Name: Lianne Fisher
Student Number: 11594443
Subject: ETL523201830 Digital Citizenship in Schools
Assignment 2: Environmental Scan Report
Word Count: 2680
Blog URL:
http://thinkspace.csu.edu.au/liannefishinthelibrary/2018/06/03/etl523assignmen…-reflective-blog/
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Table of Contents:
Section 1:
Rationale
School Context
Leadership Roles
3
3
3
4
Section 2: Issues
Bring Your Own Device
Role of E-Learning
Student Literacy Levels
Teacher Capacity
Digital Citizenship
Digital Divide
5
5
6
7
7
8
8
Section 3: Issue: Digital Divide
Rationale
Barriers
Enablers
10
10
10
11
Section 4:Recommendations
12
Section 5: Annotated Bibliography
13
Section 6: References
18
Section 7: Appendices
20
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Section 1:
Rationale:
This report reflects an environmental scan for your leadership teams’ review in
introducing a digital learning environment (DLE) into teaching practice. Lindsay
(2018) states that a DLE includes tools, skills, standards and attitudes while using
technology and accessing digital resources. By using the standards in the development
of a DLE it provides a benchmark to work towards to prepare students for 21st century
learning. Workers will need to collaborate and be creative and critical thinkers. With
the implementation of the Australian Curriculum, and the introduction of the
Mandatory Technology syllabus for 2019, focusing on digital technologies, a 60minute lesson structure for 2019 and a new direction in teaching and learning due to a
new principal and deputy principal it is an opportune time to include DLEs in the
restructuring of learning environments.
Federal and state governments will be expecting teachers to implement individual
learning plans for students. A DLE will allow for greater differentiation amongst your
students. Technology, in particular, mobile technology, is used by students for a
variety of purposes and should be integrated into a teaching program.
Research for this support involved interviewing your teachers and students about DLE
and the benefits of their adoption (see appendices 3 and 4). A discussion with your
Information Technology teachers highlighted several issues regarding skills of your
teachers and students to implement a DLE (see appendix 2). A review of current
trends and issues was undertaken and an annotated bibliography has been provided
for your appraisal.
School context:
Your school is located in a small regional town of 20,000 people, which services
small farming communities. There are 2 comprehensive public high schools in town
with this school being located in a low socio-economic area. 22% of your 560
students are indigenous and 1% is from English as an additional language
background. You have 6% of your senior students studying at least a single subject by
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distance education. None of these students use an online learning platform for their
subject. Your school has 64 teaching staff and 8 permanent Student Learning Support
Officers (SLSO). As you are aware, the leadership team has a deputy principal who
took up his appointment at the start of this year and a principal who began their
appointment at the beginning of this term.
Leadership Roles:
Your school’s leadership structure is explained in Figure 1. The chart below shows
the current leadership structure within the school:
Figure 1:
Your current leadership team does not reflect the capabilities of your Head Teacher
Computing and his IT teachers to instruct teachers in developments in technology and
their potential in the classroom. Your Teacher Librarian (TL) is not part of your
leadership team and is under utilised. Your TL could use their skills and knowledge to
instruct or demonstrate how technology can be used in the classroom and how this
technology can assist teachers with curating and developing resources.
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Section 2:
Issues
1. Bring Your Own Device (BYOD):
To implement DLEs across your school it will be necessary for your students to bring
their own device (device meaning laptop or tablet including iPad). From the questions
that were asked of your students (see appendix 4) this could prove to be problematic
as several barriers were identified:

15% of your teacher’s felt that students were not organised enough to use
computers or tablets in the classroom (see appendix 3). They said that under
the Digital Education Revolution (DER) students were using computers in the
classroom but were unable to keep their notes in order due to a lack of
understanding of how One Note worked.

62% of the students questioned do not have their own device and of that
number 70% said they would not be able to afford to buy one.

79% fear that their device may get damaged.

