By(i)tes sharing on domain 1@25 jan 2010

752 views

Published on

Published in: Education, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
752
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

By(i)tes sharing on domain 1@25 jan 2010

  1. 1. BY(i)TES Sharing on Domain 1 25 Jan 2010 Cheong Tuck Wai HOD IT
  2. 2. BY(i)TES <ul><li>B enchmarking Y our I C T Practices for E xcellence in S chools </li></ul><ul><li>A set of guidelines which enables schools to gauge the level of their ICT practices effectively and quickly </li></ul><ul><li>Strategise for improvement to achieve excellence in the use of ICT in teaching and learning </li></ul>
  3. 3. BY(i)TES – 3 Domains <ul><li>Teacher Use </li></ul>1. School ICT Leadership 3. Teacher Use 2. Pupil Involvement BY(i)TES
  4. 4. BY(i)TES <ul><li>4 Levels of Attainment </li></ul><ul><li>Reflect the progress of a school’s use of ICT in teaching and learning </li></ul><ul><li>The levels are incremental in nature </li></ul><ul><li>Attainment at one higher level implies the attainment of all lower preceding levels </li></ul><ul><li>Where requirements of a level are only partially met, the lower preceding attainment level is assigned. </li></ul>
  5. 5. BY(i)TES Quality of monitoring and review 1.2.1 1.2 The progress of the School IT Programmes is continually monitored and reviewed. Quality of IT Plans 1.1.3 Breadth and Quality of supporting systems 1.1.2 Involvement of IT Leaders 1.1.1 1.1 There is IT Leadership Description of indicators Indicator Number
  6. 6. 1.1 There is ICT Leadership The school ICT l eadership set strategic direction on the use of ICT in the school. 1 The school ICT leadership are visionary and serve as role models for the innovative use of ICT . The school ICT leadership are visionary and model the use of ICT . The school ICT leadership set strategic direction on the use of ICT in the school and are actively involved to ensure that the strategic ICT goals will be achieved. 1.1.1 Type of Involve- ment of ICT Leaders 4 3 2 Indicator
  7. 7. GLOSSARY OF TERMS DESCRIPTION TERM <ul><li>School ICT leaders invest time, efforts and resources to encourage the use of ICT in teaching and learning, They are: </li></ul><ul><li>constantly looking out for ways to use ICT to support engaged learning. </li></ul><ul><li>sharing new ideas with staff and motivating them to try these ideas. </li></ul><ul><li>using ICT in their own professional duties and development </li></ul>Model the use of ICT A strategic direction is often supported by a plan which must include a scan of current realities (e.g. self-assessment), a needs analysis, key performance indicators, short term (1-year) and long term (3-5 year) targets with corresponding initiatives and programmes. It also includes the strategic allocation of financial resources and strategic deployment of manpower. Strategic direction It is recommended that ICT Leadership be provided by the Principal, Vice-Principal and Key Personnel. School ICT Leaders / School ICT Leadership
  8. 8. GLOSSARY OF TERMS DESCRIPTION TERM Creating new possibilities of using ICT through adaptation, improvisation or invention for the purpose of improvement. Innovative use of ICT School ICT leaders set the tone and culture through their exemplary use of ICT. Role Models The foresight and ability to envision how the potential of ICT can be harnessed in future for teaching and learning and to articulate this vision to those around them. Visionary
  9. 9. 1.1 There is ICT Leadership There are few systems in place to support ICT integration. 1 There is a range of structured systems which enables the school to achieve its goals. These systems are recognized and shared with other local or overseas organizations. There is a range of structured systems which enables the school to achieve its goals. There is a range of systems in place which enables the school to achieve its goals. 1.1.2 Breadth and quality of supporting systems 4 3 2 Indicator
  10. 10. GLOSSARY OF TERMS DESCRIPTION TERM <ul><li>An organised set of processes established to facilitate the implementation of the School ICT Plan. Examples of key systems set up to support pervasive ICT practices include but are not limited to the following: </li></ul><ul><li>staff development </li></ul><ul><li>management of resources </li></ul><ul><li>innovative practices </li></ul><ul><li>curriculum integration </li></ul><ul><li>sharing and collaboration </li></ul><ul><li>ethical use of ICT </li></ul><ul><li>motivation of staff & recognition of </li></ul><ul><li>contribution from staff </li></ul>Systems
  11. 11. GLOSSARY OF TERMS The existence of a variety of systems set up to help school ICT leaders carry out the implementation process. Range of Systems DESCRIPTION TERM The systems are accepted or adopted by other organisations for their quality. Recognized Systems The existence of a range of well-defined systems set up strategically to help school ICT leaders and staff effectively carry out the implementation process. Structured Systems
  12. 12. Activity Time (10 mins) <ul><li>You are split into 2 groups and are asked to brainstorm on examples of systems. </li></ul><ul><li>sharing and collaboration </li></ul><ul><li>ethical use of ICT </li></ul><ul><li>motivation of staff & recognition of contribution from staff </li></ul><ul><li>staff development </li></ul><ul><li>management of resources </li></ul><ul><li>innovative practices </li></ul><ul><li>curriculum integration </li></ul>Group B Group A
  13. 13. Notes for Activities 1. 2. 3. 4. 5. 6. 7. 8.
  14. 14. 1.1 There is ICT Leadership There is an operational ICT plan in which · activities are focused on purchases and infrastructure · there is evidence of integration in a few subjects/ areas of teaching and learning · there is little description of approaches 1 There is evidence of a well integrated and innovative ICT Plan in Which · the plan is aligned to the school’s strategic plan · there is evidence of integration in most subjects/areas · the approaches are well defined · there is synergy and collaboration evident in most departments · there is adoption of innovative activities in many areas to impact teaching and learning There is evidence of a sound and integrated ICT Plan in which · the plan is aligned to the school’s strategic plan · there is evidence of integration in many subjects/areas · the approaches are well defined · there is synergy and collaboration evident in some departments · there is adoption of innovative activities in a few areas to impact teaching and learning There is evidence of the beginnings of a sound ICT plan in which · the plan is aligned to the school’s strategic plan · there is evidence of integration in some subjects/ areas of teaching and learning · there are brief descriptions of approaches 1.1.3 Quality of ICT Plans 4 3 2 Indicator
  15. 15. GLOSSARY OF TERMS The definitions of ‘few’, ‘some’, ‘many’ and ‘most’ are as follows: ‘ few’ – 0% to < 25% ‘ some’ – 25% to < 50% ‘ many’ – 50% to < 75% ‘ most’ – 75% and above The base to calculate these percentages could include: - total pupil population - total no. of levels - total no. of classes Few, some, many and most (Extent) DESCRIPTION TERM Any tool that allows a school to evaluate its ICT implementation. BY(i)TES is one such tool. Self- assessment tools
  16. 16. 1.2 The progress of the School ICT Programmes is continually monitored and reviewed Monitoring and review of the school ICT Programmes are done on an ad hoc basis. No self- assessment tools specific to ICT implementation are used. 1 Monitoring and review of the school ICT Programmes are carried out on a regular basis and the results of the review are shared with the staff. The review is used to improve relevant processes. There is use of self-assessment tools specific to ICT implementation. The school review the quality of the self- assessment processes put in place. Monitoring and review of the school ICT Programmes are carried out on a regular basis and the results of the review are shared with the staff. The review is used to Improve relevant processes. There is use of Self-assessment tools specific to ICT implementation. Monitoring and review of the school ICT Programmes are carried out on a regular basis. There is use of Self-assessment tools specific to ICT implementation. 1.2.1 Quality of monitoring and review 4 3 2 Indicator

×