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5,4,3,2,1:1
The document presents a comprehensive overview of the Diocesan Technology Plan aimed at enhancing educational practices in Sandhurst through the integration of ICT. It emphasizes the importance of professional development for leaders and staff, the necessity for schools to adopt emerging technologies, and the shift towards pedagogical transformation rather than mere technology implementation. The plan aims to foster a culture of ICT use in education while addressing skepticism and resistance among educators.
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5,4,3,2,1:1
- 2.
- 3. 5,4,3,2, 1:1 An educationrevolution, not a laptop revolution
- 4. Tom Sexton &Glenn McMahon
- 5. 43 13 Primary Secondary Schools Schools
- 6. A long interestin ICT The Diocesan Journey
- 8. Sandhurst Technology ResourceTeam Classroom teachers Professional Development Action Research Projects
- 11. CEVN - VPN School networks Internet access More computers
- 14. ICT Education OfficersRole Demand led to more staff Focus on T&L not tech support
- 17. Interactive Whiteboards -Smartboards 4 schools initially Began a change of pedagogy 85% of schools now have IWB’s
- 20. Sandhurst Technology Conferences 2x2-day conferences annually for staff Hands on workshops only approx 200 teachers a year
- 23. VELS ICT as interdisciplinary domain ICT seen as relevant to the Curriculum Focus on pedagogy for schools
- 26. Sandhurst Reportmaker Expectation on teachers Building culture of ICT use as a tool
- 30. However, all thesethings led to not much change
- 31. However, all thesethings led to not much change Pockets of teacher led innovation
- 32. However, all thesethings led to not much change Pockets of teacher led innovation Some pedagogical change
- 33. Create a vision& strategy
- 34.
- 35. Diocesan Technology Plan Thateach person’s potential is fostered through the dedicated ministry of Catholic Education in leadership encompassing vision, innovation and empowerment.
- 36. Diocesan Technology Plan Thateach 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)
- 37. Diocesan Technology Plan Thateach 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)
- 38.
- 39. Diocesan Technology Plan Thistechnology 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.
- 40. Diocesan Technology Plan Thistechnology 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.
- 41. Diocesan Technology Plan Thistechnology 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.
- 42.
- 43. Diocesan Technology Plan Our Aims:
- 44. Diocesan Technology Plan Our Aims: • Improve senior leaders knowledge of emerging technologies and the implications for their schools.
- 45. 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.
- 46. 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.
- 47. 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.
- 48. 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.
- 49.
- 50. Diocesan Technology Plan Professional Learning For Leaders Professional Financial Learning Advice For Classrooms Technical Advice
- 51. Start creating aCulture Create behaviours / expectations
- 52. Start creating aCulture Create behaviours / expectations
- 53. Start creating aCulture Create behaviours / expectations
- 54. Start creating aCulture Create behaviours / expectations
- 55. Start creating aCulture Create behaviours / expectations
- 56. Start creating aCulture Create behaviours / expectations
- 57. Start creating aCulture Create behaviours / expectations
- 58. Start creating aCulture Create behaviours / expectations
- 59. Start creating aCulture Create behaviours / expectations
- 60. Start creating aCulture Create behaviours / expectations
- 61. Start creating aCulture Create behaviours / expectations
- 62. Start creating aCulture Create behaviours / expectations
- 63. So what’s leadto the change? Learners learn in the context of their lives. Peter Senge
- 64. So what’s leadto the change? Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
- 65. So what’s leadto the change? Learners learn in the context of their lives. Peter Senge Today’s education system faces irrelevance, unless we bridge the gap between how students live and how they learn. Michael Furdyk
- 66.
- 67. Images from Flickr.com& dangerouslyirrelevant.org
- 68. Images from Flickr.com& dangerouslyirrelevant.org
- 69. Images from Flickr.com& dangerouslyirrelevant.org
- 70.
- 71. Start the conversation (Alternatively- scaring the pants off them to make a point)
- 72. Start the conversation (Alternatively- scaring the pants off them to make a point) Digital Natives v Digital Immigrants Mark Prensky - 2001
- 73. 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
- 74. 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
- 75. 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
- 77. “Attitude reflects leadership,captain.”
- 78. “Attitude reflects leadership,captain.”
- 79. “Attitude reflects leadership,captain.” Concerted effort of informing school leaders
- 80. “Attitude reflects leadership,captain.” Concerted effort of informing school leaders Examine current relationship between their school, teaching & learning and the curriculum
- 81. “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 2 years
- 82.
- 83. Apple Educational Briefings • All school Principals (Primary & Secondary)
- 84. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership
- 85. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with
- 86. Apple Educational Briefings • All school Principals (Primary & Secondary) • CEO Leadership • Skeptical to begin with • Developed a shared vision for our schools
- 87. 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
- 88. Supporting teachers in change
- 89.
- 90.
- 94. Oh the thingswe’ve heard.....
