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.

Module 9 Activity 5: Learning communities: Exploring ICT integration lessons from other schools

Rosa Street Primary School is located at Rosa Street Spennymoor County Durham, DL16 7NA. The use of ICT is an integral part of the National Curriculum. The school has an ICT Policy that incorporates the use of computers, hardware and software to acquire, organise, store, manipulate, interpret, communicate and present information.

Access and Deployment – At Rosa Street Primary School, ICT network infrastructure and equipment have been sited so that

Ø  each class has its own points of access where individual work can be closely monitored

Ø  larger groups can work in the ICT suite

Ø  a cabinet of portable laptops can be used both in the ICT suite and in the classrooms

Ø  class teachers are equipped with their own personal laptop for professional use

Ø  currently, class 9 pupils have their own Q1, within school and to take home

Ø  children have access to their own email accounts, which can be monitored by staff.

Resources – The school acknowledges the need to continually maintain, update and develop its ICT resources and make progress towards a consistent, compatible PC system by

       maintaining a minimum of 16 computers on the network in the ICT suite

       ensuring all classrooms have at least one working PC

       investing in software that will support the use of ICT across the curriculum

       investing in software that will effectively deliver the strands of the ICT curriculum

Coordination/Management – The school is equipped with an ICT coordinator with responsibility to produce an ICT development plan and the implementation of the ICT policy across the school. The Head Teacher is responsible to monitor the plan while individual teachers are responsible for ensuring that all pupils in their classes have the opportunities for learning ICT skills and using ICT across the curriculum.

Staff Training – The ICT coordinator assesses and addresses staff training needs as part of the annual development plan process or in response to individual needs and requests throughout the year. Individual teachers should attempt to continually develop their own skills and knowledge, identify their own needs and notify the coordinator. Teachers will be encouraged to use ICT for planning, assessment, reports, communications and class labelling.

Additionally, Rosa Street Primary School has several rules and policies that governs the responsible use of ICTs.

Module 9 Activity 4: Part Three

This was a very useful exercise that allowed me to think critically about where my schools are positioned presently in terms of ICTs use. Additionally, think of creative ways to motivate staff and other stakeholders in buying into the vision of ICT integration and to seek ways of creating a realistic vision that is inclusive of all.

Module 9 Activity 4 Part One: Whole school conditions for ICT integration

Leadership is a key component in guiding the teaching/learning process. Leaders have a major responsibility to initiate and implement change in school through the use of ICT and must be able to facilitate complex decision to integrate it into learning, teaching and administration. Having a vision is the single most essential ingredient of a good leader both personally and for the organisation. In a school where ICTs are integrated, it is imperative that the vision focuses on high levels of competence for stakeholders to achieve the full potential of its learners and educators where the principles of experimentation, flexibility, collaboration and communication form part of the conditions that enables improved school practices.

My attitudes and behaviours, as a leader, shape what happens at the school, since I am integrally involved in sharing, encouraging and developing the skills attained with the members of staff as we work towards a technology-driven institution. I would consider myself to exemplify a participative leadership style that encourages contributions from all members of the team while sharing, collaborating and communicating best practices.