Module 8 Activity 9: Cellphones in the Classroom

A cellphone is one of the easiest technological device to use and also one of the most popular one among students.
It is and can be a useful teaching tool which can be used by students for constructively communicating with each other and with teachers. Through texting,  tweeting, bbm messaging, whatsApp messages, voice messaging and sending emails the teacher can send reminders, ask and answer questions and send responses to students using the cell phone. The speed and convenience of this method is welcomed by most students and aids in the teaching and learning process. Students can also engage in using the cellphone to carry out research on a topic as they access immediate information from the www.

In schools in Antigua ans Barbuda, cellphones are not allowed in the classroom. They must not be seen and not heard and there is ongoing debate about its use in the classroom.

However since I am aware of the value of cellphone use in the classroom, i have been bending the rule by allowing students to use their cellphones in my class. To do this I had to establish a set of rules which are
1. the cellphone MUST be used in the Art room and the Art room only when given permission by the teacher.
2. It MUST be used for research purposes only, researching only the topic being studied in the class at that time.
3. The teacher reserves the right to ask any student to see their cellphone screen while using them in the Artroom
4. If any student is caught breaking Rule #2 above, s/he will be asked to put away the phone and be punished.

This has been working effectively in my classroom. In addition I allow fifth form students to send me images of their work in progress using whatsApp message platform so that I can critique their work while they are working on it at home.
The bottom line is that clear cut rules and regulations must be put in place and the teacher must engage the students in positive use of the devices so that they can see just how powerful a learning tool it is and how to use it positively.

Below is an image of students in my class using the cellphone as a research tool during an exercise.

Module 8 Activity 8: Managing Social Networking - managing e-Safety

e-Safety refers to the safe and responsible use of technology and in particular the internet. It is about safeguarding children and young people in the digital world and teaching them how to understand and use  internet technologies in a positive way.
Each school should establish e-safety policy and the set of rules in this policy must be crafted in a positive, child friendly and easy to read and understand manner so that they can relate to it and feel comfortable implementing the rules.

Below are a set of child friendly e-safety rules

http://alexmercerportfolio.wikispaces.com/file/view/Esafety_rules.JPG/132764185/523x325/Esafety_rules.JPG

Module 8 Activity 7: Tablet Devices in the Classroom

Tablet devices are portable handheld machines which engage students/users with diverse learning abilities and which can be used by the teacher to produce a variety of effective learner experiences.
They are visually engaging and stimulating teaching tools which the teacher can use to create individualized learning curriculum focusing on individual students rather than producing a whole class learning experience where some are left behind. with the appropriate apps applied, the students are free to work at different paces in the same class with the same teacher.
Learning with the tablet is termed "mobile learning" and it is simply removing the learning from the traditional classroom allowing the students to learn where ever possible. No longer is it confined to a classroom or behind a desk listening to the teacher.
The use of tablets promotes the practice of Authentic learning and improves project-based learners.

Module 8 Activity 6: One-to-One Learning

One-to-one learning means putting a computer ( a PC, laptop, tablet pc) into the hands of every students so that they can work independently whether in the classroom or at home.

Using this practice, students tend to be highly engaged in their lessons as they work in teams, access and submit assignments and carry out research which leads to more participation in class. 

It also enables the teacher to  use a variety of techniques to teach the content of their subject area and the teacher is also  able to keep abreast of each students' progress through online assessment tools as s/he integrates  online content and learning resources into the curriculum as they expand learning beyond the classroom.

However, it has its down side. Students in a one-to-one learning environment can become distracted from learning and focus on other aspects of using the computer such as playing games, visiting social media sites, surfing the internet and watching and downloading videos.

It is imperative that teachers instill in students  that they must use the tool effectively and appropriately for the enhancement of their learning.

Module 8 Activity 5: Interactive White Boards

Interactive White Boards are large presentation tools that work with a projector and a computer to allow teachers to create dynamic and captivating lessons.
It is a powerful tool which provides the opportunity for full student involvement in the lesson through the use of manipulatives, images, audio, video and other visuals and once used innovatively they create a wide range of learning opportunities.