With an increased use of computers and tablets, your network may be slower
than previously because of the increased traffic. This could create problems
for your teachers, as students need to wait for extended periods of time to
access the network.
An enabler to this process:

allow your students to use their mobile phones as their device. Dominique
Russell, (2018) in Teacher Magazine writes of two studies, which investigate
this issue. Both studies highlighted that students are using their phones as a
device to access the Internet for researching during school hours. 80% of your
students have phones, which are able to access the Internet, therefore,
allowing your students to use phones as their device has the potential to solve
this issue.
If phones are permitted to be used by your students as their device your current
BYOD policy would need to be revised as it currently states that mobile phones are
not acceptable as a device.
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2. Role of e-Learning in the School
Your school does not have a consistent approach to e-Learning. It currently uses
Moodle as an online learning platform and links to this are found on the school’s
website. It is maintained by your ICT paraprofessional. From the discussions with
your teachers only 3% of them had set up Moodle learning and only 1% are using it
regularly. 11% of your teachers have set up Google Classroom but only 18% of these
teachers use it regularly (see appendix 2). Several barriers to e-Learning have been
identified:

The Moodle platform was updated and the information did not transfer from
the old platform to the new, consequently one of the teachers who used it
regularly no longer uses it.

There is no designated person for role of e-Learning. This makes it difficult
for your staff to ask for assistance. Your staff uses different platforms.
The following factors enable you to give e-Learning more prominence:

Your principal is familiar with DLEs and has used them before. This provides
support for staff from within the senior executive.

Your students have some computer skills even if it is limited to Word. This
allows them to create documents.

Within your timetable there are classes allocated to Information and
Communication Technology (ICT). Within these classes there is the
opportunity to teach your students some of the skills needed to use a DLE
effectively.

As 26% of your teachers know what a DLE involves, it is anticipated that they
will be more open to implementation.
A decision needs to be made as to whether your teachers will use the same platform
and tools for your DLE. This will provide a direction for their future professional
learning. The adoption of the International Society for Technology in Education
(ISTE) standards for students would provide a consistent structure to underpin the
purpose of your DLE. The ISTE standards for educators also provide guidelines for
the professional development of staff.
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3. Student Literacy Levels
The students in your school have low literacy skills and your school performs below
the state average in Naplan. This can be a barrier to learning and would have an
impact on the implementation of a DLE.

Your students have difficulty reading and writing and may have some
difficulty navigating a DLE (see appendix 2).

Metalanguage can be difficult to understand when you have low literacy skills
and often when using technology you need to understand the metalanguage.
This is an enabler to this implementation:

Your students have timetabled lessons to improve their ICT skills.
Metalanguage should be taught in these lessons and your students should be
encouraged to transfer this knowledge to other lessons. During these lessons
your students can work in a DLE and this will prepare them for DLEs of other
staff.
4. Teacher Capacity
To implement DLEs your teachers need the skills required to create one. Barriers
stopping the implementation of DLEs

Currently the teachers in your school do not think they have these skills (see
appendix 3).

Teachers are reluctant to participate in professional learning to improve
technology skills (see appendix 2).
Enablers to improve their skills and allow them to implement a DLE are:

By introducing the ISTE standards for students, teachers will be familiar with
the skills needed. The introduction of the ISTE standards for educators would
provide guidelines for the professional development of teachers. This would
ensure that all your teachers have the required skills to use technology
effectively in the classroom. There would be less reluctance to undertake the
professional learning if it had a purpose.
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5. Digital Citizenship
ISTE identifies that digital citizenship is an important standard. ISTE states your
students should demonstrate digital citizenship by acting in a safe, legal and ethical
manner. When implementing a DLE in your school you should include instruction in
digital citizenship.
Barriers to effective DLE implementation:

Online bullying is a concern. From the questions your students were asked
78% said they had experienced cyber bullying and of these 43% said they had
experienced ongoing bullying.

Your students have a lack of understanding about privacy issues when using
social media with 63% of them not knowing what privacy level they are using.

94%of your students do not know what digital citizenship means. Oxley
(2011) also expresses her concern about teenagers lacking the fundamentals of
digital citizenship and the impact this could have on them in the long term.
An enabler to improve their digital citizenship:

Your Facebook page should be used as an example of good citizenship
practice.

