BCT Project 2009-2010 - Year Three


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Building Community through Telecollaboration Project First Meeting – Year Three

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BCT Project 2009-2010 - Year Three

  1. 1. Building Community through Telecollaboration Project First Meeting – Year Three Laurence Patterson Conference Room English Montreal School Board September 29, 2009
  2. 2. Agenda <ul><li>1. Welcome and review of the agenda </li></ul><ul><li>2. Introduction to the BCT Project </li></ul><ul><li>Brief history, shared purpose, major goals and objectives </li></ul><ul><li>Introduction of BCT Leadership Team and colleagues </li></ul><ul><li>3. Getting to Know Each Other – Cycle Network Teams and Principals </li></ul><ul><li>4 . Overview of the purpose, goals and objectives of the BCT Project </li></ul><ul><li>START: Ideas on Starting BCT Collaborative Learning Initiatives: </li></ul><ul><li>Examples of Collaborative ICT-supported Projects </li></ul><ul><li>5. Nutrition Break </li></ul><ul><li>6 . Building and Maintaining a BCT Online Community of Practice </li></ul><ul><li>What is a community of practice? </li></ul><ul><li>Demonstration of Sakai for online communication within our c of p </li></ul><ul><li>7. Sakai Computer Practice Session </li></ul>
  3. 3. Agenda <ul><li>9. Building Cycle Networks </li></ul><ul><li>Sharing of information on classroom practices and use of tools </li></ul><ul><li>Discussion of potential classroom and/or collaborative projects and means to plan them </li></ul><ul><li>Discussion of realistic expectations for BCT participants </li></ul><ul><li>Scheduling of 2 Live Classroom dates during the Fall term </li></ul><ul><li>Development of Yellow Pages Directory by teachers in Cycle Groups </li></ul><ul><li>Cycle Team Reports and Implications for the BCT Project </li></ul><ul><li>10. Addressing Concerns, Issues and Questions on the BCT Project </li></ul><ul><li>Post-its Exercise </li></ul><ul><li>Group Reports and Addressing of Questions </li></ul><ul><li>11. Live Classroom Demonstration </li></ul><ul><li>12. Wrap up and Next Steps – for the BCT Project as a whole </li></ul>
  4. 4. The BCT Leadership Team <ul><li>Cycle One Leaders: Donna Anderson and Dorothy Taker </li></ul><ul><li>Cycle Two Leader: Mary-Helen Goyetche </li></ul><ul><li>Cycle Three Leader: Karen Rye </li></ul><ul><li>Consultants: Drs. Alain Breuleux, Gyeong Mi Heo and Ted Wall </li></ul>
  5. 5. Placing the BCT Project into the Context of the QEP <ul><li>Over five years ago, the MEQ/MELS developed consensus documents related to competencies that students and teachers were expected to develop </li></ul><ul><li>Before reporting on a brief history of the BCT Project, let us review some of these competencies </li></ul>
  6. 6. QEP Cross-Curricular Competencies for Students <ul><li>Competency 1: Use information </li></ul><ul><li>Competency 2: Solve problems </li></ul><ul><li>Competency 3: Exercise critical judgment </li></ul><ul><li>Competency 4: Use creativity </li></ul><ul><li>Competency 5: Adopt effective work methods </li></ul><ul><li>Competency 6: Use information and communications technologies (ICT) </li></ul>
  7. 7. Level 1 ICT Student Competencies <ul><li>The student learns: </li></ul><ul><li>to use the keyboard and mouse </li></ul><ul><li>the vocabulary of ICT </li></ul><ul><li>to use simple applications to do work </li></ul><ul><li>to follow a visual guide to procedures </li></ul><ul><li>to name most of the computer peripherals and basic procedures </li></ul>
  8. 8. Level 2 ICT Student Competencies <ul><li>The student learns to: </li></ul><ul><li>make adequate use of the keyboard, mouse and data storage systems </li></ul><ul><li>use basic software applications </li></ul><ul><li>follow troubleshooting procedures </li></ul><ul><li>explains his/her procedure, and name the software used </li></ul><ul><li>recognize his/her successes and difficulties </li></ul>
  9. 9. Level 3 ICT Student Competencies <ul><li>The student learns: </li></ul><ul><li>how to choose software that is suited to the task to be performed </li></ul><ul><li>to select, reorganize, and store information and transfer text and illustrations </li></ul><ul><li>to use E-mail functions and Web browsers </li></ul><ul><li>to explore and use troubleshooting strategies </li></ul>
  10. 10. Level 4 ICT Student Competencies <ul><li>The student learns to: </li></ul><ul><li>master the vocabulary of ICT and comfortably </li></ul><ul><li>uses the computer and peripherals </li></ul><ul><li>perform tasks/projects, by searching, finding, selecting, storing and organizing information </li></ul><ul><li>transfer data, navigate the Internet and use e-mail </li></ul><ul><li>apply the etiquette and ethics of Internet use </li></ul><ul><li>evaluate his/her work and identifies </li></ul><ul><li>possible improvements </li></ul>
  11. 11. Teacher Professional Competencies: Foundations <ul><li>1. Act as a professional inheritor, critic and interpreter of knowledge or culture </li></ul><ul><li>2. Communicate clearly in the language of instruction, both orally and in writing </li></ul><ul><li>3. Develop teaching/learning situations that are appropriate to the students concerned and QEP curriculum content </li></ul>
  12. 12. Professional Competencies: Teaching Act <ul><li>4. Implement teaching/learning situations to develop the QEP competencies </li></ul><ul><li>5. Evaluate student progress in learning the subject content and mastering the related competencies </li></ul><ul><li>6. Plan, organize and supervise a class in such a way as to promote student learning and development </li></ul>
  13. 13. Professional Competencies: Social and Educational context <ul><li>7. Adapt his/her teaching to the needs and characteristics of all students </li></ul><ul><li>8. Integrate information and communications technologies (ICT) in the preparation and delivery of teaching/learning and professional development activities </li></ul><ul><li>9. Cooperate with school staff, parents, students and partners in the community </li></ul>
