2008 Presentation: Scaffolding for educational professionals as digital immigrants: Speaker's Notes

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Scaffolding for educational professionals as digital immigrants: Presentation Speaker's Notes to CEOM Secondary School Leaders COnference

Scaffolding for educational professionals as digital immigrants: Presentation Speaker's Notes to CEOM Secondary School Leaders COnference

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  • 1. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Title: Scaffolding for educational professionals as digital immigrants.Abstract: One schools approach to supporting staff as they move to work with digitalnatives in a 21st century learning culture.Author: John Pahlow Interdisciplinary Learning Co-ordinator (Learning & Teaching Co-ordinator) Caroline Chisholm Catholic College Braybrook, Victoria. Email: j.pahlow@cccc.vic.edu.au Blog: http://jetspace2kplus.blogspot.com/ www.cccc.vic.edu.auI wish to especially thank the following members of the College Community for theirsupport and assistance in developing this paper and the presentation it supports. Mark Gustincic Deputy Principal of Learning Irma De Guzman Business Manager Luke Georgiou ICT Services Co-ordinatorThis work is seen as a preliminary text for a larger work or series of articles aboutthe ICT story at Caroline Chisholm Catholic College.Keys to scaffoldingPreface ........................................................................................................... 2Introduction .................................................................................................... 4The College profile: .......................................................................................... 5ICT Infrastructure & its role in innovation uptake ................................................. 6College Corporate Culture ............................................................................... 10Mutual obligation & its implications ................................................................... 13Professional learning now and then. ................................................................. 16Conclusion and acknowledgements ................................................................... 18Reference Materials ........................................................................................ 20 Page 1 of 20
  • 2. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants. PrefaceThe presentation to accompany this paper is aimed to provide a brief snapshot tourof the journey over the last 10 years of how one western suburban comprehensiveschool of approximately 1700 students and staff has worked to address the digitaldemands of learners and a 21st century society.This will be followed by discussion to unpack questions and the issues about thejourney past and future. It is hoped to share how this process has gone so far andwhere to from here for this school.This paper provides some background to that presentation. It is not complete as nosummary of a 10 year journey in less than 4000 words could be. However, it intendsto illuminate some essential components and matters.Suitable for staff with roles in managing curriculum, co-ordinating professionallearning or responsible for eLearning or infrastructure allocation and management. Page 2 of 20
  • 3. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants. “I. LAYING PLANS 1. Sun Tzu said: The art of war is of vital importance to the State. 2. It is a matter of life and death, a road either to safety or to ruin. Hence it is a subject of inquiry which can on no account be neglected. 3. The art of war, then, is governed by five constant factors, to be taken into account in ones deliberations, when seeking to determine the conditions obtaining in the field. 4. These are: (1) The Moral Law; (2) Heaven; (3) Earth; (4) The Commander; (5) Method and discipline. 5,6. The Moral Law causes the people to be in complete accord with their ruler, so that they will follow him regardless of their lives, undismayed by any danger. 7. Heaven signifies night and day, cold and heat, times and seasons. 8. Earth comprises distances, great and small; danger and security; open ground and narrow passes; the chances of life and death. 9. The Commander stands for the virtues of wisdom, sincerely, benevolence, courage and strictness. 10. By method and discipline are to be understood the marshaling of the army in its proper subdivisions, the graduations of rank among the officers, the maintenance of roads by which supplies may reach the army, and the control of military expenditure.” SUN TZU ON THE ART OF WAR THE OLDEST MILITARY TREATISE IN THE WORLD Translated from the Chinese By LIONEL GILES, M.A. (1910)11 http://www.chinapage.com/sunzi-e.html Page 3 of 20
  • 4. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.IntroductionThe last twenty years has provided much opportunity for commentators andacademics alike to reflect on a variety of models and methodologies in the use andplace of I (&C)T in learning and schools.2There is no one perfect solution.3 There have however been a number of signpoststowards success. This presentation looks at these.Caroline Chisholm Catholic College4 provides a case study of engaging with thechanging challenges of applying ICT in a school.This is not so much a story of a success in itself, but rather of a school and adeveloping process with successes.2 A Google Scholar search indicated 246,000 results for computers schools review. (0.30 seconds)3 Malcolm Gladwell; “What we can learn from spaghetti sauce” www.ted.com Filmed Feb 2004; PostedSep 20064 www.cccc.vic.edu.au Page 4 of 20
