5. The Impact of Technology “Technology will transform culture in ways we cannot predict. Our students live in a different world to us. Some consider that digital technology is the biggest generation divider since rock and roll. The generation that downloads 2 billion ring tones every year, 2 billion songs every month, and 6 billion text messages every day, learns through instant messaging and chat, and through blogs. They exchange peer to peer, they learn from Wikipedia and YouTube, they meet in Second Life and they game online in multi-player games, and on their cell phones.” (Marc Prensky) Marc Prensky: “Don’t Bother Me Now, I’m Learning” Published 2007
14. Attributes of Effective ICT Leadership “It is important for the school principals to lead not just support the integration of ICT into teaching and learning” (Kathryn Moyle 2006 Voices from the Profession)
15. The Research Base for What Follows Leadspace ICT Leadership (NZ) Becta: Leadership and Management section (UK) These sites also provide tools and templates to assist in needs analysis and planning
20. Ensuring an orderly and supportive environment Robinson 2008: Keynote to ICSEI conference
21. Effective leadership “ Leadership is the capacity to translate vision into reality.” (Warren G. Bennis)
22. But School Leaders Aren’t the Only Strategic Players School leaders are crucial in leading and enabling change but, like their teachers, they too need to be working in an enabling environment in which central agencies: Support infrastructural developments Make bulk purchases on behalf of schools Coordinate and rationalise initiatives Minimise policy shifts
23.
24. Planning for ICT development School mission vision and goals Stage 1 Strategic objectives and timelines Stage 2 School Annual plan Stage 3 ICT Action Plan Stage 4
25. The Fridge-Freezer Analogy What we store in the home freezer is what we intend to use over a long period of time - it is like a strategic plan What we store in the fridge is for more our more immediate use – it is like an annual or action plan
45. Teaching and learning through technology. We have a responsibility to act as a catalyst for change disseminating our expertise to the wider educational community;
47. We represent the practical application of innovative teaching and learning theories
48.
49. Using Evidence for Planning Collect and interpret data: eg data shows computer use is largely restricted to completion of worksheets Define the strategic issue: eg student achievement and engagement Write a strategic goal: eg at Grade 8, Project based learning will be trialed with computers as a key learning tool Define strategic actions: eg develop an action plan which includes outcomes, actions, responsibilities, time-frames resources needed etc Determine how actions will be monitored/reviewed/ evaluated
50. Effective leadership “ Leadership is the capacity to translate vision into reality.” (Warren G. Bennis)
57. Possible ICT Strategic Goals To institute a school-wide Managed Learning Environment which enables teachers and students to store and share digital resources and collaborate in learning and teaching To evaluate current technical infrastructure to inform a 5 year infrastructure development To plan for learning and teaching approaches which personalise learning encourage informed choices of appropriate ICTs include creation of a digital products for a real-world audiences
58.
59. Those most affected by planning must be part of that planning or represented in the planning process
61. There must be a chance for internal critique and feedback if there is to be buy-in/ownership
62. The format is less important than the process, but it should include accountability and sustainability mechanisms, for example:
63.
64. Teacher Must Drive Their Own Development Teachers world-wide are suffering from innovation fatigue If they are not in control of their own professional learning then the response will be this.
65. Professional learning– 7 key elements cont… Extended time for opportunities to learn was necessary but not sufficient External expertise was typically necessary but not sufficient Teachers’ engagement in learning at some point was more important than initial volunteering Prevailing discourses challenged Opportunities to participate in a professional community of practice were more important than place Consistency with wider trends in policy and research And Number 7?
66. Active School Leadership Leaders whose actions impacted on student learning: actively organised a supportive environment focused on developing a learning culture within the school and were learners along with the teachers provided alternative visions and targets for student outcomes and monitored whether these were met created the conditions for distributing leadership by developing the leadership of others. Timperly et al (2008) Teacher Professional Development and Learning Best Evidence Synthesis
68. In Summary Leaders are central to any change Leaders grow leaders Without a vision you won’t know your direction so are likely to get lost Leadership is about enabling, supporting and modelling change Planning and review are critical Planning can’t be done to people – if real change is wanted, participant involvement is fundamental Superficial change is easy; real change takes time and pain.
Notes de l'éditeur
Have you seen this? If you are in a school, talk to a neighbour about where you think your school might be? Let’s see some hands.
You’ve probably been exposed to a raft of presentations about why we need to get serious about the use of ICTs. I prefer to think that we need to get serious about learning and ICTs are a serious learning tool
He is worth reading
How are you going as a schools in these areas? How about nationally?
And this is the exciting side – the stuff the workshops in this conference focus on -but you’re leaders and you’ve got to enable it to happen
This is particulalry so with the technical aspects
Is this the process most of you have been through in your schools? If I was to ask you to tell your neighbour your school vision and long term strategies, what would you say………? OK I won’t do that.
An audit of the current situation puts a school in a position to create a vision, collaboratively; A vision provides an ideal upon which to build a learning community – to enable change – as long as that vision is shared.
All of which is simply rhetoric unless it is translated into rigourous action or implementation plans
Let’s look at the pieces of one school plan related to aspects other than professional development