This document summarizes a review of Reefton Area School and its use of blended and networked learning. It examines the school's current networks and practices around distance learning. Interviews were conducted with teachers, students, and management. The review identifies opportunities to strengthen networks between the school and Te Kura as well as other area schools. It recommends developing online learning environments for students and further professional development for teachers on blended learning approaches.

1. WESTeast
A review of Reefton Area School as part of a wider review of 4
west coast schools and their link with Te Kura

2. Method
Revisit Institutional Review (2010) What has changed?
Survey teaching staff - practice, beliefs in relation to blended/networked learning
Interview key staff - management, VC/Distance learning teacher
- networks - existing and possibilities
Interview a number of senior students - perceptions of blended/networked
learning
Collaborate with Karamea, Westland and Greymouth to
compare/contrast

3. Method contd.
Connections with Te Kura - current situation
Analysis of current networks
Future directions in relation to networked schooling

4. 2010 review revisited
Key changes since 2010
Some senior students bring their own device to school
ipods in the two junior classes
Staff have an understanding of blended teaching/learning and have
participated in professional development
Many students are able to access materials/communicate in an online
environment
The school’s strategic plan contains goals and expectations about online
communication outside of the school day

5. Teaching Staff
Key points from survey and general discussion
on networked learning/schools
Current Networks Use of lap tops, desktops is
Te Kura
Sport Canterbury daily in most classes
Westnet
National Library/NorthWest
Careers NZ Google used at a basic level
Trades Academy
Gateway/employers
email, phone, LMS Power point still used
most - at basic level
Assistance needed
time Web tools/LMS used
BYOD for online resources/communication
hardware not meeting Wiki
needs so flipped Edublog
Moodle
classroom might be the Google site
answer Schoolzone
Technology wish list Edmodo
You Tube
ipods, reliable lap tops, adobe connect, BYOD
integration

6. Teaching Staff
Key points from survey and general discussion
on networked learning/schools
Benefits of networking with
educational agencies/schools Barriers of networking with
educational agencies/schools
Overcomes isolation
Sharing skills Time
Sharing information Distance
Sharing expertise Hardware not effective
Shared planning System problems
Moderating Size of schools - better if they are
Access to resources May not be reciprocal
Maximise expertise Communication can be difficult - used as
Shared planning an excuse by some students
Sports
Support
Te Kura Obvious networking partners
Collegial and collaborative TOSI network
Essential for Distance Learning support Need inspiration who ever we network with
Not always up to date to reflect ict/blended learning
practices

7. Management Perspectives
Networked schooling
Established procedures for
Westnet
Issues raised VLN
Online relationships need to be worked on Te Kura
Students need to develop self managing Porse
Teachers need to build students competencies Open Polytechnic
through building their own Tai Poutini Polytech
Open teachers eyes to the possibilities Fairview Motors
Flexible time table needs to be developed Waikato University
TOSI area schools might be an obvious network to
build further

8. Students
Distance Learning
Positives
All of the students interviewed mentioned that
the most positive aspect of distance learning was
the ability to choose when to work. They all Currently there are
acknowledged, some with prompting, that 4 students enrolled with Telford (Agriculture)
distance learning courses offered more variety and 16 students enrolled with Te Kura
allowed them to take courses not offered at the 4 students enrolled with PORSE (ECE)
school. 8 students enrolled with Fairview(automotive)
Negatives 1 student enrolled with HITO (Hairdressing)
Most students 7 students enrolled with Tourism course
mentioned the lack 1 student enrolled with Waikato University
Skills Needed of 1 student enrolled in VLN course through
All of the students interviewed immediate Westnet
stated that self management feedback if they
skills are important as it was had a problem.
easy to be distracted from
completing work on time.
Networking
All of the students stated that they got most support from teachers on site. One student was not aware they could
at
contact their tutor or course controller. Contact is by email. Most students had not contacted their distance tutor
to
all, relying on onsite support. So, the information shows that the students are not using any on-line networks
support their learning other than completing the course materials. Also, they are not networking with other
students completing the same course at a distance.

