IsaNet Digital Strategy London South October 09


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Presentation made to ISA London South 14 October 2009

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IsaNet Digital Strategy London South October 09

  1. 2. <ul><li>ISANet </li></ul><ul><li>“ Where is it going?” </li></ul><ul><li>with many thanks to </li></ul><ul><li>ISA London South </li></ul>
  2. 3. Step 1: <ul><li>Identifying the problems – where do we start? </li></ul><ul><li>A world of Digital Natives… </li></ul>
  3. 11. State schools are required to have <ul><li>Now – parent and pupil portals between home and school </li></ul><ul><li>2010 – on-line reporting to Parents </li></ul><ul><li>(Secondary) </li></ul><ul><li>2012 – on-line reporting to Parents </li></ul><ul><li>(Primary) </li></ul><ul><li>Almost whatever Ed Balls says… </li></ul>
  4. 13. Twitter in school – 140 characters <ul><li>So a priest, a rabbi and a minister walk into a bar. The bartender says, &quot;Is this a joke?&quot; </li></ul>Limericks r fun 2 write when your authorship pwrs r lite this medium's sweet a short little tweet this one's not great - just alright
  5. 14. “ Headteachers need to learn to deal with change instead of spending time unblocking toilets, filling dishwashers and avoiding their leadership responsibilities, a major Government report says.” “The PricewaterhouseCoopers report, published by schools minister Jim Knight, proposes changes to the law to provide leaders from outside the schools sector, -agency organisations that combine education, health and social work, and a hearts and minds marketing campaign to win support for the changes. The report acknowledges that school leaders are sick of what they call &quot;initiativitis&quot;, expressing frustration with a deluge of inconsistent and poorly resourced Government initiatives. But, it says, the heads were dreaming of a stability and consistency that could never realistically be delivered, and which was not enjoyed by any other organisation in the public or private sector. The report adds: &quot;We know from other sectors that change, diversity and complexity are inevitable features of the current and future environment, and that leaders need to accept and embrace this.&quot; Jonathan Milne, published in the TES on 19/1/07 Heads must learn to deal with change
  6. 15. The challenge for colleagues in London South today is <ul><li>to understand the critical role ICT now can play in schools </li></ul><ul><li>to agree that in their school for this to be accepted there must be whole school support for its role </li></ul><ul><li>to accept their responsibility to ‘ginger’ the action at school </li></ul><ul><li>To identify how and where they can gain support for the goals set for their school. </li></ul>
  7. 16. <ul><li>The publication of the e-strategy (DfES 2005) marked a step change in government thinking about the importance of educational technology. </li></ul><ul><li>ICT is now regarded as a basic educational utility rather than as an additional service, its provision within the curriculum now statutory and part of the core business of any school, state or independent. </li></ul>
  8. 17. Step 2 Create a support network? <ul><li>Heads for sure, but what about the others… </li></ul><ul><li>?How were subject teachers in Independent Schools supported in the 1970s & 1980s? </li></ul><ul><li>?Why did this support network die over the last 20 years? </li></ul><ul><li>?How might we recreate it in the 2010s? </li></ul>
  9. 18. <ul><li>The ISANet was born… </li></ul><ul><li>The Social Network… </li></ul><ul><li> </li></ul>
  10. 19. <ul><li>“ ISA finds itself in a unique position to play a leading role in </li></ul><ul><li>developing education through digital media. </li></ul><ul><li>ISANet will make a major contribution to achieving </li></ul><ul><li>excellence in pupil attainment, </li></ul><ul><li>teaching standards and </li></ul><ul><li>parental outreach </li></ul><ul><li>over the next 3 years and I want us to develop ISANet as an </li></ul><ul><li>ISA strategic project. I firmly believe we should not waste this </li></ul><ul><li>valuable opportunity to establish a leading position in the </li></ul><ul><li>independent schools world” </li></ul><ul><li>John Gibson, Head of Stoke College </li></ul><ul><li>ISA Annual Conference 2009 </li></ul>
  11. 20. ISANet Vision – to create a connected community of 70,000 teachers & students across ISA schools to share resources, share experiences and share services Students Teachers
  12. 21. Technology,… colleagues… <ul><li>Why do things have to keep changing? </li></ul><ul><li>First there was the Scroll, and then the Book came along… </li></ul>
  13. 23. Step 3 If ICT is to be useful, then people need to use it… …so finding ICT materials built by teachers, engineered for teachers and pupils to use readily was the plan…
  14. 24. The second strand in the ISANet <ul><li> </li></ul>
  15. 25. Course content and management software – a populated virtual learning environment. This is not a competition between Virtual Learning Environments v Taecanet Springboard
  16. 26. Taecanet Springboard Personalised Learning
  17. 27. JCT STAGING Teacher Admin Centre Student Service Teachers Teachers Students Taecanet Staff Internet – free Content plus teacher publishing Commercial Content / Exam Syllabus Knowledge Educational Filter Learning Journey Repository Personalised Learning Community Learning Network Process