  • 5. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.The College profile:  NOT “a notebook school”  Catholic School  Secondary College  Located on 2 sites approximately 1.5 kms apart o See below map  1=Junior Girls Campus  2=Major Campus  1493 students  178 staff  Inner western suburb of Melbourne  15 Kilometres from Melbourne CBD  Socio economic “footprint” o SES Score = 87 (lowest in Victoria) o Education Maintenance Allowance Factor = 40%  Catchment: o Families from local government areas of Brimbank, Maribynong, Wyndham and Melton in the main and in order of enrollment.  Languages other than English spoken at home; first 4 in order of proportion: o Vietnamese – 41% o Filipino – 12% o Italian, Maltese, Greek (Mediterranean) – 7% o Eastern European – 4%55 Map from http://www.communitywalk.com/http://www.communitywalk.com/caroline_chisholm_catholic_college/map/167720 Page 5 of 20
  • 6. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.ICT Infrastructure and its role in innovation uptake “If youre not failing every now and again, its a sign youre not doing anything very innovative.” Woody AllenTom Pisello raises the notion of a hierarchy of ICT needs using Maslow’s hierarchy,looking at those needs in a corporate setting (which can be further used as aconstruct within an educational setting). Pisello states that “This hierarchy helps toillustrate that as each successive capability is met, the competitive advantageprogresses from those who know how to implement the technology, to those whoknow how to apply technology to improve business processes, to those who knowhow to use it to share, manage and grow knowledge.” 6 76 http://www.webpronews.com/topnews/2004/03/02/managing-it-according-to-a-hierarchy-of-needs7 http://www.webpronews.com/topnews/2004/03/02/managing-it-according-to-a-hierarchy-of-needs“Level 1 - Computing Infrastructure: The prior era of IT has been focused on fulfilling the basic lower endneeds - the quick deployment of the assets and infrastructure needed for computerization. Investmentswere implemented to deliver individual and corporate productivity,Level 2 - The Internet and Enterprise Software: With the advent of the Internet and (continued on nextpage of footnotes) Page 6 of 20
  • 7. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Therefore a critical question is what defines the successful meeting of one or more alevels of capabilities as outlined by Pisello? Did the College investments ininfrastructure follow this model?The last five years have seen a substantive planned investment in ICT by theCollege, and a commitment to continue to fund this area in a strategic and measuredmanner. Before looking at what the College has done and why, it is worth taking alook at where the College was in terms of ICT before that and what were some of thedrivers and incidents that acted as catalysts for change.Like many schools, the College struggled valiantly with the challenges of ICTinvestment and how & what to prioritise. In the long term this has required a culturalshift from a reactive need based approach to one characterized by  a project mentality  a good disaster recovery philosophy  future proofing at its coreSome of the incidents8 that have caused the “growth” and “learning” of the Collegeleadership around requirements of ICT infrastructure include:  File server failure  Email server failure  Microwave link failure  Specialist technical support departureIn response to a number of ICT issues and disasters, the College has:  Applied more robust and appropriate disaster recovery practices(continuing from last page of footnotes) enterprise software, the battlefield moved upstream - deliveringproductivity improvements beyond the corporation and to the entire value-chain.Level 3 - Knowledge Capital Management: The newest battleground focuses on the "I" in IT - theinformation, not the technology. IT innovation is soon to be focused more on providing the primary meansfor maintaining and extending the value of a firms "Knowledge Capital".Level 4 - Information Warfare: Once the basics of knowledge capital management are covered, the focusmoves still higher from reactive analysis to information, to proactive control of the information as acompetitive weapon.”8 These will be fleshed out in the presentation/questions. Page 7 of 20
