This report discusses findings from The Pegasus Digital Devices Project, an initiative of the Greater Christchurch School Network (GCSN), in response to the earthquakes of Christchurch in 2010 and 2011. The earthquakes left unprecedented damage to infrastructure particularly in the central business district and in the eastern suburbs. Three years after the earthquakes these suburbs were still coming to terms with the consequences of this tragedy on the community and its schools. Infrastructure was still down, schools were facing mergers and closures and the community was concerned for the wellbeing and education of students living in the area.
In 2012, the GCSN worked with school principals to identify needs and plan a programme of work, then in 2013 they secured funding to restore wireless networks to schools and provide 11 schools with a total of 600 digital devices. Additional funding was obtained to ensure that schools and teachers could be supported with professional learning (PL) throughout the 2013 school year. Initially PL supported the more technical aspects of the roll out of so many devices, but very quickly the focus shifted to how devices could be used to enhance student learning. The project was named the Pegasus Digital Devices Project, as the eastern suburbs most damaged by the earthquakes, sit within the Pegasus Bay region.
This study was funded by the New Zealand Ministry of Education (MOE), through the Te Toi Tupu1 (TTT) Digi Advisors programme and carried out by CORE Education (CORE). The report outlines how the project came about, who was involved, how the devices were integrated into schools, and the learning and change that occurred for teachers, students and the community as a result. The Pegasus Digital Devices Project, developed and evolved out of the combined efforts of many concerned citizens and educators, and so it has been a collaborative venture. The kaupapa within this work is for transformation, and so equity is prominent in the project design and conclusions, which have been shaped around the voices and stories of those involved. This is their story, told through the dialogue, reflections and narratives of practice.
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