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.