Final Day of COL

I want to thank God for giving me the strength to persevere to the end of this course. It was challenging at times but with His help and the help of some of my colleagues, I made it to the end. Thanks to all who made this journey a memorable one. 

Blessings

Module 10 Activity 7: Budgeting

Nothing that is good is cheap. So a budget for ICT integration can become very exhortation. However, for its successful implementation money must be spent.

For this activity I focused mainly on Security, and staff development. Putting a comprehensive ICT school policy was a challenge but its outcome was quite rewarding.


With a good ICT policy and proper implementation,  learning institutions can integrate ICT across the curriculum.

Module 10: Activity 6A: Plan of Action

ICT PLANNING FOR SCHOOLS

YOUR NAME:          Clarita Thomas & Gayle Greene-Phillip                                                                            

Activity 6A – Plan of action

Initial ICT planning template

In each section below, there is space to write your thoughts on the progress being made at your school in your chosen area of priority. If you work directly on this screen, print out your work so that you do not lose it.

1.     Already achieved in my ICT priority area

Staff and students are equipped with ICT Tools Established ICT Management Team Conducted school survey to determine individual skill levels Conducted professional development workshop to bring an awareness to staff on the ICT Implementation process Shared SWOT analysis ICT Management Team have already identified training resources Website for training already created Templates for certificates to be issued to participants have already been designed Infrastructural upgrades discussed with principal and other stakeholders.

2.     In the process of doing in my ICT priority area

Installed another wireless router on the administrative unit Mathematics and English were identified as the two areas to start the phased-in training process. Determining most suitable time in which to conduct training sessions during working hours. Installation of electrical outlets and lighting fixtures Seeking quotation on prices for the required hardware devices (Server and Security System) as well as the cost for erecting a perimeter fence at the school.

3.     Still to be done in my ICT priority area

Build better relationships with the community and other stakeholders. Offer training to parents in the value and use of the EMIS system as well as to establish better communication with our Alumni’s using the EMIS system. Create linkages with other schools locally and internationally with the use of ICT Tools, in an effort to create greater learning opportunities for both staff and students. Fencing of the school.

Module 10:Activity 5: Draft ICT Policy

Draft ICT Policy by Gayle Greene-Phillip and Clarita Thomas

Timeframe: 2013 – 2017

ICT Vision

Pares Secondary School’s ICT Vision is, “to nurture 21st century educational environment, in which there is commitment to excellence and success in all our endeavours.”

Mission

The mission of the Pares Secondary School is to prepare students emotionally, physically, socially and morally (to participate actively and constructively in this school, in this locally community and in the wider society) through the provision of quality academic, technical and vocational education, regardless of creed, colour or race. The Pares Secondary endeavours to provide an environment conducive to learning and teaching in which students and teachers are given the opportunity to develop to their full potential, thereby building sound character and positive values.

Aim

Pares Secondary School aims to equip its staff and students with the necessary ICT skills for them to function effectively on day-to-day basis.

Areas included in the school ICT policy are:-

1. Curriculum integration of ICT: - By 2017 the school plans to have full ICT integration across the curriculum. This revised curricula that promote the integration of ICT into the teaching/learning experience will be acquired from the Ministry of Education. The learning environment will be changed from teacher-centred to student-centred. The teacher will act as guide, coach and facilitator while the learners’ role will be preparatory/proactive.

·         The role of ICT in supporting teaching and learning at the school: - To ensure the mastery critical thinking skills, cater for the different modes of learning by modifying existing instructional methods so that they meet the needs, interests and learning styles of each learner through the use of technology. Make students responsible for their own learning.

·         Who is responsible for ICT integration? The principal as the plant manager. The ICT Management Team will be responsible for the day-to-day integration of ICT into the curriculum. The Heads of Department will monitor the progress within their departments.

·         How will ICT-integrated curriculum development be fostered? A phased-in approach system starting with the core curricular subjects (Mathematics and English) will be adapted. Heads of Departments will be trained to monitor and offer needed support to educators as it relates to ICT integration in classrooms. Development will be done based on skill sets as obtained from teacher survey.

