MODULE 6

Well,

This is interesting.  I always approach these activities with the air of cautious optimism.  This is because I do not always make the time to keep the skills learned current.  This term in particular, I am in a state of tech limbo as I have neither smartphone nor tablet, and am due to upgrade my present system. I hope I can do justice to the tasks involved.  

Activity 9 - School readiness framework

What I consider to be the most important elements of school technology readiness:

In looking over my comments on the readiness factor, I read a lot of the frustration that I am undergoing at present.  Being a government school placed in a middle-class residential area, we neither attract much  nor appall the public with our presence.  By and large our school tends to have little by way of high risk behaviour.  Technology is something which is very available, yet the means to use it effectively are very limited.  

The most important elements in school technology readiness are:

1. Unity of vision in terms of technology use.
2. Physical infrastructure
3. Staff development
4. Financial resources.

If able, I would put numbers 2 and 3 on the same line because I think that they are two aspects that ought to work together.  Physical infrastructure would include connectivity as well as classroom renovation.  Staff development includes training in ICT, but also in pedagogy to suit ICT integration practices.  I put the first one where it is because if there is no shared vision in terms of what is needed and required, anything can and will continue to happen on an ad hoc basis.  One example of this in my over 50 year old school, is the provision of computers for the business subjects, in an upper floor which is old, wooden and disintegrating.   The short term means and needs dictated the purchase, but the policy and protocol surrounding floor renovation were and still are involved processes from which there seems to be little relief.  

The money aspect  placed last, not in consideration, but in applicability.   Throwing money at a situation will not solve it.  Again, needs must be identified, before funds are allocated.

Thoughts from self-activities

Recently, I came across 2 articles which detailed present, successful attempts at ICT integration.

Bringing America's students to the Digital Age.  

This was an article I found recently and it surprised me that only 20% of the schools in the USA have connectivity.  It takes a presidential decree to agree to 99% in the next 5 years.  Does that mean that we are farther ahead than I think we are?  Nope.  Because actions by themselves cannot work without attitudes.  The most enlightening part of this article was the last paragraph.  The school with least money to spend on students did well nationally due to an aggressive ICT integration policy.

 Apple helps a struggling UK school

I wonder what I could do for my school to get help like this!  Again, vision meeting attitude and resources equalled success.  I would like to think that the day will come when iPd distribution does not go only as far as the Parliament, but also with teachers, who must use same to justify their use.

I continue to reference Dewey's quote on m powerpoint presentation: 'If we teach today the way we taught yesterday, we rob our children of tomorrow'.  I am glad I found it, because it helps me put into perspective my continuing vision as a teacher.

Activity 8 – Impact of ICT on schools[Really?]

How I think ICT will impact positively on schools in the medium term future:

Really?  I believe if we already envision being 'in the medium term future' that ICT can be a positive influence.  I say so because the technology outside the classroom is catching up and invading the technology inside the classroom.

What I have noticed happening is that the Ministry of Education and other concerned 'change agents' [love that term!] have had competitions which seek to involve the more widespread use of ICT in the classroom and with the assistance of the teacher.  Even more positive is the initiative by the Ministry to provide training and opportunities for the teachers to involve the students in these competitions.  I expect that these are things that will encourage teachers to use more of the tools available for them online as well as onsite.

In the medium term, I also expect that the comfort level of the teachers as well as the students will improve.  This will be because , as time passes,availability and affordability of some  technology will improve. Specifically dealing with my own situation, I believe that we will have more and greater attempts of students using technology for the classroom.  Already the scenario where students use camera-phones instead of notebooks exists.  We are trying to adjust schol policy to suit.

Thoughts from self-activities

 I feel like a hypocrite thinking about this, primarily because the medium term and the short term at this time are identical.  No change, no relief.  But we were asked to comment on positive steps....

I love the fact that students on their own have created their own segments and parodies and posted them on youtube.  I like the fact that we as staff film events and do the same and the students watch.

I still wish more than the handful would realise that they would reach students more by changing approaches.  I was in 'lecture mode' when one boy asked wistfully, and 'with all respect': 'Miss, why you does talk so much?'  I wish I could say I saw the light from then on, but I am still a work in progress.  Me and the wonky speakers I have to use with the projector!

