Virtual School Meanderings

April 18, 2015

AERA15 Insider – April 18, 2015

Don’t forget that if you are at AERA, please come by the Stylus booth in the exhibition hall at the Sheraton to visit with Tom and I during our book signing (i.e., booths 711 and 713 in the Sheraton River Exhibition Hall).

From today’s inbox…

Open AERA15 Insider in your browser.

AERA15 Insider
April 18, 2015

Welcome to day three of the AERA Annual Meeting. Each morning, AERA15 Insider will provide tips on key sessions and events, as well as other Annual Meeting resources and highlights you won’t want to miss.

Join the conversation: Use the conference hashtag #AERA15, and follow AERA on Twitter at@AERA_EdResearch.

Questions? Contact the AERA Meetings team at annualmtg@aera.net.

In This Issue:

AERA Presidential Address


Awards Ceremony Luncheon


Distinguished Public Service Award Lecture


Distinguished Contributions to Research in Education Award Address


FERPA in Complex Times


Big Changes in the Nation’s Research Policy


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ANNUAL MEETING APP


ALSO HAPPENING TODAY


RESOURCES


CONNECT WITH EXHIBITORS

Visit the Sheraton River Exhibition Hall Friday through Sunday (April 17-19) to meet exhibitors. Enjoy complimentary morning coffee and enter for a chance to win a daily iPad or a trip to the 2016 Centennial Annual Meeting in Washington, DC. For details, click here.


Today’s Highlights
AERA Presidential Address: Joyce E. King, AERA President; Professor and Benjamin E. Mays Endowed Chair of Urban Teaching, Learning and Leadership at Georgia State University

Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity

4:35 to 6:20 p.m.
Hyatt, East Tower – Gold Level – Grand CDEF

Session hashtag: #AERAPres
Session will also be live-streamed

AERA President Joyce E. King will give the 2015 AERA Annual Meeting Presidential Address, highlighting the pressing need to consider how education praxis, research, theory, and policy can change the world—toward more justice—at a time when the democratizing possibilities of education remain forestalled. Following the address, King will pass the proverbial torch to AERA President-Elect Jeannie Oakes who will begin her term at the conclusion of the conference. A celebratory champagne reception will follow the address.

 

Awards Ceremony Luncheon: 2015 Award Winners in Education Research
12:25 to 2:25 p.m.
Hyatt, East Tower – Gold Level – Grand ABCDEF

The third annual AERA Awards Luncheon is dedicated to recognizing excellence in education research. AERA Council decided to introduce the luncheon at the 2013 Annual Meeting as a way to honor attendees and to visibly acknowledge AERA’s commitment to significant accomplishments related to education research. It is an opportunity to celebrate the field and the accomplishments of the AERA-wide awardees and those who receive special citations.

AERA Distinguished Public Service Award Lecture (2015): Joseph C. Conaty, U.S. Department of Education

10:35 a.m. to 12:05 p.m

Hyatt, East Tower – Gold Level – Columbus CD

Session hashtag: #AERAServe

The Distinguished Public Service Award lecture provides an opportunity for an individual in public service to share his or her experiences and perspectives on the education research enterprise. This year’s awardee, Joseph C. Conaty, is a sociologist who has been engaged in providing leadership to education research as a civil servant in the U.S. Department of Education since 1987.

AERA Distinguished Contributions to Research in Education Award (2014) Address: Adam Gamoran, William T. Grant Foundation

The Future of U.S. Educational Inequality: What Went Wrong, and How Can We Fix It?

10:35 a.m. to 12:05 p.m.
Hyatt, West Tower – Gold Level – Regency D

Session hashtag: #AERAEd

Racial gaps have been slow to change and economic gaps have gotten worse. Is the current rise in inequality inevitable, or can it be addressed? Answering this question may help point researchers towards new directions that can help inform programs, policies, and practices.

FERPA in Complex Times: Aligning Privacy, Confidentiality, and Research Use
10:35 a.m. to 12:05 p.m.
Hyatt, East Tower – Gold Level – Columbus AB

Chaired by AERA Executive Director Felice J. Levine, participants—Paige Kowalski (Data Quality Campaign), Kathleen Styles (U.S. Department of Education), Jack Buckley (College Board), and David Figlio (Northwestern University)—will focus on proposed changes to the Family Educational Rights and Privacy Act.