Your teachers could have discussions with your students about publishing
photos without permission to create awareness around this issue.
6. Digital Divide:
The digital divide is a major issue at your school particularly in regard to a DLE. 38%
of your students own a computer for their personal use. 53% of the remaining students
have access to a computer in their home but they must share it with other family
members. 72% of your students have the Internet at home, however, this figure may
not be reliable as students are often reluctant to admit they do not the Internet. Of
these students it is possible that some of them will be using their mobile phone data to
hotspot a computer. 77% of your students have a phone with the ability to access the
Internet. These results support the idea that a DLE needs to allow phones as a device.
The following points are barriers to the implementation of a DLE:

Your students lack the skills necessary to support a DLE.

Your staff lacks the skills necessary to support a DLE.
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
Parents or caregivers of your students cannot afford to buy a laptop for their
child.

There is a procedural divide between your students and students in non-public
schools as the Department of Education blocks some sites from being used.

Your students who live on property outside of the town either cannot access
the Internet or have issues accessing the Internet. This applies to some of your
teachers as well.
The following factors are enablers to the implementation of a DLE:

Your library has 40 desktop computers available for use by your students.

You have 4 computer labs with 25 computers in each room.

You have 2 KLAs who have a class set of tablets available for use.

77% of your students have a mobile phone.
With newly appointed senior executives from schools outside of your local town, it is
an appropriate time to consider implementation. Your new principal has a different
leadership style and is prepared to distribute the leadership across those teachers with
the required skills.
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Section 3: Digital Divide
Rationale:
The digital divide is a complex issue and extends beyond the notion of those who
have and those who have not. It is experienced in each of the issues previously
mentioned. As your school is located in a low socio-economic area there is a divide
between those who can afford computers and other digital technologies and those who
cannot. Brown (2017) explains that wealthier households not only have the
opportunity to own more devices but they are also able to afford more reliable
programs and applications. As you are looking towards implementing a DLE you
need to consider this in your planning. As a public school you have the responsibility
of ensuring that the teaching and learning environments in your school are equitable.
Barriers:
External Barriers:
The Department of Education (DoE) has policies and procedures in place, which are
designed to protect your students. To do this they use their network to restrict access
to some sites. However, if your teachers feel a site should be ‘unblocked’ they can
apply to the DoE with their reasons for this. Your school has a policy, which requires
your students and their parents to sign a contract if they are intending to use their own
device on your schools network. Your current policy excludes the use of mobile
phones as a device.
Little or no access to the Internet at home affects 28% of your students. Battersby
(2016) explains that the cost of the Internet has risen more than wages so those on low
incomes are unable to afford it. When considering a DLE you need to be equitable
and consider those who will not be able to engage in the learning out of school hours.
Those students who live on properties out of town are unable to access reliable
Internet due to their location. These same students catch buses home so are unable to
access your school library or the public library. Those teachers who are in this
situation are able to use the school facilities out of hours to minimise the problem this
causes them.
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Internal Barriers:
You should utilise your technology teachers to provide professional development for
your teachers lacking in skills to ensure they are able to implement a DLE. Some of
your teachers believe that they are using technology, however, as Mancabelli (2014)
explains all they have done is digitised their lessons. These teachers will require
different professional development to those with few skills.
As some of your students have not been able to practise their technological skills as
often as other students there is a gap between their skill levels. The DLE will need to
be able to provide differentiation between students so that each individual is able to
work at their own skill level. Prime Minister, Malcolm Turnball, suggests that
individual learning plans will be a feature of the education system in the near future.
In the early phase of implementation it would be prudent to keep this in mind and
ensure that the DLE you implement is able to be flexible enough to allow for this
differentiation.
Enablers:
External Enablers:
The cost of mobile technologies has decreased and is now more affordable for lowincome earners. Mobile phone companies are becoming more competitive and offer
very reasonable phone plans. Families are able to package phones together on plans,
which gives them more flexibility with mobile data. The result of this is that more of
your students now have access to mobile technology.
Internal Enablers:
With the increased number of computers available and some KLAs have class sets of
tablets, you should be able to redesign your curriculum for future focused learning.
Your Teacher Librarian should be given the responsibility of collaborating with KLAs
to redesign their current teaching and learning programs. Your TL is ideally placed to
be a role model for digital citizenship to both your teachers and students. Empowering
your teachers to develop their personal learning networks will provide them with
opportunities for professional learning.
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Section 4: Recommendations
To be future focused and assisting your students to meet the standards required for
life in a changing world, you must consider carefully how you approach a DLE.
Bearing in mind that students are connected globally through their use of social media
you must provide your students with sound digital citizenship. As Xie (2014) points
out, teenagers are social by nature and they will want to connect socially on the
Internet. As they develop their digital citizenship skills it may be prudent to consider
the teaching model seen in the TedxYouth talk by Gallagher (2017) and encourage
your students to collaborate socially for learning.
To redesign the curriculum and implement a DLE I recommend the following:

Allow students to use mobile phones as the digital device.

