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ICT INTEGRATION
LEADERSHIP RESOURCE
Developed by the Core Curriculum Unit Ministry of Education, Youth and Information
Caenwood Centre, Kingston 5, Jamaica April 2017
ICT Integration Leadership Resource
ICTLR-04-2017 2
Table of Contents
Objectives ..................................................................................................................................................... 3
Activity 1: Being an ICT School Leader ...................................................................................................... 4
Activity 2 ...................................................................................................................................................... 6
Activity 2 Worksheet ................................................................................................................................ 6
Case Study: What Now? ........................................................................................................................... 7
Activity 3: Is Your School ICT Ready? ........................................................................................................ 8
Activity 3 Worksheet .............................................................................................................................. 10
Activity 4: ICT Action Plan ........................................................................................................................ 11
Activity 4.1: Key Concepts for an ICT Action Plan ............................................................................... 11
Activity 4.2: Developing an ICT Action Plan ......................................................................................... 12
ICT Action Planning Sheet #1 ................................................................................................................ 13
Sample Action Plan ................................................................................................................................. 14
Activity 5: ICT Integration and the NSC .................................................................................................... 16
Critical Points to Consider: What is Technology Integration? .............................................................. 17
The MOEYI ICT Integration Standards .................................................................................................. 18
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ICTLR-04-2017 3
Objectives
By the end of this session, it is hoped that participants will:
1. Become aware of the ICT in Education Policy.
2. Identify characteristics of effective ICT leadership and suggest practical
ways to ensure readiness/strengthening of ICT integration at schools.
3. Identify areas of needs in order to develop an ICT Action Plan.
4. Develop a draft ICT Action Plan.
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Activity 1: Being an ICT School Leader
“To change results, we need to change the paradigm.” Stephen Covey. A shift in
pedagogy requires school leaders to be equipped with a new set of knowledge, skills and
attitudes and to move towards the student-centered learning environment. School leaders
are needed who possess 21st century leadership skills to meet the varying needs of the 21
st
century learner.
Take the quick survey of yourself (Resource Sheet 1) to rate your ICT Leadership Practices.
Indicate the extent to which you agree or disagree with the following statements, where:
1 = Strongly Disagree (SD); 2 = Disagree (D); 3 = Neither Agree nor Disagree (N); 4 = Agree
(A); 5 = Strongly Agree (SA). Tick in the appropriate cell for each statement.
Resource Sheet 1: You and Your ICT Leadership Practices
Areas for Self- Assessment SA A N D SA
5 4 3 2 1
1. To what extent are you proficient in the use of ICT?
a. I demonstrate basic competency in the use of ICT.
b. I demonstrate the ability to select and use appropriate ICT tools
and resources.
c. I demonstrate proficiency in selecting and using a variety of ICT
tools and resources creatively.
d. I am able to transfer my knowledge of the use of one ICT tool to
another.
e. I do not use technology/none is available.
2. How do you integrate ICT in your leadership practices?
a. ICT is used for management processes such as recording
attendance and performance data.
b. ICT is used to communicate with parents and the community via a
school website/email/SMS.
c. Staff use email or web-based forums to communicate with each
other and myself.
d. Assessment data is stored and shared with staff electronically.
e. I do not use technology/none is available.
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Areas for Self- Assessment SA A N D SA
5 4 3 2 1
3. What kinds of collaboration take place among your teachers
through the use of ICT?
a. Passive exchange of existing information and teaching strategies.
b. Design and production of new resources or activities.
c. Collaboration is prevalent and results in the development of best
practices.
d. My staff does not use technology/none is available.
My Rating Decision
1. I am aware of technology integration but avoiding it _______
2. I am learning the process but sometimes I become frustrated _______
3. I have been using ICT and can apply it to some specific areas of
leadership _______
4. I see ICT has a tool and I am ready for the MOE ICT integration
initiative _______
My Decision: _______
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Activity 2
1. Refer to the Case Study: What Now on the next page, write down one thing in the
second column of Activity 2 Worksheet that has been done at the school that exemplifies
each standard.
2. Having read these standards, is there anything else that you need to do in order to attain any of the standards?
3. Share your responses with the whole group.
Activity 2 Worksheet
STANDARD SCHOOL – BASED APPLICATION
1. Visionary Leadership
Educational Administrators inspire and lead
development and implementation of a shared
vision for comprehensive integration of
technology to promote excellence and support
transformation throughout the organization.