Activity 7 – Models of technology adoption

What I feel about the response that my school management gave to my presentation:

The management of my school consists of the principal, vice-principal, heads of department and deans of discipline.  For this activity, I was not able to get all of them together. This was due to the fact that the vice-principal is on vacation and I myself am acting in the position.  Also the Minister of Education  has been calling out school principals for extended periods of time.  

In any case, the response was generally of a positive nature.  I fully admit that I am really not able to be particularly objective, as I have been involved in school management as a senior member of staff  for more than five years. It was the view that proposals would mean infusions of cash as well as time-both of which are in short supply at this time.

The best ideas I have read about school ICT staff development plans:

I found that most of the best proposals we similar because they involved training for staff on an ongoing basis as well as upgrading the infrastructure of the schools themselves.

(Optional) – Thoughts from self-activities

I realise that this activity yet another skill building one that is preparing me for Activity 3.  However, exercises of this nature usually make me somewhat depressed.  I think that there is a lot of potential for development in my school, yet so many of the teachers are unwilling to do more than the syllabus requirements. It does not bother a science teacher that students do not understand a concept and therefore would fail a lab experiment.  She 'told' them what to do without making any learning connections for the benefit of the students. I hope her department head was able to let her know that it was her fault that they failed the lab.  Just putting up Powerpoint slides of the textbook material was an ineffective use of ICT as well as poor teaching practice.  I got this example from a sympathy-seeking student who was convinced that he would never pass the subject.

Time is in short supply in my school because more than half the staff live more than half an hour outside the area.  For many there is a traffic situation which means that it takes between 1-2 hours to reach home.  I do not consider myself qualified to weigh in on this since I live a ten minute walk away from school myself!  It means that few are willing to remain after school dismisses for any reason.  I still  have problems accepting that often change is something people have to be forced into. 

My teacher development experience with colleagues

Teacher development is more than a shared activity-at least it should be.  The idea of colleagues is also a flexible one as well.  Both should - I think - involve an expansion of a mindset that looks more towards a more comprehensive view of one's profession and one's place in the world as a result of same.

As far as this module is concerned, teacher development has seemed like a journey with companions of like mindsets.  We seem to agree on most tenets concerned with the profession.  I must confess that this particular activity seemed to revel attitudes of difference with reference to the role of the teacher.  Letting the student take centre stage seemed to be the point of the core-ideas booklet.  I found it to be very helpful.  It is not an automatic process though.  One has to be able to empower the students so tht they feel confidence themselves in taking control in the learning activities.

As far a the members of my staff are concerned, I believe that teacher development is an attitude rather than an activity.  In which case, they are very eager in their own ways to use ICT in the classroom setting.  Of course, our infrastructural difficulties have to be taken into account; our school is by no means unique in these.  But the willingness to discuss and participate in my earlier survey activity, says a lot can be expected from my colleagues in the future.




REPONSE TO ACTIVITY 6

In this activity, what I appreciated was the availability of the core ideas booklets.  Even though I had seen Dr. Mitra's stuff as well as the comments and reviews of studies done, the booklets showed me what was practical and practicable.  I did feel however, that there was the inbuilt assumption that the students would be willing and able to participate and the teachers to prepare.  What I have come to learn in truth is that children need the confidence to take the centre stage.  The teacher needs to prepare to allow this to happen.  This means that Miss/Sir must not only know the technology and the material. He/she must also be willing to engage in those activities that would allow students the chance to participate in their own learning.

Let me state categorically here that in my own personal teaching situation, I do not believe that this is something that will take place in every class, and I do not know that it should.  The teacher should not only provide guidelines.  Students need to know what they are doing and why.  Call it preparation if you will.  It makes no sense for the students to do a filmed role play of an interview panel-for example, if they do not know what questions to ask and how to compose them.

Curriculum reform is essential and necessary yes.  It is an attitude as well as a decision and a policy.