Change your BYOD policy to reflect this.

Consult with the students, parents and teachers to form a committee
representative of these groups to develop a policy and procedure document for
the misuse of BYOD.

Monitor your new BYOD policy for 6 months and evaluate success at 6
months, 12 months and 24 months.

Actively encourage other KLAs to invest in class sets of mobile technologies
such as tablets to ensure all students have the opportunity to engage in a
digital learning environment.

Use the ISTE standards to assess and report on student’s digital skills.

Continue to distribute leadership to TL to ensure collaboration with KLAs
continues and support is provided in the redesign of the curriculum.
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Section 5: Annotated Bibliography
Ferriman, J. (2013, April 17). Types of Blended Learning [Infographic] Retrieved
from: https://www.learnerdash.com/types-of-blended-learning-infographic
This page includes brief information on blended learning. It explains that
organisations and educators are adopting blended learning. The author claims that
blended learning is the learning style for the future and that 50% of all high schools
will have online classes in one form or another. This main feature of the page is an
Infographic on Blended Learning.
The infographic has a mixture of visuals and text. It explains the definition of blended
learning used by the author. The reader is able to see how this definition compares
with their definition. Statistics are used to support the author in his claims. The
infographic includes 6 models of blended learning explaining the role of the teacher in
each model. This infographic is useful to my research as it does show models of
digital learning environments and some of the benefits of adopting this approach. A
blended learning approach may appeal to those teachers who have limited digital
knowledge.
The reliability of the infographic and its associated web page is somewhat
questionable. It is not clear as to whether the author of the web page has constructed
the infographic. The statistics used in the infographic have no validation if not created
by Ferriman, unless he has checked them. However, the infographic is still a useful
tool as it does give an overview of the blended learning model.
While this web page and infographic may focus on blended learning models, it is a
useful inclusion for its comparison of traditional and contemporary styles of learning.
It has a future focus and highlights the benefits of adopting an approach for our
contemporary learners. As it is an infographic it uses diagrams, graphs, tables and
pictures to convey its message.
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Koziol, M. (2018, April 29). Malcolm Turnbull backs Gonski 2.0 ‘blueprint’ for a
radical overhaul of Australian curriculum. The Sydney Morning Herald
Retrieved from:https://www.smh.com.au/
This article describes the Turnbull government’s endorsement of David Gonski’s
research into schools. It discusses the need for state governments to move away from
traditional teaching methods and cater for individuals. By focusing on individuals it
will be possible to improve each students individual results. Rather than working at
stage level students will progress at any time they are assessed as being ready. There
will be an online assessment tool for teachers to use to progress their student. The
article says that Turnball believes students; particularly the very capable are not
reaching their potential. The article reports that Gonski believes that the curricula for
year 11 and 12 needs to be reviewed, as there is too much emphasis on getting the
students into university rather than have them consider taking up a trade. The article
continues to discuss the need for teaching to be more future-focused and move
towards a more collaborative learning environment. This article argues that the
education system is not meeting the needs of students.
This article is useful for this report as it is discussing the future direction of education
at a federal level. It discusses the move to an individualised style of teaching, which
will allow for greater differentiation in lessons. This differentiation would be possible
if the school adopted a digital learning environment. The limitation of the article is
that it does not discuss how this individual learning will be implemented or what the
online assessment tool will be. Turnball does not explain how he intends to ensure
that student outcomes will increase.
This article does not address the issue of ensuring an equitable education for all
students. While an individualised learning plan would provide opportunities for
differentiation there is not enough discussion on how this will be done, particularly
for those schools, which are under resourced and have limited access to technology.
Adequate access is necessary if our students are to be prepared for the future.
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P21 Partnership for 21st Century Living www.p21.org
