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Written reports scenario - A collection of four ICT skills scenarios with the collective context of writing a report, setting up a simple budget, drawing a graph from the budget and importing the graph into the report. Time taken depends on the ICT skills of the participants but an average of 45 minutes per individual scenario is estimated.
Note: these scenarios can be done in isolation.
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Professional growth scenario - A collection of four ICT skills scenarios with the collective context of using the Internet to find resources and join online communities in the interests of professional growth. Time taken depends on the ICT skills of the participants but an average of 45 minutes per individual scenario is estimated.
Note: these scenarios can be done in isolation.
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Teachers growing in ICT competence (2 hours 30 min) - Principals are asked to consider the roles that they can play in supporting the professional development in ICT integration of their staff. They will do a ranking exercise and discuss roles that principals can play. Following this they will discuss the various ICT professional development initiatives and become aware of the stages that teachers typically go through as they progress. Principals will be encouraged to consider possible actions that they could take to more effectively support the growth in ICT competence of their teachers.
Note: these activities can be done in isolation.
- Roles of the principal in promoting ICT integration (45 min)
- Teacher ICT Integration Competencies (45 min)
- Identifying teacher development stages (45 min)
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Teachers using ICT in administration and lesson planning (2 hours) - Principals are given the opportunity to weigh up the evidence regarding the value of ICT to teachers in their daily administrative and classroom preparation duties. Principals will use an evaluation tool as they watch and discuss video clips and look at other examples of simple tasks that can support teachers in their duties. In conclusion the principals will identify specific actions that they can take in their school to support the use of ICT for these duties.
Note: this workshop should not be sub-divided.
- Introduction (15 min)
- Weighing up evidence - video clips (45 min)
- Weighing up evidence - examples (30 min)
- Weighing up the evidence - final (15 min)
- Conclusion (15 min)
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Teachers using ICT to enhance learning (2 hours) - Principals are given the opportunity to weigh up the evidence regarding the value of ICT to teachers in enhancing teaching and learning. Principals will use an evaluation tool as they watch and discuss video clips and look at other examples of project outputs that integrate ICT with learing. In conclusion the principals will identify specific actions that they can take in their school to support the use of ICT for these duties.
Note: this workshop should not be sub-divided.
- Introduction (10 min)
- Weighing up evidence - video clips (45 min)
- Weighing up evidence - examples (35 min)
- Weighing up the evidence - final (15 min)
- Conclusion (15 min)
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Information leadership: Managing ICT resources (3 hours) - Principals consider ICT leadership and what it is. By looking at lessons learnt in ICT integration they consider how ICT leadership can overcome challenges and ensure greater success with ICT in schools. Principals are encouraged to develop a personal vision for ICT in their schools, while the importance of a shared vision is stressed. ICT policy is a consultative process and cycle, but the principals are introduced to some considerations about ICT policy, including a brief look at budget allocations.
Note: these activities can be done in isolation.
- Attitudes (20 min)
- Information leadership (40 min)
- Vision (45 min)
- ICT Policy (30 min)
- Budget (45 min)
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Issues regarding effective use of ICT resources (3 hours 15 min) - Principals will discuss and plan around the issues regarding access to ICT and the use of information in the classroom. After defining the attributes of an information literate person they will move on to issues of managing access to ICT, ethical use of information and acceptable use of ICT. School ICT policy should cover all these areas of information management. An important part of the policy cycle is evaluation and the final activity deals with how to recognise and evaluate whether ICT is being effectively used in the classroom.
Note: these activities can be done in isolation.
- Information literacy (60 min)
- Managing control and access (30 min)
- Ethical use of information (30 min)
- Acceptable use (30 min)
- Effective use (30 min)
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School ICT learning programmes (2 hours 30 min) - Principals will discuss learning programmes in which ICT is integrated. This does not include IT-focussed subjects such as IT and CAT, unless these teachers are integrating the use of ICT in ways similar to other subject teachers. Principals will be given the chance to describe their schools' use of ICT before going on to examine the nature of effective ICT literacy programmes. They will build on this by considering how ICT can support the achievement of critical outcomes and conclude by defining the roles of teacher and learners in learning environments supported by ICT.
Note: although these activities can be done in isolation, 3-3-3 an 3-3-4 should be done in tandem..
- Introduction and audit (30 min)
- ICT or Computer Literacy (45 min)
- Using ICT to achieve critical outcomes (45 min)
- Role of teacher and learner (30 min)
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School ICT readiness (2 hours 30 min) - Principals will discuss whole-school issues that can play a role in effective information leadership in a school. The value of teachers and other staff creating and maintaining a knowledge sharing culture is emphasised in the first activity. This is followed by an analysis of school ICT readiness factors and some strategising on how to improve on these factors, if necessary. The workshop concludes with a simple reflective discussion on change.
Note: these activities can be done in isolation.
- Knowledge management (45 min)
- School readiness (75 min)
- Reflection on change (30 min)
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