9. Distance learning coordinators
On Te Kura... On Westnet...
Internal systems seem to need revising - One student at Reefton Area School is
there seems to be a lack of communication taking a VLN course. The interviewee
between personnel. teaches a class through the VLN.
Individual teacher records do not seem to Westnet provides PD for the ecoordinators
be very good from each member school- online
OTLE learning management system is a meetings, ehui once a year. Marlborough
positive step - needs to be extended to all has just joined Westnet. The courses
courses and expanded so that all offered are quite diverse amongst the
assignments etc can be uploaded. This members of this network. This
would give coordinators an oversight to interviewee has branched out to a wider
assist students to manage workload network - Cantanet - as,professional
development wise, needs are no longer met
by the smaller network.
Students’networks
There are networks available for students taking distance courses. Currently, the students do not make use of
them. Most rely on the on site teachers for support - this is not often the best support as the on site teachers
may not be experts in the online subjects. Education needed to make students aware of the necessity of using
these support networks to increase their chances of being successful in their chosen fields. One aspect that
may help future students in collaboration and communication is the use of blended learning teaching and
learning strategies throughout their schooling from an early age.

10. How does Reefton Area School compare to two other
west coast schools...
Four west coast schools were reviewed under the broad headings. This page describes aspects of a review of two of the schools and where the
findings can be compared to Reefton Area School. The findings which relate specifically to Te Kura will be discussed on the following slide
The review described a similar process to Reefton
The review found that there is a demand for
Area School for directing senior students into suitable
Information Technology in classes and that BYOD was
online courses
meeting this need in some way. There is a need for
6 students are enrolled at Te Kura, 2 students are
Professional Development to develop a pedagogical
taking a course through the VLN and 2 students are
basis around research - to counter the current reliance
enrolled at Telford
or focus on internet research
4 students receive music tuition from Christchurch
School systems need to be ready to cope with UFB
Every second year a teacher at this school teaches an
Online course are more successful when regular
online course through Westnet to meet its
contact with tutors
commitments to this network
Current Principal networks could make more use of
UFB will not be available until 2014(Stage 1), Reefton
online meetings
Area School should be connected by the end of 2014
Primary and Secondary Principals do not network in a
(Stage2)
planned way
VC halves the internet speed at the school
West Coast schools do not network, teachers only
e asTTle cannot be used as the current system cannot
informally - this was substantiated by staff at Reefton
manage - this is also the case in Reefton
Staff perspectives
There are similar concerns at both these schools and Reefton Area School in regard to blended teaching and learning...
Lack of time, hardware issues, teacher knowledge, access to IT by students, network issues, application to NZC.
Teaching staff see the need for professional development, reliable equipment, technical support person and guidelines and/or
expectations for teachers as they begin to offer blended learning opportunities for students

11. Te Kura - current situation from Te Kura
teachers and management perspective (Southern Region)
Te Kura is an integral part of Reefton Area School’s senior study programme. Te Kura enables students to study topics not offered at their home school,
as the the senior students interviewed commented. The students are able tie distance subjects to their chosen career pathway.
Currently, Te Kura is not viewed by the students as a learning network. As in Karamea Area School, work is delivered by post and there is little or no
communication between student and tutor other than on paper.
Barriers/areas of improvement
Te Kura teachers and management Connectivity of students - both at home and school
Current Greater understanding of funding issues by schools
Push for more online courses that will lead to better communication
Emphasise the need a regular supervisor at home school Stronger communication network between Te Kura teachers
Have access to email, skype, Adobe Connect and phone and in school supervisors
Have developed a 2010 - 2012 E learning Strategy and Action Plan Greater use of OTLE - to provide resources and
Have appointed a staff member to assist colleagues with communication - asynchronous contact suited to student’s
development and delivery of online courses need
Online teachers have an ipad in acknowledgement of time needed to Greater use of Adobe Connect and VC
develop online courses Parent attitudes
Te Aho students (Years 7 -10) have online integrated classes All of the above will lead to greater communication between
Te Kura, students and home schools.