From the Coleman Report to Performance Metrics: Big Changes in the Nation’s Research Policy
2:45 to 4:15 p.m
Hyatt, West Tower – Gold Level – Regency D

The Coleman Report, released nearly 50 years ago, was a groundbreaking moment in the national research enterprise. Since then, the national research policy infrastructure has vastly grown. Chaired by AERA Executive Director Felice J. Levine, speaker Ken Prewitt (Columbia University) and discussants Deborah Loewenberg Ball (University of Michigan) and Adam Gamoran (William T. Grant Foundation) will explore what has happened in the half-century since the report and the state of today’s research policy landscape.

Annual Meeting Page
Program
Registration
Housing, Travel, & Tourism
Presenter and Participant Info
Exhibits, Sponsors, Advertising
Professional Development
Grad Student Resources
Press Info and Registration
Meeting Info & Accessibility
Contact AERA
2015 Annual Meeting
“Toward Justice: Culture, Language, and Heritage in
Education Research and Praxis”
Thursday, April 16 – Monday, April 20, 2015
Chicago, Illinois


Questions?
Contact the AERA Meetings Team at annualmtg@aera.net

 


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Re-Post: Writing the Book on Online and Blended Learning – Tom Clark and Michael Barbour, USA

In about a couple of hour – or at 2:00pm today – Tom and I will be in the exhibition hall (i.e., booths 711 and 713 in the Sheraton River Exhibition Hall) here at AERA to highlight and sign copies of the book.  In conjunction with that, the folks at Daily Adventure’s posted this blog entry on Thursday.

clark-barbour-feat

Writing the Book on Online and Blended Learning – Tom Clark and Michael Barbour, USA

When Tom Clark and Michael Barbour set out to write a guide to online and blended learning, they brought a wealth of experience to the project. Clark wrote the first American textbook on distance education 25 years ago, and Barbour experienced the benefits of online learning first-hand as a teacher in a small, rural school district.

Both authors would agree on one thing: technology has given today’s students the ability to learn in ways that would have been impossible just a generation ago. In fact, when Clark conducted the first national virtual school survey in 2001, just 40,000 to 50,000 K-12 students were enrolled in online courses. Today, millions are enrolled.

As a new teacher, Barbour developed AP course content to fill gaps in his rural district. To his surprise, the courses attracted students from far beyond the district. It was interesting,” he says, “having students in Texas enrolled in an AP US History course taught by a teacher in a small, rural community of 3,500 people on the island of Newfoundland in Canada.”

And as access to technology continues to advance, this phenomenon is only accelerating – making this a great time to write a new book on the subject. Online, Blended and Distance Learning in Schools provides students enrolled in Education Technology, Educational Administration and related Masters and PhD programs with expert opinions and insights on the practice and policy in K -12 online, blended and distance education.

Clark and Barbour have also developed a helpful Wiki resource to accompany the book. This resource describes trends in the field, provides illustrative program examples, and includes links to educator resources, along with chapter summaries, URLs for book references and additional resources. The authors have also incorporated thought-provoking discussion questions, some of which do not require familiarity with the book to answer.

According to Clark, “Grad students and professional development participants can earn learning badges by achieving different levels of inquiry through chapter-related activities. For example, you might become a Policy Novice or even a Policy Wonk by answering questions and completing activities in the issues chapters.”

In a field that’s virtually exploding with innovation, information is constantly evolving. So in addition to the book, both Barbour and Clark regularly publish insights on their blogs and in white papers. Be sure to check out their new book, along with their Wiki resource, and enjoy today’s Daily Edventure with Michael Barbour and Tom Clark.

What inspired you to become involved in education?

Clark: Seeing my work in progress on my dissertation, which focused on faculty attitudes toward distance education, my master’s program chair, Dr. Dick Verduin, asked me to write a book with him. His mentorship launched my educational research career and made possible my firm’s later work in online and blended learning.

Barbour: I actually came to education because I wanted to be a politician. In my province, the vast majority of those elected to provincial and federal office were teachers. I had been a political organizer, and had made the decision to run for elected office. So I became a teacher to build a local network in a rural area with the goal of winning an election. But I got into the classroom and enjoyed the students that I was working with and helping to guide them to their chosen futures…and just have stayed in education ever since!

What was a defining moment in your career when you felt proudest to be involved in education?

Clark: Being selected in 2000 as lead evaluator for a five-year US Department of Education grant to a multi-state consortium. This gave me the opportunity to witness the transition from video-based to online learning in multiple partner projects, while helping the consortium demonstrate to federal funders the value of the online professional development it provided for over 10,500 educators. It was also quite gratifying to be asked by Microsoft to write the paper on quality assurance via monitoring and evaluation for its Microsoft in Education Transformation Framework series.

