Module 9 Activity 4: Whole school conditions for ICT Integration

Within the ICT integration proccess ICT is expected to be used effectively to enhance the teaching and learning expereince in all curriculum areas across the whole school. It should be used to support collaborative learning, co-operative learning and to develop higher order thinking skills among students as we seek to develop students who are self directed and committed to a life long learning expereince.

Whole school  conditions for ICT integration includes:

1. There must be a VISION as to what  the Educators and learners will do in order to achieve ICT integration. This vision must be one that is accepted and appreciated by all the stakeholders.

2. The LEADERSHIP of the school must have the right attitiude and leadership style to spearhead the integration process and to shape what happens at the school.

3. There must be continuous COLLABORATION among the leadership, team players ( teachers and learners) and the community. These stakeholders must be able to voice their opinions, share their ideas and suggestions and ask questions to alleviate their fears about ICT integration throughout the integration process.

 

These three factors along with others once incorporated into proper planning will ensure that ICT is used to enhance the teaching and leaning process across the whole school.

Module 9 Activity 3: Thinking about whole school

 

 

The whole school diagram was used to analyse the management and leadership of my school in relation to ICT integration and how it affects the school overall.

 Collaborating with all the teachers and leaders through the use of ICT integration can and will create tremendous improvement in both the teaching and learning process and the progress and improvement of the learners which at this time is green (almost of good quality).

Area of concern

The area of major concern to me which received a brown apple) poor quality) is Critical reflection.  The whole concept of reflection is one which I strongly believe in and have seen how it has worked for me. As a member of the school’s administration team and from discussions with other teachers I have realised that not much critical reflection is done on the part of teachers.  There are some teachers who reflect sometimes and there are some who indicate that they don’t find it necessary to reflect.

This aspect of the whole school frame work is the area within my school is what I would like to be my area of focus for development and I hope to do so through ICT integration.

Vision:  To get Teachers to constantly engage in critical reflection about their practice as a means to not only support personal and professional development but to bring about overall effective schooling and whole school development using ICT tools.

This constant critical reflection will get teachers to apply a range of techniques to reflect in, on and about their actions with a view to improve their practice which will eventually lead to better outcomes among the learners.

How ICT integration will change how things are done

At my school as an ICT leader I have been using the technology in my classroom and have gotten the other members of my department to begin use the technology in their classroom. Not only are they using the internet for research but no longer do they walk around with mark books but their grades and attendance are done electronically. They prepare PowerPoint presentations to present new topics and demonstrations; show YouTube videos about techniques and other demonstrations for their classes and preparing hand-outs.

However, it is my intention to get teachers to recognize that ICT can be used for more that delivery of subject content but should be used for on-going professional development of themselves.

It is my intention to engage the teachers in training seminars about Critical thinking using ICT tools (PowerPoint presentations, videos etc.).

 After this I will then engage the teachers in the practice of critical reflection using varying ICT tools. They will be introduced to different tools such as blogs, wikis, e-diary, e-portfolio and then will decide on which one they will use to practice critical reflection. This will be another aspect of the use of ICT.

Other ICT leaders in the group can learn by collaborating and sharing their ideas and to engage in critical reflection on a one-to-one basis or as a group using the technology to communicate and share with each other.

Module 9 Activity 2: School Scenarios

This activity provided an opportunity to get a peek into several scenarios with regards to ICT readiness experienced in  various schools. Eventhough I have not experienced any of these scenarios, they are engaging and interesting enough to trigger a response as to how these problems could be solved.

Effective ICT implementation requires proper management so that the school can get the best from the investment made.

The main lesson learnt is that domations given don't always meet the needs of the school and the Leadership of schools must be au fait with the trends and changes in Technology. They must also learn to get the stakeholders of education involved so that they can achieve the best educational institution.

Module 9 Activity 1: Leadership in the Digital Age

Leadership in ICT is about embracing change and taking charge of the change by engaging in the change process and embracing it as well as implementing the use of ICT/digitalization  of the school.

I am always of the opinion that a good leader delegates and that leaders in ICT in schools should engage in constant collaboration and continuous communication. They should recognise the talents and skills of other teachers who are ICT competent and to engage them in the implementation of the ICT integration process through regular professional development activities (workshops, interdepartmental seminars, team teaching) to help transform our school into the 21st learning classrooms