Module 8 Activity 4: The One-computer Classroom

The One-computer classroom is a classroom that has one or very few (probably up to four computers to one student) in a classroom.
 As an experienced use of the One-computer classroom concept, it has been  and will continue to assist me in enhancing the effective delivery of the learning objectives through the use of a combination of text, visual images and audio until I am able to improve or transform my classroom into one where there is a computer available for each child in the class. The most important ingredient to make this concept work is that the teacher must be creative and innovative and must engage in  proper organization and planning of the lessons to be taught so that the learning of all students is enhanced.
For the teacher in the one-computer classroom the computer serves both as an administrative tool and as a teaching tool. Administratively it can be used for professional productivity such as creating handouts, worksheets, tests and quizzes, checklists, lesson plans as well as for writing reports.. It can also be used as a storage device for storing large amounts of data e.g.  as an electronic grade book, students attendance records and their biographical data and other records. It can also store content material prepared by the teacher as well as downloaded from the WWW. As a presentation tool, the teacher can use the computer as an assistant to communicate and present the content area of the subject being taught.
The computer in a one-computer classroom can be used to engage the students in cooperative group work activities where the students are given the opportunity to work together on a common goal for mutual benefit. In addition with careful planning and organizing, students can be given the chance to work at the computer individually or in pairs using specific content software to reinforce certain skills through drill and practice exercises created by the teacher as well as using the internet (virtual galleries, web links etc) and CD ROMs with relevant information to complete activities and worksheets created for them by the teacher to reinforce learning.
The success of the one-computer classroom depends on the creativity and innovation of the teacher who will carefully plan and manage the classroom to achieve the best learning outcome.

Module 8 Activity 3: Learning Labs

Learning Labs

Learning labs are a good thing once they are carefully managed and monitored and the users (both teachers and learners) know and follow the rules which govern their use and to use them for the right purposes.
Having a cluster of computers in a single space is often used for the development of ICT "literacy" skills- that is teaching the subject of Information Technology. This also is a good thing but I also believe that it would be more beneficial to not only have computers in a lab setting but that they should be placed in every classroom as well. In the classroom, teachers of individual subject areas would be able to use the technology as a teaching and learning tool in their respective disciplines to help improve and enhance learning.

With the plethora of digital devices  available including laptops, I pads, tablets as well as software that can be used for teaching and learning consideration should be given towards integrating the use of these personal tools into the ICT integration in the classroom process. This means that the learning labs will be extended beyond the physical space and become 'mobile' and thus learning will take place wherever and whenever possible. With innovative initiatives such as this Schools can begin to craft their own ICT implementation plan for the successful use of ICT in their schools.

Module 8 Activity 2: Learning in ICT-enabled Classrooms

Learning in ICT-enabled Classrooms

     The use of ICT in the classroom can empower both teachers and students in terms of the teaching and learning process, promote change and foster the development of 21st Century learning skills and thus creating a well rounded child for the world we live in today. It can transform the teaching and learning process from being a teacher dominated environment to a student centered on which will result in  opportunities for the students to learn in developing their creativity, their problem solving skills and abilities, reasoning and communication skills as well as other higher order thinking skills. This can be achieved through the use of the internet and the WWW where a wealth of  up-to-date information can be found. They are exposed to a wide variety of sources and therefore are able to learn at their convenience and pace.

     However this will only be successful if ICT  is used appropriately by the teacher to compliment his/her existing  teaching practices and there are adequately available technological equipment including computer hardware and software and other devices such as over head projectors, interactive white boards, flat screen televisions, digital cameras, printers and so on.

     In Antigua and Barbuda efforts are being made to begin the ICT integration process in all the schools. The government initiative of giving Teachers a laptop, making available electronic tablets to students and providing internet access in school is a step in the right direction as we have begun to see some benefits.

     However, it must be noted that the ICT integration process despite its numerous benefits two major hindrances which prevent its implementation are the lack of enough hardware and software ( need to implement the 1 laptop per child initiative) as well as the need for adequate training of teachers to be able to use the technology to assist them in using it effectively in their classrooms. Some teachers are equip with ICT skills and are doing their best to implement the integration process while others have begun to embrace the change. Yet there are still others who are are resisting the change.

