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.