12. Analysis of current networks
Learning networks
42 senior students are enrolled in a distance learning course at Reefton Area School. Most of the students do not see themselves as part
of a learning network. The students rarely contact their distance tutors. They do not network with other students in their course. This
situation may be helped by the following: students experience blending learning environments from a young age where they
communicate and collaborate online, Te Kura continue to increase the use of OTLE and implement their E learning Strategic and Action
Plan to personalise learning for their students, the school’s distance learning coordinator facilitate communication between students and
distance tutors. Westnet works through VLN to provide courses for West Coast students and now Marlborough has joined. This
network would be an obvious one to develop learning networks further amongst its member schools.
School networks
The school has established networks with distance learning providers. Previously, when there were school advisors working in all
curriculum areas,the Westnet network was used to deliver PD through the virtual learning network. This was a positive and effective
way to provide PD. Reefton’s isolation means that it is not possible for teachers to attend 1 - 2 hour workshops after school in other
centres. This delivery was effective(in most cases).This is not available now through change in government policy. The VLN is still an
effective mode of delivery for PD and needs to be looked at again - perhaps the Westnet network can look at this again. West Coast
schools have networked in the past to work on the new curriculum. The staff at Reefton School were asked which schools did they
see as potential network members . There was a mixed reaction. Some staff thought that is was important to link with bigger school
as they had more to offer - this would be more of a parasitic relationship rather than a partnership. Some staff thought that any
energy put in to developing networks with other schools should deliver inspiration... On the whole staff thought that the Area
Schools network was the most natural one to develop as there are commonalities in so many areas. The schools have along way to go
in developing networked schools as described in the Learning Communities Online Handbook(2011)

13. Future Directions
As already discussed there are several ways to move forward in terms of networked learning -
Professional Development - to continue and further develop teachers’ knowledge and skills in
terms of blended teaching and learning. This is an area where this author can work with teachers.
One of the six emerging principles for a 21st century education system, as described by Bolstad
and Gilbert (2012), is a culture of continuous learning for teachers and educational leaders. It
would be good to examine this report in detail with the staff.
Develop online environments for younger students to foster online communication and
collaboration skills. I will continue to develop our class wiki to foster communication and
collaboration and assist other teachers develop online communication tools for their students.
Explore BYOD. Investigate management strategies. A report by Watson (nd) states that in the
future students are likely to be working in an environment that involves information gathering
and critical thinking - sharing a computer is not a realistic preparation for this type of work.
Work with Te Kura as this organisation implements its E Learning strategy and action plan.
Develop the Area Schools network in terms of teaching and learning. This is already in place in
terms of sport and cultural activities. There has been a move in this direction for professional
development. Trust needs to be further developed so that all participants can contribute in good
faith. The Learning Communities Online Handbook (2011) is a valuable tool for this process.

14. References
Bacsich, P & Davis, N. A conversation at Canterbury University.(2012). http://connect.canterbury.ac.nz/p3yhw9dymp5/
Barbour et al (2011). Online and Blended Learning: A Survey of Policy and Practice of K-12 Schools Around the World. Retrieved from http://www.inacol.org/research/bookstore/detail.php?id=31
Bolstad, R. & Lin, M (2010). Students’ experiences of learning in virtual classrooms. Wellington:New Zealand Council for Educational Research.
Bolstad, R. & Gilbert, J.(2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Wellington: New Zealand Council for Educational Research.
Dabner, N. & Chowfin, A. (2011). Project-based professional development: Reflections in and on action implementing blended learning with primary school students (HTML). Computers in New
Gerbic, P. (2011): Teaching using a blended approach – what does the literature tell us?, Educational Media International, 48(3), 221-234
Ministry of Education (2011). Learning Communities Online (LCO) Handbook. Retrieved February 10, 2011 from http://www.vln.school.nz/pg/groups/2644/lco-handbook/
Pratt, K. & Trewern, A. (2011). Students’ experiences of flexible learning options: What can they tell us about what they need for success?
Computers in New Zealand Schools: Learning, Teaching, Technology, 23 (2), 137-152.
Watson, J. (2009). Blended Learning: The Convergence of Online and Face-To-Face Education [N. America moving from entirely distance to include F2F]. Retrieved January 10, 2012 from
http://www.inacol.org/research/promisingpractices/index.php
Te Kura - The Correspondence School - E learning Strategy and Action Plan, 2010 – 2012