isanet digital strategy london south october 09
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ISANet
“Where is it going?”
with many thanks to
ISA London South
Step 1:
Identifying the problems – where do we start?
A world of Digital Natives…
State schools are required to have
Now – parent and pupil portals between home and school
2010 – on-line reporting to Parents
(Secondary)
2012 – on-line reporting to Parents
(Primary)
Almost whatever Ed Balls says…
Twitter in school – 140 characters
So a priest, a rabbi and a minister walk into a bar. The bartender says, "Is this a joke?"
Limericks r fun 2 write when your authorship pwrs r litethis medium's sweet a short little tweet this one's not great - just alright
“Headteachers need to learn to deal with change instead of spending time unblocking toilets, filling dishwashers and avoiding their leadership responsibilities, a major Government report says.”
“The PricewaterhouseCoopers report, published by schools minister Jim Knight, proposes changes to the law to provide leaders from outside the schools sector, -agency organisations that combine education, health and social work, and a hearts and minds marketing campaign to win support for the changes.
The report acknowledges that school leaders are sick of what they call "initiativitis", expressing frustration with a deluge of inconsistent and poorly resourced Government initiatives.
But, it says, the heads were dreaming of a stability and consistency that could never realistically be delivered, and which was not enjoyed by any other organisation in the public or private sector.
The report adds: "We know from other sectors that change, diversity and complexity are inevitable features of the current and future environment, and that leaders need to accept and embrace this." Jonathan Milne, published in the TES on 19/1/07
Heads must learn to deal with change
The challenge for colleagues in London South today isto understand the critical role ICT now
can play in schoolsto agree that in their school for this to be
accepted there must be whole school support for its role
to accept their responsibility to ‘ginger’ the action at school
To identify how and where they can gain support for the goals set for their school.
The publication of the e-strategy (DfES 2005) marked a step change in government thinking about the importance of educational technology.
ICT is now regarded as a basic educational utility rather than as an additional service, its provision within the curriculum now statutory and part of the core business of any school, state or independent.
Step 2 Create a support network?Heads for sure, but what about the
others…?How were subject teachers in
Independent Schools supported in the 1970s & 1980s?
?Why did this support network die over the last 20 years?
?How might we recreate it in the 2010s?
The ISANet was born…
The Social Network…
http://isanet.ning.com/
“ISA finds itself in a unique position to play a leading role in developing education through digital media.
ISANet will make a major contribution to achieving
• excellence in pupil attainment,• teaching standards and • parental outreach
over the next 3 years and I want us to develop ISANet as an ISA strategic project. I firmly believe we should not waste this valuable opportunity to establish a leading position in the independent schools world”
John Gibson, Head of Stoke CollegeISA Annual Conference 2009
ISANet Vision – to create a connected community of 70,000teachers & students across ISA schools to share resources, share experiences and share services
Students
Teachers
Technology,… colleagues…
Why do things have to keep changing?
First there was the Scroll, and then the Book came along…
Step 3If ICT is to be useful, then people need to use it……so finding ICT materials built by teachers, engineered for teachers and pupils to use readily was the plan…
The second strand in the ISANetwww.taecanet.com
Course content and management software – a populated virtual
learning environment.