- 95. Oh the thingswe’ve heard..... I don’t do technology!
- 96. Oh the thingswe’ve heard..... I don’t do technology! ICT’s all too hard for me to learn.
- 97. Oh the thingswe’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.
- 98. Oh the thingswe’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.
- 99. Oh the thingswe’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.
- 100. ..... but whatif ..... 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.
- 101. ..... but whatif ..... 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.
- 102. ..... but whatif ..... 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.
- 103. ..... but whatif ..... 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.
- 104. ..... but whatif ..... 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.
- 105. ..... but whatif ..... 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?
- 109. Removing The TeacherFear Factor
- 110. Removing The TeacherFear Factor You don’t know what you don’t know.
- 111. Removing The TeacherFear 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.
- 112. Removing The TeacherFear 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.
- 113.
- 114.
- 115. Professional Development Make itpersonal, be persistent and be constantly present.
- 116. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences
- 117. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences
- 118. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice
- 119. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT
- 120. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days
- 121. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days - School based PD
- 122. Professional Development Make itpersonal, be persistent and be constantly present. - Diocesan Teacher Conferences - Diocesan Student conferences - ICT Study tour looking at best practice - STRT - ICT Network days - School based PD
- 123.
- 124.
- 125.
- 126. Make ‘IT’ Relevant InterdisciplinaryLearning Find existing connections
- 127. Make ‘IT’ Relevant InterdisciplinaryLearning Find existing connections Extend what teachers already do
- 128. Make ‘IT’ Relevant InterdisciplinaryLearning Find existing connections Extend what teachers already do Transform not transpose the learning
- 129. Educating the whole community
- 130. Educate the Community AnInvestigation 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)
- 131. Educate the Community AnInvestigation 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)
- 132. Educate the Community AnInvestigation 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)
- 133. Educate the Community AnInvestigation 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)
- 134. Educate the Community AnInvestigation 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)
- 135. Educate the Community AnInvestigation 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)
- 136. Educate the Community AnInvestigation 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)
- 137.
- 138. The 1:1 Decisionmaking process
- 139. The 1:1 Decisionmaking process • School based - not mandated
- 140. The 1:1 Decisionmaking process • School based - not mandated • Is it driven by pedagogy & research?
- 141. The 1:1 Decisionmaking process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning?
- 142. The 1:1 Decisionmaking process • School based - not mandated • Is it driven by pedagogy & research? • Is it based around teaching and learning? • Will it transform the learning?
- 143. The 1:1 Decisionmaking 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?
- 144. The 1:1 Decisionmaking 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?
- 145.
- 146. The Tipping Point Nolonger that we can’t afford to do it,
- 147. The Tipping Point Nolonger that we can’t afford to do it, but rather we can’t afford not to do it.
- 148. The Tipping Point Nolonger that we can’t afford to do it, but rather we can’t afford not to do it. St Brendan’s Primary School
- 149.
- 150. 1:1 in Sandhurst • 2009 - 3 schools 1:1
- 151. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2)
- 152. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2) • ALE 1:1 Kit for schools
- 153. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2) • ALE 1:1 Kit for schools • Within 2 years all primary schools heading 1:1
- 154. 1:1 in Sandhurst • 2009 - 3 schools 1:1 • 2010 - 8 primary schools plus 3 secondary schools (5+ planning to move in semester 2) • ALE 1:1 Kit for schools • Within 2 years all primary schools heading 1:1 • All secondary schools 1:1 by end of 2011 (9-12)
- 155.
- 156. 1:1 in Sandhurst • Users are laptop administrators
- 157. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps
- 158. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support
- 159. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility
- 160. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image
- 161. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image • 1:1 conference days for teachers
- 162. 1:1 in Sandhurst • Users are laptop administrators • School based boot camps • Student led tech support • User back up responsibility • Standard image • 1:1 conference days for teachers • 1:1 PD days for students
- 163.
- 164. 1:1 in Sandhurst Don'tgive kids laptops/notebooks then take their control away by limiting what they can do with it - Gary Stager ACEC 2010
- 165.
- 166.
- 167. Summary Developa plan Engage your leaders
- 168. Summary Develop a plan Engage your leaders Support your teachers
- 169. Summary Develop a plan Engage your leaders Support your teachers Educate the whole community
- 170. Summary Develop a plan Engage your leaders Support your teachers Educate the whole community Transform not transpose the learning
- 172. Create an ubiquitous,technology rich learning environment .....
- 173. Create an ubiquitous,technology rich learning environment .....
- 174. Create an ubiquitous,technology rich learning environment ..... not an environment full of tools
- 176. Details email: tsexton@ceosand.catholic.edu.au gmcmahon@ceosand.catholic.edu.au blog: sandhurstictnetwork.globalteacher.org.au twitter: ceosandhurst = Glenn tommundoona = Tom Skype: tomsexton24 = Tom gmac74 = Glenn