     As teachers who are already integrating the technology in our classes, not only do we need to continue to adapt the technology to suit our particular needs but we need to invite other teachers into our classes to experience and be a part of our class sessions so that they can see the effectiveness of the powerful nature of this tool and will want to become a part of the change process.

Learning in an ICT-enabled classroom is:

Module 8 Activity 1: Classroom Management Principles

According to Rebecca Alber in her article "Ten Tips for Classroom Management", if students "are engaged, they are managed." I agree with this statement. However for this to take place there must be rules and guidelines put in place by the teacher to govern the use of the classroom and the use of the tools and machines in the classroom as well. Both the teacher and students must take ownership of the classroom.

      As an Educator  for the past 27 years, to make management of the classroom easy I am of the opinion that  the teacher must first build a positive and safe learning community. This can be done by first building good relationships: teacher-students, student-student, thus creating a classroom community with a friendly  environment. I also take the time out to  get to know their names and to call them by their names when asking questions or asking them to do a task and to commend them when they do and say things correctly.

     I usually greet the students at the classroom door, inviting them in with a smile and involve them in designing and laying out of the classroom (visual arts lab). They are then exposed to the rules which govern the classroom, their expectations ans consequences of the rules if the expectations are not adhered too. I also ask if they have any additional rules they would like to add, and would discuss and add them if they will help in the management of the class. Doing this helps tremendously in having fewer behavioural problems. It also means that they knowing what is expected of them will be ready and eager to learn and will be focused on the tasks at hand. To conclude one can therefore say that the most important element of classroom management is the TEACHER'S PRESENCE.

           

Module 9: Final Reflections....

     This module "ICT Leadership in Schools" was a rather interesting, engaging and informative module for me. The various activities and the varying ways in which they could be done and the flexibility sure has enlightend me about new teaching strategies I can use in my classroom and has allowed me to get through the module as well.
     Leadership and team work is an integral part in creating change in any organisation and or institution and as I reflect on the module and on my practice I realise that the responsibilities and activities I have been involved in and practicing are those required for being a leader. As a Year level Head and a HoD, my colleagues have constantly teased me about being "Deputy Principal no. 2" and I have constantly shrug them off as I just want to simply be a teacher, an effective teacher. But I guess that I have been in denial and this module have forced to to face the reality that I am a leader and that I have leadership qualities and have been functioning as a leader in my school.
     Leadership is teamwork and to be effective the leader must first beleive in him/herself and in his/her vision and must be able to convince others to buy into and to share thier vision. Hence both the leader and the individuals involved must have a similar understanding of and share the vision and be supportive of each other and the change process.

      As a leader I realise that a Good leader delegates. A good leader listens and take on-baord the ideas and suggestions and criticisms of others and that a good leader engages all the stakeholders involved and has the responsibility of education them on the importance and value of the ICT vision that is shared.

 Taken from my E-Diary:

Question: Has the journey so far been smooth or hard going? The lessons that I have learnt so far?

Response:  As mentioned before in activity 9 in my E-Diary the journey through this course was a challenging but rewarding one. Despite my illness I was able to persevere and performed to the best of my ability and learnt a lot throughout.

Leadership is not only for those "in charge" like the Principal of the school but it is for anyone who has the capacity to get the support of others in accomplishing a common task. The articles read and the activities engaged in were very rewarding and based on what I have done I now have a different view of who or what a good leader is and the qualities of a good leader. 

 I have learnt how to negotiate, developed my interpersonal skills, my writing skills and also my ICT skills have been improved as well.

I am motivated to move on... the evolution continues...

Module 9 Activity 9: Creating a Shared Vision

For a shared vision, the individuals involved must hold/have similar understanding of the organisation/institution's purpose, its goals and abjectives. By asking questions, and learning to listen carefully to the answers, the sense of a shared vision grows as individuals involve dialogue, consult and execute.

To realise  the shared vision of ICT integration, it is very important that the leader(s) in the change process get the support  of all the stakeholders who must see the need to become involve in executing the change so that the vision  can be realised.

