Survey lead teachers

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  • Survey lead teachers

    1. 1. Teacher ICT PD Needs Analysis Mantar Cluster
    2. 2. Education is not the filling of a vessel, but the kindling of a flame." - Socrates
    3. 3. ICT
    4. 4. ICT
    5. 5. ICT Confidence
    6. 6. ICT Confidence 41.1% of our teachers are not confident or are only beginning to feel confident in using ICT...
    7. 7. Current use of ICT Tools in learning
    8. 8. Current use of ICT Tools in learning 61.8% of our teachers are only allowing their students to use ICT, as part of their learning, less than 10% of the school week.
    9. 9. Preparation for use of ICT in the classroom now
    10. 10. Preparation for use of ICT in the classroom now
    11. 11. Preparation for use of ICT in the classroom now Only 11.4 % of our teachers feel ‘Fully Prepared’ or ‘Confident’ in planning and measuring the success of meaningful ICT in their classrooms.
    12. 12. Challenges in delivering ICT
    13. 13. Challenges in delivering ICT
    14. 14. Challenges in delivering ICT The three largest factors in preventing the
    15. 15. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are:
    16. 16. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment
    17. 17. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment * Time
    18. 18. Challenges in delivering ICT The three largest factors in preventing the successful implementation of ICT are: * Access to Equipment * Time * Teacher ICT Skills
    19. 19. ICT in daily teacher practice
    20. 20. ICT in daily teacher practice 61.1% are using ICT as a significant tool in their planning.
    21. 21. ICT in daily teacher practice 61.1% are using ICT as a significant tool in their planning. This correlates to 58.8% of teachers using ICT to enhance student learning. Empowering teachers to use these tools themselves, will have a positive impact on their using these with their students.
    22. 22. Web 2.0 Tools
    23. 23. Web 2.0 Tools 76.5% of our teachers have used 2 or less Web 2.0 Tools
    24. 24. Activity
    25. 25. Activity Bus Stop - goal setting for key focus points...
    26. 26. Inquiry
    27. 27. Inquiry
    28. 28. What is your understanding of the term Inquiry?
    29. 29. What is your understanding of the term Inquiry?
    30. 30. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry
    31. 31. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge
    32. 32. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively
    33. 33. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University
    34. 34. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University Effective internet researching, triangular validation
    35. 35. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University Effective internet researching, triangular validation Planning/process of Inquiry
    36. 36. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University Effective internet researching, triangular validation Planning/process of Inquiry Investigations of how different schools have approached the topic Kath Murdoch course and book
    37. 37. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University Effective internet researching, triangular validation Planning/process of Inquiry Investigations of how different schools have approached the topic Kath Murdoch course and book Teaching DATT as a tool for inquiry
    38. 38. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University Effective internet researching, triangular validation Planning/process of Inquiry Investigations of how different schools have approached the topic Kath Murdoch course and book Teaching DATT as a tool for inquiry How to integrate the big questions
    39. 39. What skills/knowledge can you share with your school and/or the Cluster in terms of Inquiry 56% of respondents were unable to offer any prior knowledge Work collaboratively Paper at University Effective internet researching, triangular validation Planning/process of Inquiry Investigations of how different schools have approached the topic Kath Murdoch course and book Teaching DATT as a tool for inquiry How to integrate the big questions Introducing inquiry into a school including model development and integration, what good inquiry can look like, “directed-guided-pure” inquiry examples, planning for inquiry, assessment samples
    40. 40. ICT and Higher Order Thinking
    41. 41. ICT and Higher Order Thinking
    42. 42. ICT and Higher Order Thinking 45.2% have used less than 2 forms of ICT in their Inquiry Process to promote Higher Order Thinking.
    43. 43. What goals do you have for yourself this year in terms of Inquiry?
    44. 44. What goals do you have for yourself this year in terms of Inquiry? To Make One Work!