The Integrated Approach-response to Activity 5

Huh,

Was reading over the responses to this issue in the group blog.  The  last comment struck me because the person wondered whether there had been some straying from the topic about the understanding of the integrated approach, to the challenges of same in the schools.

Really?   I find that you cannot talk about the one without the other, if we are looking at making learning meaningful.  Looking over my own comment, I think I do discuss the integrated approach, but also the challenges embedded in its use.

I know we were reading recently about how it seems to be the older teachers who are more involved in the use of ICTs and all that it means for education as we  know it. However,  I find it hard to understand the reluctance to integrate the classroom.  We have three year groups with computers-none of which I teach.  I cannot help feeling that by now, integration should have moved beyond the internet-sourced assignment to the production of original material.  I have only seen 3 teachers do that to date: an English teacher, an Accounts teacher and a Fabric and Design teacher.

Is there a need for teachers?

Yes,

This is later than I would like. But it seems to me that I have only now begun to think in a more comprehensive way about this course in general, and the assignments in particular.  Anyway, this is to record my thoughts and feelings about the material.

I begin by saying that when I first encountered Dr.Mitra, it was courtesy of the friend I alluded to in my group e-mail.  My friend is the kind of person I consider unique in his own way.  He worked in the airline industry for over 20 years, then one day, just quit, got  his A'Levels and by his forties had done his first degree and was teaching at his alma mater-an all boys secondary school.  In the intervening years, he has done his Master's degree in English, and continues to undergo teacher training.  Last year, he-with his wife and son-went to China for dragon boat racing.

I mention him because he is very much like his own version of Dr. Mitra's students.  His medium of instruction was not the computer screen so much, but the world of books and the worlds he encountered through his travels.  In his own way, he believes that teachers stifle the growth of their students because they do not want them to reach beyond their own versions of life.  He firmly believes that schools as we know them indoctrinate, instead of educating for the future or leading to enlightenment for the present.  Yes, he finds that schools are useless.

Me?  When he sends me stuff like this, it is easy for me to agree.  Then I realise that a great part of teaching these days is that many teachers stop learning after their degrees!  I once met one who didn't want to do a Shakespeare text because she hadn't done it at school or university-so she 'had no notes' to teach with!!! You cannot teach what you do not know.  Many teachers distrust such 'intangibles' like student-centered learning or collaboration, simply because it means that students will have to take their learning into their own hands. Let me say though, that there are means and ways and subjects in which teacher-guidance is definitely required.  I refer here to subjects like the sciences and technical-vocational subjects.

The advent of ICTs means that we have to be humble and serve the learning process. We can no longer control it.  The research alluded to in the articles indicates that students learn and function in ways far more differently. How does one say that the changes are more than intergenerational?  Change seems to take place every decade instead of every 30 year generational span.  I feel better now about the idea about just leaving students with material and asking for their interpretation...all I might be doing is stipulating the extent to which I would like them to use ICTs...

Activity 3 – Roles of learners learning with ICT:

The most powerful lessons that I learnt about online collaboration:

• I learned that I have to be patient with myself while I learned how to use mindmeister.
• I also learned that sometimes (often) many minds think alike.

The most important points that I take from the Learners’ Charter:

• That students should use ICT effectively in order to enhance their skills and appreciation of : 1.  Creativity  2. Collaboration        3. Communication  4. Critical Thinking.  These are skills that they will need in the years to come.  That time may be even sooner than we think.

• That students should be allowed time to explore at their own pace.  In this way, we lose the desperation whose intellectual ability has not peaked by the time of the examination.

• With the first two initiatives, the fostering of higher-order thinking skills would be a welcome consequence.
• Teachers need to find time and space to use collaborations such as these...so that the Learner's perspective is never far from our plans and provisions.

