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

Module 9 Activity 9: Creating a shared vision for your school towards ICT integration

I am being reminded that one of the most important functions a leader can perform is identifying and communicating a clear vision is . Creating a clear and effective vision delivers many benefits to our institution. Not only does a clear, shared vision help define the values of our school and its staff, but it also helps guide the behaviour of all members of staff and leads to improve productivity and efficiency. However, for success to be realized, it is critical that a concerted effort be made to include all staff members in  a brainstorming activity to get their input and essentially full buy-in.

This shared vision should identify direction and purpose, build loyalty through involvement, set standards of excellence that reflect high ideals and a sense of integrity, be persuasive and credible, inspire enthusiasm and encourages commitment, be well articulated and easily understood and should be ambitious and calls for a shared commitment from all stakeholders.

Module 9 Activity 8: Learning Area Vision

Vision

To create a fun-filled learning environment where teachers integrate ICT into the teaching, learning, assessment and reporting processes in exciting ways to transform and make learning interactive and engaging with real-life experiences for learners and parents.

Social Studies

In Social Studies classes, I envisage a wide applicability of ICTs where there are increased opportunities for communication and collaboration among students, teachers, parents and the wider community across boundaries. This will enhance the importance of Social Studies while adding to its authenticity and relevance to building a complete society.

Classes will be conducted in a technology-based environment where:

v the internet will provide unlimited access to a comprehensive range of communities and events as well as access to valuable information and varying opinions on relevant issues

v teacher will facilitate access to resource materials that improves presentation of reports and written assignment using various media making the lessons more engaging and interactive

v students work cooperatively and collaboratively in groups on project-based assignments using wide range of ICT tools

v teacher facilitates the use of simulation and modelling ICT tools to enhance the understanding of key concepts

v students communicate with peers in different environments using emails, blogs, wikis, video-conferencing tools, etc. on different issues to heighten appreciation of place, environmental problems and cultural identity

Science

In Science classes, I envisage the use of ICTs for a wide range of applications by educator and learners. These include spreadsheets for data handling, digital video for data capture, data-logging tools, simulation and modelling, creation of virtual environments and provisions of resources via the internet and software applications on CD-ROM or DVD.

Classes will be conducted in a technology-based environment where:

· learners use ICTs to facilitate simulations that provide for greater depth of understanding in scientific principles and relationships while facilitating the viewing of experiments that may pose practical difficulties in a school environment

· teacher uses learning platforms, school networks and internet to provide increase access to Science-based learning materials during and outside school hours

· learners access authentic data on the internet and use ICTs to facilitate collaboration between peers, teachers and experts in the field to solve problems and build knowledge

· teacher uses ICTs to support independent work of students as well as cooperative group work in and out of school

· ICTs allow learners more time and provide an accommodating avenue for post experiment analysis and to foster discussions, communication and collaboration

· teacher uses simulations and animations to allow learners to see events that would otherwise be invisible - for example, a bee collecting pollen on its legs

Mathematics
In Mathematics classes, I envisage the use of ICTs to enhance students’ motivation, to provide timely and more accurate feedback to students, to allow for a more concentrated effort on strategies and interpretation and greater students collaboration and cooperation.

Classes will be conducted in a technology-based environment where:

Ø learners will be engaged in using ICT software to develop critical problem-solving skills, practising number skills and exploring patterns and relationships

Ø teacher will facilitate students involvement in individual and whole class activities using various ICT tools and equipment

Ø learners will use ICTs to manipulate shapes as they bridge the gap between abstract and concrete and improving their learning and understanding of properties

Ø teacher will use animations and simulations to improve students’ understanding and interpretations of complex concepts

Ø teacher will use ICT-based tasks to encourage students collaboration while using multimedia software to motivate them and lead to improved performance

Ø learners will be engaged in using modelling software to provide an avenue for ongoing exploration of mathematical concepts

Language Arts
In Language Arts Classes, I envisage the use of ICTs to improve writing and reading skills, support collaboration and develop speaking and listening skills.

Classes will be conducted in a technology-based environment where:

learners will be engaged in ICT use allowing them opportunities for reflection and analysis which will contribute to the development of higher order skills associated with communication

learners will be involved in the use multimedia design and presentational software packages to transform different media outputs into integrated reports and presentations which will help in promoting communication, negotiating, decision-making and problem solving skills

teacher will engage learners in digital techniques to allow them to review film and engage them in detailed analysis and discussion

teacher will use classroom computers and interactive whiteboards to explore the etymology of words, and the relationship between language, semantics and spelling

Module 9 Activity 7: Role of the Leader

Ideas Relevant to my School

I am enlightened by Robert Knowling’s views and articulation of the marriage of vision and values in the article ‘Why Vision Matters’ and bear relevance to my school. He is very profound in his views that vision and values spawn any strategic action and without which the strategy will be doomed, especially a strategy of change. This is a very important issue for us to consider as educators in our quest to integrate ICTs in teaching and learning which requires a significant change process. He was also quick to point out the difficulties and painfulness in both defining and articulating one’s vision and values.

 Style of Leadership

As a leader in education, I am paying special attention to the need to spend adequate time to go through the vision and values process with every new member of staff, outlining an in-depth description of every aspect in relation to the institution. I agree that the first step in visioning is to assess the organization.

I am a believer in building trust and development of other leaders by talking honestly.  I also believe in frequent examination of our strategy, effectiveness as a team and own growth as a leader. It was always my belief that in dismissing an employee for the violation of core values should be made public so as to bring about awareness of the consequences of breaching core values as a bold statement and not be swept under the carpet.

This view is strongly supported and articulated by Robert Knowling. He further stresses the need to not only focus on business deliverables but the distraction of vision and values since culture is inseparable from strategy as this could leave the institution without a future. This disciplined approach to vision and values helps all members understand what is important in the organization and addresses not just what but how and why each individual is expected to deliver.

In Dee Hock’s article of ‘The Art of Chaordic Leadership, I consider the following views as relevant my school:

       Leader presumes followerer while followerer presumes choice and one who is coerced to the purposes, objectives, or preferences of another is not a follower in any true sense of the word, but an object of manipulation.

       Induced behaviour is the sense of leader/follower while compelled behaviour is the essence of all the other relational concepts.

       A clear, constructive purpose and compelling ethical principles evoked from and shared by all participants should be the essence of every relationship in every institution.

All these issues are critical to the successful of ICT Integration at my School and should be considered in a significant way.

Module 9 Activity 6: Models and stages of technology change

Ideally, one can identify various approaches to ICT development in education. the significance to theses approaches should in some way be related to the situation in the particular school considering all areas in relation to the growth within the context of its own system. The presentations from my colleagues revealed different levels of achievement in ICT development, so it is important that each school work within its context to fit choices to what best suits its unique situation and culture.