2. Digital Age Learning Culture
Educational Administrators create, promote,
and sustain a dynamic, digital-age, learning
culture that provides a rigorous, relevant, and
engaging education for all students.
3. Excellence in Professional Practice
Educational Administrators promote an
environment of professional learning and
innovation that empowers educators to enhance
student learning through the infusion of
contemporary technologies and digital
resources.
4. Systemic Improvement
Educational Administrators provide digital age
leadership and management to continuously
improve the organization through the effective
use of information and technology resources.
5. Digital Citizenship
Educational Administrators model and facilitate
understanding of social, ethical and legal issues
and responsibilities related to an evolving
digital culture.
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Case Study: What Now?
Mr. Wonder mopped his sweaty forehead although the reading on the air conditioning remote
control was at a low of 17 ° C. He looked at the pile of Grades 1-9 lesson plans on his desk and
shook his head in exasperation. He should have remained Vice Principal. He was just a little over
a year in his post as principal at Excellence Primary and Junior High and he was going over the
edge. The Ministry of Education, Youth and Information had just piled on a bag of expectations
in a leadership workshop and he was wondering where to begin, ICT integration and aesthetics
as drivers, 5 Es lesson plan, new subjects at grades 7-9, new themes for Language Arts, STEM
(or was it STEAM?). Gosh!
He had only one computer lab so how could he make the computers available to all teachers at
the same time when everyone had ICT in every lesson plan? He did not quite understand the
purpose of Drama, Visual Arts and Movement Education in subjects like Science, Mathematics
and Language Arts. These were serious subjects for crying out loud. No wonder the Language
and Mathematics pass rates could not hit the mark. When he was a student, critical subjects were
taught with concentration and focus. On top of that, teachers needed to complete the syllabus
within a set time and monkeying around was not a part of the package. He then remembered the
matter of culture as methodology. What was that? Culture was a given; it did not have to be
forced into the curriculum with some fancy title.
What was up with this so-called 5Es model anyway? He had already mandated his teachers to
use a template for lesson planning. He had already spent money photocopying blank forms for
them to fill in the requisite segments for their plans. Now he had to put these in the paper
shredder and wade through a bag of verbiage – Engage, Explore, Explain... He was waiting to
Exhale!
He remembered the suggestion about using a C -I – something Team to support the curriculum
implementation process but he was going to take control of his institution. He was not going to
leave its management to a bunch of senior teachers and community people. The NEI would be
coming for their inspection in a little while and his school would have to be among the top
performers. This meant facilitating real learning.
He sighed loudly and then made his decision. He would get the past students to purchase a few
more computers and distribute one per grade to help the ICT integration. That should make the
Ministry people happy when they visited for the monitoring. Furthermore, this move would up
his score on the NEI assessment. He would now get the Vice Principal to revisit the master time-
table and slot in the new and additional subjects. “One thing at a time,” he muttered as he leaned
back in his chair and lifted the ice-cold glass of lemonade towards his lips.
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Activity 3: Is Your School ICT Ready?
Individually, use the School ICT Readiness Self-Assessment Tool below to develop an
overview of your school’s readiness to use ICT effectively. Tick the box that most accurately
describes your school circumstances.
School ICT Readiness Self-Assessment Tool
LEARNING
Levels of engagement: Learners and teachers are committed to their task and engage with
each other and learning in a responsible, positive and constructive way.
Context of learning: Learners actively engage with real-world issues while developing 21t
Century information management and communication skills.
Assessment: Assessment is ongoing, diverse and formative. Thinking, information and
communication skills are assessed in addition to curriculum outcomes.
Grouping: Learning situations are often collaborative and learner-centred. Groups are diverse
and grouping is flexible.
Role of the teacher: Teachers are facilitators and co-learners. Teachers mediate learning in
strategic ways, model thinking and provide suitable learner support.
Role of the learner: Learners are enquirers and engage in discovery, interaction and
discussion. Learners are reflective and engage in thinking. Learners produce knowledge.
Academic achievement: The school produces excellent academic results and learners with
good 21st Century skills.
TECHNOLOGY
Access for curricular use: The learners and teachers are able easily and regularly to access
diverse ICT and educational technology resources.
Maintenance: Your school is able to generate funds so that maintaining additional
technology such as ICT is possible in a sustainable way.
Organization: The use of and access to educational technology is controlled, orderly and
equitable, making it possible for all teachers to use it without disruption.
