Case 2 diagram
How this case reflects the ISTE inquiry and knowledge-building cycle
The following steps form a continuous cycle. Students’ learning needs are what drive the cycle.
· Students’ learning needs:
An analysis of NCEA results showed the need to improve students’ literacy skills.
· Learning needs of teachers/ school leaders:
Teachers (e.g. Leslie for visual arts) needed to improve their understandings of adolescent literacy and of literacy across the curriculum.
· ISTE learning needs, inquiry question, beliefs and assumptions:
Jo believed that she could achieve more productive relationships with her colleagues by increasing her own knowledge and through modelling and the use of evidence. Her inquiry question addressed her desire to build her capability as a pedagogical leader.
· Learning experiences:
Jo read and discussed professional literature, she asked Trevor to act as a coach for her, and she observed and practised modelling.
· ISTE practice changes:
Jo has developed her ability to work collaboratively with teachers in order to support them to meet specific student needs.
· Impact for teachers/ school leaders:
Leslie is incorporating strategies in her programme to address the literacy needs of her junior art students.
· Impact for students:
Students have greater self-efficacy as they can see what they need to do to succeed in NCEA.