  • 8. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.  Funded a more appropriate level of and quality of critical infrastructure  Recruited, trained and maintained quality staffing requisite to maintain corporate level infrastructure and servicesIt is worth stating that this culture shift, and its benefits, was born in the midst ofcritical system failures. This took organisational fortitude. As a problem solvingimperative it relied on attending to the long view, first and foremost, rather thansimply responding to the most pressing symptom, which had characterized previousattempts by the College to introduce ICT innovation and recover from ICT disasters.Now the College looked to “make the problem go away for ever” rather than just fixthe immediate crisis.Some major project snapshots undertaken:  CAT 5E network rolled out across the whole of both campuses; 1 GB backbone.  Data projectors both fixed & portable on both sites  Online booking systems for all ICT & AV related facilities and equipment  Optic fibre link between the campuses (replacing a 32 Mb Microwave link)  Telephone services: VOIP replaced PABX which relied on the microwave link between the campuses  All full time permanent and long-term contract teaching staff have access to notebooks  All labs now are high quality brand name PCs with LCD monitors, growing these in 2008 to ensure all labs will accommodate 1 student per terminal in relation to maximum class sizes.  Extended warranty on leased equipment  Onsite maintenance contracts  Significant vendor support relationships  Commitment to have and maintain fully licensed software and use open source software where useful and appropriate. o Commitment to continue to grow the available software for educators and students alike.  Apple Mac pods for specialist There are also other special ICT projects that the College in investing in, at the analysis/feasibility phase. One of special interest is the wireless rollout with the first phase of wireless access for staff scheduled for 2008. Page 8 of 20
  • 9. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants. However, at the heart the successes of Caroline Chisholm Catholic College with respect to ICT were not driven by new technologies but by vision, which will be touched on in the next section. Page 9 of 20
  • 10. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.College Corporate Culture – a vision “Youve got to think about big things while youre doing small things, so that all the small things go in the right direction.” Alvin TofflerAt the heart of successes of the College with ICT over the last half a decade was thecorporate cultural change that has occurred.Firstly the College moved from having a committee and leadership group (of mixedexpertise, interest and ability) collectively discussing technical items to a groupaddressing a broader strategic view with respect to planning, implementation andevaluation. The College Technology Committee moved from dealing with incidentsand issues to policy and planning issues. This was allowed for by a number offactors: Development of action plans to resolve critical ICT disaster incidents Empowerment of organisational units9 and personnel to act on behalf of the College with respect to areas of responsibility, rather than committee discussion Development of clear documentation (that was publicized and applied without fear or favour) o Policy o Guidelines o Procedures o Benchmarks of service Later on, the development, financial support and implementation of an ICT strategic plan and actions plans to support it.Having built a firmer platform for decision and action, the College administrationrecognized that there were a number of perceived and real roadblocks to the uptake& application of ICT and eLearning ubiquitously.9 E.g. ICT Services Department; AV Department Page 10 of 20
  • 11. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.The College administration, as stated previously, moved from a reactive to aproactive stance regarding ICT and its application in an educational setting. Thisdoes not mean attention to each new gadget and fad, but a measured, visionedapproach to effective and efficient expenditure and resourcing. An example of thisapproach is found in the provision of ICT notebooks to staff. There have been twophases:  Phase 1 was a pilot program involving LACs (Learning area co-ordinators) Phase 2 has been the rollout of notebooks to all full time permanent and long- term contract staff, which has now been in place for 3 years and has been followed by a review as the lease arrangements approachEach phase had criteria for success, which, as a cycle of innovation that wasreviewed and reported on to the College leadership.In relevant professional literature regarding the use of ICT in education there hasbeen analysis of the roadblocks to uptake of innovation.One such roadblock was timely access to ICT. The College has, over the last 10years, developed and maintained a culture of attending to individual and wholeschool enablers10 both in the area of ICT and elsewhere. In the areas of ICT &eLearning, some of the aspects that have been prioritised and acted upon by theCollege that are referred to in the literature have been highlighted in the followingextract from Scrimshaw’s report: “the most frequent individual factors which enable ICT use, according to the survey participants, were:  access to own personal laptop  availability of high quality resources  full access to software & hardware at all times  high level of technical support  access to an interactive whiteboard  availability of good quality training. At a whole school level the enablers emphasised were:10 ENABLING TEACHERS TO MAKE SUCCESSFUL USE OF ICT by Peter Scrimshaw June 2004 Page 11 of 20
