DFI Day 7: Stepping into Learner Shoes with Chromebooks and iPads

Day 7 of the Digital Fluency Intensive was all about devices, giving us a unique chance to step straight into the shoes of our young people and experience digital learning directly from their perspective. Putting ourselves in our tamariki's position - navigating tasks across both Chromebooks and iPads was an eye-opening exercise in understanding the subtle nuances of how they interact with tools every single day.

While the overarching goal of creating and expressing ideas felt similar across both platforms, working hands-on highlighted some distinct differences in workflow and interaction. Navigating with a keyboard and trackpad on a Chromebook offers a structured, production-focused feel that is fantastic for document creation and web navigation. On the flip side, the touch-first interface of an iPad encourages a much more tactile, fluid style of exploration and creative expression.

The absolute highlight of the day for me was getting to see the Explain Everything app in action! Since we don't use iPads at our kura, getting to test out this dynamic screencasting and digital whiteboard tool was an inspiring experience. Seeing how effortlessly learners can draw, annotate, record their voice, and explain their thinking in real time showed me just how powerful tactile tools are for making thinking and learning truly visible.

Experiencing both environments firsthand was a great reminder for us as kaiako that the device in a student's hands genuinely shapes how they communicate and process information. Whether our learners are tapping on an iPad touchscreen or typing away on a Chromebook, gaining a deeper appreciation for their everyday digital reality helps us design much more responsive and engaging learning experiences for all!

Day 6 - Diving into Sites, Nostalgia, and the Journey of Learning

Day 6 of the Digital Fluency Intensive was all about Enabling Access through Google Sites, and what a journey of discovery it turned out to be! While building and customising was definitely great fun, I’ll be the first to admit that Google Sites doesn’t always feel quite as intuitive as some of the other Google tools we rely on daily. It takes a bit more deliberate design thinking to get everything running seamlessly, especially when keeping the user experience clean and aiming for that gold standard of navigating anywhere in just two or three clicks.

The day's focus prompted me to pull up class sites at my school, which were created back in 2015. Looking at those old sites side-by-side with what we are designing today, over a decade later, was a real eye-opener! It is crazy to see how dramatically digital technology, interface design, and web functionality have evolved over the years. The tools available to us now allow for much richer personalisation, from custom headers and digital buttons to seamless integration with platforms like Hāpara, making a learning site feel like a dynamic, welcoming digital shop window for our classroom.

Beyond the tech itself, this trip down memory lane highlighted the incredible dedication of our kaiako. Keeping pace with such rapid technological shifts isn't something that just happens automatically. Teachers continuously invest their own time behind the scenes - testing ideas, making mistakes, tweaking layouts, and practising until a new tool is fully understood. That ongoing effort is a true testament to how deeply educators care about delivering meaningful, accessible learning spaces for our tamariki.

Rooted in the Manaiakalani kaupapa of Learn, Create, Share (Ako, Hanga, Tohatoha), today was a wonderful reminder that technology in education is ultimately about connection. It isn't just about building a stylish website; it is about breaking down barriers so our learners can easily navigate, reflect on, and showcase their learning journey. 

                                                 

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

Blogpost #6 - Intervention: Implementation & monitoring of new approaches

 We have been reading daily on MyOn since mid April and it is interesting to note that almost a term later and students are really buying into the idea of reading for pleasure, even my reluctant readers are able to find a text that they want to read. It is important to note that even though we are reading for pleasure, the reading has a purpose, students have to complete a quiz on each text that they read and this will gauge their understanding. I want create readers in the class by teaching students how to read, by being a reading role model and by creating a classroom culture where reading for pleasure is encouraged and supported.

We did a pre-test to gauge their ZPD in April and we will be doing another one at the end of the year to see if there has been any growth. 

This was their graphed April results:

We will do en (EoY) test in November to see how much progress has been made. 

We tried using MyOn last year but with the constand Covid-interruptiptions, we didn't quite get off the ground. This year we had a bumpy start, but things are going more smoothly now. Student attendance is still not quite where we would like it (an issue plaguing many schools at the moment), but it is getting better. 

MyOn is for Reading what Hapara is for online monitoring. I am able to see how long students have red for, the results of the quiz they have taken and I can set assignments and assign books to groups or individuals. 

Blogpost #5 - Academic Research and Findings: The Benefits of Reading Stamina

Reading stamina is the reading equivalent of physical fitness. It’s the stamina you need to read for extended periods of time, and it can be developed with practice. The reading muscles – your reading skills – get stronger as they’re used, just like any other muscle in your body. If you’ve ever exercised before, you know that after a few days or weeks of working out, you’ll notice new strength and endurance. You’ll also see an increase in confidence: knowing that even if the going gets tough (like when reading a challenging book), you can push through because your reading stamina has improved dramatically. But reading stamina doesn’t just happen on its own!

A child’s ability to read is one of the most critical skills that they will ever develop. When an individual has good literacy stamina, it means they can experiment with more challenging texts and go on longer adventures in books! We consider stamina The ability to read significant stretches of time is called reading stamina. 