·         How will ICT resources be accessed? A digital curriculum guide for each subject area will be created and post on the school’s website for accessibility by all staff members. This guide will contain sample lesson plans, tools and websites that are useful in the creation of teaching/learning activities.

2. ICT facilities

·         What ICT resources there will be and how they will be used? Desktop computers, tablets, smartphones, projectors, interactive whiteboards, video cameras, Wifi, hot spots, server, upgraded internet service, specialized educational purposes software, timetabling software and Education Management Information System (EMIS) will be used by the educators and learners in their classrooms to enhance their teaching/learning experiences. The former will be used to do online research, collect data, document events, and create brochures and the like. While, the EMIS software will be used mostly for administrative purposes such as keeping all stakeholders abreast of happenings at the school.

·         Where ICT resources will be housed? Small portable tools will be housed in our newly retrofitted classroom which is now our ICT storage facility. Two existing fully equipped and secured ICT labs will house the larger ICT tools.

·         How they will be maintained and secured? Privately contracted technicians from the Board of Education will do monthly maintenances of the ICT resources. Remote technical assistance e.g. TeamViewer. Installation of antivirus software.  Introduction of new operating system such as Ubuntu which does not attract viruses easily.

3. Administrative use of ICT: - To ensure that students and educators are able to realize the importance of accomplishing the school’s ICT vision.

·         The role of ICT in administration and school management: - ICT fosters ease of data storage, manipulation and distribution in the form of student admission, reporting, digital timetabling, inventory software and communication through emails etc. With the use of the EMIS software collaboration will be established with the Ministry of Education, alumni and all stakeholders. It also will assist with greater connectivity and accountability amongst the management team.

4. Staff development strategy in ICT integration: - It will be fruitless to introduce new technology and not train the staff to use them. Paring educators and training them at varying levels according to their competencies will help with the transition from traditional methods to ICT integration.

·         An outline of a staff development strategy, naming specific areas of focus and programmes / projects in which staff will participate: - Provide training and coaching for educators to boost their confidence in the use of ICT. Provide timely feedback. Using free Intel online courses (Designing blended learning, Collaboration in the Digital Classroom, Mobile Learning Courses to name a few), face-to-face interaction once per week, continuous professional development through the use of Edmodo and certificates of completion for the staff.

·         Scheduling of staff development time: - meeting every Thursday from 12:00 noon to 1:30pm for face-to-face sessions until the majority of the educators show high levels competency in the use of ICT.

·         Plans for staff access to ICT resources: - For online resources, time will be according to the educators’ choosing. Physical resources such as hardware will be scheduled and must be applied for before the appointed time. IT labs will be timetabled to suit educators’ availability on the school’s general and the individual’s timetables.

5. Sustainability: - Awareness must be fostered amongst all stakeholders if ICT Integration is to be sustained.

·         How will ICT integration efforts be sustained over five-year period: - ICT meetings will be held with the Principal, deputy, educators, parents, alumni, partners in education and corporate citizens. Consistent awareness via radio and television programmes. Using printed and visual ads. Posting it on our school’s website and social network such as Facebook. Creating an ICT support team. Providing remote access support. Continuous ICT training and evaluation to facilitate new staff and new software. The availability of ICT coordinators to assist in staff development. Installation of security methods for hardware and software

Module 10: Activity 3: Planning for ICTs in your school

SWOT Analysis

Strengths: Ø  Two educators are presently enrolled in the ICT integration in schools programme at COL Ø  A few other educators have done a bit of training in Information Technology Ø  Fully functioning labs- one for IT, one for EDPM Ø  One fully functioning access centre Ø  Students from 2nd to fifth form have tablets - government grants Ø  All educators have laptops – government grants Ø  Departmental basic training in ICT integration Ø  ICT management team has been established Ø  Access to Hot spots and LAN internet Ø  EMIS system stores all the necessary information for the school’s population Ø  A software report making has been in use for about two years now Ø  School purchased a portable projector at the start of the term Ø  Younger educators are eager to learn how to integrate ICT in their lessons Ø  Drafting of an ICT Policy