    45. 45. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration
    46. 46. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum)
    47. 47. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently
    48. 48. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on
    49. 49. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies
    50. 50. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed
    51. 51. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking
    52. 52. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking adopt a model and work with it
    53. 53. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking adopt a model and work with it become more familiar with its process
    54. 54. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking adopt a model and work with it become more familiar with its process learn a better way to use inquiry learning with junior school
    55. 55. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking adopt a model and work with it become more familiar with its process learn a better way to use inquiry learning with junior school to build on work already undertaken
    56. 56. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking adopt a model and work with it become more familiar with its process learn a better way to use inquiry learning with junior school to build on work already undertaken use different models for the students to record their questioning and learning
    57. 57. What goals do you have for yourself this year in terms of Inquiry? To Make One Work! Integration to integrate inquiry across all areas (integrated curriculum) incorporating into everyday teaching more frequently Building on add to variety of strategies more student directed encourage independent thinking adopt a model and work with it become more familiar with its process learn a better way to use inquiry learning with junior school to build on work already undertaken use different models for the students to record their questioning and learning teach children how to ask questions
    58. 58. What Professional Development would you like to undertake to meet these goals?
    59. 59. What Professional Development would you like to undertake to meet these goals? Observations
    60. 60. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class
    61. 61. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools
    62. 62. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight
    63. 63. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight
    64. 64. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time!
    65. 65. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time!
    66. 66. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools
    67. 67. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype
    68. 68. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD
    69. 69. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board
    70. 70. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board
    71. 71. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project
    72. 72. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops
    73. 73. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops
    74. 74. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops
    75. 75. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading
    76. 76. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading
    77. 77. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion
    78. 78. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion
    79. 79. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion Facilitator
    80. 80. What Professional Development would you like to undertake to meet these goals? Observations Junior/middle class Visit schools Witness Inquiry process being taught in another class to gain a better insight Time! Tools Skype ICT PD Practical help with Smart Board Mantar Project Courses/workshops Hands on practical workshops Reading I need to do a lot of reading Reading/collegial discussion Facilitator Talk to Mary about management of this at this level
    81. 81. Inquiry Process Activity
    82. 82. Inquiry Process Activity What about our current inquiry model/ process doesn’t work?
    83. 83. Inquiry Process Activity What about our current inquiry model/ process doesn’t work? What will we do?
    84. 84. Inquiry Process Activity What about our current inquiry model/ process doesn’t work? What will we do? How will be know we’ve achieved this?
    85. 85. Information Literacy
    86. 86. Information Literacy
    87. 87. What do you understand the term ‘Information Literacy’ to mean?
    88. 88. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989).
    89. 89. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact."
    90. 90. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following:
    91. 91. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure
    92. 92. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT
    93. 93. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning
    94. 94. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning 21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate, make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing the information, cross checking and using information to gain new understanding and to inform/communicate with others *to recognise when information needs to be found and then where to go to find that information *looking at the research and information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve, analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem solving, decision making and research
    95. 95. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning 21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate, make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing the information, cross checking and using information to gain new understanding and to inform/communicate with others *to recognise when information needs to be found and then where to go to find that information *looking at the research and information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve, analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem solving, decision making and research 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message
    96. 96. What do you understand the term ‘Information Literacy’ to mean? The American Library Association's (ALA) Final Report states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (1989). Jeremy Shapiro & Shelley Hughes (1996) define information literacy as "... from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact." Of the 34 respondents, the results indicated the following: 3% were unsure 32% believe that Information Literacy is about ICT - *competence with the tools, blogs, wikis *knowing how to use ICT tools *being able to find your way around technology* the language and framework that goes with ICT *sending emails and faxes *keeping up to date with knowledge in the new curriculum connected with ICT 41% believe that Information Literacy is about using and finding information - *be able to use information tools as part of library skills *using ICT to gain understanding and meaning in literacy *using information you find on the net for reading and discussing *skimming, scanning, note taking, key words, questioning *information from a literacy source *how to access info online *using a library as a tool for learning 21% believe that Information Literacy is about using skills to make sense of information - *effectively present, communicate, make sense of information *using skills and strategies to use sources to gain and communicate understanding and ideas, sourcing the information, cross checking and using information to gain new understanding and to inform/communicate with others *to recognise when information needs to be found and then where to go to find that information *looking at the research and information gathering side of inquiry and being able to use that information in the right way * the skills needed to find, retrieve, analyse and use information *the ability to locate, evaluate, manage and use information form a range of sources for problem solving, decision making and research 3% believe that Information Literacy is about critical reflection - * filtering information to critically select facts to form your own opinion or message
    97. 97. Information Literacy Focus
    98. 98. Information Literacy Focus How are we going to ensure our staff understand information literacy and integrate it effectively into their programmes?