  18. 28. <ul><li>Access to rich and diverse internet content 5,000+ learning journeys today & unlimited potential </li></ul><ul><li>Ease of use Teachers learn within 30 minutes </li></ul><ul><li>Modern, fun and motivating material - curriculum related Covers all QCA objectives and students enjoy & engage </li></ul><ul><li>Safe & controlled access Teachers define “journey paths” </li></ul><ul><li>Access to the service anytime, anywhere School, home, library, ICT suite, or any internet point </li></ul><ul><li>A service that is adaptable to different teaching styles Whiteboard, 1:1, class work, homework, revision, exploration </li></ul><ul><li>Reduced teaching workload Built in assessment and marking </li></ul><ul><li>E-learning that compliments other teaching methods Blends and integrates ICT into teaching and learning </li></ul>Taecanet’s response to teachers’ needs
  19. 29. A Taecanet Springboard Learning Journey is a controlled path through existing internet resources ending with an assessment question Step 1 Student chooses the correct image to start the learning journey Step 2 Student follows the Instructions & learns from internet content previously chosen by a teacher but with no ability to click away Step 4 If answered correctly the student is rewarded with a Token & moves on. Otherwise the Student trys again Step 3 The student clicks on the Star at the bottom of the page to get the question
  20. 30. How do Teachers integrate Taecanet Springboard into their Lesson Planning? Topic Time 2. Homework 3. Revision Reinforcement 4. Part Lesson / Part Homework 1. Subject Introduction 5. Cover Lesson <ul><li>Taecanet Springboard </li></ul><ul><li>is used both in school </li></ul><ul><li>& at home. </li></ul><ul><li>Most popular uses are </li></ul><ul><li>Revision </li></ul><ul><li>Homework </li></ul><ul><li>Decide how you want to use Taecanet Springboard in school? </li></ul><ul><li>Allocate the unit to the students </li></ul><ul><li>Use the reports to support further intervention </li></ul>
  21. 31. Teacher Admin Centre Student Service Allocating Work to students Viewing Progress Reports Revision Mode Peer Assessment Explore Mode Learning Mode What is Taecanet Springboard and how does it work? – Teachers are in control & need to allocate work to students from the Teacher Admin Centre – only then can students do work
  22. 32. <ul><li>Students think learning is “fun” Through the combination of IT, self paced & rewards </li></ul><ul><li>Teachers find the service easy to use In many cases schools are now subscribing for multiple years </li></ul><ul><li>Positive Impact on Exam Results increased grades at both Primary & Secondary SATs </li></ul><ul><li>Sustained & growing usage Over 3m learning journeys delivered </li></ul><ul><li>Community starting to lead new developments Schools and subject organisations participating in growth </li></ul>Results
  23. 33. <ul><li> </li></ul>
  24. 34. Step 4 – what’s our digital strategy? <ul><li>Identifying the problems – where do we start? </li></ul><ul><li>Defining the role of the ICT strategy leader – co-ordinator </li></ul>
  25. 35. What are the principles in terms of school development planning for the use of ICT? Betca Matrix – seems to be at the heart of lots now…
  26. 36. Showing Insight in the area of ICT – skills to deploy… <ul><li>You must ask thoughtful questions </li></ul><ul><li>You need to look beyond the obvious </li></ul><ul><li>You should not be afraid to reframe the problem </li></ul><ul><li>You must learn to trust your gut </li></ul><ul><li>Use research to tell you what you don’t know </li></ul>
  27. 37. <ul><li>ICT coordinator’s responsibilities  (adapted from DCSF national strategy document) </li></ul><ul><li>When the responsibilities of ICT coordinator and ICT subject leader are held by two teachers, the ICT coordinator's role is usually one of strategic leadership and management across subjects to promote the use of ICT in teaching and learning. </li></ul><ul><li>Through liaison with others who have ICT responsibilities, the coordinator's role typically includes: </li></ul>
  28. 38. <ul><li>ascertaining that each department, including special educational needs and the library, identifies its requirements for ICT provision </li></ul><ul><li>coordinating the effective use of ICT across the whole curriculum and encouraging aspects of cross-curricular planning </li></ul><ul><li>with the ICT subject leader, helping other departments to consider how ICT can support the teaching and learning of other subjects, and what those subjects can contribute to the teaching and learning of ICT </li></ul><ul><li>monitoring, on behalf of the senior leadership team, the use of accommodation, the acquisition, maintenance and replacement of equipment and software, and its storage, access and use by pupils and staff </li></ul>
  29. 39. <ul><li>ensuring that sensible, transparent decisions are made when there are competing demands for resources, and that the school improvement plan includes plans for ICT </li></ul><ul><li>encouraging and supporting the professional development of all staff in the use of ICT in their subjects, in line with whole-school policy and practice </li></ul><ul><li>liaising with partner primary schools, any local city learning centre, the local education authority and the wider community </li></ul><ul><li>managing the school's ICT technician and network manager </li></ul>