Barbour: In my first year of teaching, I entered a school and a district that had an established online AP mathematics and science program, and I created an online AP social studies program. During my four years at Discovery Collegiate, the program grew to cover all six AP social studies courses and we had students from all around the district, other districts in my province, as well as students from several US states.

Why do you feel passionate about innovation and technology in the classroom?

Clark: I’ve made hundreds of technology integration classroom observations as an evaluator. In one statewide program, we found that schools that focused their grants on 1:1 technologies rather than instructional technologies were more successful in fostering changes in teaching styles and student-centered use.

At most schools we visited, teachers were well-trained in using technology, but only a few had students making creative use of technology to achieve learning objectives. One positive example was an Illinois high school that hadn’t made math AYP (adequate yearly progress) in three years. Its math department fundamentally changed the delivery of Algebra I, moving from direct instruction to a 1:1 netbook program with an online text in Moodle, OneNote, and web-based productivity, management and assessment tools. Test scores went up.

Barbour: I was largely educated in an urban area, so I had access to any of the courses that were part of the provincial curriculum. My first teaching position was in a small rural area, where students were quite limited in the options that they had. Having some background in technology from my political career, I saw technology and innovative ways of course delivery as a potential to even out the playing field in terms of what my students had the ability to take.

Whether it’s a day-to-day challenge or larger problem, what’s the biggest obstacle you or your country has had to overcome, or will have to overcome, to ensure a quality education for students?

Clark: Ensuring world-class, personalized teaching and learning that yields improving student learning outcomes, within a decentralized, state-based education system. The US is a pluralistic society which is increasingly divided about desired educational futures. I hope we can keep on track with Common Core. It’s too bad that NCLB accountability requirements meant that states had to introduce new high-stakes aligned assessments before teachers and schools could get fully on track with Common Core.

Barbour: The biggest problem we have in education today is the imposition of ideological solutions on the school system.  The current neo-liberal onslaught that we have on education is the biggest challenge that we currently have, as the research has clearly shown us that the vast majority of these “solutions” are not working or are only working in isolated conditions or in circumstances that are not scalable.

In the nations where we have seen this onslaught, we have seen an increased standardization and corporatization of the education system, and we have also seen a continued fall or stall in their international ranking.

In terms of education innovation, what are you most excited about for the future? What is your biggest hope for today’s students?

Clark: In our new book published by Stylus in partnership with Microsoft in Education, we see eight exciting trends in the future of online and blended learning in K-12 schools. Global and evidence-based digital learning underlie the other trends. Open and mobile are trends that apply to teaching and learning in many contexts. Decisions about new ways of teaching –facilitated and blended—and new ways of learning—personalized and adaptive—are made based upon a program’s unique educational context. My hope is that we as a society can raise student outcomes while also helping students build creativity, critical thinking, problem-solving and collaboration skills needed to participate successfully in a global society.

Barbour: I’m very hopeful about the potential of K-12 online and blended learning.  When implemented to address the needs of specific groups of students, it has the potential to provide a quality education for students that are not being served or are being underserved in the traditional brick-and-mortar school system.

About Tom Clark, President, Clark Consulting

Illinois, USA

@tomclarkconsult

•        Birthplace: Terre Haute, Indiana, USA (French for “high ground”)

•        Education: PhD in Ed Admin, Masters in Adult Ed., Bachelors in Radio and TV

•        Website I check every day: Multiple sites for educational news and research.

•        Favorite childhood memory: First bicycle ride.

•        Favorite book: All-time favorite: The Lord of the Rings; Last read: our new book, Online, Blended & Distance Education in Schools (Stylus, 2015; co-published with Microsoft).

•        Favorite Microsoft product, tool, technology: Office 365; Skype.

•        What is the best advice you have ever received? Quit your day job.

About Michael Barbour, Director of Doctoral Studies, Sacred Heart University

Connecticut, USA

@mkbshu

•        Birthplace: Buchans, Newfoundland and Labrador, Canada

•        Educational background: PhD in Instructional Tech, Master’s in Computers and Education and Literacy, BEd in Intermediate and Secondary Social Studies, BA in Political Science

•        Website I check every day: E-mail/Twitter/Facebook/Google+

•        Favorite childhood memory: Being on the ice in a hockey rink.