Weaknesses: Ø  Lack of interest in the use of ICT by some educators especially the older ones Ø  Not enough time for training sessions for teachers during school hours Ø  No data backup system Ø  Under-use of Education Management Information System (EMIS) Ø  Under-use of individuals who are qualified to aid with the integration of ICT Ø  Internet access not available in all classrooms Ø  Slow internet connectivity Ø  Basic infrastructure for ICT not available in the regular classrooms Ø  Inadequate security Ø  Curriculum does not incorporate ICT Ø  No internet access in the secretary’s and principle’s offices Ø  Only the access centre can be used by other teachers Ø  No system server Ø  Free antivirus software installed on the computers which has failed on a number of occasions Ø  In most subject areas, chalk and talk dominates Ø  School has no ICT Policy

Opportunities: Ø  Professional development sessions onsite and  off-site to introduce the ICT integration Ø  Scholarships to pursue ICT training at OAS during the summer Ø  Free online Intel training sessions Ø  Plans to develop a learning centre in one of the available classrooms Ø  A phased-in approach for ICT integration in the different disciplines Ø  Plans to allow parents access to their children’s academic records online Ø  Plans to start formal ICT integration training in Mathematics, English, IT and Home Economics in February 2014 Ø  Development of school’s  ICT policy

Threats: Ø  Resistance to change Ø  Theft of ICT tools Ø  Not getting upgraded internet Ø  Vandalism Ø  Loss of digital data

Key ICT related themes that recur at our school:

Ø  The need for the installation of basic infrastructure in the classrooms

Ø  ICT integration training for teachers

Ø  The lack of proper security system

Ø  Plan to use EMIS to its fullest potential

Ø  The need to upgrade the internet speed and making it accessible in every room on the school’s plant

About our school’s alignment between the general vision and its ICT-specific vision:

School’s Vision

Our vision is to develop a process of active cooperation and mutual respect among administrators, teachers, students, parents and corporate citizens as we collaborate to create and nurture an educational environment to excellence and dedication to success in all our endeavours.

School’s ICT Vision

Our vision is to create and nurture a 21^st century educational environment, in which there is commitment to excellence and success in all our endeavours.

Alignment between school general vision and  ICT-specific vision

The ICT vision is an extension of the school’s general vision because it includes the idea of incorporating teaching/learning techniques to adequately prepare students for 21st Century learning and production.

Module 10: Activity 2D: Finding and sharing schools' ICT policies from around the world

This exercise was really enlightening. The information on the links that I have visited brought about ideas that I can see being incorporated into my school's ICT policy. It was also observed that the schoool see this venture as a serious aspect in their institution and have set dates or time frames for the reviewing etc of the ICT policy. 

It is now up to us who are being trained in this sectional of the educational system to make our school's policy clear, attainable and realistic. 

I can see great successes resulting from the ICT policies that would be developed in Antigua and Barbuda.

Module 10: Activity 2C: Your school's ICT policy

How to achieve the vision of the policy

This can be achieved by following the policy development cycle which includes:- 

1. consensus
2. policy team
3. audit
4. develop policy
5. validate policy
6. adopt and communicate 
7. evaluate/review/revise

Click here for more details on the aforementioned.

Module 10: Activity 2B: A vision for school ICT policy

For the school to successfully integrate ICT, it must be seen and used as a transformation tool for the learning institution.

Since no two schools are identical with respect to needs, it is advised that the school's vision for ICT must be developed in such a way that it caters for the needs of that specific school. 

Here are some key points that should be in ICT vision for school:-

• developing the level of ICT and how it can be integrated in other disciplines. 
• using a wide range of applications so that learning is impacted positively.
• organizing teaching experiences in ways that would make maximum use of ICT.

Clear ICT vision + beliefs = improved teaching/learning

Key terms and their uses

1. Policy - states the vision
2. Principles - guides decision making
3. A Development Plan - parallel to the policy; details the description of the order of the process  timelines
4. Handbook - houses, procedures, guidelines, rules and operational matters

From Computers to Attainment

Seven steps are recommended to be used for it to be successful. Each step is dependent on the tier that precedes it.

Step 1: computers

Step 2: teaching

Step 3: ICT capability

Step 4: Application

Step 5: Outcomes

Step 6: Attainment

Step 7: Achievement

Click here for more details on the steps.

