Activity 10- Module 9 Reflections

Forging new partnerships is an area that needs to be worked on some more.  . We are yet to create an ICT vision for the school  and present a convincing statement towards this end. However this exercise has instructed me as to how to get this started and the questions that I need to ask to get there.  I believe this will form part of my interview with the principal and see if we can work together to draft a plan for ICT integration at the school.

An action plan with time frames will need to be drafted in time for the new academic year, so that we can have a fresh start for a new school year where ICT integration is concerned.

Activity 8- Module 9 Reflection

One success story was when I observed ICT being used in a Library class.  Students were asked to study a movie then respond to questions from the movie.  Children learn by visual , audio and in some cases some are tactile. This medium brought the teaching medium to one that they could relate to, rather than reading a book on the same story.    Here they were using ICT to engage in problem solving, which mobilized the class to engage in more discussion.  In another story, I was absent at one time due  to illness, I was able to use ICT , through Facebook, to teach a lesson from the comfort of my home. It was an adjustment though for the class, but eventually they began to catch on.  The advantage is students can always log back in to the Facebook page to see the comments and the examples that were shared  in the lesson. This means less write time and more learning...

 

I intend that overtime I will see students using ICT tools such as Mindmapping or Socal Networking tools for sharing and collaboration exercises.  Virtual Classroom settings can be created where students can interact online with peers on assignments and teachers can choose to grade online tasks. 

 

In the end teachers and students improve their productivity and also the quality of their work. Students are not restricted to a four (4) wall classroom setting and the barriers of embarrassment or restriction to time tabling  can be totally removed.

Activity 6- Module 9

Our school has the potential for greater ICT integration.  The school swings between Adoption and Adaptation stages.  This has implications for future planning.  It means an assessment on the ICT competencies of staff measure up to the present provision.  This will call for additional Professional Development opportunities for the staff and also the adequacy of ICT for all students and subject areas.

The following  Professional Development sessions would need to be organised to get the staff to the next stage:
1. Assessment of ICT integration
2.  21st Century Learning
3.  These will be followed by periods of monitoring and evaluation of staff.

Activity 5- Module 9

It was my intentions to learn from the following schools.

• Island Academy]
• Ipswich School - An Independent School in England

Both schools from their websites offered ICT in various ways and forms.  A covering statement of purpose and questions pertaining to the tasks were sent. However, no one responded to any email.

Nonetheless, especially from Ipswich School, I admired the provision for ICT in their school.
I have copied and pasted their page which speaks to ICT provision and can serve as a hint for future planning for my school.

Below I have copied the contents of their webpage (see link below) at Ipswich, which reads:-

 

Director of ICT: Alex Phillips

The ICT Department aims to develop pupils' ICT skills in a range of areas. With an emphasis on cross-curricular links, pupils will gain a working knowledge of a number of different ICT applications.
In Years 7 and 8, all pupils receive two lessons of ICT each week. Year 7 pupils follow a modular course that develops their skills in Word, Powerpoint, Using the Internet, Spreadsheets, Desk-Top Publishing, Databases and Web Design. In Year 8, they work through an extended project that links all these skills together and helps them to develop an understanding of how to integrate different applications.  They also complete the first and second stages of the Institute of Administrative Management ICT qualification (a vocational equivalent to GCSE)
In Years 10 and 11, pupils receive ICT lessons as part of the PHSE carousel. In the time they have they will refresh their understanding of Word, Powerpoint, Spreadsheets and Mind-mapping through short, focused activities closely linked to the skills they would need for completing coursework.  They also complete the final stage of the IAM qualification.
When pupils enter the Sixth Form, they have the opportunity to study ICT as part of the Enrichment Programme. Pupils have the option to study for an AS level in ICT (AQA 2520), which lasts two years, or CLAiT Plus, which is a vocational qualification and takes one year.

Computer Facilities at Ipswich School

The School has seven ICT suites located around the school.  Four departments have specialist suites: Art, DT, Physics and a new Modern Languages digital language laboratory.  The other suites are for general class use and ICT lessons.  Pupils can gain access to computers at lunch time for work.  All pupils have school email accounts which can be accessed at school and at home.

http://www.ipswich.suffolk.sch.uk/senior-school/curriculum/departments/Pages/ICT.aspx

 

I would have loved to find out how the various subject areas used ICT.