User support: The school is able to employ an ICT coordinator who can support staff,
explore new innovation with them and coordinate curriculum integration of ICT.
Previous experience: Most staff members are well trained in the educational application of
technology such as ICT.
Connectivity: The school has a permanent connection to the Internet from networked
computers.
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INFRASTRUCTURE
Telephone: The school has a permanent data connection for telecommunications.
Electricity: The school has electricity that is designed to protect circuits bearing educational
technology.
Location: The school is able to construct additional classrooms making it possible for
computer rooms to be located in optimal areas.
Security: The computer room and classrooms containing technology are secure and protected
from theft.
MANAGEMENT
Organizational climate: The organizational climate is characterized by full participation and
support from all staff and learners in a well-organised and well-managed school.
Information leadership style: The principal plays a leading role as an information leader.
ICT flourishes and makes a major impact in all spheres of school activity.
Knowledge management: All characteristics of good knowledge management are evident at
the school.
Professional development: A whole school professional ethos embraces all staff in on-going
and well-supported gaining and sharing of knowledge.
Budget for resources: Use of educational technology is fully sustainable and able to support
it own budget.
Financial management: School is able to generate funding from the community for
additional capital projects.
School and Community: School and community are closely linked with strong community
involvement in use of the premises and management of projects.
Source: http://schoolnet.org.za/PILP/leadership/module3-4/module3-4.htm
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Activity 3 Worksheet Instructions: For each category below, list areas in which the school is “below readiness”.
Category Area(s) in which the school is “below readiness”
Learning
Technology
Infrastructure
Management
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Activity 4: ICT Action Plan
Activity 4.1: Key Concepts for an ICT Action Plan
In your groups, read and discuss the key concepts for an ICT Action Plan.
1. Goals are established to answer the question: Where do we want to be?
2. Strategies and tasks answer the practical question of: How are we going to get the desired
results?
A strategy is a method, which can be used to achieve the goal, and usually:
a. Involves a series of possible tasks or actions that will be done
b. Is broad in scope, leaving room for interpretation
c. Helps to determine the timeframe, resources needed etc. within which the goal
will be achieved.
3. Tasks are actions or activities that are to be done to use an identified strategy. These actions will move the school towards its goal or intended destination. All the identified tasks must be: a. Specific, b. Relevant to the strategy and goal, c. Achievable, that is doable, within the timeframe and d. Realistic in expectation, and timing.
4. Measuring the Achievement of a Goal
The question here is: How will we know that we have gotten there? In order to answer this question, procedures for monitoring and evaluation, need to be established within the plan. The key is to:
a. Set success criteria with indicators, measuring instruments, and targets. b. Identify or design charts and forms to track and record progress. c. Decide on procedures to collect, document, report and review, the necessary
evidence.
5. Determining Success Criteria
Success criteria or indicators are specific signs that can tell if progress has been made in
the achievement of the goals. These signs are neutral and should be clearly and directly related to goal.
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Activity 4.2: Developing an ICT Action Plan
For this activity, you are going to have the opportunity to start developing an ICT action plan to
address ICT related needs based on the Case Study: What Now.
In groups, use Planning Sheet # 1 on the next page to write the plan.
Step 1: Formulate a goal for the area(s) in which the school is “below readiness”. Goals are
established to answer the question: Where do we want to be? Write the goal in Planning Sheet#1.
Step 2: Determine indicators, and targets for monitoring & evaluation. This will help to answer
the question: How will we know that we have gotten there? Write the indicators, and targets in
Planning Sheet #1.
Step 3: The next step is to brainstorm and select strategies and tasks. Strategies and tasks answer
the practical question of: How are we going to get the desired results? A strategy is a method,
which can be used to achieve the goal. Write the strategy in Planning Sheet #1.
Step 4: Identify tasks to be completed in order to achieve the goal. Tasks are actions or
activities that are to be done to use an identified strategy. Write the task in Planning Sheet #1.
For each task, indicate the following:
When do we start the actions?
Who is responsible and who will monitor?
What resources are required?
Cost
Success criteria
Target
Step 5: Develop monitoring procedures and evaluation and review procedures.
How will we know that we have gotten there? (Decide review periods; apply success
criteria.)
When you return to your school, together with a team of teachers and other
stakeholders at the school, continue working on the ICT action plan.
