Year Level(s): Year 2

Number of Students: 20

Broad Aim: To explore how ICT can be used to enhance learning and teaching.

Specific Aim: To identify ways in which the use of ICT can help Raise Achievement for Maori, Pacific and other students in low decile schools.

Method: I am going to use Access to record student achievement in literacy and numeracy. It will also be used to maintain a record of background information such as special needs, anecdotal notes, peer tutoring, reading recovery, support programme, HELP, RTLB, welfare, etc.

At the mid year interviews parents will receive an information sheet on their student progress in key areas such as reading, spelling and maths.

I will build a database for students to use in the context of the Space topic (possibly) or alternatively a topic in term three. If space was chosen for example then children would choose a planet and enter data such as a picture, size, number of moons, etc. Alternatively I might build a database which looks at personal information such as favourite food, TV, colour, etc and then provides information through queries for statistics or for writing.

Assessment: The first aspect will look at whether the use of database improves efficiency and the quality of analysis, and then does this lead to better teaching and learning. I will just use anecdotal notes to reflect upon this aspect.

For the second aspect: Does the use of the database cater for different styles of learning? Are students engaged when using the database? Does it help the quality of their understanding? Again anecdotal observations will be used to reflect upon these questions.

Learning Areas for Project: Numeracy, Literacy, Topic, Administration

Essential Skills for Project: Information

Achievement Level(s): 1,

Specific Learning Outcomes: Students will be able to open and view files on the database.

Students will be able to input data into a variety of databases.

Students will be able to make comparisons and draw conclusions from information stored in the database.

What Went On: I designed a database using Microsoft Access that was based on the topic we were studying; in Te Reo Maori, the children were each learning their Mihi.

Once the children had constructed their Mihi during Oral Language sessions, we begun to enter this data onto the database. Children worked in groups of threes. One student was the teacher, one student was the worker and one was the observer. When one child had inputted their Mihi, another one was selected from the class. This continued until all the Mihi had been entered.

Children then had the opportunity to browse through the database and make observations with their partner.

I then decided to construct a more detailed database and used the topic we were working on in Mathematics, Statistics.

The class decided on the questions we wanted to ask, what we wanted to find out. For example, How many children like the colour purple, What is everyone's favourite TV Programme.

I made sure that the form the children would be completing had lots of different ways of answering the questions.

The class used the same techniques as described above to complete the task.

They were then able to retrieve specific information from the database they had created and come to conclusions from this. They were able to see who had similar interests, different tastes etc.

I also designed a database to help me record student achievement and assessment results from within the classroom. This database included:

Reading levels
Maths Levels
Ethnic Background
Spelling Fluency
Special Needs

I entered the initial data and continued to add to this throughout the year. I learnt how to construct a report on specific results.
This was then able to be added to my Assessment Book and handed in to management when required.

What Worked: The children thoroughly enjoyed working on both ICT challenges. They were constantly 'switched on' and were always keen to come back and view others' progress.

They were quick to learn and master the new skills and can now open and view files on the database, input data into a variety of databases.
They were also able to make comparisons and draw conclusions from information stored in the database.

I found that the 3 person rotation system worked extremely well and children found it very valuable taking turns in each role.

They have now become quite skilled at working within a database. They have been able to use Microsoft Access to reinforce their learning and it has helped some achieve specific learning outcomes using a different resource.

I have found the Assessment Database very valuable, particularly when it comes to having to hand in work to management. It is really easy to make comparisons between data taken at the beginning of the year, to data taken at the end of the year.

What To Do Different: I would definitely use Microsoft Access again with a class. I would use the Taku Mihi database at the beginning of the school year as a way of introducing ourselves to each other.

I would try to use my knowledge to integrate databases even more next year, possibly to record a diary of feelings, food etc. It could also be used by the children to record Basic facts results or reading progress. They could record how often they do reading each week or how many times they get their spelling words correct.

Next time I would like to spend more time on making a 'Query' in Access. I would like to be able to display the results effectively, for example How many children liked spiders, how many children like the colour blue.

The degree to which students achieved the specific learning outcomes for the action research project: Mostly

The degree to which ICT helped students achieve the specific learning outcomes for the action research project: Very helpful

Supporting Files: http://www.lea.co.nz/ictpd/Uploads/Spelling Assessment_ Room 2.rtf