Centre de liaison et de transfert 6 juillet 2004 IT-Supported Learning and Networking Phase 2
CEFRIO STUDY &  CEFRIO - LEARN FOLLOW-UP <ul><li>In 2005-2006, over 100 teachers and administrators were interviewed in al...
Six Key Factors Supporting Student Learning & Development Student Learning & Development Stakeholder Support Teachers Tech...
Student Learning & Development <ul><li>Student engagement in learning is enhanced in effective IT-supported learning envir...
Leadership <ul><li>Principals and Administrative Teams provide leadership by: </li></ul><ul><ul><li>Encouraging and suppor...
Professional Development <ul><li>There is a need for increased school-based professional development </li></ul><ul><li>The...
Recommendations:  Operational Level - School Boards <ul><li>Infrastructure, technical support, and funding are secured </l...
Recommendations: Operational Level <ul><li>Principals </li></ul><ul><ul><li>Ensure pedagogically-relevant, reliable, and u...
Recommendations: Strategic Level <ul><li>ADGESBQ-QESBA </li></ul><ul><ul><li>Enable the development of a common vision and...
Common Discussion  and Consensus Points <ul><li>1.  The QEP is the vision, ICT is the tool   </li></ul><ul><li>ICT support...
Common Discussion  and Consensus Points <ul><li>2.  Pedagogy first; technology second   </li></ul><ul><li>when discussing ...
Common Discussion  and Consensus Points <ul><li>3. Research:  The theme of research came up in several circumstances: </li...
Common Discussion  and Consensus Points <ul><li>4.  Sharing and Networking :  the importance of creating a supportive netw...
Project Phases <ul><li>At the present time it is expected that the project will evolve through the following four phases: ...
Situational Analysis <ul><li>Assessment of the current situation in relation to: </li></ul><ul><li>availability of require...
Support Management <ul><li>acquisition of required computer equipment and Internet connections </li></ul><ul><li>provision...
Innovative Experimentation <ul><li>support for professional development and team learning opportunities </li></ul><ul><li>...
Sustainable Implementation <ul><li>establishing ongoing support and resources for the project and its outcomes </li></ul><...
Value Added <ul><li>Support professional development through networking </li></ul><ul><li>Improvement and dissemination of...
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Summary C E F R I O Report Teachers

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  • Summary C E F R I O Report Teachers

