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Was feeling a bit unsure about what I wanted to do as my Evaluation topic. After an announcement made in a staff meeting about some new computer work to be done I came up with a topic. Actually emailed the senior management team at midnight. To explain -
As a school we are coming to the end of an ICT contract of 3 years. I have been rarely involved as I am part-time. Most of the focus has been on mind-mapping (SOLO) the rest involving the ICT I am lead to believe has not been as successful as a lot of the information has not been passed on to those other than the lead teachers.
The school is one of the first in Auckland involved in SNUP where schools are getting optic fibre put in and in our case a new server. This will bring a lot of resource issue up. A lot of classes have not got enough plugs or network points for their computers. Recently they (the teachers) were asked to fill out a simple survey (created by someone off site) as to which applications they can use, want more help or need support.
I have got the survey and on reading it it shows that teachers were either not shown or shown too many applications some with no relevance to them. As one teacher said she wanted professional development 'appropriate to my needs and class level'. I also heard through another teacher at another school 'why not teach 6 applications and do them well'.
This is the point I am. To find 6 applications (or less) that each level of the school can use in their class. I may focus on just the top end (middle and seniors) as these are the classes I work in.
Tonight I am getting out a large piece of paper and start scribbling some ideas - find this a good way to work definitely need to look in the Evaluation Cookbook.
My big question
'What resources need to be put into place for teachers to teach ICT effectively?'
Katie this is an excellent big evaluation question. I guess that you will not only need to find out what sort of technologies/tools they would like to use, but also what they will need to use to keep up with educational trends, and maybe later find out more about what is going to be relevant for students to use.
ReplyDeleteA good starting point might be Derek Wenmouth's post:
http://blog.core-ed.net/derek/2010/08/100-ways-google-can-make-you-a-better-educator.html - 100 Ways Google Can Make You a Better Educator.
This might be a good way to estimate if teachers like these sorts of tools. Perhaps approaching it as a "moving feast" and starting with a few simple things they can easily use will help them build their confidence to try bigger and better things.
A needs analysis can be used to look at something from several different angles and perspectives. However for this project, you need to keep it focused and not let it get too big and unwieldy.
You have made a great start with the thinking for your evaluation plan. Where to next?
Hi Katie,
ReplyDeleteThe Teachers do raise some good issues in terms of what is relevant to their learners and their own level. The introduction of technology alone will not change the teaching and learning process.
The existence of technology does not transform teacher practices in and of itself. However, technology can enable teachers to transform their teacher practices, given a set of enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses of technology, and the nature of teacher technology use impacts student achievement.
In my personal experience, one-off training is not always effective and needs to be maintained.
Quite a few teachers still have limited confidence when using technology and they need to be constantly scaffolded to unlock their own potential. I feel that professional development should never be classed as an event, but more of a constant process.
Katie, Your question is a really good one and I agree with Bronwyn that it could quite easily become quite big in terms of exploration and discussion on what tools we need.
Great discussion though!
Kind regards,
Kevin
:-)
I totally agree Kevin, PD is a moving and moveable 'feast'. I work with teachers who like group sessions, others who prefer individual mentoring, others who want help when they want it and need it (just-in-time), others who prefer to get a qualification. I seem to have spent my life's work looking at these issues. Back in 2005, and again in 2010 colleagues and I came up with some recommendations following two national eLearning research projects.
ReplyDeleteThe findings are worth a look. Digital Information Literacy: Supported Development of Capability in Tertiary Environments. (2010).
eLearning adoption: Staff development and self efficacy. (2005).