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Presentation on how to change the perception and view of ICT in schools, leading to development of 1:1 laptop programs in schools

Presentation on how to change the perception and view of ICT in schools, leading to development of 1:1 laptop programs in schools

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  • Transcript

    • 1. 5,4,3,2, 1:1
    • 2. 5,4,3,2, 1:1 An education revolution, not a laptop revolution
    • 3. Tom Sexton & Glenn McMahon
    • 4. 43 13 Primary Secondary Schools Schools
    • 5. A long interest in ICT The Diocesan Journey
    • 6. Sandhurst Technology Resource Team Classroom teachers Professional Development Action Research Projects
    • 7. CEVN - VPN School networks Internet access More computers
    • 8. ICT Education Officers Role Demand led to more staff Focus on T&L not tech support
    • 9. Interactive Whiteboards - Smartboards 4 schools initially Began a change of pedagogy 85% of schools now have IWB’s
    • 10. Sandhurst Technology Conferences 2x 2-day conferences annually for staff Hands on workshops only approx 200 teachers a year
    • 11. VELS ICT as interdisciplinary domain ICT seen as relevant to the Curriculum Focus on pedagogy for schools
    • 12. Sandhurst Reportmaker Expectation on teachers Building culture of ICT use as a tool
    • 13. However, all these things led to not much change
    • 14. However, all these things led to not much change Pockets of teacher led innovation
    • 15. However, all these things led to not much change Pockets of teacher led innovation Some pedagogical change
    • 16. Create a vision & strategy
    • 17. Diocesan Technology Plan
    • 18. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment.
    • 19. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment. Develop a comprehensive technology plan for Catholic Education Sandhurst.(FFR)
    • 20. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment. Develop a comprehensive technology plan for Catholic Education Sandhurst.(FFR) All students are engaged in their learning and school experience. (Curriculum)
    • 21. Diocesan Technology Plan
    • 22. Diocesan Technology Plan This technology plan has been based on the need to develop high level awareness of emerging technologies, the world we live in and implications for education, particularly educational leaders.
    • 23. Diocesan Technology Plan This technology plan has been based on the need to develop high level awareness of emerging technologies, the world we live in and implications for education, particularly educational leaders. An emphasis on modeling best practice from all CEO staff who work with our schools.
    • 24. Diocesan Technology Plan This technology plan has been based on the need to develop high level awareness of emerging technologies, the world we live in and implications for education, particularly educational leaders. An emphasis on modeling best practice from all CEO staff who work with our schools. The development of a culture of using ICT.
    • 25. Diocesan Technology Plan
    • 26. Diocesan Technology Plan Our Aims:
    • 27. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools.
    • 28. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools. • Improve staff and parents knowledge of emerging technologies and the implications for their schools.
    • 29. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools. • Improve staff and parents knowledge of emerging technologies and the implications for their schools. • Develop the links between emerging technologies and inquiry and self directed learning.
    • 30. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools. • Improve staff and parents knowledge of emerging technologies and the implications for their schools. • Develop the links between emerging technologies and inquiry and self directed learning. • Support schools in implementing emerging technologies into their schools.
    • 31. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools. • Improve staff and parents knowledge of emerging technologies and the implications for their schools. • Develop the links between emerging technologies and inquiry and self directed learning. • Support schools in implementing emerging technologies into their schools. • Support schools to implement 1:1 laptop programs.
    • 32. Diocesan Technology Plan
    • 33. Diocesan Technology Plan Professional Learning For Leaders Professional Financial Learning Advice For Classrooms Technical Advice
    • 34. Start creating a Culture Create behaviours / expectations
    • 35. Start creating a Culture Create behaviours / expectations
    • 36. Start creating a Culture Create behaviours / expectations
    • 37. Start creating a Culture Create behaviours / expectations
    • 38. Start creating a Culture Create behaviours / expectations
    • 39. Start creating a Culture Create behaviours / expectations
    • 40. Start creating a Culture Create behaviours / expectations
    • 41. Start creating a Culture Create behaviours / expectations
    • 42. Start creating a Culture Create behaviours / expectations
    • 43. Start creating a Culture Create behaviours / expectations
    • 44. Start creating a Culture Create behaviours / expectations
    • 45. Start creating a Culture Create behaviours / expectations
    • 46. So what’s lead to the change? Learners learn in the context of their lives. Peter Senge
    • 47. So what’s lead to the change? Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
    • 48. So what’s lead to the change? Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
    • 49. Engage the leaders
    • 50. Images from Flickr.com & dangerouslyirrelevant.org
    • 51. Images from Flickr.com & dangerouslyirrelevant.org
    • 52. Images from Flickr.com & dangerouslyirrelevant.org
    • 53. Start the conversation
    • 54. Start the conversation (Alternatively - scaring the pants off them to make a point)
    • 55. Start the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001
    • 56. Start the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006
    • 57. Start the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006 21st Century Learning
    • 58. Start the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001 Shift Happens Karl Fisch - 2006 21st Century Learning Hepppell Papert Negroponte Hargadon November Prensky Richardson Warlick
    • 59. “Attitude reflects leadership, captain.”
    • 60. “Attitude reflects leadership, captain.”
    • 61. “Attitude reflects leadership, captain.” Concerted effort of informing school leaders
    • 62. “Attitude reflects leadership, captain.” Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum
    • 63. “Attitude reflects leadership, captain.” Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum Kept school leaders informed through educational briefings, network meetings, Principal meetings continually over the last 2 years
    • 64. Apple Educational Briefings
    • 65. Apple Educational Briefings • All school Principals (Primary & Secondary)
    • 66. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership
    • 67. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with
    • 68. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with • Developed a shared vision for our schools
