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Term 1, 2010

Week / Day
Monday
Tuesday
Wednesday

2

Professional Development - Creating Google Doc Forms to investigate the need for Digikid support (to be completed by teachers), creating Wiki.
Professional readings on Action Research and preparing proposal, plan, timeline, permission letter to involved parents and checking permissions for proposed children in terms of images on blogs/wikis.
Analysing teacher responses to Google Form, creating further Google Doc Forms as pre-test for the Digikidz to ascertain existing knowledge and skill level in various programs.
3
Ascertaining existing ability level in Digikid children in Sounds Great and Smart Phonics programs so they may support others within their classroom if needed.
Ascertaining existing ability level in Digikid children in navigating KnowledgeNET so they may support others within their classroom if needed.
Working in classrooms to build rapport with children and teachers.
4
Upskilling Pod 2 Digikidz on Photostory to be implemented in classrooms to support learning in inquiry theme - NZ Fauna and Flora and oral and written language linked to personal recounts (Junior Swimming Carnival etc)
L@S Conference - Professional Development
L@S Conference - Professional Development
5
Re-visiting Photostory with Pod 2 Digikidz. Update Digikid Blog. Then support them to work in Year 2 classes one-to-one helping a friend the create a photostory (may be a combined effort).
Pre-test Pod 1 Digikidz to ascertain existing knowledge of Photostory.
Pod 2 Digikidz to work with Pod 1 Digikidz one-to-one with support from me to introduce Photostory to them.

As Tuesday - continue working in either Year 1 or 2 classes creating Photostories with Digikid support.
6

Continue working in either Year 1 or 2 classes creating Photostories with Digikid support.

Lead Teacher Workshop - Professional Development
Professional Development - Mathletics training
7
Ascertain Year 1 Digikid knowledge of Kid Pix program then upskill children as required.
Work in Year 1 and 2 classes, with Digikid support as required, on either Photostory or Kid Pix depending on the needs of the children and teacher in each class.
Ascertain Year 2 Digikid knowledge of Kid Pix program then upskill children as required.
8
Administration, Reflection & Planning - upload evidence from Term 1 and complete reflection. Consider teachers' and childrens' needs and plan my next steps for Term 2.
Throughout the day work together with Facilitator, Belinda Johnston, to
provide support in Year 1 and 2 classes, with each class' Digikidz supporting, to support children to create Kid Pix drawings related to the native flora they observed on their trip on Monday to Tahuna Torea.

Continue as Tuesday's plan. Ensure class teachers are free to observe/team teach with me to continue their own upskilling in the Kid Pix program. This will be supplemented by my running an after-school workshop in Term 2.
9
Support children to complete any outstanding work in classes - teachers to request support.
Work with Pod 2 Digikidz - video conferencing to ask the Pt England Digikidz further questions to help refine the Shelly Park Digikidz role. View and update the Digikidz blog.
Work together with Cluster Facilitator, Belinda Johnston, to complete project timeline for Term 2.

Term 2, 2010

Week / Day
Monday
Tuesday
Wednesday
1
Gather & interpret data about prior knowledge of vocaroo, blogging.
Working with Pod 1 Digikidz creating a slideshow with their fellow Digikid from their class. Each child to contribute a Kid Pix drawing re-telling a holiday experience (positive/negative) and label it then draft and record audio to accompany and add information. Aim to consolidate skills and increase independence using - text, fill bucket, pen, sound tools in paint zone and introduce transitions in slideshow mode.
Working with Pod 2 Digikidz to ascertain prior knowledge of vocaroo and blogging. Practise using vocaroo to orally re-tell a holiday experience (positive/negative) and then upload to their class/Digikidz blog.

Continue working with Pod 1 Digikidz to complete their slideshows.
Work with Pod 2 Digikidz to create a Kid Pix picture to accompany their holiday experience vocaroo. Upload to their class/Digikidz blog.
Collect photographic and video evidence.

Continue as Tuesday's plan.
Add data and evidence to wikispace.

2
Continue upskilling Pod 1 teachers and classes using Kid Pix integrated into learning (reading, maths, writing, topic)
Upskill Pod 1 Digikidz using easi-speak microphone and voicethread.

3
Utilising Digikidz in Pods 1 and 2 as experts to support their peers within their own classes to use kid pix, voicethread and the easi-speaks.
Collecting evidence of the same.
Updating wikispace with evidence of the same.
4
Upskilling the Digikidz in Pods 1 and 2 in Blogging to support current learning in classrooms. Pre-test to ascertain their existing knowledge using a Google Form. Spend time interacting with the Digikidz blog and discussing their favourite comments. Create a WILF for blog comments. Children to then practise commenting on We've got the Write Stuff blog and other age appropriate blogs using the Digikidz Blog List.
5
Continue blogging up skilling. Complete observations of Digikidz providing peer support within rooms 3, 4 and 5.
Complete observations of children without Digikid support.
Complete observations of children with Digikid support.
6
Introduce up-skilling in Animation with Digikidz linked to the current inquiry context of Symbols. Ascertain prior knowledge using a Google Form. View some examples of Animations and children to share their ideas.
(This idea changed to viewing and creating animations using Kid Pix. There were several reasons for this: the most important consideration was the sustainability of the Digikidz for the 2nd half of the year. After consultation with staff it seemed unlikely that the majority of classroom teachers would be willing or able to implement stop-motion animation in their classrooms independently. Therefore, it seemed inappropriate to upskill the Digikidz in something they would not use. Instead I adapted the idea to make it more achievable for teachers. This was very successful with two Year 2 and two Year 3/4 teachers attempting animation within the first week and my hope is that this will spread throughout the School as more teachers become aware of the possibilities for integration within their classes.)
Discuss scenarios for each animation, based on English Second Language learners - how do they know where to go and what to do when they can't understand the language and they can't speak the language? Children to work in thinking groups of 4. Teacher to record/video.
Interview Pod 1 and 2 children who are English Second Language learners and ask them what helps them understand when they don't know a word in English. Look at a slideshow of symbols in our environment and discuss what they mean e.g hospital, no parking, male/female toilets etc.
7
Create storyboards in their groups of 4 to show the development of their story. Write script and decide who will say what (Teacher to scribe this or children record their ideas using the easi-speak microphone).
Create backdrop and set scene with characters and props (lego, playdough in different colours, dollhouse furniture). Experiment with stopmotion animation.
Continue with their animations. To be supported by the other Digikidz, childrento video, Teacher to support as needed.
8
Observations completed by Eastnet Cluster Facilitator, Belinda Johnston, of impact of Digikid role on the involved children and the peers they are supporting in terms of their engagement, confidence and independence in eLearning.
Year 0/1 and 2 teachers to be interviewed on their opinion of the impact of the Digikidz on their own confidence and attitude towards integration of eLearning into their classroom programmes. Also whether the frequency with which they integrate eLearning has changed since the introduction of the Digikidz.
Evidence to be collated and uploaded to the wiki.
9
Writing the final report, gathering any additional required evidence.
Feedback session with children sharing their learning with their parents.

10
Re-visiting the core skills the children have developed in SISOMO tools both online and programs and re-visiting the correct use of equipment (easi-speak, microphone headsets, digital cameras, flip videos).
11