strategic planning for ict in education

Strategic Planning:Developing a

roadmap to facilitate meaningful, evidence

based change towards desirable

outcomes.

What is creativity? Ultimately it's the process of having original ideas, but there are several

steps. The first step is imagination, the capacity that we all have to see something in the mind's eye. Creativity is then using that

imagination to solve problems -- call it applied imagination. Then innovation is

putting that creativity into practice as applied creativity.

An Exercise in Creativity

Sir Ken Robertsonhttp://www.sirkenrobinson.com/

Creativity Strategic Planning

Imagination

Creativity - using imagination to solve problems

Innovation - putting that creativity into

practice

Vision

Where are we now and how do we

move towards our vision?

Translating our plan into innovative

classroom implementation

Strategic Planning

should establish a long-term, broad view of the direction of the school

•must be based on the educational needs of the students

•requires a commitment of time and resources to set up and then implement

•must be 'owned' by all members of the school community

•must be dynamic and be reviewed, fine-tuned and changed as it is implemented.

The Plan:

Studies show that:

The planning process is vitally important, the plan that results from this process is only one of the outcomes.

A successful plan includes a defined set of educational outcomes and a proposed pathway to try to get there.

A successful plan is not a shopping list or a budget, it involves much more than buying things.

Change in attitudes and thinking from planning can be more important than the ICTs themselves.

Good plans are developed by consensus and collaboration.

Good plans involve the whole community and are owned by them.

Good plans stress application across the whole curriculum.

Successful planners make informed decisions based on examining best practice elsewhere.

Studies show that:

From the Becta site

From the Becta site

A Well Designed Plan Needs to Address AllDimensions of Change

A Step by Step Guideto Effective Strategic Planning

Form a Strategic Planning

Committee

Consider Involving:

StaffParentsBOTSchool ICT support techniciansChildrenValued local community

Form a Strategic Planning Committ

ee


Committee

Research and

Develop a Vision

Research and

Develop a Vision

Areas to Consider

Philosophy and aims

Curriculum aspects

Management of ICT in the school

Professional development of teachers and other staff

Hardware and deployment

Financial aspects

Monitoring and review

Planning needs

Thinking forward 5 years time...

•What type of learning environment would you see?

•How will pedagogy have changed and how will ICT support this change?

•How would learning take place? (multimodal texts)

•What role will students play in the design of the learning environment and processes?

Research and

Develop a Vision

Questions to Guide Research

•What will each student know, value and be able to do when they leave [your school]

•What would you like people to say about your school graduates now and in the future?

•If all the constraints were taken away, what would you like to do to really improve learning?

•How would current problems we dealt with to help make this possible?

Where to Research Vision•Curriculum Documents

Where to Research Vision•E-Learning Strategy

http://www.minedu.govt.nz/web/downloadable/dl10639_v1/itc-strategy.pdf

Where to Research Vision•21st Learning Curriculum

Partnership for 21st Century Skillshttp://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120

StudentOutcomes

SupportSystems

Where to Research Vision•Focus on Personalised learning

http://www.tki.org.nz/r/personalising_learning/index_e.php

Passive

Two way &

Engaged

Learning has little

meaning

Learning is

meaningful

Filling of a pail

Lighting of a fire

Teacher Driven

Student empower

ed

Where to Research Vision•Readings and case studies

LEARNING:

involves generating knowledge not storing it; is primarily a group - not an individual-activity;

•happens in ‘real world’, problem-based contexts; should be ‘just-in-time’, not ‘just-in-case’; needs to be àla carte, not en bloc.

Presentation by Dr Jane Gilberthttp://www.minedu.govt.nz/index.cfm?layout=document&documentid=12063&data=l

What’s New and Different about the Knowledge Age?

Where to Research Vision•Visits to other schools

Where to Research Vision•Online networking

www.ning.com - Classroom 2.0

Where to Research Vision•Read Blogs and wikis where practitioners shareshare their experiences

Jane Nicholl’s blog

“During the course of my research into the use of podcasting in Oral Language I put a similar question to two groups of people. Firstly I asked a cross section of teachers throughout New Zealand to identify the elements of oral language that they actively teach. Next I asked a class of 24 year 4,5 and 6 students who have been podcasting during 2007 to identify everything they think they learn when they are making a podcast. I have put the responses in a table separated into the strands of oral language identified in the New Zealand Oral Language Matrix.”

An excert from her blog post about her Podcasting research


Committee

Research and

Develop a Vision

Gather data on Present State

Gather Informati

on on Present State

Equipment and Hardware - ICT Audit

Define Present State

People Skills and Attitudes

EPS - Individual Teacher

ICT AssessmentMake customised

tools

Survey Monkey

Becta Assessment Tools

Leadspace Evaluation

Tool

Define Present State

Where we sit as a School

Visits to other schoolsfor comparison

http://www.clusterweb.org.uk/ictstrategyconference/ictstrategy.html

Click on each stage for a detailed explanation. Click on the yellow background box to

skip descriptions.

■Familiarisation

Teachers are becoming increasingly aware of ICT, and may have attended some training, but often lack confidence and therefore reluctant to use it in their classroom teaching.

■Utilisation

Teachers are increasingly aware of the benefits of technology, and begin to incorporate it into teaching, often replacing former activities with ICT alternatives. This begins to have a beneficial effect on teaching and learning.