Module 9 Activity 10: "New Partnerships"

Partnerships are formed to achieve a common goal or vision. Schools are encouraged to form  partnerships with corporate citizens who will readily assist them in realising their dreams. In this joint venture partners will look at thier opportunities and the benefits should be mutual to both partners.  Your partnership letter sent to the company/individual should be professional, clear and precise in expression.

 My Partnership Letter

                                                                  Princess Margaret School

                                   Hilda Davis Drive & Dickenson Bay Street St. John’s, Antigua W.I.

Founded 1955                                                               Motto: The World is in Need of Good Men and Women

Phone   1-268-462-0422/460-9152                                                                    Email : pmschool1955@gmail.com

17th May, 2013

Ms. Carol Beazer

Axcel Finance

P.O. Box 2620

High Street

St. Johns

Dear Ms. Beazer

I am writing on behalf of the Principal, Staff and Students of the Princess Margaret School, the 2013 Interschool Athletics Champions of whom your company is a proud sponsor.

As we seek to foster school improvement and enhancing the students learning experience, we at the school have embarked on a mission to fully integrate ICT within the school’s curriculum. The shared vision is: To develop a curriculum in which ICT is integrated into all learning areas so that the learners and educators can use ICT confidently, creatively and productively as they work collaboratively to develop 21st Century learning skills to help them to realize their true potential educationally so that they can take their rightful place in society.

After  meeting with the Principal and Management Team, your esteemed company has been selected as the ideal one to seek a request to further deepen the partnership as we seek to realize this vision.

We at the school are convinced that this partnership will prove to be of greater mutual benefit to both your company and the school.  Should you wish to engage us in this venture, the ICT Implementation team will avail itself at your convenience to discuss the details of this project. I can be contacted at 724-7126 or at bnardson@gmail.com or at the numbers and email mentioned above.

We look forward to developing an even stronger partnership with a favourable response.

Yours in Education

……………………………

Bernard E. Richardson

ICT Integration Coordinator

Module 9 Activity 8: Learning Area Vision

ICT Vision

To develop a curriculum in which ICT is integrated into all learning areas so that the learners and Educators can use ICT confidently, creatively and productively as they  work collaboratively in a flexible environment to develop 21st Century learning skills to help them to realise their true potential educationally so that they can take their rightful place in society. 

 

 LEARNING AREAS:

 

 ENGLISH LANGUAGE

 Using ICT skills to develop and apply knowledge. Providing learners with the opportunity to communicate more effectively and to develop critical literacy skills.

     •Improve writing and reading skills.

     •Develop speaking and listening skills.

     •Support collaboration, creativity, independent learning and     

       reflection.

    •Access information and respond to a widening range of texts.

    •Develop critical thinking, creativity and literary skills.

 MATHEMATICS

 Use a variety of ICT tools that can transform the teaching and learning process thus enhancing the mathematical experience, encourage critical and analytical thinking through problem solving activities.

  •Use various  software and tools to make different graphs to   

    present data.

 •Use mathematical ICT to perform problem solving activities and 

   tasks.

 •Use ICT tools in creating patterns, exploring properties of angles   and shapes, symmetry, visualizing and manipulating 3D objects and recording and displaying data.

 

 SCIENCES

 ICT can be used to enhance learners understanding through research and investigation of science concepts using real world situations, solving problems, collecting and analysing data and working collaboratively.

    •Records practical activities and experiments.

   •Use laptops in lesson to research specific topics

   •Conduct research using the internet.

   •Encourage critical thinking through analysis, evaluation and  

     conclusion.

 

 SOCIAL SCIENCES

 Use ICT tools effectively in investigating, creating and communicating ideas and information about social, cultural, historical and global issues. 

 •Use digital online material, charts, maps and data for analysing  

   historical and social trends,   geographical processes.

•Use  the technology to create, publish and present their learning.

•Use communication technologies - wikis, blogs to enhance the   

  critical and analytical thinking. 

 

 VISUAL AND PERFORMING ARTS

Use ICT to  provide exciting and unique opportunities for enriching and transforming Visual and Performing Arts teaching to support, guide, extend and externalise the thinking process of learners.

 •Use drawing and painting and graphic design software to create 

  art work.

 •Use digital still and video cameras.

 •Create electronic portfolios.