This is not a competition between
Virtual Learning Environments v
Taecanet Springboard
Taecanet SpringboardPersonalised Learning
JCT STAGINGTeacherAdminCentre
StudentService
Teachers Teachers Students
Taecanet Staff
Internet – free Content plus teacher publishing
Commercial Content / Exam Syllabus
KnowledgeEducational Filter
Learning Journey
Repository
Personalised Learning
Community Learning Network Process
Access to rich and diverse internet content 5,000+ learning journeys today & unlimited potential Ease of use Teachers learn within 30 minutes Modern, fun and motivating material - curriculum related Covers all QCA objectives and students enjoy & engage Safe & controlled access Teachers define “journey paths” Access to the service anytime, anywhere School, home, library, ICT suite, or any internet point A service that is adaptable to different teaching styles Whiteboard, 1:1, class work, homework, revision, exploration Reduced teaching workload Built in assessment and marking E-learning that compliments other teaching methods Blends and integrates ICT into teaching and learning
Taecanet’s response to teachers’ needs
A Taecanet Springboard Learning Journey is a controlled path through existing internet resources ending with an assessment question
Step 1Student chooses thecorrect image to start the learning journey
Step 2Student follows theInstructions & learnsfrom internet contentpreviously chosen bya teacher but with noability to click away
Step 4If answered correctlythe student is rewardedwith a Token & moves on. Otherwise theStudent trys again
Step 3The student clicks on theStar at the bottom of thepage to get the question
How do Teachers integrate Taecanet Springboard into their Lesson Planning?
Topic
Time
2. Homework
3. RevisionReinforcement
4. Part Lesson / Part Homework
1. SubjectIntroduction
5. CoverLesson
Taecanet Springboardis used both in school& at home.
Most popular uses area) Revisionb) Homework
1. Decide how you want to use Taecanet Springboard in school?
2. Allocate the unit to the students
3. Use the reports to support further intervention
TeacherAdminCentre
StudentService
AllocatingWork
to students
ViewingProgressReports
RevisionMode
PeerAssessment
ExploreMode
LearningMode
What is Taecanet Springboard and how does it work? –
Teachers are in control & need to allocate work to students from the Teacher Admin Centre – only then can students do work
• Students think learning is “fun” Through the combination of IT, self paced & rewards
• Teachers find the service easy to use In many cases schools are now subscribing for multiple years
• Positive Impact on Exam Results increased grades at both Primary & Secondary SATs
• Sustained & growing usage Over 3m learning journeys delivered
• Community starting to lead new developments Schools and subject organisations participating in growth
Results
www.taecanet.com/iwb
Step 4– what’s our digital strategy?
Identifying the problems – where do we start?
Defining the role of the ICT strategy leader – co-ordinator
What are the principles in terms of school development planning for the use of ICT?
Betca Matrix – seems to be at the heart of lots now…
Showing Insight in the area of ICT – skills to deploy…1. You must ask thoughtful
questions2. You need to look beyond the
obvious3. You should not be afraid to
reframe the problem4. You must learn to trust your gut5. Use research to tell you what you
don’t know
ICT coordinator’s responsibilities (adapted from DCSF national strategy document)
When the responsibilities of ICT coordinator and ICT subject leader are held by two teachers, the ICT coordinator's role is usually one of strategic leadership and management across subjects to promote the use of ICT in teaching and learning.
Through liaison with others who have ICT responsibilities, the coordinator's role typically includes:
ascertaining that each department, including special educational needs and the library, identifies its requirements for ICT provision
coordinating the effective use of ICT across the whole curriculum and encouraging aspects of cross-curricular planning
with the ICT subject leader, helping other departments to consider how ICT can support the teaching and learning of other subjects, and what those subjects can contribute to the teaching and learning of ICT
monitoring, on behalf of the senior leadership team, the use of accommodation, the acquisition, maintenance and replacement of equipment and software, and its storage, access and use by pupils and staff
ensuring that sensible, transparent decisions are made when there are competing demands for resources, and that the school improvement plan includes plans for ICT
encouraging and supporting the professional development of all staff in the use of ICT in their subjects, in line with whole-school policy and practice
liaising with partner primary schools, any local city learning centre, the local education authority and the wider community
managing the school's ICT technician and network manager
Factors that help or hinder ICT development
Pressures from Teachers, whole school and external agencies often drive ICT investment in the wrong
direction
Effective school and curriculum leadership is the lynchpin
There really is no escape for teaching professionals from the ‘drudge’ of checking precisely what their scheme of work requires…
…or that matter from the writing of the scheme of work in the first place!