■Integration

Teachers are becoming increasingly familiar with appropriate use of ICT, and can integrate it into many aspects of their ongoing teaching. Teaching and learning are becoming significantly enhanced.

■Reorientation

The potential of ICT is now exploited to enable approaches which could not easily be replicated by traditional means. Teaching and learning begin to be significantly transformed.

■Evolution

The creative possibilities of ICT are being fully explored. ICT is developed in response to learners’ needs. Teaching and learning are significantly transformed.

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


StrengthsThere is a functioning school

intranet that provides children with safe portals to the

internet (filtered by WatchDog) and an area for posting class webpages.

WeaknessesThe intranet was designed on an older web design program this is not available since the

latest upgrade (image).

OpportunitiesInformation for teachers on ICT policies and ICT skills could be included in the

school intranet.

ThreatsNo suitable web design

software for Macs has yet been identified as being easy for kids to use (pre iWeb) and

this means the intranet could quickly become

outdated

An example focusing on school intranet

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


Identify Strategic

Gap

Identify Strategic

Gap

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


Identify Strategic

Gap

Develop Strategic Targets

and Indicators

Develop Develop Strategic Strategic Targets Targets

and and IndicatorsIndicators

All teaching staff can use the SMS for basicadministrative functions

Staff in the junior school have employedappropriate technologies to improve

oral language skills

Two possible examples

SMART can be used as a planning

tool

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


Identify Strategic

Gap


and Indicators

Break this down into projects (action plan)

Decide on roles and

responsibilitiesDevelop funding strategy

Set objectives and timeframes

Exploring podcasting with junior childrenin order to raise oral language skills.Classroom teachers to assess current

oral language skill levels using JOSHLead teacher to organise a programme

of PD opportunities for staff on podcasting

Year 1 teacher to introduce podcasting into classroom programme by term two (completing SMART plan)

Lead Teacher to use in-class visits to support and monitor implementation

Decide on roles Decide on roles and and

responsibilitiesresponsibilities

What are you going to do and why?

How will you know when you have

succeeded?

What steps will you take?

Have you considered your own skills and the experiences of your students? Will you need extra support?

At what time will you complete eachphase of the project?

Specific

In order to raise oral language skills, selected children will each create podcasts about the book of the week using Garageband which will then be published to the class intranet page using iWeb. This will be done every week for a term.

One Possible Example

Measurable

•Children will be selected for this project based on low attainment using JOST (Junior Oral Language Screening Tool)•They will be tested again after one term and compared to a similar child in another class not involved in the project to judge if this project has been a success.

Action Plan

1. Test children considered at risk using JOST. Take the lowest achieving five children to be part of this project. This is mirrored in a class not involved in the project.

2. Children are given time to discuss the book of the week in class and the project children are encouraged to answer key questions about the book and develop vocabulary appropriate for the book. These sessions are recorded as podcasts with children able to re-record as necessary in order to have a good model of themselves to listen back to.

3. Project children listen back to the podcasts and are asked to comment on how well they responded and how clearly you could hear them. Other children are asked to listen and provide feedback.

4. At the end of the term, the children are asked to listen to their very first podcast and their last one and focus in on how they have improved. Their comments are recorded as a podcast (digital assessment object)

5. At the end of the term, the five children involved in the project and the five similar children not involved in the other class are tested using JOST and comparisons made.

Realistic

• Only five children involved (though if successful, this could be widened.)

• School has agreed to some release time for the testing and analysis

• Access to the laptop pod means that more than one podcast can be completed at a time.

• This project may be changed to span two terms if it is deemed that one term is not a large enough sample period.

Timeframe

1. JOSH testing completed at end of previous term and children chosen.

2. Podcasts to be completed between Monday and Thursday each week with children asked to self-assess and choose a peer to assess on a Friday.

3. JOSH testing at the end of the term to be completed by the end of the Week 9. Final child analysis of how they think they have improved over the term to be completed during the last week of term and recorded as a podcast as part of the project.

4. Results shared at staff meeting at the beginning of the following term with other classes deciding whether or not to begin similar programmes.


tool

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


Identify Strategic

Gap


and Indicators

Implement a phase

of projects


Decide on roles and



Implement a

phase of projects


tool

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


Identify Strategic

Gap


and Indicators

Implement first

phase of projects

Assess impact and adjust plan if necessary


Decide on roles and



The children selected for the junior podcasting project have shown a marked improvement in their oral language skills using JOSH as the

testing tool as compared to similar children not involved in the project. As a result, the decision has been

made that this project will now continue in all junior classrooms. The teacher who completed this project will be leading staff development in how to manage this technology in

the classroom.


In-class observationsTeacher/ student surveysMonitoring of planningEvidence of student achievement

and learningInformal and formal discussions

with staff/ students.


Different Possible Ways to Assess Impact


tool

Collate into a SWOT

analysis


Committee

Research and

Develop a Vision


Identify Strategic

Gap


and Indicators

Implement a phase

of projects



Decide on roles and



Within plan timeframe

At end of plantimeframe

This is an excellent site for a breakdown of the process:

http://ictpd.net/techplan2005/

strategic planning for ict in education

Education

vision readings

vision areas

vision focus

vision questions

vision visits

planning process

effective strategic

vision curriculum documents