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.