 

Nonetheless, Island Academy, in Antigua does not appear , based on their website, to have ICT as integration as extensive as Ipswich School

Activity 4- Module 9

What I have learnt about whole school conditions for ICT integration:   From the whole school diagram I observed that the indicators highlighted in blue speaks to the structure and management of the school.  The components in black suggest that these elements of a school set the tone and culture(school’s ethos) of the school. The features on the outside of the circle are factors that influence or guide the modus operandi of the school. The crucial indicators of a school’s success lie within the center of the diagram which ultimately reflects on the overall effectiveness of the school such as is student achievement and the quality of teaching.   My school is a young secondary school which is presently developing its school ethos.  I consider this diagram as very useful in determining our next move, from the leadership level to  our connection with the community.     In reviewing this diagram, consider the following questions: What sort of vision is there about what learners and educators will do in a school where ICTs are integrated? Our vision statement does not have any clause to the integration of ICT and ICT has never being discussed as fraternity.  Individual teachers have been encouraged to use the technology by myself, but has only being done by a few teachers. What kind of behaviours will they exhibit? A number of teachers feel incompetent to use ICT in the classroom, Others who can ,  do not want to do the extra planning for ICT integration. What would it take to get this to happen at your school? 1.   To get this to happen at my school, I would first work on one department in the school to phase in the new initiative. I have already spoken to our Resource centre coordinator and have just drafted a proposal to a corporate citizen for donations to upgrade the library facilities to being a resource media center.  By doing this, I not only demonstrate its effectiveness in one learning environment, but have created a space where teachers will have ICT capabilities.  Teachers will be invited to schedule their classes on the time table and utilize the facilities to enhance their learning areas. 2.   Additionally, 21st century skills are not evident at the school. By engaging teachers in professional development sessions which teachers how to engage students in 21 st century learning will serve as a catalyst to feed into the need for ICT integration. 3.   For teachers who are not ICT literate, training opportunities will be made available to teachers, not only in the development of the skill but the application of the skill in the learning environment. Why are the principles of experimentation, flexibility, collaboration and communication part of the conditions that can enable improved school practices? Experimentation- Context determines the  course for planning. There are many best practices that can be incorporated but not all contexts will be able to utilize all of them. Only one may work because of the dynamics that influence the school’s operations. Through a process of trial and error eventually the school will be able to adopt a measure that really works. Collaboration and Communication- In a knowledge building society,  pooling ideas and developing different hunches not only creates a bond for the team, but makes everyone feel responsible for the outcome of any initiative that is carried out. Flexibility-  Contexts can change over time and so do dynamics.  There are many push and pull factors that will continue to form the school’s ethos. When this occurs it may become necessary to make adjustments so that stability can be always maintained.   ·         Do these principles also relate to a certain leadership style? The principles above will not work with a rigid bureaucratic, autocratic leader. These principles thrive best with a leader who is situational, collaborative and democratic in his or her approaches. In other words the elements of shared leadership, risk taking and delegation are key players in the principles outlined above. ·         Do your attitudes and behaviours, as a leader, shape what happens at the school? As a deputy principal who has been always open to new trends, I have sought to exemplify a type of leadership that is situational, collaborative ·         How do you feel your school is doing in terms of alignment to these principles? Is there a culture for experimentation, for example? There is not really much scope for experimentation.   If the Principal does not see immediate results he tends to want to shifts gears.  He likes to see immediate results and practically this does not always occur.   Collaboration is going to be an issue because there are cliques in some instances. In another instance, anything that suggests giving more of their time and energy is marginalized or no participation is shown at all. ·         If there is not a spirit of experimentation at your school, what will you have to do to change this? I think that I may have to invite persons who have exercised the principle of experimentation and have seen results  in their learning environment;  and request permission to invite them to a teacher professional development session.