    99. 99. Information Literacy Focus How are we going to ensure our staff understand information literacy and integrate it effectively into their programmes? What are our goals?
    100. 100. Information Literacy Focus How are we going to ensure our staff understand information literacy and integrate it effectively into their programmes? What are our goals? What will we do?
    101. 101. Information Literacy Focus How are we going to ensure our staff understand information literacy and integrate it effectively into their programmes? What are our goals? What will we do? How will we know we’ve achieved this?
    102. 102. Students sharing with the community
    103. 103. Students sharing with the community Blogs and wikis were the most popular tool for delivery of learning by ICT
    104. 104. Students sharing with the community Blogs and wikis were the most popular tool for delivery of learning by ICT Over 85% were still consistently using traditional forms of reporting
    105. 105. Why Blogs?
    106. 106. Why Blogs? Blogs and wikis were the most popular tool for sharing learning through ICT. How would we know that our teachers are secure in the pedagogy behind their use?
    107. 107. Why Blogs? Blogs and wikis were the most popular tool for sharing learning through ICT. How would we know that our teachers are secure in the pedagogy behind their use? What are our goals?
    108. 108. Why Blogs? Blogs and wikis were the most popular tool for sharing learning through ICT. How would we know that our teachers are secure in the pedagogy behind their use? What are our goals? What will we do?
    109. 109. Why Blogs? Blogs and wikis were the most popular tool for sharing learning through ICT. How would we know that our teachers are secure in the pedagogy behind their use? What are our goals? What will we do? How will we know we’ve achieved this?
    110. 110. Lead Teachers Responses
    111. 111. Lead Teachers Responses
    112. 112. What do you see your roles and responsibilities to be as a Lead Teacher?
    113. 113. What do you see your roles and responsibilities to be as a Lead Teacher?
    114. 114. What do you understand Strategic Planning to be in terms of this project and your school?
    115. 115. What do you understand Strategic Planning to be in terms of this project and your school?
    116. 116. What do you see your schools greatest goals in ICT and Inquiry to be?
    117. 117. What do you see your schools greatest goals in ICT and Inquiry to be? ICT
    118. 118. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless
    119. 119. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation
    120. 120. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital
    121. 121. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes
    122. 122. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well
    123. 123. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board
    124. 124. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board
    125. 125. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry
    126. 126. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model
    127. 127. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation
    128. 128. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning
    129. 129. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input
    130. 130. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input Establish a working model and talk the same talk
    131. 131. What do you see your schools greatest goals in ICT and Inquiry to be? ICT Reliable network and wireless Across the school implementation Embracing all things digital Effective integration into classroom programmes Plan for it - share tools and programmes that work well Getting all on board Inquiry Developing school wide model Across the school implementation Continuing on our journey so that it encompasses digital learning Further develop current model and extend child input Establish a working model and talk the same talk To happen on a regular basis
    132. 132. How will you engage your school community in this project?
    133. 133. How will you engage your school community in this project?
    134. 134. How do you see the ICT PD Cluster helping your school to achieve it's own school wide goals?
    135. 135. How do you see the ICT PD Cluster helping your school to achieve it's own school wide goals?
    136. 136. Great Ideas...
    137. 137. Great Ideas...

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