Below is an overview of our ICT PD plans for 2011, outcomes and our plans for 2012. This was originally written for milestone reporting purposes, but hopefully it provides a view of our ICT PD journey - where we came and where we are heading to. If you are interested in seeing more about our ICT PD programme you can check our group on the Ministry of Education (NZ) Virtual Learning Network (VLN).
Background and Context
Aims and Purpose
Method, Interventions and Actions
Learning Areas were expected to undertake a year-long Teaching as Inquiry project to support ICT PD PLGs. This would allow Learning Areas to contextualise the ICT PD to meet the needs of their specific learning area. All ICT PD would still be guided by the national and school goals and LADS and e-mentors will work closely with the Director of e-learning to assure a focus on how we can improve student engagement through the integration of ICT strategies to enhance:
Summary of key results
- Health and Physical Education
- Social Sciences
- Student Support
Drawn Conclusions and identification of recommendations and next steps
Three key areas of focus for 2012:
- Establishing online classroom environments on Moodle for all courses.
- Encouraging students to bring and use ‘student owned devices’.
- Completing another cycle of a Teaching as Inquiry e-learning action plan with a greater focus on Key competencies (to ensure we continue to reflect and question the effect of integrating e-learning and ICTs).
MyPortfolio will be introduced in two ways:
- As the mode for completing and sharing teacher appraisal and reflections (optional)
- As the mode for completing and sharing Student Goal Setting in tutor groups (optional)
- PLGs will be in Learning Areas
- PLGs will be formed to meet the needs of each Learning Area
- Each PLG will complete an E-learning Action Plan based on the topic focus of their choice
- Each learning Area will have an allocated e-mentor
- All staff will be offered a number of ICT PD workshops based on their needs
- All staff will have access to a range of online ICTPD that can be accessed at any time
Changes to PD delivery:
- Most “tools and software” workshops will be available online rather than face-to-face workshops.
- Most “ICT PD workshops” slots will be Learning Area/PLG based and led by e-mentors to allow for focus on the teaching and learning rather than the tool.
- More time will be dedicated to teachers having time to develop their own resources
- The Director of e-Learning will meet with each e-mentor (and LAD) on a fortnightly basis to assist with strategic planning around integration of e-learning and planning for Learning Area professional development.
- The Director of e-Learning will have the Tech Angels as a tutor group to allow on-going development of the team.
- Each Tech Angel will be allocated to a Learning Area to provide targeted support.
ICT PD Model 2012
ICT PD 2012 – Using Teaching as Inquiry to support an e-learning action plan
|What aspect of ‘thinking’ do I want to focus on?
Which class/group of students do I want focus on?
Thinking might include:
Teaching and Learning Inquiry
|What strategies (evidence-based) are most likely to help my students learn this?
In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What are the collaborative and diffierentiation strategies that will best support thinking?
Teaching and learning
|Teaching and Learning takes place - ICT Strategies are implemented into the classroom
i.e Moodle course pages are used in and beyond the classroom to support differentiation and/or collaboration and learning activities that support specific aspects of thinking and developing key competencies.
|What happened as a result of the teaching, and what are the implications for future teaching?
In this learning inquiry, the teacher investigates the success of the teaching in terms of the
prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
i.e Have you increased/improved your pedagogy and developed strategies that support collaboration and differentiation through the use of specific ICT tools and strategies? Have you raised levels of thinking? How? Why? Why not?