AGQTP Post-Project Data Focus Group (Prep, Year 3, 4 and 5) Data Analysis

How would you rate your personal level of competency in relation to the use of ICTs?
6 Number of teachers 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

How would you rate your personal level of integration of ICTs in your teaching and learning litearcy program?
Number of teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

How relevant is your teaching and learning literacy program within a 21st Century learning environment with learners, who are digital natives?
Number of teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

Holy Cross Catholic Primary School

How would you rate your personal knowledge in relation to the management of ICTs in your classroom use?
Number of teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

6 Number of teachers 5 4 3 2 1 0

What level of support do you currently provide to colleagues in relation to developing strategies for the use of ICTs?

Limited

Basic

Sound Rating

Competent

Highly Competent

How would you rate your level of collaboration when planning with colleagues?
Number of teachers 6 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

Holy Cross Catholic Primary School

How would you rate your current practice in delivering a literacy program that provides differentiation to meet the specfic learning needs of students?
6 Number of teachers 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

How would you rate your ability to create, select and use a wide range of resources to differentiate teaching and learning experiences for your students?
6 Number of teachers 5 4 3 2 1 0 Limited Basic Sound Rating Competent Highly Competent

Holy Cross Catholic Primary School

Project Analysis
Pre-data to Post-data, peoples perception of their ability and the understanding the scope of skills matched to a basic or competent level has changed through using technology across a broader perspective in the teaching of literacy. Due to staff movement throughout 2013, the pre-project data contains anomalies when looking from a comparative point of view in relation to year level analysis. For this reason, we have removed data for individuals who did not participate across the entirety of the project. When analysing the post-project data, we have collected responses from seven participants for reflection. 60% of participants surveyed maintained their competency levels in relation to the use of ICTs. There were only 2 movements in this category. One person with an original rating of limited moved to competent while another participant, whose pre-project rating was competent, reduced this to sound. At the conclusion of the project, 85% of the participants were confident in their ability in relation to personal use of ICTs. 60% participants felt that the project had improved their level of integration of ICTs into the teaching and learning of literacy with the highest variation moving from limited to competent. 30% remained at their original rating and 1 participant reduced their rating. This was the same participant who reduced their rating for question 1. 70% of the focus group rated their teaching and learning of literacy within a 21st Century learning environment at a competent level. 40% of this number moved from ratings of sound and limited to competent. The data would suggest that the majority of teachers are still requiring additional support in relation to the management of ICTs in classroom use. In addition to this, teachers overall identified that there is a need for greater support and mentoring of peer colleagues in the development of strategies for the confident and competent use of ICTs. All participants demonstrated that they practice at either a competent or sound level of collaboration when planning with colleagues. However, as identified earlier they do recognise that it is important to provide mentoring to other staff at a higher capacity. A way in which staff can development effective mentoring in the future would be to provide additional support across year levels e.g. a showcase of skills to benefit all staff. By the end of the project, 100% of participants recognised that they were at a competent or highly competent level in providing a differentiated learning program to meet the specific needs of their children. Furthermore, they were able to create, select and use a wide range of resources to differentiated teaching and learning experiences for their students based on skills and strategies gained through the professional opportunities provided by the AGQTP project.

Holy Cross Catholic Primary School