•        Favorite book: All-time favorite: Will Anyone Search for Danny? by Earl Pilgrim; Last read:Jesus Wars by Phillip Jenkins

•        Favorite Microsoft product, tool, technology: Skype

•        What is the best advice you have ever received? Always undertake the responsibilities of the person whose job you want.

Note that the comments have been closed on this entry, please visit the original entry at http://dailyedventures.com/index.php/2015/04/16/tom-clark-michael-barbou/ to leave comments.

AERA 2015 – Leadership Strategies for a Future-Focused Intermediate School: A Case Study

The fifth session that I am blogging from the 2015 annual meeting of the American Education Research Association is a part of the following session:

46.086-18 – Technology as an Agent of Change in Teaching and Learning SIG Roundtable 3: Exploring the Intersection of Technology and Leadership
In Event: 46.086 – Roundtable Session 16

Sat, April 18, 8:15 to 9:45am, Hyatt, East Tower – Purple Level, Riverside West
Session Type: Roundtable Session

Sub Unit
SIG-Technology as an Agent of Change in Teaching and Learning

Chair
Vanessa Hammler Kenon, The University of Texas – San Antonio

Papers
Leadership Strategies for a Future-Focused Intermediate School: A Case Study – Julie Karen Mackey, University of Canterbury; Niki Davis, University of Canterbury

Learning to Teach With Digital Technologies and Learning to Lead: A Tale of Two Countries – Ping Gao, University of Northern Iowa

Use of Personal Learning Environment Management to Support Lifelong Learning – Cherng-Jyh Yen, Old Dominion University; Chih-Hsiung Tu, Northern Arizona University; Bodi Anderson, Indian RIver State College; Laura Esthela Sujo-Montes, Northern Arizona University; Gayle A. Roberts

The specific session is:

Leadership Strategies for a Future-Focused Intermediate School: A Case Study

Abstract
How does a middle school principal effectively lead equitable learning with digital technology in collaboration with her school and its communities to improve student outcomes? This paper presents the leadership strategies employed in a path-finding intermediate school within New Zealand, a nation that recognises children from indigenous and poor communities as ‘priority learners’. The study answers Levin and Schrum’s (2013) call for other exemplary case studies on distributed leadership and systems thinking in 21st century schools. Their ‘jigsaw’ of eight leadership strategies was present, and it was found thSchrum and Levin (2012), but hat changes to the school culture were required before the vision could emerge. The principles and practices of justice were supported through the inclusion of four diverse principals within the research team.

Niki described that this study included a variety of stakeholders in a middle school over a three year period, which while she described it sounded very much like a design-based research study (although Niki did not use that term and the paper and slides she handed out didn’t have that term) – but the focus of the study was generated based on what the participants were interested in investigating, and appeared to be cyclical over that two year period.

Anyway, the study focused on the issue of how middle school principals were effective leaders in schools where digital technology was present and pervasive in the school environment.  The initial framework for the study was Schrum and Levin (2012):

 IMG_3718

But as the data was analyzed one of the members of the research team came up with a different conceptual framework to explain this new school leadership model.

IMG_3719

Which Niki described as being more like a spinning top – and specifically mentioned that if you spin these pieces or any one of them too slowly the top (i.e., the system) stops; but if you spin them too quickly the top spins out of control.  So ensuring that each of these pieces are “spinning” or being pushed forwarded/attended to at the right pace to ensure that the organization (i.e., school) is moving forward.

Virtual Schooling in the News

InTheNewsBeginning with the Education Week’s EdWeek Update.

SPECIAL REPORT
Districts Weigh Control Over Software BuyingDistricts Weigh Control Over Software Buying

School leaders and researchers often disagree about who should have the ultimate decisionmaking authority over buying blended learning software-central district offices, or individual schools? Read more.

In D.C., a Centralized, But Flexible, System
Colo. Lets Schools Shape Ed-Tech Buying
Special Report on Blended Learning

Blended Learning Research Yields Limited Results

Drawing conclusions about what works in blended learning is difficult, because of the amorphous nature of the term, rapid changes in technology and how it is used, and other factors. Read more.

(Education Week)

Blended Learning Research: The Seven Studies You Need to Know
Special Report: Breaking Down Barriers to Blended Learning

Similarly, the Education Week’s Digital Directions.

SPECIAL REPORT
Breaking Down Barriers to Blended Learning

This report examines some of the most intractable challenges schools face in trying to use technology to improve teaching and learning-and how K-12 systems are attempting to clear those hurdles. Read more.

