5,4,3,2 - 1:1

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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

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  • 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

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