  14. 14. Professional Competencies: Professional Identity <ul><li>10. Cooperate in the development and evaluation of the competencies used in the learner-centered programs of study </li></ul><ul><li>11. Engage in professional development individually and with others </li></ul><ul><li>12. Demonstrate ethical and responsible professional behaviour </li></ul>
  15. 15. A Brief History of the BCT Project <ul><li>As part of a Cefrio study, several years ago, over 100 teachers and leaders in nine of Quebec’s English-speaking school boards were interviewed on the factors that influenced the use of ICT – supported teaching/learning </li></ul><ul><li>Four factors emerged as being important: </li></ul><ul><li>Belief, Expertise, Support and Time </li></ul>
  16. 16. BEST : Belief, Expertise, Support and Time <ul><li>Belief: Teachers were willing to learn and use ICT teaching-learning strategies if they believed they would benefit student learning </li></ul><ul><li>Expertise: Teachers realized that they had to acquire new knowledge and skills related to the use of ICT in their teaching </li></ul><ul><li>Support: They recognized the need for equipment and technical support as well as ongoing professional development support </li></ul><ul><li>Time: They understood that learning this new knowledge and skill required considerable time and practice </li></ul>
  17. 17. The Learn-Cefrio BCT Initiative <ul><li>For the past two years, with the support of MELS, LEARN and CEFRIO, the BCT Project Team has been working with teachers and educational leaders in Quebec schools </li></ul><ul><li>The purpose of the BCT Project is </li></ul><ul><li>“ to encourage, facilitate and support collaboration among students, teachers and educational leaders to enhance learning across the community” </li></ul>
  18. 18. Major Goals of the BCT Project <ul><li>The major goals of the BCT Project are to: </li></ul><ul><li>build an online community of practice to support collaboration across Quebec </li></ul><ul><li>facilitate the just-in-time learning of ICT tools and eventually include students in collaborative projects </li></ul><ul><li>encourage professional conversations amongst teachers and educational leaders within the BCT Community of Practice </li></ul>
  19. 19. So what have we learned in the BCT Project? <ul><li>Let us consider some of the lessons learned over the last two years by considering the four major factors that affect the learning and use of ICT-supported learning and collaboration: </li></ul><ul><li>Belief, Expertise, Support and Time </li></ul>
  20. 20. Lessons Learned about Beliefs Related to Student Learning <ul><li>Teachers reported that students: </li></ul><ul><li>enjoy sharing their work with authentic audiences </li></ul><ul><li>enjoy learning about and with ICT </li></ul><ul><li>are taking increased ownership for their learning </li></ul><ul><li>are learning how to collaborate more effectively </li></ul><ul><li>understand the importance of digital etiquette and are trying to use ICT appropriately </li></ul>
  21. 21. Lessons Learned about Beliefs Related to Teacher Learning <ul><li>Teachers reported that they: </li></ul><ul><li>have developed new strategies for collaborating with colleagues </li></ul><ul><li>have been able to develop some valuable student collaborative learning projects </li></ul><ul><li>have developed increased expertise related to the use of ICT in their classrooms </li></ul>
  22. 22. Lessons Learned Related to Expertise <ul><li>We found that: </li></ul><ul><li>there was a wide range of expertise </li></ul><ul><li>beginners appreciated taking “baby steps” </li></ul><ul><li>just-in-time learning worked best </li></ul><ul><li>teachers appreciated face-to-face support </li></ul><ul><li>teachers wanted to learn about: </li></ul><ul><ul><li>the use of ICT tools </li></ul></ul><ul><ul><li>how to organize their classrooms </li></ul></ul><ul><ul><li>group work in the classroom and online </li></ul></ul>
  23. 23. Lessons Learned Related to: Support <ul><li>We found that the following are crucial sources of support: </li></ul><ul><li>Support of the principal and other administrators in providing the resources, time and technical support </li></ul><ul><li>Support from colleagues on pedagogical, technical and collaborative aspects </li></ul><ul><li>Support from the local Recit and ICT staff for both technical and pedagogical support </li></ul>
  24. 24. Lessons Learned Related to: Support <ul><li>Support from teacher leaders who facilitate the development of projects and opportunities for teachers to learn and work together </li></ul><ul><li>Support from the school board in providing matching resources for the initiative </li></ul><ul><li>Support from members of the BCT Leadership Team (face-to-face and online) </li></ul>
  25. 25. Lessons Learned Related to: Time <ul><li>There are significant differences in the time that teachers can allocate to project activities </li></ul><ul><li>Be aware of the danger of overloading teachers, their major focus must be on the learning and development of their students </li></ul><ul><li>There needs to be a flexible time window for making contributions to the project </li></ul><ul><li>Involvement in the project should blend work and learning - it should not be an add-on </li></ul>
  26. 26. Topics Suggested by BCT Teachers <ul><li>Teachers asked for more information on: </li></ul><ul><li>how to design meaningful classroom learning activities, </li></ul><ul><li>how to facilitate the integration of ICT into classroom teaching and learning, </li></ul><ul><li>classroom organization strategies to facilitate the effective use of ICT tools, </li></ul><ul><li>methods designed to facilitate student collaboration </li></ul>