District Extends Wi-Fi to Students in Public Housing
Blended Learning Research Yields Limited Results
Ohio District Creates a Lab for Blended Learning
Districts Weigh Control Over Software Buying
VIDEO: A Connected School Community Speaks Out

Share: Facebook Twitter Google+ LinkedIn Addthis

And Education Week’s Curriculum Matters.

SPECIAL REPORT

Blended Learning: Breaking Down Barriers

In simple terms, blended learning is a strategy to combine technology-based instruction with traditional, teacher-to-student lessons. And it exists everywhere in school districts these days. This special report examines how K-12 systems are overcoming the challenges related to this approach. Read more.

(Education Week)

Back to the regular Google News alert for virtual school.

Australian first virtual high school a hit in the region

ONLINE LEARNING: Ayla Hausen (student) and Jenny Densley (teacher) are part of the internet-based Aurora College, operating out of Kyogle High …

Virtual school keeps growing

A virtual school stretches over the Central North Island and has doubled its roll over the past four years. The Volcanics eLearning Community lets …

Bill would give public school systems ‘internal charter school’

… “no public charter school created pursuant to the Alabama School Choice and Student Opportunity Act, or any other law, may be a virtual school.

The rise and rise of virtual schooling

New Zealand’s first ‘virtual school’ has doubled its enrolments over the past four years, boding well for a similar project here in Australia. The school …

State officials misled parents about online school, lawsuit says

“The administration is trying to balance access because there are a lot of people who are counting on this type of virtual school with accountability.”.

Knowledge Delivery Systems and Michigan Virtual University Team Up to Provide State-of-the-Art …

It is the parent organization of the Michigan Virtual School, Michigan LearnPort and Michigan Virtual Learning Research Institute. MVU is governed by …

Virtual school keeps growing

A virtual school stretches over the Central North Island and has doubled its roll over the … And the biggest user is Tokoroa’s Forest View High School.

Florida Virtual School student wins with STEM projects

Florida Virtual School student wins with STEM projects … degrees at Florida’s colleges, according to figures put out by the Florida Virtual School.

Australian first virtual high school a hit in the region

STUDENTS and teachers from the Northern Rivers are helping to create the Aurora College, Australia’s first virtual high school for rural and remote …

Bill requiring virtual education policies has superintendent support

MADISON, Ala. (WHNT) – Just weeks after passing a major charter school bill, the state legislature is looking to tackle the issue of virtual education in …

Bill would give public school systems ‘internal charter school’

Senate Bill 317 explicitly states virtual charter schools are banned in the state. Senate Bill 331 allows “internal public charter schools” for local school …

Priest launches new Catholic school

Some coursework will incorporate Illinois Virtual School, a supplementary online teaching tool, and the classrooms will be wired with smart boards, …

Albuquerque Public Schools to Offer Virtual Program

The program aims to attract students currently attending virtual schools in other New Mexico districts. The new online classes are set to open in August …

Michigan Virtual University Adds Professional Development Courses

Michigan Virtual University (MVU) has teamed with a private partner to revamp 60 courses for its LearnPort program. The school has selected …

State officials misled parents about online school, lawsuit says

The 2013 Virtual Public Schools Act gives the state’s Education Commissioner Candice McQueen power to close the Tennessee Virtual Academy if …

Letter backs Jay Steele for Nashville schools chief

James Witty, principal of the MNPS Virtual School, said he and several other principals drafted the letter. About 25 high school principals and …

Florida Virtual School student wins with STEM projects

Florida Virtual School student wins with STEM projects … degrees at Florida’s colleges, according to figures put out by the Florida Virtual School.

Maine Lawmakers Consider Charter School Changes, Including Proposed Moratorium

“When someone graduates from a virtual school, there are certain benchmarks they should have achieved: They should have the basic knowledge of …

Michigan Virtual U Revamps Professional Development Courses

MVU is a private-sector entity founded in 1998 to offer online education to Michigan students and teachers via the Michigan Virtual School, which …

School district may increase property taxes to offset expected state funding cuts

… a new funding formula), but much of that money is required to go toward the Kansas Public Employees Retirement System and its virtual school.

