and web 2.0 tools in my own learning with confidence (Kid Pix, Photostory 3, Voicethread, Kidspiration, Sounds Great, Smart Phonics, Wordle, Scribblar, KnowledgeNET).
I can help a friend use the above mentioned programs and web 2.0 tools to support their learning.
I can help my teacher use the above mentioned programs and web 2.0 tools in the classroom.
I can independently use a digital camera and flip video camera with care and confidence.
I can help a friend use a digital camera and flip video camera with care and confidence.
I can help my teacher use a digital camera and flip video camera in the classroom.
Timeframe

February - July 2010
Project to be concluded at the end of Term 2, 2010.
Implementation

I intend to work with Year 1 and 2 children in small groups to give them practise using a variety of programs and web 2.0 tools in authentic contexts to support their learning. The children will be selected by their class teacher and myself and will form a group of Digikidz. There are 4 Year 1 classes and 4 Year 2 classes. Each will have 2 Digikidz making a total of 16 altogether, 8 per year level. They will be children who are helpful, responsible, kind who have reasonable literacy skills in place. The children do not need to have an existing high ability in eLearning but rather be quick to adopt new concepts, willing to take risks and eager to learn. The children will be trained to use a program/tool and this will then be implemented in their classroom where they will support either individuals, working one-to-one, or the teacher. I will support the Digikidz in the classroom until they and the teacher are confident to work alone. The Digikidz may be asked to work with other Digikidz in another class if more support is required. I will work with the Year 2 Digikidz first and then ask them to support me when I am training the Year 1 Digikidz in the same program/tool. The children's work will be shared on our Digikidz Blog so the children, their parents and their teachers may access their work and be involved in the process.
Ethical Considerations

The following people need to be informed:
Brian Rolfe - Principal
Wendy Dove - Associal Principal for Junior School
Coram Bradbury - Senior Teacher Year 2
Ruth Thomas - Senior Teacher Year 1
Year 2 Teachers
Year 1 Teachers
Involved Year 1 and 2 children and their parents


Required Resources

Release time for Lead Teacher - Victoria Fair
Release time from class for involved children
Access to appropriate equipment - digital camera, flip video, PCs, laptops, programs and web 2.0 tools as above
Support from Belinda Johnston - Eastnet Cluster Facilitator
Professional Readings -
http://helenrennie-younger.wikispaces.com/e-learning+fellowship/
http://efellows2009.wikispaces.com/
http://www.efellow.org.nz/
ʻAction Research: A Developmental Approachʼ, Carla Cardno (2003)
Davey & Ham (2010), The Six Ms of Mentoring Self Study - Journal of PD in Education
Joan Dalton - many different articles and book



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From Wikipedia, the free encyclopediaAction research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices, and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices (Center for Collaborative Action Research). Kurt Lewin, then a professor at MIT, first coined the term “action research” in about 1944. In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action”. ( http://en.wikipedia.org/wiki/Action_research )