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/ Lianne Fisher 11594443 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 Lianne Fisher 11594443 2 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 Lianne Fisher 11594443 3 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. Lianne Fisher 11594443 4 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. Lianne Fisher 11594443 5 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. Lianne Fisher 11594443 6 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. Lianne Fisher 11594443 7 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. Lianne Fisher 11594443 8 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. Lianne Fisher 11594443 9 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. Lianne Fisher 11594443 10 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. Lianne Fisher 11594443 11 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. Lianne Fisher 11594443 12 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. Lianne Fisher 11594443 13 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. Lianne Fisher 11594443 14 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. Lianne Fisher 11594443 15 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. Lianne Fisher 11594443 16 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”. Lianne Fisher 11594443 17 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 Lianne Fisher 11594443 18 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 Lianne Fisher 11594443 19 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. Lianne Fisher 11594443 20 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. Lianne Fisher 11594443 21 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% 11594443 22 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% Lianne Fisher 11594443 23 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% Lianne Fisher 11594443 24 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% Lianne Fisher 11594443 25