    1. 1. Centre de liaison et de transfert 6 juillet 2004 IT-Supported Learning and Networking Phase 2
    2. 2. CEFRIO STUDY & CEFRIO - LEARN FOLLOW-UP <ul><li>In 2005-2006, over 100 teachers and administrators were interviewed in all nine English School Boards: </li></ul><ul><li>Based on those interviews, six key factors were identified that influence the use of ICT-supported teaching and learning </li></ul><ul><li>Recommendations were made at the class, school, board, and system level </li></ul><ul><li>Representatives from the nine school boards met and discussed the report and its recommendations </li></ul>
    3. 3. Six Key Factors Supporting Student Learning & Development Student Learning & Development Stakeholder Support Teachers Technical Support Leadership Infrastructure Professional Development
    4. 4. Student Learning & Development <ul><li>Student engagement in learning is enhanced in effective IT-supported learning environments, when </li></ul><ul><ul><li>Teachers select developmentally-appropriate material </li></ul></ul><ul><ul><li>Students work collaboratively </li></ul></ul><ul><ul><li>Students access and evaluate relevant information on the Internet, especially in remote communities </li></ul></ul>
    5. 5. Leadership <ul><li>Principals and Administrative Teams provide leadership by: </li></ul><ul><ul><li>Encouraging and supporting teachers to use ICT </li></ul></ul><ul><ul><li>Embedding the increased use of ICT as an objective in the Educational Project and School Success Plans </li></ul></ul><ul><ul><li>Establishing and supporting Techno-Pedagogical Coordinating Committees </li></ul></ul><ul><ul><li>Modeling the effective use of ICT </li></ul></ul><ul><li>Encouraging the support of school board administrators in facilitating the use of ICT and the sharing of knowledge and skills </li></ul><ul><li>Encouraging collaborative leadership among consultants, RECIT animators and school-based techno-pedagogical leaders </li></ul>
    6. 6. Professional Development <ul><li>There is a need for increased school-based professional development </li></ul><ul><li>There should be a focus on collective competency building for teachers, educational leaders, and techno-pedagogical support personnel: </li></ul><ul><ul><li>Providing for face-to-face and online opportunities to meet, share, reflect on, knowledge build and document their practice, knowledge, skills, and needs </li></ul></ul>
    7. 7. Recommendations: Operational Level - School Boards <ul><li>Infrastructure, technical support, and funding are secured </li></ul><ul><li>Proactive leadership and collaborative action planning by principals </li></ul><ul><li>Teachers have sufficient time to meet, share & develop competencies </li></ul><ul><li>Techno-pedagogical Coordinating Committees established </li></ul><ul><li>Professional development & collective competency building for teachers, principals, and consultants </li></ul>
    8. 8. Recommendations: Operational Level <ul><li>Principals </li></ul><ul><ul><li>Ensure pedagogically-relevant, reliable, and up-to-date infrastructure </li></ul></ul><ul><ul><li>Provide pro-active techno-pedagogical leadership </li></ul></ul><ul><li>Teachers </li></ul><ul><ul><li>Consider the pedagogical and professional value of including ICT </li></ul></ul><ul><ul><li>Address the most optimal means of using these resources </li></ul></ul>
    9. 9. Recommendations: Strategic Level <ul><li>ADGESBQ-QESBA </li></ul><ul><ul><li>Enable the development of a common vision and a multi-year strategic plan for the use of ICT in support of student learning and networking </li></ul></ul><ul><li>LEARN </li></ul><ul><ul><li>Collaborate to develop the use of student networking and distance education initiatives </li></ul></ul><ul><ul><li>Encourage professional development, collective competency building, and collaborative networking using resources from LEARNing Communities, school board consultants, RECIT animators, and techno-pedagogical support teachers. </li></ul></ul>
    10. 10. Common Discussion and Consensus Points <ul><li>1. The QEP is the vision, ICT is the tool </li></ul><ul><li>ICT supports the implementation of the QEP </li></ul><ul><li>Whenever teachers have used ICT in a project-based approach, they have made great strides in their implementation of the QEP </li></ul>
    11. 11. Common Discussion and Consensus Points <ul><li>2. Pedagogy first; technology second </li></ul><ul><li>when discussing any aspect of technology, it was understood that pedagogy comes first, and technology is at its service </li></ul><ul><li>this applies when ICT departments are looking to implement or configure infrastructure, hardware and software </li></ul><ul><li>it also applies to teacher and leadership training, the focus should be on using ICT as a tool for learning </li></ul>
    12. 12. Common Discussion and Consensus Points <ul><li>3. Research: The theme of research came up in several circumstances: </li></ul><ul><li>access to research which documents the positive impact of ICT in a constructivist approach; </li></ul><ul><li>research to better understand and implement conditions for change and innovation in the education system </li></ul>
    13. 13. Common Discussion and Consensus Points <ul><li>4. Sharing and Networking : the importance of creating a supportive network and the sharing of information was highlighted at the: </li></ul><ul><li>ICT director’s level to coordinate efforts as a way to avoid duplication; </li></ul><ul><li>leadership level to address issues of supporting change; </li></ul><ul><li>teachers’ level to give and get support and develop competency </li></ul>
    14. 14. Project Phases <ul><li>At the present time it is expected that the project will evolve through the following four phases: </li></ul><ul><li>Situational Analysis </li></ul><ul><li>Support Management </li></ul><ul><li>Innovative Experimentation </li></ul><ul><li>Sustainable Implementation </li></ul>
    15. 15. Situational Analysis <ul><li>Assessment of the current situation in relation to: </li></ul><ul><li>availability of required computer equipment and Internet access </li></ul><ul><li>access to reliable technical support </li></ul><ul><li>availability of readily accessible techno-pedagogical support </li></ul><ul><li>appropriate support for project-related professional development </li></ul>
    16. 16. Support Management <ul><li>acquisition of required computer equipment and Internet connections </li></ul><ul><li>provision of release time for project-related professional development </li></ul><ul><li>establishment of a resource room/meeting place for team members to share ideas and expertise </li></ul><ul><li>facilitation of within-team and project-based techno-pedagogical support </li></ul>
    17. 17. Innovative Experimentation <ul><li>support for professional development and team learning opportunities </li></ul><ul><li>monitoring of progress and related revisions </li></ul><ul><li>knowledge building and sharing activities within and across the project network </li></ul><ul><li>collaboratively addressing difficulties as they arise </li></ul>
    18. 18. Sustainable Implementation <ul><li>establishing ongoing support and resources for the project and its outcomes </li></ul><ul><li>considering the possibility of extending project objectives to other teachers within and outside the school </li></ul><ul><li>evaluating the change process and educational impact made by the project </li></ul><ul><li>sharing the knowledge gained </li></ul>
    19. 19. Value Added <ul><li>Support professional development through networking </li></ul><ul><li>Improvement and dissemination of successful practice through knowledge building and sharing </li></ul><ul><li>Enhanced use of IT-supported learning </li></ul><ul><li>Recognition and celebration of accomplishments </li></ul><ul><li>Supporting shared leadership at the school and system level </li></ul><ul><li>Facilitating the development of a shared vision </li></ul>

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