The statutory requirement to ensure that all pupils make progress in ICT capability extends to the application of ICT in other subjects. This should be seen as distinct from the use of ICT to broaden approaches to teaching and learning, and from the use of ICT in a learning activity that does not necessarily require the use of ICT or contribute to the learner's attainment in ICT.
Extending ICT capability may occur through, for example, the application of modeling in science, mathematics or geography, the use of a database to explore settlement patterns in geography, or the use of a range of presentation applications in any subject.
Using ICT across the curriculum
Let’s take time out to review the latest standards statements from ISI ISI grade 1 -
Excellent - ICT and the library enhance learning
ISI grade 2. Good - Resources such as ICT and the library are well used,
such as books and ICT are used well in support of the pupils’ learning.
ISI grade 3. Satisfactory - Resources such as books and ICT are used well in
support of the pupils’ learning, Teachers have satisfactory knowledge …
…and make reasonable use of resources, including ICT
ISI grade 4. Unsatisfactory - ICT is taught through the subjects of the
curriculum, but most pupils do not develop much beyond word processing and internet use
Teacher-level factors
Confidence and competence with ICT
Awareness of appropriate curriculum application of ICT
Full access to appropriate software and hardware when required
Time to develop new skills and applications
Access to own personal laptop
School-level factors
ICT ‘vision’ from senior management Whole-school policies focusing on using
ICT across the curriculum Ethos that encourages innovation Program of ICT training and curriculum
support from the ICT coordinator Effective timetabling of rooms and
equipment Ready availability of quality resources Onsite technical/network support
External factors
Professional/subject networks that advise on effective ICT use, such as National Association of Advisers for Computers in Education (NAACE) and the National Literacy Trust
Going to conferences and exhibitions, such as BETT and the Education Show
Support and training opportunities (ISA etc)Commercial training, such as that provided by
software producers Resources from national/government agencies,
such as Becta, DfES/DCSF, the Qualifications and Curriculum Authority (QCA)
CUTTOTHECHASETheISANetoffer…
Step 6 The ISA ICT committee is born
Vision
ReviewImplement
Starting point: What are the things you need to do first ?
St. Custards An object lesson for an ISA school today?
An object lesson in cyberbullying -
http://www.youtube.com/watch?v=HPPj6viIBmU
From www.usethekey.org.uk
Getting IT right
The need to integrate ICT fully into all aspects of teaching and learning is no longer a matter of choice for schools, but one of necessity. While the financial costs of a failed strategy are likely to be considerable, the costs in terms of staff morale and student outcomes are potentially irrecoverable.
www.slideshare.net
To finish with Ladies and Gentlemen
My favourite teaching movie of all time – which shows to all the powerful effect of a digital world…
http://www.youtube.com/watch?v=eim5jLlEPYI
My favorite digital bit of fun…
http://www.youtube.com/watch?v=eim5jLlEPYI
References One step ahead of the game – Leading change in ICT in support of
pupil learning Ann Gill, NCSL, summer 2007
http://www.nationalcollege.org.uk/docinfo?id=17319&filename=one-step-ahead-of-the-game.pdf
Learning and teaching using ICT: Leadership team toolkit – DCSFhttp://nationalstrategies.standards.dcsf.gov.uk/node/175337
The National Strategies | Secondary 3 The Framework for secondary ICT: overview and learning objectiveshttp://nationalstrategies.standards.dcsf.gov.uk/secondary/secondaryframeworks/ictframework
Becta - government agency “leading the national drive to ensure the effective and innovative use of technology throughout learning”http://www.becta.org.uk/
The Key – on-line subscription service for school leaderswww.usethekey.org.uk
ict-self-review – a public wiki to assist schools in achieving the ICTmarkhttp://ict-self-review.pbworks.com/
Learn-ICThttp://www.learn-ict.org.uk/
Teaching expertise websitehttp://www.teachingexpertise.com
Any of the little Book of management series…
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