Module 10: Activity 1: Phase of ICT use in my school

In my opinion and from all indications, my school is in the applying phase with regards to ICT use. This is evident since because more and more teachers are integrating technology in their teaching/learning experiences. The school's  mission and vision statements have been rewritten to show the inclusion of ICT in the everyday running of the plant. As early as January, 2014, there will be an entire day of professional development training for the staff to this respect. Things are looking on the bright side for this venture/change at the school and the majority of the educators are showing positive signs for its success.

Module 8: Activity 10: The Flipped Classroom

This idea has been driving many educators up the walls while it has been a welcomed approach for others. It allows for students to be responsible for their own learning and they are exposed to content by watch videos before entering the classroom. this then allows for concepts that were not quite grasped to be discussed either in groups or as a whole class. 

One downfall that sticks with me is that facilitators have to plan and prepare ahead of time for this to be successful.

It it better for one to try an approach before branding it as no good. 

Module 8: Activity 9: Cell Phones in the Classroom

There seems to be no end in sight for the use of cell phones in school. Many pros and cons are posited an still no common ground is met. Just like any other device, users need to be taught responsibility for their use. A variety of authors and researchers have stated that if properly implemented, the use of cell phones can reap positive results. 

They have also stated that putting a ban on its use in school has forced students use them in bathrooms and lockers for fear of being caught. They are also of the belief that this action has caused students commit illegal activities against each other. 

There is need for a level plain for this debate to be resolved. 

Module 8: Activity 8: Management of Social Networking and e-safety.in the classroom

This also is a hot topic of debate in the world today. Social networks include facebook, twitter and the like. Whenever the issue of social networking, e-safety is at the head of the discussion since the safety of all stakeholders is paramount. No one will feel comfortable knowing that their children's life being in danger. 

It now left to the principal and staff to ensure that policies etc are put in place for the safety of all stakeholders' who will use the internet. 

Module 8: Activity 7: Tablet Devices in the Classroom

Presently, in Antigua and Barbuda, All students from Form 2 to Form 5 are given the opportunity to own a tablet device as government grants. This has been deemed as a welcoming gesture to some citizens while other find it to be rather inappropriate since most facilitators were not trained in the use of these devices in their classrooms. 

These handheld devices can be effectively used in the classroom to enhance the teaching and learning experience.

Just as with any other tech tool there are negative views to their usage in classrooms. 

www.edudemic.com has given the following as the top ten things that one needs to know before diving into the use of tablet devices in the classroom. These are they:-

1. Kids Will Break The (Very Expensive) Tablets

2. When It Comes to Education, The Operating System Matters – a Lot!

3. Children Will Be Online ALL The Time

4. The Battery Will Run Out in An Hour

5. Why On Earth Do Kids Need a “Multi-Media Experience” for Learning? I’m Suspicious…

6. Kids Will Be Able to Access Unsuitable Websites and Apps, and I Can’t Stop Them!

7. With So Many Apps, I Won’t Know Which Ones to Download for School

8. I’m Worried About The Tablets Being a Target for Thieves. Is Children Safety at Risk?

9. Won’t Cyber-Bullying or Approaches by Strange People Increase With Tablet Usage?

10. I really Don’t Want Kids to Lose the Ability to Read a Book, or To Handwrite

Module 8: Activity 6: One-to-one learning

It is evident that technology is in-grained in the very fibre of today's native digital natives. Many individuals would agree that it would be ideal to have each student using his/her own technology tool.  There are many positives that can be obtained from the one-to-one teaching/learning approach. These include but not limited to:- 

• it allows the facilitator to use differential teaching/learning approaches so as to meet the needs of the students
• it enhances the teaching/learning process, encourages  collaboration, creativity and fosters critical thinking.

With the correct use of the tools like the iPad, iPod, cell phones or any other technology tools, facilitators can make a difference in the lives of their students, which in turn would make them marketable for the work world. That is to say, make them 21st Century ready.

