Module 8 Activity 10: The Flipped Classroom Approach

The flipped classroom is considered to be an inverted classroom where instead of the traditional, a lecture is recorded and posted online for students to access and watch at home with the option to review as many times to grasp the content before the lesson is conducted.

This approach allows for improved student – teacher interaction, provides opportunities for real – time feedback, increases student engagement, enables students to pace their own learning according to their needs and alter the nature of homework by having students practice and applying their learning in the classroom. It has been observed that during the teaching and learning process, students are able to strengthen their own capacity to learn. Central to this is the principal of reflection as meta-cognition, where students are aware of, and can describe, their thinking in a way that allows them to ‘close the gap’ between what they know and what they need to learn.

Module 8 Activity 9: Cellphones in the Classroom

It is clear from the reading and discussions on cellphones use in the classroom that there are issues regarding accidental ringing which causes distraction to students from their lesson and makes them have to re-focus all over again, distraction to student’s education due to the passing of notes via text messages during class, the possibility of students cheating fairly easily, the fast spreading of rumors and illicit pictures and videos and
over-burdening of teachers and principals to be solving issues of theft, etc. of cellphones.

I think that these are valid concerns since we have observed the addictive nature of students with these cellphones and the many negative issues that have surfaced in recent times. However, there is no doubt that cellphones to be used as an effective technological learning tool in collaboration with other devices, but there needs to be a clear policy put in place for our students to be cultured and closely monitored to get maximum positive use.

Module 8 Activity 8: Managing online communication and collaboration

A school e-safety policy should ensure:

• restricted physical access to servers, wireless systems and cabling
• clearly defined access rights of users to technical systems and devices
• username and secure password for users 
• filtered internet access for all users
• provisions for regular reviews and audits of the safety and security of school technical systems
• Acceptable Use Agreement
• An appropriate system is in place for users to report any actual / potential technical incident / security breach to the relevant person 
• Appropriate security measures are in place to protect the servers, firewalls, routers, wireless systems, work stations, mobile devices etc from accidental or malicious attempts which might threaten the security of the school systems and data. 
• The school infrastructure and individual workstations are protected by up to date virus software.
• An agreed policy is in place for the provision of temporary access of “guests” (eg trainee teachers) onto the school systems.
• An agreed policy is in place regarding the extent of personal use that users (staff / students / community users) and their family members are allowed on school devices that may be used out of school. 

Effective regular monitoring is very important in ensuring e-safety.

Module 8 Activity 7: Tablet devices in the classroom

Based on the readings, it can be concluded that tablets may be considered a significant breakthrough that will help teachers universally to do their jobs of educating learners better. Especially where class sizes are large with each learner having his/her own individualized learning style and diverse learning abilities.

Tablets can come to the rescue of this phenomena by adding correct apps to the appropriate subject on a creative touchable interface where learners will be able to work at different paces, in the same class and with the same teacher. Additionally, its light nature with its instant accessibility to the internet , long battery life and digital reading capability, makes it extremely portable to allow learning to take place every and anywhere.

There are some drawbacks that should be considered with tablets, to include: no login process which makes them difficult to share, difficulty to be precise with certain things because of touch screen and that they have only two ports which limits their ability to integrate with other hardware.

However, tablets are still work in progress and it is believed that continuous improvement and development of appropriate apps will allow them to become more effective to the teaching and learning process.

Module 8 Activity 6: One-To-One Learning with ICT

As a facilitator of learning, every effort has to be made to determine an individual’s learning progress and support learning as required. Evidently, one-to-one mentoring addresses the cognitive and emotive aspects of the learner, enhancing educational outcomes and providing personalized feedback on student efforts. Hence, adaptability to the learning needs of individual is a key factor in achieving successful learning outcome.

It is recognized that one-to-one learning with ICT is an expensive venture to embark on and sustain, and does not happen overnight. Therefore, it is important for proper plans to be put in place for adequate funding of this exercise and its replacement cycle. However, it creates more opportunities for self-directed learning, increases achievement, increases engagement, complements project-based learning in the classroom, broadens learning beyond the classroom, takes advantage of teachable moments and prepares for tomorrow’s workplace.