This website focuses on 21st century learning and the skills students and teachers need
to be able to be lifelong learners. This organisation believes that by assisting students
to have 21st century learning opportunities these students will become valuable
workers and contribute positively to the changing economy. The framework was
developed with teachers and businesses to provide a list of skills and knowledge,
which students need for success. Each skill is discussed in detail but the skills of
creativity, critical thinking, communication and collaboration are most important for
our teachers as this links to general capabilities in the Australian curriculum. The
website provides a page for educators to use to help them design a learning
environment.
This website has been included as it does provide a framework of skills which should
be considered when designing a digital learning environment. It supports the opinion
that the creative and critical thinking skills will be important for future focused
students. This website should be considered alongside each of the references in this
list. With this in mind when developing a DLE you can provide a set of learning
outcomes tied to these skills.
The P21 organisation provides tools for teachers and educational leaders to plan
teaching and learning opportunities. By providing a framework of skills teachers are
able to measure the progress their students are making. As it overlaps with the
Australian curriculum the framework can be adapted to suit the outcomes of our
curriculum.
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Russell, D. (2018). Mobile phones in the classroom-What does the research say?
Teacher Magazine (Apr 17) Retrieved from: https://teachermagazine.com.au
This article reflects on the possible use of mobile phones as part of the Bring Your
Own Device (BYOD) policy. Russell uses several studies to present a balanced
argument on mobile phone use in schools. The first compares two schools in England,
one, which has banned the use of phones and the other allows their use. The study
found that 43% of students in the school where the phones were banned were still
using their phones for learning compared with 74% of students in the other school.
The study also found that most students use their phones at home to keep themselves
organised. They use the alarm, calendar, an Internet browser and their camera to take
photos of notes. This suggests that it might be worthwhile including mobile phones in
any BYOD policy. There is evidence that students are utilising the features of their
phone and using it creatively to gain maximum benefits.
The second study also supports the proposal of including phones in a BYOD policy.
This study was conducted in the US and studied student perceptions and their use of
phones for learning. The point of difference in this study was that 30% of students felt
phones should be banned from school even though 90% of students were using their
phones for school related activity. Russell concludes that if phones are to be part of a
BYOD policy then the policy needs to be very clear on what constitutes appropriate
use. She also states that there needs to be appropriate consequences for misuse of the
phone. For the adoption of a BYOD, which allows phones, the expectations would
need to be very clear and would need to have the consequences clearly stated.
The inclusion of this article was carefully considered. In a school where the majority
of students are using their phones to gather information, as they have no other device,
the inclusion of phones in the BYOD policy is necessary. The studies used in this
example show that students are using their phones in a creative way to achieve
learning benefits. It is also evident that policies need to be explicit so there is no
opportunity for misunderstanding.
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TEDxYouth@BHS (2016, June 3). What If? Let’s Reimagine Learning. Technology
Can Help [Video file]. Retrieved from: https://www.youtube.com/watch?v=glg
QZJjjAA
A teacher, Kerry Gallagher, who has transformed her teaching and her students
learning, gives this TED talk. She uses technology which students are familiar with to
enhance their learning through the use of inquiry methods. Her students are passionate
about their learning. Kerry could not see the point in having her students memorise
facts in preparation for tests when they could use their phones to find an answer.
Instead, she wanted to use this technology to enhance their learning. She uses groups
so her students can collaborate together and each student is able to work to their
strengths. Kerry uses technology to connect with experts across the world allowing
them to develop a global perspective. She states that it is important to recognise the
efforts of the students as this encourages students to take risks and make the most of
every opportunity. Kerry argues that students learn best when they are using their
strengths and given opportunities they develop a desire to learn more.