  • 12. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.  on-site technical support  programme of staff ICT training / CPD in place  support / ICT vision from senior management  whole school policies on using ICT across curriculum  provision of interactive whiteboards in all classrooms  effective timetabling of rooms & equipment / access to resources” 11Prior to the notebook program the ratio of computers to teachers was in the order of1 to 5 and the computers as PC workstations were “shackled” to staff study areasrather than the place where the ‘average” classroom teacher works 80% of the time,the classroom.Now the access to a computer for a member of the teaching staff is approaching100% with all permanent and long term contract staff EFT of 0.6 or above having anindividual College notebook and the remainder of the staff having access to CollegeStaff common access machines. One third of the computer labs have one PCworkstation above and beyond the maximum College class size allowing staff notusing notebooks to access the ICT resources and facilities that way. Thus all staffhave a maximised access to ICT resources taking into account the constraints ofpractical12 classes. But this opportunity was tied to a professional responsibilityregarding practice, skills and digital engagement.It is therefore reasonable to suggest that the College has achieved a good degree ofsuccess, against Scrimshaw’s13 measures of ICT enabling. The College via itsnotebook program with a range of other enablers has provided the scope to enableits staff to access and utilize ICT in an educational setting. Professional learning anda commitment to it by both the organisation and the staff has been a critical enablerwhich will be discussed later in this document.11 ENABLING TEACHERS TO MAKE SUCCESSFUL USE OF ICT by Peter Scrimshaw June 200412 Practical classes such as PE; Woodwork etc13 ENABLING TEACHERS TO MAKE SUCCESSFUL USE OF ICT by Peter Scrimshaw June 2004 Page 12 of 20
  • 13. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Mutual obligation & its implications “Service level agreements are one of the most critical factors for success in managing services since they clarify the business and contractual obligations between the provider and enterprise, thus laying the foundation for mutual trust between these partners. Unfortunately, many organizations are facing huge barriers to adoption because of traditional implementation approaches.” Linda Cohen14A couple of snapshots will help illuminate the change both for organisational unitsand individuals in the College community.Behind the progress of the College in the area of ICT has been a cultural shift to thatwhere all of the community has a part to play and contribution to make in the area.Requests for new ICT resources……“If you build it, he will come”15 or more correctly…“if you give it to us we will use it”. In the late 1990’s this had been the level ofrationale offered for ICT innovation requests. Now learning areas/ discipline areas/staff are required provide a rationale for the request, fully budgeted and are invitedto attend the College Technology Committee. Requests are encouraged;presentations to support requests have become the norm in the last couple of years.Now all ICT capital requests are measured against the College strategic plan, its ICTstrategic plan, the relevant discipline area strategic plan as well as external driverssuch as curriculum requirements.The notion of mutual obligation and shared responsibility has been embedded as partof the agreement to have a College owned notebook with staff members required todemonstrate at least a minimum level of competence in 4 critical areas.14 Of Gartner Inc. analyst, Linda Cohen; http://www3.thinkexist.com/quotes/linda_cohen/15 Field of Dreams (1989) http://www.imdb.com/title/tt0097351/ Page 13 of 20
  • 14. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.  IT skills  Curriculum applications including classroom planning and management  School planning  Student-centred learningThe College did not pluck these out of the air, rather undertook a research project todetermine what sector relevant benchmarks were available, and how these could bepositively utilized to support staff development in the use of new technologies in newways. After a virtual world wide search, the Queensland “Minimum Standards forTeachers — Learning Technology” and its resources were selected as a model.The College developed and publicized to staff documents and processes around the 4standards.ICT Minimum Standards Accreditors (2 staff) developed a range of documents andprocesses by which assessment would be undertaken within the College including aguide and samples of work.Then the ICT Minimum Assessors (then 3 staff including the 2 accreditors now 5)were allocated staff to assess. And the journey began.This process has now seen a substantial number of staff complete their MinimumStandards (87%) and many are now proactively looking for additional challenges andskill development opportunities. It would also be fair to acknowledge that thissuccess would not have been possible without the commitment and generousvolunteerism of the Assessors, for whom each assessment including review ofevidence and meetings required approximately 3 hours.The process like other innovations is not taken up by all simultaneously and can becharacterised by the DoI diagram of Rogers. 1616 http://en.wikipedia.org/wiki/Diffusion_of_innovations Page 14 of 20