Reading #1: Gaining reading stamina through silent reading

Although this is an American-based article, New Zealand has many parallels. One of the ways suggested in the article to increase reading stamina is to provide time for students to read in the classroom. In my classroom, students read silently on MyOn for 30 minutes at the start of each day. This is in addition to the regular classroom reading program. 

Being able to read independently for long stretches helps students to make deeper connections with challenging text. That same focus also sets the stage for students to discover the true meaning of the story they’re reading.

Students also begin to take ownership of learning when they have greater endurance for reading — and not only in literacy but in other subjects and areas of life, as well. That ‘stick-to-it’ attitude is what we want to have students demonstrate is critical for tasks beyond reading and school.

Reading #2: Ways to build stamina for reading

This article outlines ways to practically support students in the classroom to increase their reading stamina. 

Reading #3: Creating Passionate Readers Through Independent Reading

This article looks at how can we ensure that students are successful not only at learning to read but also at becoming as driven about reading as they are about their video games, sports, or other hobbies.

At Glen Innes School we have started using Renaissance Reading as a way to increase reading stamina, foster a love of reading and broaden vocabulary. This programme has been implemented from Year 5-8. 

Students read for a minimum of 30 minutes each day in class. Students do a test to at the start of the programme to establish their ZPD (zone of proximal development). This then gives them what we call a 'reading range' rather than a reading age or score. This reading range allows students to choose books within their reading range. Renaissance has an extensive library and students are able to choose topics that they want to read about. At the end of the text, students do a quiz to establish their understanding/ comprehension of the text. Like most paid, online content I am able to monitor their progress and assign tasks and mini projects. 

It has been interesting to note thatgraphic novels are a hit with the boys, but not so much with the girls.  

Blogpost #4 - Hypothesise & Research

Share your findings about the nature and extent of the student challenge. Make sure it is clear what evidence from your inquiry supports each finding.

I've decided to include my Term One easTTle Reading data as well. It's good to use more than just a single test in order to get a better picture of where my students are at. 

EasTTle has 39% of my students in Room 6 working within level 4 of the curriculum. 18 students were tested. This means 61%, almost two-thirds of my students are not working within curriculum expectations. 

Room 6 Term 1 easTTle Data

EasTTle has 25% of my students in Room 7 working within level 4 of the curriculum. 16 students were tested. This means 75%,  two-thirds of my students are not working within curriculum expectations.         

Room 7 Term 1 easTTle Data

After analysing the data I knew that my intervention would focus around Reading as this is still where the greatest need exists, Also, improving reading comprehension will have a positive knock-on effect on Writing and Mathematics.  

Initially I thought that my intervention would somehow focus around the my current PD of T-shaped Literacy.  T-shaped Literacy is based on the hypothesis that reading of multiple texts with a relatively narrow focus can simultaneously deepen understandings, widen the breadth of texts engaged with, and promote higher-order skills, all skills which my students need to master. 

However, after reflecting on the easTTle results with my students, many said that they often just chose answers at random as they were tired of reading towards the end of the test. I then decided to increase their reading stamina (being able to read independently for long-ish periods of time without being distracted or without distracting others) as this in conjunction with the T-shaped literacy, will have a positive effect on student outcomes.  With easTTle testing, it was apparent that when the text was short, students did reasonably well, but when the text became longer, a sizable group of students began to skip around the text or jump to questions without reading. 

Blogpost #3: Preliminary Findings

 "Data use involves the systematic collection and organisation of information and evidence to inform key decision-making in schools. It includes student achievement data from standardised and informal tests, assignments and pieces of classwork, as well as teacher observations, conversations with students, and student voice and feedback. The use of data is central to strategic planning, teacher inquiry and wider improvement work. It forms the basis of formative and summative evaluation of teaching programmes and student progress and achievement."  - The Education Hub

I've decided to use the PAT student achievement data (as this is what Woolf-Fisher uses to compare and track achievement) as an indicator of my student's comprehension ability. The Reading stanines across all year 7 and 8 students ranged from stanine 2 - stanine 6. It was a real struggle to get all students tested as we are still grappling with attendance issues due to the ongoing impact of Covid. I managed to test 18/21 students in Room 6.

Our school School Strategic Learning Goal #1 is:

"To increase the number of ALL students reading at chronological age following on from a disrupted year of learning." With this goal in mind, I didn't choose a target group, but decided to use my entire class.

Here is my Term 1 PAT data (Room 6):

From the available data we can see that only 16.7% (or 3 students) are currently operating at or above the expected curriculum level.

Here is my Term 1 PAT data (Room 7):

From the available data we can see that only 21.1% (or 4 students) are currently operating at the expected curriculum level.

References:

Timperley, H. (n.d.). Using evidence in the classroom for professional learning. Retrieved from: https://cdn.auckland.ac.nz/assets/education/about/schools/tchldv/docs/Using%20Evidence%20in%20the%20Classroom%20for%20Professional%20Learning.pdf