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…