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Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
Lieve Leroy how can grasshoppers change ict practices
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Lieve Leroy how can grasshoppers change ict practices

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Presentation for the ICT in the classroom conference, Johannesburg, 5-7 June 2011

Presentation for the ICT in the classroom conference, Johannesburg, 5-7 June 2011

Published in: Education
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  • saying that it represents "how action plans work in most organizations
  • Note: training and workshopping are not mentioned!!!
  • Hand out article
  • Ownership and responsibility Involvement Taking charge of one’s own learning Implementing Equality CPD is for all staff Differentiated (take into account different contexts, needs, learning styles, mental models) Open and clear communication (transparency) At start: baseline/gap analysis: Not focused (Limited impact on teaching and learning practice, classroom practice doesn’t change) No shared vision: no clear college policies on teaching and learning, CPD, communication, ICT, etc. Ownership limited Equality perceived as a problem
  • Plan: System needs (MOE policy) College needs (College self-evaluation) Individual needs (APAS, self-reflection) Implement: Participate and provide support Ensure quality activities/provision Baseline/Gap analysis: Not systematic (PIM) Ad hoc, no sustained efforts Limited strategies (mainly outside workshop, upgrading qualifications, limited on the job learning through coaching, action research, lesson study, peer observation, work groups, etc.) Not integrated supportive environment for staff learning Limited structures (CPD committees, clearly defined roles and responsibilities, time for CPD) Limited collaboration within college Not always open and effective communication Limited networking, partnerships, collaboration among colleges CPD not always among priorities in budgeting Limited access to new information (Internet, books)
  • VVOB has invested quite a lot in colleges. Schools have other challenges. Infrastructure and electricity challenges Limited use in the classroom Access to internet: expensive and not reliable No ICT support staff Most common use is for administrative purposes. Where ICT gets in the classroom it is mostly use of powerpoint. Not supported by ICT curriculum or policy of MOE.
  • to be spent in the College according to own wish – though the person who earned it to have a big say in the spending!
  • 40 proposals - 25 passed Jury Meeting : MoE, Grassroots consultant, VVOB Zambia Criteria: introduction of something new at your college, institution will benefit education should be potentially interesting for others to copy should be a challenge for you, compared to your skills now. should be clearly explained and have a rough planning. should follow, be in line with action plans at your College of Education, institution .
  • Transcript

