Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

5,4,3,2 - 1:1

655 views

Published on

A presentation about how the Sandhurst Diocese in Victoria, Australia has gained huge momentum in the importance of ICT in schools which has lead to the development in schools beginning to implement 1:1 laptop programs

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

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. However, all these things led to not much change
  7. 7. However, all these things led to not much change Pockets of teacher led innovation
  8. 8. However, all these things led to not much change Pockets of teacher led innovation Some pedagogical change
  9. 9. Creating a vision & strategy
  10. 10. Diocesan Technology Plan
  11. 11. Diocesan Technology Plan That each person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment.
  12. 12. 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)
  13. 13. 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)
  14. 14. Diocesan Technology Plan
  15. 15. 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.
  16. 16. 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.
  17. 17. 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.
  18. 18. Creating a Culture Create behaviours / expectations
  19. 19. Creating a Culture Create behaviours / expectations
  20. 20. Creating a Culture Create behaviours / expectations
  21. 21. Creating a Culture Create behaviours / expectations
  22. 22. Creating a Culture Create behaviours / expectations
  23. 23. Creating a Culture Create behaviours / expectations
  24. 24. Creating a Culture Create behaviours / expectations
  25. 25. Creating a Culture Create behaviours / expectations
  26. 26. Creating a Culture Create behaviours / expectations
  27. 27. Creating a Culture Create behaviours / expectations
  28. 28. Creating a Culture Create behaviours / expectations
  29. 29. Creating a Culture Create behaviours / expectations
  30. 30. Diocesan Technology Plan
  31. 31. Diocesan Technology Plan Our Aims:
  32. 32. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools.
  33. 33. 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.
  34. 34. 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.
  35. 35. 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.
  36. 36. 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.
  37. 37. Diocesan Technology Plan
  38. 38. Diocesan Technology Plan Professional Learning For Leaders Professional Financial Learning Advice For Classrooms Technical Advice
  39. 39. Moving to 1:1 Inform your leaders
  40. 40. Images from Flickr.com & dangerouslyirrelevant.org
  41. 41. Images from Flickr.com & dangerouslyirrelevant.org
  42. 42. Images from Flickr.com & dangerouslyirrelevant.org
  43. 43. So what’s lead to the change?
  44. 44. So what’s lead to the change? Learners learn in the context of their own lives. - Peter Senge (ACEL 2007)
  45. 45. So what’s lead to the change? Learners learn in the context of their own lives. - Peter Senge (ACEL 2007) Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. - Michael Furdyk ( ACEL 2007)
  46. 46. Start the conversation
  47. 47. Start the conversation (Alternatively - scaring the pants off them to make a point)
  48. 48. Start the conversation (Alternatively - scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001
  49. 49. 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
  50. 50. 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
  51. 51. 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
  52. 52. Concerted effort of informing school leaders
  53. 53. Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum
  54. 54. 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 18 months
  55. 55. “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 18 months
  56. 56. www.dangerouslyirrelevant.org/2007/04/key_question.html
  57. 57. www.dangerouslyirrelevant.org/2007/04/key_question.html
  58. 58. Moving to 1:1 Support your teachers
  59. 59. Oh the things I’ve heard.....
  60. 60. Oh the things I’ve heard..... I don’t do technology!
  61. 61. Oh the things I’ve heard..... I don’t do technology! ICT’s all too hard for me to learn.
  62. 62. Oh the things I’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.
  63. 63. Oh the things I’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.
  64. 64. Oh the things I’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.
  65. 65. ..... 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.
  66. 66. ..... 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.
  67. 67. ..... 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.
  68. 68. ..... 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.
  69. 69. ..... 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.
  70. 70. ..... 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?
  71. 71. The Teacher Communication Creating: Visualising Thinking Uses:
  72. 72. The Student Communication Creating: Uses: Visualising Thinking
  73. 73. Change their perspective
  74. 74. Remove The Teacher Fear Factor
  75. 75. Remove The Teacher Fear Factor You don’t know what you don’t know.
  76. 76. Remove 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.
  77. 77. Remove 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.
  78. 78. Professional Development
  79. 79. Professional Development Make it personal
  80. 80. Professional Development Make it personal - Diocesan Teacher Conferences
  81. 81. Professional Development Make it personal - Diocesan Teacher Conferences - Diocesan Student conferences
  82. 82. Professional Development Make it personal - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice
  83. 83. Professional Development Make it personal - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT
  84. 84. Professional Development Make it personal - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days
  85. 85. Professional Development Make it personal - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days - School based PD
  86. 86. Professional Development Make it personal - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days - School based PD
  87. 87. Make ‘IT’ Relevant
  88. 88. Make ‘IT’ Relevant
  89. 89. Make ‘IT’ Relevant Interdisciplinary Learning
  90. 90. Make ‘IT’ Relevant Interdisciplinary Learning ICT for Visualising Thinking
  91. 91. Make ‘IT’ Relevant Interdisciplinary Learning ICT for Visualising Thinking ICT for Creating
  92. 92. Make ‘IT’ Relevant Interdisciplinary Learning ICT for Visualising Thinking ICT for Creating ICT for Communicating
  93. 93. Moving to 1:1
  94. 94. Apple Educational Briefings
  95. 95. Apple Educational Briefings • All school Principals (Primary & Secondary)
  96. 96. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership
  97. 97. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with
  98. 98. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with • Developed a shared vision for our schools
  99. 99. 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
  100. 100. The Tipping Point
  101. 101. The Tipping Point No longer that we can’t afford to do it,
  102. 102. The Tipping Point No longer that we can’t afford to do it, but rather we can’t afford not to do it.
  103. 103. The 1:1 Decision making process
  104. 104. The 1:1 Decision making process • School based - not mandated
  105. 105. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research?
  106. 106. The 1:1 Decision making process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning?
  107. 107. 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?
  108. 108. 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?
  109. 109. 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?
  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. 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)
  114. 114. 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)
  115. 115. 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)
  116. 116. 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)
  117. 117. The Current Landscape
  118. 118. 1:1 in Sandhurst
  119. 119. 1:1 in Sandhurst • 3 schools currently 1:1
  120. 120. 1:1 in Sandhurst • 3 schools currently 1:1 • 2010 - 10 primary schools plus our secondary schools (7-12)
  121. 121. 1:1 in Sandhurst • 3 schools currently 1:1 • 2010 - 10 primary schools plus our secondary schools (7-12) • ALE 1:1 Kit for schools
  122. 122. 1:1 in Sandhurst • 3 schools currently 1:1 • 2010 - 10 primary schools plus our secondary schools (7-12) • ALE 1:1 Kit for schools • Within 3 yrs all primary schools to be 1:1
  123. 123. Summary
  124. 124. Summary Develop a plan
  125. 125. Summary Develop a plan Inform your leaders
  126. 126. Summary Develop a plan Inform your leaders Support your teachers
  127. 127. Summary Develop a plan Inform your leaders Support your teachers Transform not transpose the learning
  128. 128. Create an ubiquitous, technology rich learning environment .....
  129. 129. Create an ubiquitous, technology rich learning environment .....
  130. 130. Create an ubiquitous, technology rich learning environment ..... not an environment full of tools
  131. 131. Details email: tsexton@ceosand.catholic.edu.au gmcmahon@ceosand.catholic.edu.au Gfitzger@ceosand.catholic.edu.au blog: sandhurstictnetwork.globalteacher.org.au twitter: ceosandhurst = Glenn Gftzger62 = Grant Skype: tomsexton24 = Tom gmac74 = Glenn gfitzger62 = Grant

×