In the brief time he was in classes, he learnt how to draw, write, freeform capture, record himself and insert a sound file into an interwrite document. This shows how easy the programme is to use and how many skills our 6-8 year olds have acquired in guiding him through these processes. He was impressed with the level of technology these children were using.
A fantastic experience for our children and staff.

- Robyn, Owhata Primary School

The priority has to be ‘raising the standards’ – of course we have to raise the standard in Education- Why would we lower them. But I’m wondering how best to do that without developing the League tables for schools idea that has had such a detrimental effect on the teaching profession. How do we raise student achievement without beating the life (and passion) out of teaching?

Shane Taurima questions Helen over Labours failure toward Maori boys. Youth appreticeships form 13?? Surely there is a need for a more though grounding in education than that. I feel that this is spelling of the 19th century model Ken Robinson spoke of with broadening out the ‘working class’ education for the majority of the ’skilled’ labour. Perhaps if education isn’t suiting my kid I could just send off down the pit to work those blast door for ther pit pony’s and leave the educating for those smarter kids!

All I want for my kid in primary school is that he is learning to read and write. Perhaps the two of them are talking about opposite ends of the education system. Of course I want my primary kid to learn to read and write. But equally, I’ll want my 16-17 year old being prepared for the work in the 21st century, I’m not sure appreticeships will address that issue.

Now we’re onto parents paying for Free education. Of course if I want my kid to go on the school trip skiing or to Japan or on some geographical fieldtrip to investigate lava flow I’m willing to pay for that… It looks, feels and probably is above and beyond the classroom experience. But would I expect to be charged for the regular ‘in class’ education of my child, certainly not if it is touted as ‘Free’.

My current situation is partly board funded due to the Ministry of Education stating that the class size is too small to warrent an extra teacher. So what does ‘board funded” mean? It means the school is having to raise addition funds to pay for me to drive up the road and deliver that ‘free’ education labour talks about.

Now I’m off on a rant so feel free to stop reading… but….

It’s a little like the ‘free 20 hours’ for 3-4 year olds. That scheme was under funded and had to be subsided by the parents. The hourly rate underthat scheme was too little to support the wage requirements of the teaching staff. If the government came out saying it was a subsidised scheme there would have been no issue but them saying it was free caused a right row in the ECE sector.

Helen Clark highlights the fact that we do not have to pay these school contributions. Wow what a statement. I’d love to see what would happen if, as a result of that statement ALL PARENTS, EVERYWHERE, right across the country went into their schools and asked for a refund. What would happen to those school budgets this late in the school year.

Fisher Price

Starfall

Boowa & Kwala

Jigzone

Lego

Sesame Street (beta)

The Creatives

Thanks, Rosie.

Up-to-date computer (6)

IWB (1)

Network, hardwired.

Everything is needing to be hardwired as there is no signal for anything out here. I question whether they can get TV coverage. No cellphone, no wireless. The job has kept me too busy to really notice, but I have been off-line now for over a week and I’m feeling it. Plus I’ve been too busy and too tired to sit up at night. This is the first late night blogging I’ve done for some time now. Maybe there aren’t enough hours in the day or maybe I’m just getting too old to be burning the candle at both ends.

I’ve tried to keep up with my blog reading but even that is proving difficult. So, sorry to all those I’ve skimmed and couldn’t find 30 seconds to make a comment…. I feel bad about it, I really do.

But that is not why I’m posting today. It is the middle of the school holidays and I have Breathe Technology Staff meeting in the morning. I’ve spent a lovely evening with my boss, her partner a colleague of mine and the Easiteach trainer. More of that tomorrow I guess. Sometimes it is really difficult to get out the conversation about Education but we did hit upon the topic of internet dating.

From what we talked about it seems to be;

a) a) a lot more common now and

b) b) a lot safer.

I was wondering if that were true or not or whether it is just our perception of it? If anyone has facts and figures on such things please comment.

My other question was surrounding cyber safety and the ‘internet dating’ thing. I fear that the Internet-dating will be the sex-ed of the cyber safety education programme. I remember the thoughts of:

‘Let’s not talk about sex in the classroom.’