 

What I feel is my biggest challenge in achieving ICT integration in my school: The greatest challenge is getting the Principal to buy into the initiative.  The school is a young school and has a leader who has not being exposed to the many new trends in education.    Getting the principal to be the key enforcer of some new initiatives can be a challenge since he is not I.T. literate.   The Curriculum will need to be revised to show evidence of ICT Integration.  This will mean discussions with the Curriculum Coordinator to convince her of the need for ICT to be integrated at the school.

Activity 7- Module 9 Reflection

Our school is a young secondary school.  We are surrounded by m any well achieved institutions who have made their name and have entered in the Educational Hall of Fame.  To ensure that our school is able to compete on par and over and above the standards set by predecessors it calls for an unprecedented exertion of will power to attain that and more. For our learning contexts, the following points stand out from the articles:

Matching Efforts to Results
I seem to gather from this component that all stakeholders must be of the same mind and same purpose.  Vision defines outcomes and destiny and hence, the strategies we employ and our modus operandi must be in compliance with that vision.  All stakeholders must pull together to ensure that the school is able to compete on the same terms as other established schools.


Relating to People- The school needs to create an appeal to all the links in its operations such as parents, business community and the community at large.  Understanding of the vision is not just for within the walls of the institution but this understanding must be articulated and shared with those it interacts with. There must be a strong communal base.

Get the job done-  There is no way that the school of just over 100 strong can pull of major plans on its own.  It means that we need to make linkages with groups and friends who share our passion and is willing to invest in making it happen.  This calls for a continuous practice of action planning until we get what we want. 

The leader and school management- Must be involved in the process, must delegate responsibilities and be a team player.  The Principal and management team must not just manage, but lead for change, because the school is not only preparing students for life, but should also generate an environment that mobilizes the skills and abilities of its human resources.  It means that the leaders must first be in harmony with himself/herself. As the writer pens: "...manage self: one's own integrity, character, ethics, knowledge, wisdom, temperament, words, and acts. ..It is the management of self that should occupy 50 percent of our time and the best of our ability. And when we do that, the ethical, moral and spiritual elements of management are inescapable. '  The leadership should be more democratic and situational in making decisions.

Activity 2: Module 9 reflection

Concerning School Scenarios

 

In looking at the school scenarios, I found that as a leader, it is very important to understand the protocols that exist within the framework of the Ministry of Education. Knowing this can help to alleviate or prevent situations from perpetuation, repetition, or from occurring at all. 

 A leader must be decisive and know when and how to activate certain courses of interventions.  Additionally,  a leader must not make decisions on his or her own. there may be the times when this may be necessary but as a rule he or she must involve other minds in process so that there a greater level of buy in when decisions are made.  All involved must be able to share in the vision, project or initiatives that are proposed for the forward movement of the institution.

 

What I feel about corresponding with the group:

Corresponding with the group gives me an opportunity to share best practices. The ideas generated shows how one problem can be solved in multiple ways. At the same time I also see that as the saying says, great minds think alike. There are the instances where certain issues require an action based on a principle.  I have seen that throughout the correspondence. These principles I have learned from the many discussion s I have interacted with.   

 

I could improve group communication:

To  improve on my group communication really has to do with prioritizing my schedule and pacing myself to make it happen.

I only wish I had an Ipad on the go so that I could communicate on the go. A lot of my activities take me on the road.

 

 

Activity 1- Module 9 reflection

What I think about leadership in general:   Leadership is the action of effectively empowering and mobilizing followers to activate their talents and skills within an organization to bring about change   What I would like to know about leadership: I want to know how to be a leader who knows how to effect change and motivate others to take the journey with me. Learn how to be a risk-taker Learn how to be a situational;  rather than rigid What I learnt about leadership in the digital age:   There is scope for multidisciplinary teams and even virtual expert groups. Sometimes you have to stop in order to go forward. Leaders and ICT ambassadors must create the conditions at a school level to encourage a culture that supports continuous learning and knowledge building. The leader must be a visionary, flexible, resilient. Just as we need to give students the scope to find out things for themselves, we need to allow educators to do the same. They also exist in a knowledge building society. The period between the past and the moving to the future, known as transition must also be managed so that though it may be traumatic, there can a great sense of stability in the process, so that those who are making the adjustments are not intimidated by the process. ICT is not replacing our learning environments but is rather supporting the learner environment.