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Summary C E F R I O Report Teachers
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Summary C E F R I O Report Teachers

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  • Transcript

    • 1. Centre de liaison et de transfert 6 juillet 2004 IT-Supported Learning and Networking Phase 2
    • 2. CEFRIO STUDY & CEFRIO - LEARN FOLLOW-UP
      • In 2005-2006, over 100 teachers and administrators were interviewed in all nine English School Boards:
      • Based on those interviews, six key factors were identified that influence the use of ICT-supported teaching and learning
      • Recommendations were made at the class, school, board, and system level
      • Representatives from the nine school boards met and discussed the report and its recommendations
    • 3. Six Key Factors Supporting Student Learning & Development Student Learning & Development Stakeholder Support Teachers Technical Support Leadership Infrastructure Professional Development
    • 4. Student Learning & Development
      • Student engagement in learning is enhanced in effective IT-supported learning environments, when
        • Teachers select developmentally-appropriate material
        • Students work collaboratively
        • Students access and evaluate relevant information on the Internet, especially in remote communities
    • 5. Leadership
      • Principals and Administrative Teams provide leadership by:
        • Encouraging and supporting teachers to use ICT
        • Embedding the increased use of ICT as an objective in the Educational Project and School Success Plans
        • Establishing and supporting Techno-Pedagogical Coordinating Committees
        • Modeling the effective use of ICT
      • Encouraging the support of school board administrators in facilitating the use of ICT and the sharing of knowledge and skills
      • Encouraging collaborative leadership among consultants, RECIT animators and school-based techno-pedagogical leaders
    • 6. Professional Development
      • There is a need for increased school-based professional development
      • There should be a focus on collective competency building for teachers, educational leaders, and techno-pedagogical support personnel:
        • Providing for face-to-face and online opportunities to meet, share, reflect on, knowledge build and document their practice, knowledge, skills, and needs
    • 7. Recommendations: Operational Level - School Boards
      • Infrastructure, technical support, and funding are secured
      • Proactive leadership and collaborative action planning by principals
      • Teachers have sufficient time to meet, share & develop competencies
      • Techno-pedagogical Coordinating Committees established
      • Professional development & collective competency building for teachers, principals, and consultants
    • 8. Recommendations: Operational Level
      • Principals
        • Ensure pedagogically-relevant, reliable, and up-to-date infrastructure
        • Provide pro-active techno-pedagogical leadership
      • Teachers
        • Consider the pedagogical and professional value of including ICT
        • Address the most optimal means of using these resources
    • 9. Recommendations: Strategic Level
      • ADGESBQ-QESBA
        • Enable the development of a common vision and a multi-year strategic plan for the use of ICT in support of student learning and networking
      • LEARN
        • Collaborate to develop the use of student networking and distance education initiatives
        • Encourage professional development, collective competency building, and collaborative networking using resources from LEARNing Communities, school board consultants, RECIT animators, and techno-pedagogical support teachers.
    • 10. Common Discussion and Consensus Points
      • 1. The QEP is the vision, ICT is the tool
      • ICT supports the implementation of the QEP
      • Whenever teachers have used ICT in a project-based approach, they have made great strides in their implementation of the QEP
    • 11. Common Discussion and Consensus Points
      • 2. Pedagogy first; technology second
      • when discussing any aspect of technology, it was understood that pedagogy comes first, and technology is at its service
      • this applies when ICT departments are looking to implement or configure infrastructure, hardware and software
      • it also applies to teacher and leadership training, the focus should be on using ICT as a tool for learning
    • 12. Common Discussion and Consensus Points
      • 3. Research: The theme of research came up in several circumstances:
      • access to research which documents the positive impact of ICT in a constructivist approach;
      • research to better understand and implement conditions for change and innovation in the education system
    • 13. Common Discussion and Consensus Points
      • 4. Sharing and Networking : the importance of creating a supportive network and the sharing of information was highlighted at the:
      • ICT director’s level to coordinate efforts as a way to avoid duplication;
      • leadership level to address issues of supporting change;
      • teachers’ level to give and get support and develop competency
    • 14. Project Phases
      • At the present time it is expected that the project will evolve through the following four phases:
      • Situational Analysis
      • Support Management
      • Innovative Experimentation
      • Sustainable Implementation
    • 15. Situational Analysis
      • Assessment of the current situation in relation to:
      • availability of required computer equipment and Internet access
      • access to reliable technical support
      • availability of readily accessible techno-pedagogical support
      • appropriate support for project-related professional development
    • 16. Support Management
      • acquisition of required computer equipment and Internet connections
      • provision of release time for project-related professional development
      • establishment of a resource room/meeting place for team members to share ideas and expertise
      • facilitation of within-team and project-based techno-pedagogical support
    • 17. Innovative Experimentation
      • support for professional development and team learning opportunities
      • monitoring of progress and related revisions
      • knowledge building and sharing activities within and across the project network
      • collaboratively addressing difficulties as they arise
    • 18. Sustainable Implementation
      • establishing ongoing support and resources for the project and its outcomes
      • considering the possibility of extending project objectives to other teachers within and outside the school
      • evaluating the change process and educational impact made by the project
      • sharing the knowledge gained
    • 19. Value Added
      • Support professional development through networking
      • Improvement and dissemination of successful practice through knowledge building and sharing
      • Enhanced use of IT-supported learning
      • Recognition and celebration of accomplishments
      • Supporting shared leadership at the school and system level
      • Facilitating the development of a shared vision