iPad Impressions

Students started using iPads, as an integral part of their learning, in 2011. Teachers, students and parents embraced these simple, powerful devices. iPads have opened possibilities to really expand the learning opportunities of the students, particularly when teamed with excellent pedagogy.
In 2013 the School committed to providing iPads to all students from Year K to Year 6.

A number of surveys were conducted (late 2013) to gauge the attitudes of our school community to the program. This data provides important feedback about the iPad program and will be helpful in informing our approach in 2014.

Survey of Parents


Survey of Students
4 = Strongly Agree



Survey of Teachers
4 = Strongly Agree


A Wordle reflecting teacher impressions



The Parenting Factor


There is no question that parents are a vital and crucial part of the school community. It is interesting to consider some key components of this important relationship. Here are a few questions.
Ownership: Are parents the owners? Are their interests met directly? Do they have a voice?
Management: Do parents have the opportunity to participate directly in the management of the school? Can they be a part of the big strategic decisions? Can they influence direction?
Participation: Are parents motivated to participate because of their vested interest in the school? Are there many avenues for participation?
Community: Is there a sense of common purpose amongst the parents helping to develop a sense of community?
Aspirations and Goals: Are parents clearly seeking certain common goals. What are these goals? e.g. a safe and nurturing environment, a strong emphasis on education, a well rounded curriculum and excellent teachers.
Does the school recognise these goals and seek to address them?
Morality: Do the parents relate to the moral beliefs / ethos of the school? Is there a strong sense of morality and purpose? Does this morality / ethos permeate the culture of the school?
Consistency and continuity: Do parents perceive a consistency of people and the environment? Is there stability in the staff and the environment? Do parents have a sense that the school has a clear purpose and direction?
Communication: Are the lines of communication for parents easy to navigate, both to teachers, administration and management?
Quality and Resourcing: Do parents believe that resources and support provided enable delivery of a quality teaching program across all areas of the school?
Flexibility and capability: Do parents have confidence that educators and administrators can adapt and evolve the leaning environment swiftly and effectively to meet changing needs, of the different groups, within the school community?
Happiness: Is there is a sense that teachers, students and parents are happy and feel a sense of pleasure or delight in participating.

Is there a feeling that these factors are working together to produce a sense of “rightness”… a sense that parents are actively parenting and are involved in the education of their children? – “The Parenting Factor”.