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Students Gain Skills From Inclusion In ICT

7 November 2001
Students Gain Skills From Inclusion In ICT Programme

Teaching and learning about information and communication technology was given a big push today with Education Minister Trevor Mallard’s announcement that another 164 schools will be brought into the Government’s ICT programme.

This brings the total number of schools involved in the ICT professional development programme up to 655 since its inception in 1998.

The schools will be grouped into 22 clusters, including two clusters involving Kura Kaupapa Maori. Each cluster has a lead school responsible for leading and managing the programmes.

“These schools aim to form a learning community ultimately linked by a virtual private network. Teachers and children will share work and engage in collaborative projects,” Trevor Mallard said.

“Lead schools are distinguished by their vision for teaching and learning and are already successfully using ICT in innovative ways to enhance this.”

The 22 clusters selected represent a wide range of geographical locations and decile ratings throughout the country. Each cluster has been given a three-year contract, subject to annual review, and will have $115,000 available per year to support their ICT professional development activities

“The diverse and innovative ways that the schools in these clusters have responded to the challenges of this programme is a good reminder that energy and enterprise is alive and well. It’s helping to give all our students a quality education,” Trevor Mallard said.

The cluster programme - strongly focused on teaching and learning - will:

 Provide professional development for all teachers in participating schools on the use of ICT for teaching, learning and administration;

 Develop activities that integrate ICT into teaching and learning, and meet important learning outcomes of the NZ curriculum;

 Explore innovative ways of using ICT in educational activities, especially using the education website Te Kete Ipurangi (TKI), for students, teachers and their communities;

 Develop printed and digital resources for dissemination by the Ministry of Education that reflect good practice in the use of ICT in teaching and learning;

 Use ICT to meet administration needs;

 Develop systems and strategies for the technical support of ICT;

 Formulate integrated policies and sustainable development plans for ICT.

Ends


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