  • 15. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants. 1717 http://cq-pan.cqu.edu.au/david-jones/Reading/Adoption/onweb/ Page 15 of 20
  • 16. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Professional learning now and then. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin TofflerThe College has provided a substantial range of ICT professional learning over thelast 10 years. This has evolved, in form, nature, purpose and quality.As stated previously The College has supported staff through ICT professionallearning by the use of ICT Minimum Standards. 87% of staff members have nowcompleted this process.There has been a cultural shift both for the individual and the organisation. In thepast teachers, in the main, saw themselves as passive recipients of ICT andeLearning professional development. In the main, 3 staff carried the burden ofdeveloping and presenting much of the formal and informal ICT professionallearning. The focus of the activities were basic “how to use the stuff” sessions. Thishas now changed and in part it has been a driver for a broader change in the view ofprofessional learning at Caroline Chisholm Catholic College. At the mid-year break 30staff members were involved in presentations to whole staff sessions or smallerboutique workshops. These either involved the use of ICT to assist with presentationor the use of ICT as a curriculum tool. Discipline Areas shared knowledge and skillswith Media teachers assisting the Music staff with the use of Macs and Mac basedsoftware.How did we come to this point within the “College lifetime” of a student? Six years isa long time if the path forward does not involve a strategically set endpoint. Theshared responsibility and journey of staff achieving their ICT Minimum Standards hasbroadened the view of ICT in the educational workplace, beyond how does it work, Page 16 of 20
  • 17. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.through what it can do to, how can these new innovations provide new options toassist with learning new knowledge and new skills required by the digital natives.Success is dependant on robust infrastructure and a highly skilled technical team,with valid learning experiences available to students led by a 21 st century focusedteacher. Page 17 of 20
  • 18. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Conclusion and acknowledgements“Life is a series of experiences, each of which makes us bigger, even though it is hard to realize this. For the world was built to develop character, and we must learn that the setbacks and grieves which we endure help us in our marching onward.” Henry FordSo, just as it is with spaghetti sauce18, with innovation of any kind there is no oneanswer but there are some components that we have found at Caroline ChisholmCatholic College that have scaffolded success for our organisation and our teachers increating exciting digital learning environment for our digital natives.Much thanks should go to the following members of the College community for theirsignificant & sustained contributions to the journey:Michael Quin Principal, who empowered staff to undertake this journeyMark Gustincic then Learning Technologies Co-ordinator now Deputy Principal of Learning (and ICT Minimum Standards Assessor and Accreditor)Irma De Guzman Business ManagerLuke Georgiou ICT Services Co-ordinator (and his team)Ann Maree Pagon College Faith Development Co-ordinator and ICT Minimum Standards Assessor18 Malcolm Gladwell; “What we can learn from spaghetti sauce” www.ted.com Filmed Feb 2004;Posted Sep 2006 Page 18 of 20
  • 19. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Michael Lane ICT Minimum Standards AssessorPaul Hellier ICT Professional Learning Co-ordinator & ICT Minimum Standards Assessor and one of the first staff to complete their ICT Minimum Standards.And all the members of the College Technology Committee over the past decade.The moral of the story. It is not so much what has been done but the reason andvision behind it that has characterized Caroline Chisholm Catholic College story aboutthe creation and maintenance of a stable robust evolving ICT & eLearningenvironment.Otherwise, for us it would have been as it was with Alice:"Would you tell me, please, which way I ought to go from here?" asked Alice."That depends a good deal on where you want to get to," said the Cat."I dont much care where," said Alice."Then it doesnt matter which way you go," said the Cat.Lewis CarrollAlices Adventures in Wonderland At the heart of it all, it’s not what we do, but why we do what we do. Page 19 of 20
  • 20. 2008 Professional Learning: Title: Scaffolding for educational professionals as digital immigrants.Reference Materials 1. Minimum Standards for Teachers — Learning TechnologyFile Format: PDF/Adobe Acrobat - View as HTMLPrepared for publication by Publishing Services,. Education Queensland. PIP98089.Contents. Part A Minimum Standards for Teachers —. Learning Technology ...education.qld.gov.au/smartclassrooms/pdf/min_standards.pdf 2. Sofweb eLearning Plan Guide: http://www.sofweb.vic.edu.au/lt/pguide/resource.htmAppendix:1. Related Articles/Resources i. VITTA Conference 2007: 1. Title: Scaffolding for educational professionals as digital immigrants. 2. By J Pahlow Page 20 of 20