DFI Day 5 - Sites

Halfway there! Session five of the Digital Fluency Intensive was all about Google Sites.

Now, I’ve built a few sites before, but if there’s one thing the DFI has taught me, it’s that technology never sits still. Even though I felt like I knew my way around, I was amazed at how much has evolved since I last put on my "web designer" hat.

The "Not-So-Intuitive" Suite Member

I’ll be the first to admit it: while I’m becoming a fan of Sheets and I live in Docs, Google Sites has always felt like the slightly quirky cousin of the Google family. It’s not always as intuitive as the rest of the workspace, and because most of us don't build websites every single day, those skills can get a little rusty!

That’s why this session was so incredibly valuable. It served as the perfect "refresher" to:

Navigate the updated interface.

Remember where all those handy embedding tools are hidden.

Explore new layout options that weren't there a couple of years ago.

Making an Impact: Our School Site

The best part of today wasn't just learning—it was doing. I was able to take everything we discussed and apply it immediately to our own school site.

It felt so productive to spend time making actual improvements and meaningful additions that our staff, students, and community will see. It’s one thing to practice on a "test" site, but it’s much more rewarding to improve a resource that supports our daily mahi.

My Key Takeaways:

Don't assume you know it: Even if you've used a tool before, the "new" version probably has a few tricks up its sleeve.

Consistency is key: Revisiting these less-frequent tools keeps us digitally fluent.

Purposeful Design: A website is a living thing—it needs regular love and updates to stay useful!

I'm feeling much more confident in my web-building abilities now. It’s all about keeping those "life-long learner" gears turning! 

DFI Day 4 - Dealing with Data

 

They say knowledge is power, but in the teaching world, data is the fuel that powers our knowledge! Session four of the Digital Fluency Intensive was aptly titled "Dealing with Data," and it couldn't have come at a better time!

Being in a Leadership role means numbers, spreadsheets, and student outcomes constantly surround me. The challenge isn't just collecting the data; it’s being able to:

• Classify information quickly.
• Interrogate the numbers to find the "why."
• Identify trends across different year groups.
• Analyse findings in the most efficient way possible.

Let’s be honest: as teachers, we are notoriously time-poor. We need the shortest, easiest route to the answers so we can get back to what matters most - supporting our tamariki and staff!

The "Docs vs. Sheets" Confession

I have a little confession to make. Historically, I’ve never felt truly comfortable using Google Sheets. Whenever I had a choice, I would default to Google Docs for almost everything. Docs felt safe, linear, and familiar. Sheets? Well, Sheets felt like a giant grid of potential mistakes and frustration!

However, today was a massive turning point. I’ve realised that by avoiding Sheets, I’ve actually been making my mahi (work) harder. Sheets isn't just for math geniuses; it's a powerful assistant designed to do the heavy lifting for us.

My New Goal: Perseverance!

Like every other skill we teach our students, I know that practice makes easier. I’ve decided to stop hiding in the comfort of Google Docs and start embracing the power of the spreadsheet.

My goal moving forward is to:

Persevere through the initial "I don't know how to format this" phase.

Learn the functions that will automate my leadership reporting.

Support my mahi by letting technology save me time rather than causing me stress.

It might take some time to feel like a "Sheets Pro," but I’m committed to the journey. After all, if we want our students to be brave learners, we have to lead by example!

Onward to more data-driven discoveries!

DFI Day 3 - Media

Stepping Up the Engagement: Interactive Learning and Lessons in ‘Recording’

Today’s learning was a fantastic dive into how we can move beyond the linear and bring a bit of "choose your own adventure" into the classroom.

Beyond the Linear: The Power of Pick-a-Path

One of the highlights was exploring Pick-a-Path slide. We’ve all used slide decks for years, but this felt like a genuine "step up." Instead of just clicking "next" until the end, Pick-a-Path allows students to become digital architects.

Whether it's a quiz where a wrong answer loops you back to a review slide, or a complex story where every choice leads to a different ending, the level of engagement is through the roof. It’s not just about consuming information; it’s about planning, sequencing, and logic. For students, it turns a standard presentation into an interactive experience that they actually want to navigate.

The Reality of the Learning Curve

Of course, no day of learning is complete without a few "human" moments! Part of our mahi today involved recording a kōrero (conversation) with a colleague.