Activity 2 – Attitudes and perceptions of ICT

Well, THIS was a surprise to me! I always thought that the younger the teacher, the more eager to learn the ICT.  Instead, it seems to me that we ‘veterans’ are going after ICT full speed ahead because we do not want to be left behind in the classroom and in the society in which we find ourselves.  It was kind of humbling to see that when I thought I was being ultra innovative and pro-active (like a SUPER-heroine teacher, but without the cape and tights),  I was actually moving true to form and type. My own experiences were when I did a course and realised that I had been trained in FrontPage and it was no longer in use by anyone.  The sense of impotence was strong.  I think it was a bit of a rebellion that led me to doing my final presentation for that course using Powerpoint extensively. Once again, I felt that I had been collaborating in my students’ ignorance when I did not use ICT.  It was painful to see that students knew how to send pornographic videos over their smartphones, but not how to do a web search on an issue we were studying in English Literature.  I know I am sounding like a cliché from the article here, but when I did another course on Web 2.0 tools, I became excited again because I thought there was so much here to work over your imagination!  When I was looking for the younger members of staff for encouragement and/or inspiration, they would look at me oddly.  They basically only used it to show the –very occasional-movie.  Not even to posting questions online could I stretch them to use the technology available.  I am hoping that soon I will be able to encourage students on an even greater basis.  The digital divide hurts when you see other schools which seem to get ahead, while your school seems to go nowhere at all.

Activity_1 Discussion

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E-diary for Core Module 1B:
 ICT in schools

Go to:                        Activity 2            Activity 3            Activity 4             Activity 5            Activity 6

Activity 7            Activity 8            Activity 9            Activity 10            Activity 11            Activity 12

Activity 1 – ICT in schools - Introduction:

After the activity:

Conclusions from the discussion on ICT integration in developing countries: Conclusions from the discussion on ICT integration in developing countries: All in all, I think that there ICT integration is an established fact in developing countries, just not a widespread or well-coordinated one.  The thing is that there are people who still think of the access to ICT as being a want and not a need.  Worse, despite all evidence to the contrary, some educators still do not think that students are qualified to collaborate in their own learning.  Governments may throw money and resources into ‘catching up’, but Kozma’s article shows that without training (continuous and concentrated), teachers are not going to be prepared to do anything about preparing their students. Personally, I think competition is a term that is dangerous because it implies an equality of circumstances which does not exist. The digital divide is a concept that is observable both in terms of technological access as well as a progressive mindset.  Initiatives such as the WorLD programme are possible, and help in linking learners and educators internationally.

Thoughts from self-activities

Audit of my school’s ICT use (what we have and what we do with it): Audit of my school’s ICT use (what we have and what we do with it): IDENTIFYING USES WITH THE RATIONALES: Rationale 1:Information Technology as a subject Rationale 2: Computer Literacy Rationale 3:Using educational software Rationale 4: Research and Projects Rationale 5: Using the internet to gather information, educators developing activities using online sources,facilitating communication  There are several computers in my school(DIEGO MARTIN CENTRAL SECONDARY SCHOOL).  Computers are available : within the library and the staff room for student (6)and teacher use (4) respectively. The secretary also has one. Two of the technical-vocational teachers and the Music teacher have computers in their rooms for helping students with projects. In addition, there are computers in use for the following subject areas: *Information Technology, *Engineering Drawing and *Building Drawing (both subjects formerly referred to as Technical Drawing), *Office Administration(formerly known as Office Procedures) and *Electronic Document Preparation and Management (formerly known as Typing).  Each of these subject areas has its own room/s with at least 16-20 computers.  In addition, the entire junior school was given laptop computers in the government laptop distribution programme.  Laptops are also available for the use of teachers.  They can take them home with the written permission of the principal. Problems lie chiefly in the fact that the school itself is 52 years old and in need of rewiring.  This means that widespread computer use outside of special rooms is difficult. The internet connection works too slowly to be of any practical use when teaching a typical lower school class of about 36 students.  In addition, several laptops are in need of repair; they are also vulnerable to viruses.  Most students in the upper school are familiar with computer use.  In the case of teachers whose subjects do not need ICT, few use ICT for anything other than preparing exam papers and getting research on the Internet.  On a positive note, the lower school is taught how to use the basic ICT tools on their laptops.  There are also a few teachers who use ICT as a means of fostering student collaboration. The rest show videos or Powerpoint presentations. (Optional) – Other comments:  It sounds a lot more positive than it actually is!  What I think is needed (apart from an electrical upgrade and a faster wireless connection)is an intense paradigm shift!