This talk is useful to my research as it firstly, describes digital learning and the
transformation it had on student learning. Secondly, the methods used by Kerry
encourage the 4Cs of the P21 Framework; these being creativity, critical thinking,
communication and collaboration – all skills required by a 21st century learner.
Finally, this talk discusses digital citizenship, which are implicitly taught through the
learning process. This talk does not explain the process she went through to ensure
her students had the skills, which were necessary for this to be successful. The
information presented in this talk is perceived to be reliable as the speakers go
through an application process.
This talk is inspiring. It shows the potential of a digital learning environment to
engage students in their learning. It can be summed up by this quote from Kerry
Gallagher “I don’t just want you to learn, I want you to want to learn”.
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Section 6:
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016).
General capabilities critical and creative thinking. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/critical-andcreative-thinking
Battersby, Lucy. (2016, August 23), Australians ‘digitally isolated’, report finds. The
Sydney Morning Herald. Retrieved from: http://www.smh.com.au
Brown, Toni. (2017, January 18), The Digital Divide: Impact on Education [Video
file]. Retrieved from https://www.youtube.com/watch?v=ounC6NHCu0k
Ferriman, J. (2013, April 17). Types of Blended Learning [Infographic] Retrieved
from: https://www.learnerdash.com/types-of-blended-learning-infographic
International Society for Technology in Education www.iste.org
Koziol, M. (2018, April 29). Malcolm Turnbull backs Gonski 2.0 ‘blueprint’ for a
radical overhaul of Australian curriculum. The Sydney Morning Herald
Retrieved from: https://www.smh.com.au/
Lindsay, J. (2018). Module 1.0 Introduction to the digital learning environment
[Module notes]. Retrieved from:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?c
ourse_id=_34634_1&content_id=_2002176_1
NSW Education Standards Authority http://educationstandards.nsw.edu.au
Oxley, C. (2011). Digital citizenship: developing an ethical and responsible online
culture. Access, 5(3), 5-9
P21 Partnership for 21st Century Living www.p21.org
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Russell, D. (2018). Mobile phones in the classroom-What does the research say?
Teacher Magazine (Apr 17) Retrieved from: https://teachermagazine.com.au
South Grafton High School www.web1.sthgrafton-h.schools.nsw.edu
TEDxYouth@BHS (2016, June 3). What If? Let’s Reimagine Learning. Technology
Can Help [Video file]. Retrieved from: https://www.youtube.com/watch?v=g1
gQZJjjAA
The Brainwaves Video Anthology (2014, December 20). Rob Mancabelli – The new
digital divide [Video file]. Retrieved from https://youtu.be/2KkeWA41P5Q
Xie, W. (2014). Social network site use, mobile personal talk and social capital
among teenagers. ResearchGate, 41, 228–235.
DOI:10.1016/j.chb.2014.09.042
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Appendices:
Appendix 1:
Questions asked of Principal:
1. What is your definition of a DLE?
An environment that uses digital technology, probably online, which can be accessed
at any time and in any place.
2. Are you familiar with DLEs?
I have used them before. I used Google Classroom with all my classes. A benefit is
that they’re paperless. I use Google Forms when I want to conduct a survey.
3. Have you used DLEs as a solution for differentiation?
No I haven’t.
4. Do you think this is an effective solution?
I’m not sure how effective it would be, but I do see some possibilities
5. What problems do you see in such a move?
It may be fine for more capable students but I’m not sure it would benefit struggling
students in the same way. There could be some problems if it’s needed to be used at
home due to the nature of our students.
6. Do you think there is a feasible way to address equity in regard to lack of access to
BYO devices?
Ensure all students are able to use computers in the labs and libraries. I’m not sure
about the budgeting constraints here but perhaps faculties could buy some mobile
technologies to use with their students.
7. As mobile or smart phones have the same capabilities as tablets and iPads would
you consider allowing mobile/smart phones as a digital device?
It is not something I would want to do without careful consideration. I would need to
think about this one and talk with my executive.
8. What policies would need to be implemented to ensure these were used
responsibly?
I would want to see what policies other schools that are using this technology have
and look carefully at what we were wanting to achieve before I committed myself to
actual policies.
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Appendix 2:
Questions asked of IT teacher:
1. What technology skills do students have when they start year 7?
They can all use Word effectively but that is about it.
2. Is social media use a concern in your ICT classes?