Module 8: Activity 5: Interactive White Boards

The Interactive White Board has been a welcome commodity for some facilitators and students. It has been shown to improve students' participation in classrooms and to enhance teaching experience. Notwithstanding the aforementioned, this large technological tool has its pros and has been a debated topic for some time now. 

The use of this technological tool can be bring about positive results if the activities are well-planned, organized and executed.

Module 8: Activity 4: One-computer classroom

A one-computer classroom can be effective and produce positive results if facilitators use their creativity to enhance the teaching/learning experience. They need be mindful of the boredom that could occur if activities are not well-planned. Remember that its connection to a large display screen can be beneficial in lessons. Some examples for its use are:- 

• as a teaching tool
• as a presentation tool for both stakeholders
• for group work

Module 8: Activity 3: Learrning Labs

Time to practice and a safe place devoted to learning through action are two elements of a learning lab as posited by MHA Institute. It is claimed that individuals get a chance to face real-life issues and they find solutions to them. 

These labs can be successful if rules are established for its use. It has been mentioned numerous times though that these are becoming obsolete since personal devices like ipods, smart phones and laptops to name a few are dominating the seen.

Module 8: Learning in ICT-enabled Classroom

The positives of learning in ICT-enabled classrooms can out weigh the negatives if certain practices and structures are put into place. Some of these are:-

1. age appropriate devices and software
2. ICT- competent facilitators
3. finance for purchasing and maintaining equipment
4. well planned activities for in and out of class sessions that allow for collaboration, engagement and enjoyment 
5. opportunities for feedback
6. opportunities that cater for diversity
7. student-centered learning

I must say that Antigua and Barbuda has shown its belief in having the above mentioned classrooms because it has first given every facilitator a laptop, provide the opportunity for every fourth or fifth formers to be armed with tablet. This is a step in the technological dirrection.

Module 8 - Activity 1: Principles of Classroom Management

Without proper classroom management, learning will not take place. This is not saying that facilitators/educators should stand over the learners' head with the rod of correction. It simply takes proper planning and adequate delivery of activities to achieve the required behaviour.

It is of great importance for facilitators to model the expected behaviours, be firm and fair when dealing with issues, allow opportunities for learners to be involved in the concepts to be learnt, demand respect and show it too and develop a good relationship with learners and those with whom they live if they intend on having excellent classroom management.

Module 9: Activity 11: Final Reflections

How has the journey so far been, smooth or hard going? The lessons that I have learnt so far?

The journey so far had its ups and downs especially when I had to push my tired body and mind to function at peak level. That however, did not deter me because I turned the challenges into stepping stones. With continued effort and determination, the end result was exemplary. It was a pleasure working with most members of the team. Their words of encouragement and clarification when needed will not go unnoticed. Collaboration, teamwork and positive criticism has made a great impact on my completion of this module. Thanks to all those who played a part in ensuring that I kept on going.

Some lessons that are etched in my mind are:-
•A leader cannot lead without a vision.
•Never micro-manage, form a management team to critically analyze programmes or future plans.
•Build trust- it paves the way for people to follow you.
•Empower all stakeholders.
•Build a good relationship with the community.
•Let change be gradual.
•Have a flexible plan for change so that other alternatives can be used as you progress.
•Allow time for staff professional development.
•As a leader, get first-hand experiences of the day-to-day running of your institution so that you can speak convincingly on issues that may arise.

How my aspirations for my school have changed now that I have completed this module? How I feel about the school's vision and whether it is on track?

Having completed this module, I can see my school being the lead school in Antigua and Barbuda with respect to ICT integration. This view can be realized with the installation of ICT infrastructure, the training of educators and the support of all the stakeholders. The school’s vision will keep on track with flexibility if obstacles are met. There is also evidence that the educators are willing and ready to move forward for success.

The key areas that will be focus points for my continued learning about ICTs, their uses and ways to plan for them at my school. How I am going to support my own continued learning?

Key areas that I will be focus points are:

-implementing the school’s shared vision

-ongoing training sessions

-have a support system for educators

I am going to continue my own learning by:

-completing the other two module on COL

-enroll in any other ICT course for as refreshers’ course

-utilize the information gleaned from this course

-continue to use of the different ICT tools etc that are available