Judge won’t order troubled virtual school to stay open

NASHVILLE, Tenn. (AP) – A judge has refused to issue a temporary injunction that would allow a troubled virtual school to remain open. Wednesday’s …

Eduloan funds virtual school students

Study finance provider Eduloan has extended its services to students of the Southern African Virtual School (SAVS), a recently established online …

First-of-its-Kind European Academy-Style Soccer School to Open Second Florida Campus Near …

Orlando-based Florida Virtual School is the nation’s largest fully-certified online state public school. FLVS has served more than 600,000 students …

Centre board approves major capital improvements

After Smith reported that the Technology Excellence in Education Network is planning to begin a virtual school program for the 2015-16 year, the …

Palm Beach County virtual school

16 year old Talia Fradkin is a junior in Palm Beach County’s Virtual School, … Virtual School is available for families that do not have computers and …

Virtual school students headed to science competition

For the first time in the school’s history, a group of students from Oregon Connections Academy will be competing in an annual science competition …

Hartselle to talk up Virtual Academy ahead of expected passage of Alabama Virtual School Bill

HARTSELLE, Ala. (WHNT) – The Alabama Virtual Schools Bill would take distance learning from an option, to a requirement in all public schools in …

Christopher Gates named finalist for 2015 Florida School-Related Employee of the Year

Congratulations to Christopher Gates, technology specialist at Broward VirtualSchool, for being named a finalist for the statewide 2015 Florida …

News briefs from around Tennessee at 1:58 am EDT

The virtual school is run by the Union County School system, but students from anywhere in the state can enroll. Union County contracts with …

Finally, the Google News alert for cyber school.

New cyberschool center provides new opportunties, parents and students say

Commonwealth Academy students find a shrimp in the stomach of a dog shark during a biology class dissection at the school learning center on the …

PA Cyber faces same struggles to immunize students

Nearly 17 percent of kindergartners at the state’s largest cyber charter school won’t be immunized, according to state immunization reports.

PA Cyber faces same struggles to immunize students

MIDLAND — Nearly 17 percent of kindergartners at the state’s largest cyber charter school won’t be immunized, according to state immunization …

Cyber education draws a select audience

“It’s a great experience for the child,” said Bill Vitulli, Principal of East Stroudsburg School District’s ESA Cyber Academy. “The district was very excited …

Northern Lebanon residents take school board to task

England responded: “I find it interesting that those who openly criticize my decision to cyber-school my son are people who have not asked me …

 

April 17, 2015

NZC Online Newsletter April 2015

One for my Kiwi readers…

NZ Curriculum Online

Vol – | 17 Apr 2015

If you are having trouble viewing this email please click here
Kia ora and welcome to the April edition of the NZC Online newsletter. To commemorate the 100 year anniversary of the Gallipoli campaign, this newsletter includes ideas and resources to help your students develop deeper understandings about Anzac Day and the First World War.

ANZAC poppy.

Anzac Day – Lest we forget

NZC Online offers an Anzac Day resource page to help schools plan learning activities around this significant national day.  We’ve selected a range of classroom ideas and resources from this page to feature in this commemorative newsletter.

Classroom ideas

These suggestions can be used in isolation or as part of a wider inquiry into Anzac Day and the First World War.

  • If you have students who have attended Anzac Day ceremonies, ask them to describe the event – Who was there? What happened? What did it feel like?

 

From your book room

These resources can be used in your reading lessons to support students to gain insights into the First World War.

  • Level 3 and Level 4 of the June 2014 School Journals have a focus on the First World War.

  • Level 2 of the June 2014 School Journal has an article about First World War animal mascots.

  • Junior Journal number 48 features an article about a tortoise who is a veteran of the First World War.

  • Ready to Read offers a shared book called Dawn Parade with audio.

 

First World War inquiry guides

First World War inquiry guides and resource packs

The Ministry of Education, the National Library’s Services to Schools, and the WW100 Programme Office have worked together to develop these First World War inquiry guides. These resources support students in years 1 to 13 to meet achievement objectives across The New Zealand Curriculum and Te Marautanga o Aotearoa. Further resources will be added throughout 2015.

 

Useful websites

New Zealand On Screen

This Anzac Day collection brings together over forty titles covering Kiwis at war. Iconic documentaries and films tell stories of terrible cost, heroism, and kinship.


New Zealand History Online – Anzac Day

This section on New Zealand History Online provides a range of resources about Anzac Day. The site offers classroom ideas and a  media gallery.


Walking with an Anzac

See what some schools and kura are learning as part of a WW100 project. This site serves as both a starting point for teachers and students to see what other classrooms are doing, as well as a display area to showcase individual classroom projects and initiatives.


Share your stories

Share how your school or kura has developed deeper understandings about the First World War. This could include setting up a Field of Remembrance or any other World War One related learning or commemoration activity.



Poppy field
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
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