‘If we start talking about it, more students will experiment with it and we’ll have a bigger social problem than we already have’

So my question being where in the ‘cyber-safety curriculum’ does internet dating appear?

The future looks nothing like democracy because democracy which sort to empower the individual is being obsolest by a social order that hyper empowers them.

Mark Pesce

Sir Ken hits the mark again. He’s speaking on creativity/ education/ and the general systematic sleep-walking toward the future.

I will be listening again to the talk and reflecting on it further at some later date, I just wanted to share with you the audio recording of the presentation.

Students took the parts of newspaper reporters and illustrators to create a 6 page news paper in 3 hours.

I was delighted with their enthusiasm and desire to meet the deadline.

They worked in pairs to write recounts including the 5 W’s and H. using complex and compound sentences, writing and linking sentences together in short paragraphs…. But shhhhhhhhhhh…. They think they were just designing and creating a newspaper.

Go Ted McCain!!

“Through my taxes ALL students are catered for, their learning needs met and they are upskilled to become economically productive citizens.”

Then I happened to awake from my utopian dream and discover that in the real world our students are not really leaving education skilled for the workforce.

Not only that but “free” obviously has a broader definition in government than I realized.

Once a student begins their educational journey in the state system a few “voluntary contributions’ are due:

‘Stationery’ $72

‘Shows and trip’ $40

‘Logoed uniform’ $150

Trip by trip donation $2 each

Music tuition $70 per term

Drama club $10

Rugby/Netball ‘subs’ $5 per away game

Technology for the year $20

And this is from a decile 1 school with maximum funding allowance.

“Fund raising in the higher deciles is expected. Our kids are expected to wonder the streets selling chocolates or doing car washes.

Don’t call it ‘Free’ education. It gives the impression that…well… you know…its free.

Just listening to Steven, through Wes Fryer.

I have to begin by saying that listening to Roger Schank inspired me too, I even posted about it at the time. It was one of the first podcasts of Wesley’s I heard and he really challenged my thinking, in fact I wonder if I can track back to hearing that podcast and that being the catalyst for the challenges I have faced in the last 18 months as I began to push back?

School improvement, are we really doing what our society requires?

Our schools are so NOT “fine they need tweaking”, there needs to be a fundamental shift in what the curriculum is addressing and what schools are supporting. We in New Zealand are quite blessed with the new curriculum, it is very new and shiny and very 21^st Century perspective, however I wonder how these are being implemented in schools. It makes me wonder what the key pressures are on schools that truly define how the curriculum looks, it is not simply the National Curriculum.

Steven Wyckoff spends quite a bit of time talking about the analogue of learning to drive and someone made the comment that while you’re growing up you spend a long time watching people drive. I heard it said once that while you are learning to drive, driving instructors spend quite a while telling people where they need to look. “Focus on what is immediately in front, look out around parked cars”, etc. People’s closest sensory experience to driving? It’s sitting in the passenger seat. So a new driver has unlearn the passive ‘watching’, for example looking at someone walking over a footbridge for the whole time it takes for the car to pass under it. Drivers then need to learn to be active observers of the environment around them. There are so many things that students are learning that are wasting time… We DO need to spend more time on learning the skills that they are going to need in life.

So what DOES a curriculum look like?

What are the other pressures and issues we need address in school?

What are the school teacher:student ratio look like in New Zealand. Are there the same issues as in Kansas where the system needs to be adjusted to lower the ratio or is there a genuine issue around ratios?

“In order to do what?” Brings the curriculum into sharp focus. Steven links the need to focus education on ‘economic productivity’ for the future. But I want to consider, is there any value in learning for learnings- sake? Does it not do something for the brain development, regardless of purpose?

My next question: Are there quality apprenticeships or study-to-work programmes available in New Zealand that realistically address the issue applying students for the workforce?

As I was listening I was thinking this idea about applied learning and the links made to Ted McCain and the discussion/ presentations made by Ian Jukes in Napier last year.

I was discussing with a high-school principal the other day around the issues of NCEA level1 not meeting the expectations required for courses in NCEA level 2, let alone NCEA level1 OR 2 meeting expectations for the workforce.

So how are we going to measure success for the 21^st Century, what are the skills required and EQUALLY, what is the core knowledge required for the future?

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