    • 1. How can grasshoppers change ICT practices? By Lieve Leroy, VVOB Zambia July 5 th – 7 th 2011, ICT in the Classroom Conference, Johannesburg, South Africa
    • 2.  
    • 3.  
    • 4.  
    • 5.  
    • 6. Case
      • You attend a workshop, but upon returning to your own workplace, you fail to implement the lessons learned.
      • Your colleague just got his ICDL certificate, but still has a classroom full of chalk and talk.
      Ever experienced something like this?
    • 7. Outcomes
      • By the end of the session delegates will:
      • Have reflected on capacity building in ICT, inclusive of integration in class/work practices.
      • Have exchanged good ideas and go home with a basket of tips and tricks.
      • Have a good understanding of the Grassroots approach and have reflected on the duplicability of it.
    • 8. Getting started
      • Think of an ICT tool (Web 2.0) which inspired you during the last year.
      • What was the trigger that made you start using it?
      • Speed dating set up
      • Plenary
    • 9. More questions
      • Have you ever succeeded in motivating a/some colleague(s) to use an ICT tool?
      • What was the key to success?
      • Think
      • Pair
      • Share
    • 10. Our tool box to success
      • Let’s make an inventory
    • 11. Round table http://www.squarewheels.com/mainpage/swsmain.html
    • 12. Some guidelines
      • ICT application in the classroom :
        • requires staff development
        • implies change , which might trigger resistance
      • Highly effective ways of staff development are: discussing, coaching, mentoring, observing and developing others are highly effective
      • comfort  risk  danger:
        • Feasible but challenge
        • Support (time, materials, coach)
        • Confidence
    • 13. Literature: 10 factors for success
      • Leadership and management
      • Shared understanding of staff development
      • Learning-centred culture
      • Individual development is linked to needs analysis (performance management & career development) and to self-evaluation & school improvement
      • Should make a difference for the students
      • Choose quickest and most effective forms
      • Discussing, coaching, mentoring, observing and developing others are highly effective
      • Time made available
      • CPD monitored and impact evaluated
      • Share, acknowledge, celebrate
    • 14. Criteria of effective staff development/CPD (management and leadership)
      • Focus on improving teaching and learning
      • Ownership and responsibility
      • Integrated (CPD is not an end but a means, a change strategy)
        • embedded in school development plan, action plans
        • aligned with performance appraisal
        • Aligned with MOE policy
        • As such meeting both individual, institution and system needs
    • 15. Criteria of effective CPD (cont.)
      • Work systematically (PIM)
      • Taking into account needs of different levels (system, college, individual)
      • Ongoing, sustained (not ad-hoc) – process oriented
      • Use a variety of CPD strategies
      • Relevant CPD (focus on subject content, methods, process skills)
      • Supportive environment
    • 16. Our tool box to success
      • Reflect on the guidelines and relate those to our tool box: how effective are our approaches
    • 17. The reality: Zambia
    • 18. The reality: Zambia
    • 19. The reality: Zambia
    • 20. Different contexts
      • Zambia (data from June-August 2010)
      • Population: 12,056,923
      • 816,000 Internet users, 6,8% of the population. (Average of Africa is 10,9 %)
      • 56,650 Facebook users, penetration rate of 0,5%
      • South Africa ( data from June-August 2010)
      • Population: 49,109,107
      • 6,800,000 internet users, 13,8%
      • 3,452,260 Facebook users, penetration rate of 7%
      • Taken from http://www.internetworldstats.com/ (May 12 th , 2011)
    • 21. Grassroots Zambia
      • “ Learn to use & Use to learn“
      • Based on Grassroots TU Delft, The Netherlands
      • Done in Zambia, community schools and colleges of education
    • 22. Grassroots
      • Staff at all levels can submit a proposal for a small scale initiative to enhance the introduction of ICT, or innovative methods of teaching at school/college (bottom up)
      • Expert support/guidance over the duration of the project (technical and educational support)
      • Reward for a successful implementation
      • Dissemination in a good practices seminar and publication of good practices
    • 23. Why grassroots?
      • Stimulate lecturers, with little or no experience with ICT, to get a feeling for using ICT
      • Increase the use of ICT in education in the institute
      • Why is it successful:
      • Lecturer is the owner of the idea; feels empowered
      • Stimulating creativity of lecturers
      • Enthusiasm and commitment
      • Stimulates peers; appealing concept
      • Students are immediately benefiting
    • 24. Process Approval of proposals
    • 25. In Zambia: two rounds
      • 5 thematic groups:
      • Find, search, collaborate
      • Audi, visual and video learning
      • Gadgets and tools
      • Language and Mathematics
      • Hands on ICT
    • 26.  
    • 27.
        • “ Those who make a
        • distinction between
        • education and
        • entertainment
        • don't know the
        • first thing
        • about either.“
        •   -- Marshall McLuhan
    • 28. Expert Groups
    • 29.  
    • 30.  
    • 31. Agreement Working Together
      • The role of the mentor in grassroots is:
      • Give feedback
      • Give advice on how to balance responsibilities, set professional priorities and action plans.
      • Help to find technical/subject matter inputs and resources.
      • Empower participants to take responsibility for their own project, experience and learning.
      • Organise meetings with the ‘peer group’.
      • Create linkages with colleagues from other institutions.
    • 32. The website
    • 33. Getting started
      • How would the concept of grassroots project be transferable to your situation?
      • Discuss your own challenges in the use of ICT in your organisation/class.
        • Come up with a grassroots proposal to solve this situation
    • 34. Follow up question I: How would the grassroots concept be transferable to you?
      • How would you organise recruitment?
      • Which criteria are important for a jury?
      • How would you coach/mentor/professionally guide participants?
      • Would you choose a reward and if so, which reward would you choose?
      • How will reporting take place for each of the projects?
      • How would you disseminate the projects?
    • 35. Follow up Question II.
      • Does your proposal follow the criteria:
        • Is it a challenge for you?
        • Is it potentially interesting for others to copy?
        • Is it sustainable?
        • Is it affordable?
        • ....
    • 36.
      • http://www.icto.tudelft.nl/en/ongoing-projects/grassroots/tu-delft-grassroots/
      • http://grassrootszambia.webs.com/
      • http://www.vvobzambia.blogspot.com/
      • http:// www.slideshare.net/bart.cornille/tab-1-tales-of-the-grasshoppers
      • With contributions from presentations by Kristin Smets (VVOB Brussels) and Leonie Meijerink e. a. (VVOB Zambia)
    • 37. literature
      • Bubb, S., Earley, P. (2007 ). Leading and managing continuing professional development (2nd ed.). London: Paul Chapman Publishing.
      • Bubb, S. Earley, P., Leading staff development for school improvement, School Leadership and Management , Vol 29, No 1, February 2009, pp. 23-37.
      • Fullan, M. (2007), The New Meaning of Educational Change (4 th ed.), London: Routledge.
      • Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N. and Yashkina, A. (2007) Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools , 6:1, pp.37-67.
      • Marzano, R.J. (2003), What Works in School: Translating Research into Action, Alexandria, VA: ASCD.
      • Marzano, R.J., Waters, T. and McNulty, B.A. (2005), School Leadership that Works: From Research to Results , Alexandria, VA: ASCD.
      • Meijerink, L., Dopper, S., Cornille, B., Duplicability of Grassroots concept to inspire educators to use ICT in education, eLearning Africa Conference , 26 May 2010, Zambia.
      • Pont, B., Nusche, D. and Moorman, H. (2008), Improving School Leadership, Volume 1: Policy and Practice, Paris: OECD.
      • Reeves, D. B. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.
      • Schollaert, R. and Leenheer, P. (Eds.) (2006), Spirals of Change. Educational change as a driving force for school improvement, Leuven: Lannoo Campus.

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