In year 7 and 8, not all that many students have accounts. In the other years a very
large majority have accounts.
3. Why is this?
You are supposed to be over 13 to have an account but parents either don’t know this
or don’t care which is why some younger students have accounts.
4. What problems do you see in implementing DLEs?
Staff are resistant to change and wouldn’t be too happy to implement them. Some
teachers don’t have the skills required to set them up, use some of the tools available
or don’t have general computer skills at all. Teachers don’t see a need to develop
their own skills as ICT is seen to be the job of the ICT teachers. Students have low
literacy skills so it would be difficult for them to be able to even navigate a site
without assistance. Staff have their own preferences for DLE platforms and tools so
there is no consistency for students.
5. Do you have a preferred platform for digital learning?
I use Moodle.
6. Why do you think this is the best platform?
It has been around for a while now. Once it’s set up there’s nothing else to do. It will
do marking for you and allows you to track student’s progress.
7. Have you offered professional learning sessions to staff?
Yes at a twilight session. I only had a few teachers express an interest, so the HT
Teaching and Learning canceled it.
8. What would need to be done to support staff to implement DLEs?
A decision would need to made as to what the DLE would like and what platform and
tools we were going to use. We would need more technology resources as well. A
strong principal to drive the change.
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Appendix 3:
Questions for teachers:
1. Are you familiar with the term DLE?
Yes No
26% 74%
2. How would you define it?
There were 3 responses given to this question.
No idea = 34%
I’ll have to guess 21%
An environment using technology for learning like Moodle or Google Classroom = 45%
3. Do you have a DLE for your classes?
Yes No
14% 86%
3a. If yes – what do you use?
Moodle Google Classroom
3%
11%
3b. If no, why not?
Responses varied. The most common responses were: I don’t know what this is so I
would have no idea how to do this; I don’t see the point, as our students won’t be able
to use it; my subject area is not really the right area for one.
4. What problems do you see in implementing a DLE?
Responses varied but most consistent answers were: teachers don’t have the skills;
school doesn’t have the resources, they aren’t organised enough to use one I
remember what it was like with the DER. This was the most frequent answer with
15% of respondents giving this answer.
5. Would you be more inclined to use a DLE if you had some professional
development to help you use it?
Yes NO Maybe
75% 7%
18%
6. Who would you approach to get assistance in implementing a DLE?
Tech Teacher Don’t Know
27%
Lianne Fisher
73%
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Appendix 4:
Questions for students:
1. Do you know what digital citizenship means?
Yes No
6%
94%
2. Do you have any social media accounts?
Year
Yes No
7&8
15% 85%
9 & 10
93% 7%
11 & 12 99% 1%
3. What is the main purpose for you using these?
89% of respondents said to send photos to followers of themselves and what they were
doing. As I didn’t ask what social media accounts they had this response is not
reliable as a purpose. I have assumed they had an Instagram or Snapchat account
4. On your social media accounts what level of privacy do you have?
Only me Friends Friends of Friends Everyone Don’t know
0
6%
28%
3%
63%
5. Do you have your own computer at home?
Yes No
38% 62%
6. If no, do you have access to a computer at home?
Yes No
53% 47%
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7. How many people use this computer?
Responses varied but after questioning the students I was able to ascertain that in all
cases there was only one computer for all family members
8. Is the expense of buying a computer the reason you share a computer with other
members of your family?
Yes No
70% 30%
9. Do you have the Internet at home?
Yes No
72% 38%
10. Do you have a mobile device such as a tablet or iPad?
Yes No
23% 77%
11. Would you consider bringing a laptop, tablet or iPad to school to use in class?
Yes No
38% 62%
12. If no what reasons do you have as to why you wouldn’t consider this?
There were 3 main reasons given. These are reflected in the table.
Damage Theft Do not want to use Other
79%
11%
8%
2%
13. Did you know that you could apply to bring in a device by completing a contract?
Yes No
28% 72%
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14. Do you own or have a mobile phone, which can connect to the Internet?
Yes No
77% 23%
15. If you could use your phone as a device at school would you be prepared to
complete the BYOD contract to use it?
Yes No
35% 65%
16. Have you experienced cyber bullying?
Yes No
78% 22%
17. Was/is this bullying a continual occurrence? (more than 4 times)
Yes No
43% 57%
18. Did you report this bullying to anyone?
Yes No
12% 88%
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