Milestone+3+Goal+3

· Teachers’ work plans have an e-learning component with hyperlinks to resources · Teachers and students access audiovisual and interactive websites to increase engagement and involvement in the learning · Teachers are increasing the range of e-learning tools and inquiry strategies they use within class programmes · Students are encouraged to contribute new software and web 2.0 tools to the learning and support other learners in the use of these. · Teachers allow students increased ownership of their learning The learning environment is extended beyond the classroom · Different learning styles are catered for and students develop strengths across all styles and media. · Students select appropriate technologies to support their learning. || Students are increasingly using digital media as a form of communication. || Two students took the initiative to bring in a slideshow of photos they had compiled of a building project they had undertaken at home and shared it at assembly. Recently the enviro committee shared their 2010 reflection and 2011 vision with the staff at a staff meeting and then the BOT at a board meeting. || Students are inquisitive and have effective strategies to source and process knowledge || Students are taking increasing ownership of their learning by making use of SOLO rubrics relevant to current teaching and learning. || || Students and teachers are using the website www.studyladder.co.nz. This is being used initially for mathematics. || @http://www.netherton.school.nz/classroom_links.htm || Teachers are interacting with media by using digital clips from you tube, bbc website, tv nz, stuff. Interactive whiteboards and digital projectors installed in classrooms have enabled this, || || Senior class following 'blogs' relating to a musher, relating to an Iditarod inquiry the class had been following. This is allowing students to access information globally. || ||
 * · Schools develop a culture of goal setting, reflection and sharing.
 * Students share resources, communicate ideas and support others through collaborative problem solving of new software. || A group of students from throughout the school worked with Barbara (ICT facilitator) when she was in the school in term 1. These students have been upskilled in order to support other students and teachers in the use of the COW. There is also evidence of teachers supporting each other and classes buddying up to learn new skills with and from one another. ||  ||
 * || Students are beginning to source human links through the internet with teacher support. ||  ||
 * || At the schools fortnightly 'sharing assembly' there is an expectation that classes will share digital learning that is occuring in classrooms.
 * Students are highly motivated learners who set goals, measure successes and refine their strategies for further learning
 * Teachers learn with and through their students. || Staff and students learned to use Artrage together as part of the literacy programme then used new knowledge in a different context. ||  ||
 * The learning environment is extended beyond the classroom || The learning environment is extended beyond the classroom by development of the school website including links for learning at home that are readily accessible to students through the same interface that they use at school:
 * Teachers see use of ICT as integral in the learning therefore students regularly use ICT across all learning areas || Purchase of new "COW" of 12 laptops and installation of wireless access points has enabled teachers to integrate online learning frequently throughout the classroom programme. The computer booking system monitors how often the COW is being used and so far it is almost constantly in use.
 * Students are active learners within global communities || Students in the junior classes have been in contact online with an "ePals" class in Britain. They have used video this year in order to use oral and visual communication. Students are becoming more multiliterate.