Module 8 Activity 5: Interactive Whiteboards

It is clear that interactive white board is a versatile technological tool with significant multimedia capabilities that seemingly enhance the learners’ concentration and attention while at the same time, encourages student engagement. It has the potential to cater to the learners’ multiple intelligences, especially those who are visually-spatial and bodily-kinesthetic inclined, and appeals to both higher and lower levels learners as another way of differentiate instruction.

However, in my opinion, even though IWBs provide a great degree of engagement; they are primarily teacher-centred and would be most effective if used in conjunction with other means of teaching/learning strategies as a way of affording learners the opportunity to attain their fullest potential. Additionally, they are expensive and require a considerable amount of technical support to cater to their maintenance while at the same time, may be resisted by the ‘traditional’ teacher who is not technologically savvy since it would require a considerable level of training to be utilized effectively. The debate would surround its affordability as against other technological devices that are less expensive and provide similar or more far reaching experiences.

Module 8 Activity 4: The One-Computer Classroom

It is a challenging exercise to conduct multimedia activities in a one computer classroom but there are strategies that can be used to maximize student access. One of the main use of a one computer in a classroom is as a presentation tool for both teacher and students and in addition to this, it can function as a learning/research center where students can access the internet and application software or as a development station for small groups for conducting multimedia activities using a rotational schedule.
A one computer classroom sends a clear message that technology that is readily available in the classroom can provide teachers with greater opportunities to bring information to their students instantaneously and allows students to be prepared for the future, both personally and professionally gaining authentic experiences.

Module 8 Activity 3: Pros and Cons of Computer Labs

A computer learning lab refers to a reserved area within the institution where students go to receive IT instruction with a certain number of computers, printers, and other hardware devices equipped with the necessary software, for learning to take place and they go to this lab at an assigned time.

Unfortunately, the potential for off-task behavior (such as surfing the net) also exists. Teachers need to adopt classroom management techniques designed to avoid problems and ensure appropriate use of the computers. The following tips can help to facilitate good classroom management in such a venue;

• Do not tolerate the mis-use of computers.
• Designate "Think Time" or "Lids Down" time when students must direct their attention to the teacher or facilitator
• Install identical software programs.
• Set up shortcuts to software programs.
• Ask students to save files in a specific directory.

Module 8 Activity 2: Learning in ICT-Enabled Classrooms

ICT Enabled Classroom extends educational opportunities beyond the physical space for learners who traditionally were not accommodated, provides for asynchronous learning, provides for access to a wealth of learning materials anywhere and anytime, facilitates access to resource persons, mentors, experts, researchers, professionals and peers in all parts of the globe, in real time , provides for “just in time” learning opportunities. However, teachers who may not have experienced ICT throughout their learning may tend to have a negative attitude towards it, as they may lack the training in that area of the curriculum, teachers and learners may also lack technological literacy, or the ability to use ICTs effectively and efficiently, as well as there may be limited resources due to unavailability of necessary funding.

Module 8: Activity 1: Classroom Management - with and without ICT

Undoubtedly, classroom management is key to any successful teaching and learning experience. When learners are consistently kept on task by being actively involved throughout their lessons with set procedures and guidelines of the expected behaviors, the result more than likely will be oriented to success for teacher and student. In other words classroom management is synonymous with managing students learning.

The inclusion of ICT serves to enhance the management of students learning in a prudent way once proper planning and implementation of activities are employed. It provides a greater opportunity for the teacher to cater for diversity and individual learning needs by engaging ICT devices that will satisfy the strategic engagement of all.

Module 9 Activity 11: Closing Reflections

Whole School Diagram

The journey thus far has been a challenging but inspiring one for me. I am convinced that the key aspect of any successful change is leadership, since it is the leader who keeps things going by motivating stakeholders to buy into, develop and pursue the shared vision. I have also recognized that to accomplish ICT integration as a whole school effort , all areas that may influence the success of this goal - creating partnerships, teamwork, critical reflection, staff development, physical resources, curriculum and assessment, must taken on board.

My aspirations for school change remains steadfast although I know that the road ahead is an extremely tough and challenging one, filled with many obstacles and barriers. It has been acknowledged that ICT integration is crucial for the development of our learners to function in the 21^st century and beyond. I think my school’s vision is still on track and with the involvement of the staff; the shared vision will be accomplished.

