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Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
Concept Of Ematurity Model For Implementation
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Concept Of Ematurity Model For Implementation

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  • I wonder was a paper published from this seminar? I would be interested to read a completed report of the findings.
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  • 1. The Concept of e-maturity A model for implementation
  • 2. Components
    • Part 1 (morning):
    • concept of e-maturity
    • introducing a model of implementation
    • reflection on the stages of the model in your context
    • exploring the processes
    • Part 2 (afternoon):
    • real context task - preparing a presentation to take back with you
  • 3. Objectives of Session By the end of this session, you will have:
    • an understanding of the most recent research into how ICT can help create better schools;
    • understood the model used to bring about change in schools through ICT
    • been introduced to the concept of e-confidence;
    • related the model to the process of ‘self-review’
  • 4. 2008 research...
    • explore characteristics of recently ‘improved’ schools in UK
    • role played by technology in their improvement
    • use of technology to reduce inequities in pupil performance
    • use of technology to improve achievement, behaviour, attendance and aspirations of pupils
    Institute for Policy Studies in Education, UK Aims:
  • 5. Key findings of this research... ICT:
    • provides an essential tool in facilitating change
    • improves school effectiveness and functioning, and providing evidence of pupil progress
    • has an indirect influence on pupils learning via improved self esteem, engagement and desire to learn
  • 6. Research: Using ICT to improve schools Case study: South Chadderton School
  • 7. Model of implementation
  • 8. Model of implementation
  • 9. Developing e-confidence
  • 10. Characteristics of e-confidence Write down on the VLE:
    • What would you expect from the e-confident:
    • learner
    • teacher (staff)
    • leader
  • 11. e-confident learner Has a wide range of generic ICT skills Is able to learn new skills as needed Can select the appropriate tool for the task Can talk about the way ICT can enhance their learning Knows when ICT can assist learning Has a high level of information literacy Is prepared to explore and experiment in the use of ICT Uses ICT to learn away from school
  • 12. e-confident teacher Use ICT effectively at a personal and professional level Use the technology to learn online Are confident to judge standards Use ICT effectively in their own teaching Envision the future of an ICT-rich education for pupils Are prepared for pupils to know more than they do about ICT Build on their knowledge of pupils’ ICT capabilities for effective learning Have high levels of information literacy Encourage pupils to make choices about their use of ICT Identify potential new approaches for the use of ICT in their teaching or subject
  • 13. e-confident leader Judges whether the school’s strategy and the implementation of ICT is secure and impacting on quality and standards Judges standards in ICT and the degree of embedding within the curriculum and pedagogy Demonstrates effective use and application of ICT within their own leadership role and teaching Conceptualises what the school is currently doing and envisions, plans, communicates and engages others in action Applies ICT systems to improve organisational effectiveness through internal and external communication, analysis and data exchange Assesses the impact on the wider school, staffing and budgets for sustaining ICT Understands how the application of ICT can enhance, improve and enrich the quality of learning and teaching now and in the future Monitors, evaluates, makes judgements and provides constructive feedback about teaching and learning
  • 14. The UK self review framework developed in 2006 to:
    • providing a credible model for ICT supporting school improvement setting out the stages of ‘maturity’ in ICT use addressing learning, teaching and management issues to support self-review and benchmarking
    supported by:
    • tools to aid action-planning, linked to sources of further support and collaboration a national programme of CPD and support for leadership a network of leading leaders, support providers and intermediaries an optional accreditation.
  • 15. The UK self review framework 8 Elements of the e-confident school framework
    • Leadership and Management
    • Curriculum
    • Learning and Teaching
    • Assessment
    • Professional Development
    • Extending Opportunities for Learning
    • Resources
    • Impact on Pupil Outcomes
  • 16. Vision What is it?
  • 17. 1960s - Vision for learning “ A school of tomorrow for the children of today”
  • 18. 40 years ago ... Write down:
    • how do you think this vision of education was formed?
    • how relevant do you think this vision might have been at the time?
  • 19. Today - Vision for learning the e-confident school
  • 20. Background
    • Based on lessons learnt by the UK Government in the last 10 years
    • Objective to improve education standards to compete in the 21st century global economy - “The World is Flat”
    • Recognised as probably a 20 year project and incorporating a variety of fundamental changes
    • ICT seen as the driving force for change in:
    • Learning and teaching
    • Management and systems
    • Transforming education
  • 21. Wayside points along that journey
    • bringing infrastructure up to levels that can support change
    • providing research evidence of the impact of ICT on learning and teaching
    • identifying key ‘tipping points’ to bring about:
    • The embedding of ICT in the curriculum
    • Systemic system change within schools
    • Sustainability of that change
    • Transformational education - e-maturity
  • 22. Leadership - the key tipping point The capacity of headteachers to act strategically in leading the development of ICT in their schools others include:
    • supporting teachers in adopting technology
    • learner access - the ambition is 100%
  • 23. Your context ... Write down:
    • what do you think the vision for education in your school is today?
    • how is that vision being applied in your school?
    • where in your view are the gaps?

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