It was a great reminder that learning is rarely a straight line. Sometimes you have to go backwards or make a mistake before you can truly move forward. In my case, I learned a very practical lesson about digital recording: always double-check the "stop" button! I thought I had ended my recording after our kōrero, but the "camera" kept rolling. What followed was a very authentic (but definitely not intended for public viewing!) chat between two teachers. While the kōrero itself was valuable, I decided to keep that particular file off the blog—some behind-the-scenes moments are best left in the classroom!

DFI Day 2: Conquering Calendar & Google Meet (with a few laughs along the way!)

What a whirlwind DFI Day 2 was! We dived deep into optimising Google Calendar and, excitingly, learned how to create and record a Google Meet. I always love mastering tools that make our teaching lives smoother, and these are definitely high on that list.

Optimising Calendar was fantastic – there are so many clever little tricks to make it work even harder for you, keeping everything organised and accessible. But the real adventure began with our Google Meet recording challenge!

Angela and I set up our practice meet, had a great chat, and I confidently hit "record." Then came the waiting game. And waiting. And waiting some more. I started to think I'd done something terribly wrong! Was my internet playing up? Did I click the wrong button? All sorts of doubts crept in as I watched my inbox, expecting that recording to magically appear.

As it turns out, I had done something wrong... or rather, I hadn't done something essential! My big "aha!" moment (and definitely a chuckle-worthy learning experience) was realising I hadn't actually ended the Google Meet after our conversation. So, while Angela and I wrapped up our chat, the Meet kept right on recording for an extra 25 minutes! 😅

When the recording finally landed in my inbox, it was a whopping 25 minutes long, with a good chunk of it being completely irrelevant post-conversation footage. While it was a funny mistake, it also highlighted another learning point: the need to know how to trim and edit recordings! Since I wasn't sure how to snip off those extra minutes, I've opted not to upload this particular recording. But rest assured, the next Google Meet I record will be perfectly polished!

It just goes to show, even when you think you know a tool, there's always something new to learn. And sometimes, those "oops" moments are the best teachers of all! Onwards and upwards to DFI Day 3!

DFI Day 1 - Core Business - Kicking Off DFI 2026

 Kicking Off DFI 2026: Day One Done!

Today marked Day 1 of 9 in my journey through the Digital Fluency Intensive (DFI), and I’m feeling energised already. This isn’t my first time diving into the DFI world—I completed it back in 2017 (earning my Level 1 certification after failing at the first attempt) and again in 2021, when I achieved both Level 1 and Level 2 certification. So why am I doing it again? Simple. Technology never stops moving, and as teachers, neither should we. Staying curious and committed to lifelong learning is part of what keeps our practice fresh and relevant.

Rediscovering, Refreshing, and Learning Anew

Even though I’ve been through the programme before, there’s always something new to discover. Today’s standout for me was learning how to use Smart Chips in Google Docs. These clever little tools let you insert interactive elements, like people, files, dates, timers, and more, directly into your document. They make information more dynamic and easier to access, and honestly, they’re just fun to use.

One feature I know students will love is the stopwatch Smart Chip. I can already imagine how handy it will be during speech practice. Instead of fumbling with external timers or having to open a separate tab, they’ll have a built‑in tool right in their document. Anything that reduces stress and boosts independence is a win in my book.

Creating With Purpose

We also spent time creating in Google Docs, and I used the session to start designing a poster that explains our school values. It felt good to blend creativity with purpose, and I’m excited to see the final product come together. I didn’t quite finish it today because the AI tool I used for generating images hit its daily limit on the free plan - but that just means I’ll be back at it soon to complete the design.

Looking Ahead

If Day 1 is anything to go by, the next eight sessions are going to be packed with learning, experimenting, and rediscovering tools that can genuinely enhance teaching and learning. I’m glad I signed up again, and I’m looking forward to seeing how these refreshed skills will flow into my classroom practice.

Onward to Day 2!

Here is a pic of my incomplete Create activity:

Blogpost #8: Monitoring, Recording and Tweaking of my Intervention

 

I have used Term 1, 2 and 3 easTTle data to see if there was a measurable shift in achievement. We have continued to use MyOn reading daily and the results are encouraging. More encouraging perhaps is that I have fewer students 'just clicking' an answer because 'there's too much reading'. 

What I would like to change/tweak about our Reading programme is:

• the length/ duration of our Reading lessons. In college, they have one hour lessons and not 35-40 minute sessions. This would also be in line with the duration of a standardised test. 
• Get parents in and explain the programme and its benefits. This wasn't possible at the beginning of the year due to ongoing C-19 restrictions. I believe that having the support and buy-in of the whanau would make a massive difference. 

Blogpost #7: Causal Chain