The key areas of monitoring and evaluation will be the focus point for me in learning about ICTs in education. These areas are complemented by the effective use of these tools in the teaching/learning process. It is clear that this is important if ICT tools are to become effective and integral tools in the entire education process. I am therefore committed to pursue any training opportunities in this area, as an overall effort to build my competence and confidence in providing the relevant support to my staff members.

 Final Reflections

This module focuses on identifying key aspects of leadership that are critical to the change process, as a school embarks on the journey to develop a shared vision for integrating ICTs in its administration and the teaching/learning process. During the module I had the opportunity to reflect on my own practice as a school leader and I am committed to improve on areas that will enhance my leadership qualities. One key aspect that I need to improve on is time management. The consistent monitoring of staff has suffered because of the lack of a structured management schedule of activities during the day to day operations of the school. For example, I need to set particular days and times for appointments with stakeholders, instead of this being done sporadically. The other area that needs improvement is communication and collaboration between principal, staff, students, parents and other institutions to successfully effect teamwork.

 While focusing on staff development which is a top priority area during the time of transition, it is critical that I balance the training and support of staff with the monitoring of curriculum instructions. The allotment of time for professional development that is convenient and allows for full participation of the entire staff, need to be strategically established. I also need to focus on the individual needs of staff members and structure the training to satisfy the specific needs.

The teaching and learning process coupled with infrastructural development will also require my focused attention in this change process. There will certainly be a need for consistent technical support especially during the teething stage of the integration process. This will undoubtedly serve to build staff confidence as they recognize that there is always access to support in times of difficulties. Retrofitting the classrooms and acquiring the relevant resources will be a very expensive undertaking. In the first instance, I will guide the staff to utilize the minimal resources available to achieve maximum benefit as we build incrementally on that foundation. I will form a strategic alliance with key stakeholders of the school to address these issues in a holistic way.

I must admit that participating in the previous modules have contributed in a significant way to me completing this module in ICT Leadership in schools. In my opinion, the modules are all interrelated and in this regard provide the necessary information for one to develop into an overall ICT champion. Issues relating to: Learning, teaching and thinking with ICT,   ICT in schools, ICT and the roles of the educator, Assessing ICT integration and elearning in the connected classroom were critical to my success in completing this Module in its entirety.

Module 9 Activity 10: New partnerships to achieve the shared vision

Fostering partnership is a key factor in instituiton when pursuing a shared ICT vision. Partnerships are important to accomplishing the many tasks that are relevant to the success of the vision, which could be a very tedious and expensive venture. Find below a sample partnership letter.

Partnership Letter:

Villa Primary School
Amy Byers Street

St. John’s
Antigua

16.05.13

 The manager

Brownie’s Bakery
St. John’s
Antigua

Dear Sir,

It is with a deep sense of gratitude that I write to you concerning your immense contribution and continued support to our institution over the past two years when we embarked on the school’s Breakfast Feeding Programme under the Child Friendly School Initiative. As you are aware, the students on the programme have benefited in immeasurable ways and have shown continued improvement in their educational pursuit.

In a quest for ongoing school improvement, we have recently developed a shared vision for integrating Information and Communication Technologies (ICTs) at our school and are committed to accomplish this dream. To this end, we graciously extend an invitation to you, to further this productive partnership as we seek to maximize the potential of our students in 21^st century skills development in fun and exciting ways. As a school, it is imperative that we respond to the changing times and develop individuals who are capable of contributing meaningfully to our societal needs in a progressive manner, and ICT integration is undoubtedly a very important avenue to achieve this.

Humbly, we are requesting a meeting with your firm at your convenience, where we can be engaged in a cordial discourse to further articulate the details of this partnership of mutual benefit. Please free to communicate any information pertaining to this issue to us via the medium of choice – villajrsec@gmail.com, 462-4137 or 723-4464.

We look forward to your continued support, cooperation and collaboration in these matters of utmost importance.

Thank you.

Yours in Partnership,                                                                                                      Yours in Partnership,

 …………………….............                                                                                                   ....................................

Mrs. Bernadette Jarvis                                                                                                  Mr. Emil Michael
Principal                                                                                                                           Education Officer