 •Video editing, creating 3D animation, virtual backdrops.

 •Sound mixing.

 •Use software to create original, exciting and creative musical 

   arrangements.

•Watch videos of dance and drama performances to learn about 

  techniques and expressions.

•Watch demonstration videos about techniques and processes.

•Research online to learn about established artists and artistes.

•Use social media to communicate with artists and artistes.

 

Module 9 Activity 7: Role of the Leader

 The Leader plays an integral role in the whole ICT integration process as s/he is responsible for ensuring that the vision is shared and that the shared vision is realised.
Within the school setting, the leader must at first believe in his/her vision and must be able to convince the teachers to share the saem vision. The leader is expected to engage all teachers (even the reluctant ones) and all other stakeholders so that they will realise the importance of the vision and be motivated to be apart of the process and wanting to implement it. The role of the leader is to  effectively plan, to work collaboratively  so that the vision can be realised.

Module 9 Activity 6: Survey Results

Based on the survey carried out at my School, the following conclusion was arrived at:

•  The teachers at my school are halfway between the "Adoption Stage" and the "Adaptation Stage" of the five stages of Professional Development.
•  The majority of teachers do have a vision for the use of ICT in the classroom. They have been using some form of ICT related technology in the classroom (some more than others) based on their ICT level competency. These include PowerPoint presentations, YouTube videos, the Internet and Word processing and Excel programs.
•  Teachers have been discovering the potential which ICT offers to enhance the teaching and learning process in terms of productivity. They have moved from only using ICT for research and administrative purposes to one of pedagogical means i.e. using ICT as a tool to teach.
•  There is a need for training of teachers in the use of ICT and ICT related technologies so that they can begin to integrate it more in their teaching.

In examining the survey results in the presentations of my colleagues, it is noticed that there are two common factors which resonate throughout the results. They are:

•  There is a need for Training among teachers in the use of ICT.

•  There is a need for the development/improvement of the Infrastructure so that ICT can be properly integrated in all schools.

Module 9 Activity 5: Lessons learnt from other Schools

LEARNING COMMUNITIES

The Antigua and Barbuda International Institute of Technology (ABIIT) prizes itself to be the leading ICT institution in Antigua and Barbuda and in the Eastern Caribbean States. The institution offers the best possible learning environment with all its modern teaching and learning facilities and its mission is “to foster academic access, scholarship and excellence as it builds a cadre of human resources with the skills, knowledge and attitudes that are current and relevant for the global job market.”

The Institution offers a modern facility with 12 fully equipped computer classrooms with LCD projectors and whiteboard. There are twenty computers in each classroom with a printer, high speed internet and software for the various programs taught.  There is campus wide wireless access so students can work by themselves or in groups wherever they choose to make a learning space. There is also a library and Mega lab with 45 computers, 2 printers, a plotter and high speed internet access (can be used as a flexible classroom area) and Group work area where students work in groups or independently. All Instructors are ICT competent and teach using the technology.

According to the Dean of the Institution, “The use of ICT skills permeates every aspect of the life at ABIIT and therefore impacts students, teachers and management alike.

The Instructors at ABIIT use a combination of teaching tools and strategies to include PowerPoint presentations, interactive websites, electronic test banks and test developers  in order to provide first world quality education. The administrative duties record keeping – attendance and marks are also done electronically.

 All students, whether in the business or ICT programs must therefore master basic ICT competences in order to perform even at a minimal level “and are engaged in various multimedia experiences and extensive group work activities. The students are able to access their academic information electronically through a data management system called SONIS which provides ready access to student records and class and room schedules and the likes.

 ABIIT prizes itself in bridging the digital divide in Antigua and Barbuda with an increase demand for IT training and tertiary level education.

It is hoped that in my school, attention will be paid to putting in place proper infrastructure so that we can become fully ICT equipped and to encourage both teachers and students to become involved in using ICTs so that they can develop critical thinking and life long learning.

Recommendations for my School

·         -  To move towards developing a concrete School ICT Strategic plan.

·         -  Train all Teachers in ICTs and to expose all students to ICT use.

·         -  Improve the Infrastructure so that ICT resources can be installed and be fully equipped for teacher and student use.