  30. 40. Factors that help or hinder ICT development <ul><li>Pressures from Teachers, whole school and external agencies often drive ICT investment in the wrong direction </li></ul>
  31. 41. Effective school and curriculum leadership is the lynchpin <ul><li>There really is no escape for teaching professionals from the ‘drudge’ of checking precisely what their scheme of work requires… </li></ul><ul><li>… or that matter from the writing of the scheme of work in the first place! </li></ul>
  32. 42. <ul><li>The statutory requirement to ensure that all pupils make progress in ICT capability extends to the application of ICT in other subjects. This should be seen as distinct from the use of ICT to broaden approaches to teaching and learning, and from the use of ICT in a learning activity that does not necessarily require the use of ICT or contribute to the learner's attainment in ICT. </li></ul><ul><li>Extending ICT capability may occur through, for example, the application of modeling in science, mathematics or geography, the use of a database to explore settlement patterns in geography, or the use of a range of presentation applications in any subject. </li></ul>Using ICT across the curriculum
  33. 43. Let’s take time out to review the latest standards statements from ISI <ul><li>ISI grade 1 - </li></ul><ul><li>Excellent - ICT and the library enhance learning </li></ul><ul><li>ISI grade 2. </li></ul><ul><li>Good - Resources such as ICT and the library are well used, such as books and ICT are used well in support of the pupils’ learning. </li></ul><ul><li>ISI grade 3. </li></ul><ul><li>Satisfactory - Resources such as books and ICT are used well in support of the pupils’ learning, </li></ul><ul><li>Teachers have satisfactory knowledge … </li></ul><ul><li>… and make reasonable use of resources, including ICT </li></ul><ul><li>ISI grade 4. </li></ul><ul><li>Unsatisfactory - ICT is taught through the subjects of the curriculum, but most pupils do not develop much beyond word processing and internet use </li></ul>
  34. 44. Teacher-level factors <ul><li>Confidence and competence with ICT </li></ul><ul><li>Awareness of appropriate curriculum application of ICT </li></ul><ul><li>Full access to appropriate software and hardware when required </li></ul><ul><li>Time to develop new skills and applications </li></ul><ul><li>Access to own personal laptop </li></ul>
  35. 45. School-level factors <ul><li>ICT ‘vision’ from senior management </li></ul><ul><li>Whole-school policies focusing on using ICT across the curriculum </li></ul><ul><li>Ethos that encourages innovation </li></ul><ul><li>Program of ICT training and curriculum support from the ICT coordinator </li></ul><ul><li>Effective timetabling of rooms and equipment </li></ul><ul><li>Ready availability of quality resources </li></ul><ul><li>Onsite technical/network support </li></ul>
  36. 46. External factors <ul><li>Professional/subject networks that advise on effective ICT use, such as National Association of Advisers for Computers in Education (NAACE) and the National Literacy Trust </li></ul><ul><li>Going to conferences and exhibitions, such as BETT and the Education Show </li></ul><ul><li>Support and training opportunities (ISA etc) </li></ul><ul><li>Commercial training, such as that provided by software producers </li></ul><ul><li>Resources from national/government agencies, such as Becta, DfES/DCSF, the Qualifications and Curriculum Authority (QCA) </li></ul>
  37. 47. CUT TO THE CHASE The ISANet offer…
  38. 48. Step 6 The ISA ICT committee is born
  39. 49. Vision Review Implement Starting point: What are the things you need to do first ?
  40. 51. St. Custards An object lesson for an ISA school today?
  41. 52. An object lesson in cyberbullying - <ul><li> </li></ul>
  42. 53. From
  43. 54. Getting IT right <ul><li>The need to integrate ICT fully into all aspects of teaching and learning is no longer a matter of choice for schools, but one of necessity. While the financial costs of a failed strategy are likely to be considerable, the costs in terms of staff morale and student outcomes are potentially irrecoverable. </li></ul>
  44. 55.
  45. 56. To finish with Ladies and Gentlemen <ul><li>My favourite teaching movie of all time – which shows to all the powerful effect of a digital world… </li></ul><ul><li>http:// =eim5jLlEPYI </li></ul>
  46. 57. My favorite digital bit of fun… <ul><li>http :// </li></ul>
  47. 58. References <ul><li>One step ahead of the game – Leading change in ICT in support of pupil learning Ann Gill, NCSL, summer 2007 </li></ul><ul><li> </li></ul><ul><li>Learning and teaching using ICT: Leadership team toolkit – DCSF </li></ul><ul><li> </li></ul><ul><li>The National Strategies | Secondary 3 The Framework for secondary ICT: overview and learning objectives </li></ul><ul><li> </li></ul><ul><li>Becta - government agency </li></ul><ul><li>“ leading the national drive to ensure the effective and innovative use of technology throughout learning” </li></ul><ul><li> / </li></ul><ul><li>The Key – on-line subscription service for school leaders </li></ul><ul><li> </li></ul><ul><li>ict-self-review – a public wiki to assist schools in achieving the ICTmark </li></ul><ul><li> </li></ul><ul><li>Learn-ICT </li></ul><ul><li> </li></ul><ul><li>Teaching expertise website </li></ul><ul><li> </li></ul><ul><li>Any of the little Book of management series… </li></ul>