    • 69. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with • Developed a shared vision for our schools • Created significant momentum in relation to what could be done at the school level
    • 70. Supporting teachers in change
    • 71. www.dangerouslyirrelevant.org/2007/04/key_question.html
    • 72. www.dangerouslyirrelevant.org/2007/04/key_question.html
    • 73. Oh the things we’ve heard.....
    • 74. Oh the things we’ve heard..... I don’t do technology!
    • 75. Oh the things we’ve heard..... I don’t do technology! ICT’s all too hard for me to learn.
    • 76. Oh the things we’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff.
    • 77. Oh the things we’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class.
    • 78. Oh the things we’ve heard..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • 79. ..... but what if ..... I don’t do technology! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • 80. ..... but what if ..... I don’t do literacy! ICT’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • 81. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that tech stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • 82. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of tech in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • 83. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of inquiry in my class. I’m retiring in 3 years so it’s irrelevant for me to worry about.
    • 84. ..... but what if ..... I don’t do literacy! Numeracy’s all too hard for me to learn. I don’t have any time to learn all that T&L stuff. Can’t see the use of inquiry in my class. So how will you access your super information?
    • 85. Removing The Teacher Fear Factor
    • 86. Removing The Teacher Fear Factor You don’t know what you don’t know.
    • 87. Removing The Teacher Fear Factor You don’t know what you don’t know. You don’t have to know everything about it (ICT) but you do have to know what it can do.
    • 88. Removing The Teacher Fear Factor You don’t know what you don’t know. You don’t have to know everything about it (ICT) but you do have to know what it can do. If you don’t have an awareness of what you can do with ICT, you’ll never plan for your students to use it.
    • 89. Change their perspective
    • 90. Professional Development
    • 91. Professional Development Make it personal, be persistent and be constantly present.
    • 92. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences
    • 93. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences
    • 94. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice
    • 95. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT
    • 96. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days
    • 97. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days - School based PD
    • 98. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days - School based PD
    • 99. Make ‘IT’ Relevant
    • 100. Make ‘IT’ Relevant
    • 101. Make ‘IT’ Relevant Interdisciplinary Learning
    • 102. Make ‘IT’ Relevant Interdisciplinary Learning Find existing connections
    • 103. Make ‘IT’ Relevant Interdisciplinary Learning Find existing connections Extend what teachers already do
    • 104. Make ‘IT’ Relevant Interdisciplinary Learning Find existing connections Extend what teachers already do Transform not transpose the learning
    • 105. Educating the whole community
    • 106. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 107. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 108. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 109. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 110. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 111. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 112. Educate the Community An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools Damian Bebell, Boston College, 2005 (400 7th grade students plus their teachers in 6 schools)
    • 113. The Current Landscape
    • 114. The 1:1 Decision making process
    • 115. The 1:1 Decision making process • School based - not mandated
    • 116. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research?
    • 117. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning?
    • 118. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning? • Will it transform the learning?
    • 119. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning? • Will it transform the learning? • How will the PD be structured?
    • 120. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning? • Will it transform the learning? • How will the PD be structured? • How to fund it?
    • 121. The Tipping Point
    • 122. The Tipping Point No longer that we can’t afford to do it,
    • 123. The Tipping Point No longer that we can’t afford to do it, but rather we can’t afford not to do it.
    • 124. The Tipping Point No longer that we can’t afford to do it, but rather we can’t afford not to do it. St Brendan’s Primary School
    • 125. 1:1 in Sandhurst
    • 126. 1:1 in Sandhurst • 2009 - 3 schools 1:1
    • 127. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2)
    • 128. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2) • ALE 1:1 Kit for schools
    • 129. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2) • ALE 1:1 Kit for schools • Within 2 years all primary schools heading 1:1
    • 130. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2) • ALE 1:1 Kit for schools • Within 2 years all primary schools heading 1:1 • All secondary schools 1:1 by end of 2011 (9-12)
    • 131. 1:1 in Sandhurst
    • 132. 1:1 in Sandhurst • Users are laptop administrators
    • 133. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps
    • 134. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support
    • 135. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility
    • 136. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image
    • 137. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image • 1:1 conference days for teachers
    • 138. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image • 1:1 conference days for teachers • 1:1 PD days for students
    • 139. 1:1 in Sandhurst
    • 140. 1:1 in Sandhurst Don't give kids laptops/notebooks then take their control away by limiting what they can do with it - Gary Stager ACEC 2010
    • 141. Summary
    • 142. Summary Develop a plan
    • 143. Summary Develop a plan Engage your leaders
    • 144. Summary Develop a plan Engage your leaders Support your teachers
    • 145. Summary Develop a plan Engage your leaders Support your teachers Educate the whole community
    • 146. Summary Develop a plan Engage your leaders Support your teachers Educate the whole community Transform not transpose the learning
    • 147. Create an ubiquitous, technology rich learning environment .....
    • 148. Create an ubiquitous, technology rich learning environment .....
    • 149. Create an ubiquitous, technology rich learning environment ..... not an environment full of tools
    • 150. Details email: tsexton@ceosand.catholic.edu.au gmcmahon@ceosand.catholic.edu.au blog: sandhurstictnetwork.globalteacher.org.au twitter: ceosandhurst = Glenn tommundoona = Tom Skype: tomsexton24 = Tom gmac74 = Glenn

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