5,4,3,2,1:1

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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

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  • 5,4,3,2,1:1

    1. 1. 5,4,3,2, 1:1
    2. 2. 5,4,3,2, 1:1 An education revolution, not a laptop revolution
    3. 3. Tom Sexton & Glenn McMahon
    4. 4. 43 13 Primary Secondary Schools Schools
    5. 5. A long interest in ICT The Diocesan Journey
    6. 6. Sandhurst Technology Resource Team Classroom teachers Professional Development Action Research Projects
    7. 7. CEVN - VPN School networks Internet access More computers
    8. 8. ICT Education Officers Role Demand led to more staff Focus on T&L not tech support
    9. 9. Interactive Whiteboards - Smartboards 4 schools initially Began a change of pedagogy 85% of schools now have IWB’s
    10. 10. Sandhurst Technology Conferences 2x 2-day conferences annually for staff Hands on workshops only approx 200 teachers a year
    11. 11. VELS ICT as interdisciplinary domain ICT seen as relevant to the Curriculum Focus on pedagogy for schools
    12. 12. Sandhurst Reportmaker Expectation on teachers Building culture of ICT use as a tool
    13. 13. However, all these things led to not much change
    14. 14. However, all these things led to not much change Pockets of teacher led innovation
    15. 15. However, all these things led to not much change Pockets of teacher led innovation Some pedagogical change
    16. 16. Create a vision & strategy
    17. 17. Diocesan Technology Plan
    18. 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. 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. 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. 21. Diocesan Technology Plan
    22. 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. 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. 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. 25. Diocesan Technology Plan
    26. 26. Diocesan Technology Plan Our Aims:
    27. 27. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools.
    28. 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. 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. 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. 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. 32. Diocesan Technology Plan
    33. 33. Diocesan Technology Plan Professional Learning For Leaders Professional Financial Learning Advice For Classrooms Technical Advice
    34. 34. Start creating a Culture Create behaviours / expectations
    35. 35. Start creating a Culture Create behaviours / expectations
    36. 36. Start creating a Culture Create behaviours / expectations
    37. 37. Start creating a Culture Create behaviours / expectations
    38. 38. Start creating a Culture Create behaviours / expectations
    39. 39. Start creating a Culture Create behaviours / expectations
    40. 40. Start creating a Culture Create behaviours / expectations
    41. 41. Start creating a Culture Create behaviours / expectations
    42. 42. Start creating a Culture Create behaviours / expectations
    43. 43. Start creating a Culture Create behaviours / expectations
    44. 44. Start creating a Culture Create behaviours / expectations
    45. 45. Start creating a Culture Create behaviours / expectations
    46. 46. So what’s lead to the change? Learners learn in the context of their lives. Peter Senge
    47. 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. 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. 49. Engage the leaders
    50. 50. Images from Flickr.com & dangerouslyirrelevant.org
    51. 51. Images from Flickr.com & dangerouslyirrelevant.org
    52. 52. Images from Flickr.com & dangerouslyirrelevant.org
    53. 53. Start the conversation
    54. 54. Start the conversation (Alternatively - scaring the pants off them to make a point)
    55. 55. Start the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001
    56. 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. 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. 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. 59. “Attitude reflects leadership, captain.”
    60. 60. “Attitude reflects leadership, captain.”
    61. 61. “Attitude reflects leadership, captain.” Concerted effort of informing school leaders
    62. 62. “Attitude reflects leadership, captain.” Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum
    63. 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. 64. Apple Educational Briefings
    65. 65. Apple Educational Briefings • All school Principals (Primary & Secondary)
    66. 66. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership
    67. 67. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with
    68. 68. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with • Developed a shared vision for our schools
    69. 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. 70. Supporting teachers in change
    71. 71. www.dangerouslyirrelevant.org/2007/04/key_question.html
    72. 72. www.dangerouslyirrelevant.org/2007/04/key_question.html
    73. 73. Oh the things we’ve heard.....
    74. 74. Oh the things we’ve heard..... I don’t do technology!
    75. 75. Oh the things we’ve heard..... I don’t do technology! ICT’s all too hard for me to learn.
    76. 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. 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. 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. 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. 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. 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. 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. 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. 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. 85. Removing The Teacher Fear Factor
    86. 86. Removing The Teacher Fear Factor You don’t know what you don’t know.
    87. 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. 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. 89. Change their perspective
    90. 90. Professional Development
    91. 91. Professional Development Make it personal, be persistent and be constantly present.
    92. 92. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences
    93. 93. Professional Development Make it personal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences
    94. 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. 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. 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. 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. 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. 99. Make ‘IT’ Relevant
    100. 100. Make ‘IT’ Relevant
    101. 101. Make ‘IT’ Relevant Interdisciplinary Learning
    102. 102. Make ‘IT’ Relevant Interdisciplinary Learning Find existing connections
    103. 103. Make ‘IT’ Relevant Interdisciplinary Learning Find existing connections Extend what teachers already do
    104. 104. Make ‘IT’ Relevant Interdisciplinary Learning Find existing connections Extend what teachers already do Transform not transpose the learning
    105. 105. Educating the whole community
    106. 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. 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. 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. 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. 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. 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. 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. 113. The Current Landscape
    114. 114. The 1:1 Decision making process
    115. 115. The 1:1 Decision making process • School based - not mandated
    116. 116. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research?
    117. 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. 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. 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. 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. 121. The Tipping Point
    122. 122. The Tipping Point No longer that we can’t afford to do it,
    123. 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. 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. 125. 1:1 in Sandhurst
    126. 126. 1:1 in Sandhurst • 2009 - 3 schools 1:1
    127. 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. 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. 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. 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. 131. 1:1 in Sandhurst
    132. 132. 1:1 in Sandhurst • Users are laptop administrators
    133. 133. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps
    134. 134. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support
    135. 135. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility
    136. 136. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image
    137. 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. 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. 139. 1:1 in Sandhurst
    140. 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. 141. Summary
    142. 142. Summary Develop a plan
    143. 143. Summary Develop a plan Engage your leaders
    144. 144. Summary Develop a plan Engage your leaders Support your teachers
    145. 145. Summary Develop a plan Engage your leaders Support your teachers Educate the whole community
    146. 146. Summary Develop a plan Engage your leaders Support your teachers Educate the whole community Transform not transpose the learning
    147. 147. Create an ubiquitous, technology rich learning environment .....
    148. 148. Create an ubiquitous, technology rich learning environment .....
    149. 149. Create an ubiquitous, technology rich learning environment ..... not an environment full of tools
    150. 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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