Module 10: Final Reflection

I found this module to be very appropriate one for schools administrators, since it is geared primarily towards the strategic development of school ICT Policy which is pivotal to overall school improvement. The experience and knowledge gained throughout this module and entire course will surely enable me to champion the cause of ICT integration in teaching and learning.

Module 10 Activity 7: Fundraising and Budgeting

It is advisable that when planning for ICT investment, an estimate of the total value of a school's ICT infrastructure for a financial year be provided. This should take into account inflation rate, maintenance and replacement, programme upgrades and disposal, and any new ICT initiative. It is imperative that the total cost of a school's ICT resources incorporates the purchase, implementation, operation and maintenance of ICT equipment costs, software and licences, technical support and internet charges.

The acquision of ICT resources incur a considerable cost attached to it, therefore,  funding is of utmost importance in the planning process and must be considered. Mobilising financial resources takes place at several levels. It includes relationship building. The fundraising management system ensures that we have the necessary funds to purchase, maintain and implement ICT resources.

Module 10 Activity 6: Plan of Action

This exercise was a very rewarding one in my estimation. It resulted in the following plan of action for my school.

Activity 6A – Plan of Action

Initial ICT planning template

In each section below, there is space to write your thoughts on the progress being made at your school in your chosen area of priority. If you work directly on this screen, print out your work so that you do not lose it.

1.     Already achieved in my ICT priority area

Computer lab – high density area Interactive White Board Internet accessible in some areas on the compound All teachers equipped with laptops School’s ICT Vision Audit of staff ICT competences Initial staff training The use of ICT to conduct some administrative duties The use of ICT by some staff members in the teaching/learning process

2.     In the process of doing in my ICT priority area

Developing partnerships to accomplish vision Wifi internet access on entire compound Developing continuous professional development Developing a school ICT policy Setting-up of EMIS – Education Information Management System

3.     Still to be done in my ICT priority area

ICT integration across subject areas ICT ready classrooms and Infrastructural Development Completion and Implementation of School ICT Policy Full-Time Security Full-time technical support systems Annual Budget allocations for ICT Implementation of EMIS – Education Information Management System

Module 10 Activity 5: ICT and Policy

in creating an ICT Policy for a school, it is absolutely imperative that an audit be carried out to identify the strength, weaknesses, opportunities and threats. The completion of my school's SWOT Analysis, resulted in the following draft analysis. 

Draft ICT Policy

ICT Infrastructure Development
• Tools and equipment
• Partnership
• Facilities
• Security

Human Resources Development
• Education and training
• Technical support
• Partnerships

Curriculum Enhancement
• Curriculum ICT requirements delivery
• Development of ICT capability through subjects
• ICT support and enrichment of learning
• Contribution of ICT to cross-curricular themes
• Monitoring and assessment

Access to ICT
• The deployment of ICT equipment in my school
• Open-access areas in my school
• Unsupervised use of ICT equipment by students
• Students use of ICT equipment outside lessons


ICT and School Administration
• Staff use of portable ICT equipment
• Record keeping
• Communication with parents and stakeholders
• Students and parents management systems

Module 10 Activity 4: Choosing Focus Areas

In defining ICT Policy, three major areas must be given due consideration. these are listed as: 

1. ICT Staff Development 
2. ICT and Curriculum 
3. ICT Infrastructure and Security

It is obvious that ICT can:

Enhance current teaching and learning by learners being allowed to apply technology to solve problems, analyse and exchange information, develop ideas and create models in pursuit of achieving the stated objectives.

Replace current teaching and learning by transforming the traditional 'teacher-centric' teaching styles to more 'learner-centric' methods where there is a heavy concentration on cooperative and collaborative group activities that are self-directed with emphasis being placed on learners creating knowledge through critical thinking and problem-solving.

Extend current teaching and learning by providing a medium for teaching and learning to take place beyond the boundaries of the formal classroom setting and reinforcing existing pedagogical practices as well as to change the way teachers and learners interact.

Reinforce current teaching and learning by creating an avenue where learners are directed step by step using relevant software, prompting students with praise as positive reinforcement, when they have completed tasks effectively.

Module 10 Activity 3A: Planning for ICTs in your school

My School's General Vision:

·         To create a school that is a vibrant learning community

My School's ICT 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.

Alignment of General Vision and ICT Vision:

·      My school’s general vision does not speak specifically to ICT but if a vibrant learning community is going to be created, the integration of ICT in the teaching and learning process to make it interactive, engaging and fun-filled for learning is mandatory. Hence, there is some measure of alignment of the general and ICT vision alignment as learners are provided with real life experiences.

Module 10 Activity 2B: A Vision for School ICT Policy

Having read the articles, it has been made clear that ICT should be used as an approach to teaching and learning that can and will transform the school as a learning institution, and not be taught as a subject. This is so since ICT at its best is the most effective medium in which to learn. However, a vision for ICT is key to the initial implementation in the teaching and learning process and is the starting point of the journey. This vision is expected to be backed up by beliefs that will take what is known about ICT to improve teaching and learning and relate it to the core purposes of the school.   

Module 10 Activity 1: Where is your school in this world of technology?

The applying phase would best describe my school’s adaptation to technology. This signifies that the school is predominantly using ICTs to execute tasks in school management and the curriculum. We are on our ICT journey with a skeletal computing infrastructure in the form of a small computer lab donated by the Rotary Club and a Community Computer Access Centre – an initiative by the government, located on the compound and is accessible to the wider community. Additionally, another government initiative equipped all teachers with a personal laptop while an internet service provider supplies the school with Wifi internet access.

Currently the teachers largely dominate the learning environment using their laptops for lesson preparations, downloading videos and worksheets, processing handouts and PowerPoint presentations. The students on the other hand, are engaged using the labs to conduct research in the different subjected areas and preparing group presentations. They are also taught basic computer skills in the computer access centres.

The ICT use provides a level of motivation and excitement for the students as they are engaged in several activities that are enhancing their learning. It also provides avenues for the teachers to be more creative and innovative in making their lessons fun-filled and interesting. The administrative staff are also benefiting in a great way, using computer software to manage teacher and student affairs, and in record keeping.
However, some of the problems faced includes; some teachers reluctance to use ICT, inconsistent internet access, lack of adequate resources, lack of support mechanisms and inconsistent use of available ICT tools.

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.