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ICT Action Planning Sheet #1
ANNUAL ACTION PLAN
FOR PERIOD:
Category: Learning Technology Infrastructure Management
Areas in need of improvement:
(See ICT Readiness Sheet)
Current ICT Status:
(See ICT Readiness Sheet)
Goal (What do you want to achieve?):
Indicator:
_____________________________________
Measure:
_____________________________________
Target: ___________
Baseline: __________
Strategy (How will you achieve the goal?)
Tasks When?
Who is
Responsible?
Who will
monitor?
Other
Resources Costs
Success
Criteria Targets
Monitoring Procedures:
1.
2.
3.
Evaluation & Review Procedures:
1.
2.
3.
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Sample Action Plan
Annual Action Plan for Peak Primary School
ANNUAL ACTION PLAN
FOR PERIOD: Period: December 2012 - December 2013
Category: Learning
Technology
Infrastructure
Management
Areas in need of improvement: Learning, Infrastructure
Current ICT Status: Computers are needed to assist with reading.
Strategy: (How will you achieve the goal?)
Implementation of computer-aided instruction for reading
Goal: (What do you want to achieve?)
Increase the reading level of all students by the end of
Grade 4.
Indicator:74 % of students at mastery level
Measure: Grade Four Literacy Test
Target: 100%
Baseline: 74%
Tasks When?
Who is
Responsible?
Who will
monitor?
Other
Resources Costs
Success
Criteria Targets
Raise funds Dec Fund-raising
committee
Senor Teacher Sponsors Amount of
money
raised
$300 000
Identify &
upgrade
identified
space
Jan to Feb. Building
Committee
Principal Sponsors
Voluntary
Labour
$120 000 100 % of
completion
of work
100%
Procure and
install
equipment
and
furniture
Jan to Feb. Technical Staff
Building
Committee
Principal Donors $198 000 Number of
computer
stations
10
Train
teachers of
Grades 1-4
Mar to
May
Principal Principal Instructor
Donors
$30 000 100% of
teachers
trained
100%
Hold classes
in the lab
(summer
school)
May to
July
Literacy
Coordinator
Senior Teacher Volunteer
workers
$12 000 Scheduled
classes held
100%
Review
meetings
Jan to June SIP Team Evaluator No of
meetings
held
2
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Annual Action Plan for Peak Primary School (cont’d)
Monitoring Procedures:
Monthly reports of fund raising committee, the building committee, and the Literacy Coordinator at staff
meetings
Thermometer chart posted in the school showing amounts raised to date
On-site inspection of work being done: repairs, installation, etc.
Observation of classes being held
Evaluation & Review Procedures:
1. Review meetings in January and June
2. Analysis of Grade 4 test results, and examination of school’s records
3. Observation of classes in the lab
4. Evaluation report and recommendations
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Activity 5: ICT Integration and the NSC
1. This is a matching activity. Match each role provided under the appropriate heading in the
Activity Sheet 5 below.
2. Discuss the changing roles of the teacher with the whole group.
Activity Sheet 5: Changing Role of The Teacher in Classrooms with ICT Tools
Category Increased emphasis on: Decreased emphasis on:
Teaching
Learning and
ICT
Teacher
Choice Providing opportunities for student choice Choosing exclusive tools for particular
tasks
Planning
Learner
Scope of
Learning
Management
Student Work
3. Transdisciplinary teaching (integration)
4 Teaching as an isolated subject
5 Using ICT to enhance learning
investigate, create, communicate,
collaborate
2 Learning ICT as a series of skills for their own
sake
8 Viewing teachers and learners as
collaborators
7 Viewing teacher as deliverer
10 Collaborative planning and assessment
6 Planning for ICT
isolation
13 Learners learning in isolation 14 Learners as part of broader community
15 Learning beyond the
classroom
11 Learning restricted to the ICT lab
1 Management of resources
to reach strategic goals lab
12 Management of resources
without strategic planning
9 Publishing content of student
work for an authentic audience
16 Printing student work for display on school
bulletin board only
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Critical Points to Consider: What is Technology Integration?
a. Technology integration is the use of technology resources – computers, cameras, CD-ROMs, software applications, the Internet, tape recorders, overhead projectors – in daily classroom practices and in the management of the school.
b. Effective infusion of technology is achieved when students are able to select technology tools to help them find information in a timely manner, analyze and
synthesize it, and present it in an acceptable fashion. The use of educational technologies should gradually become an essential part of classroom practice.
Technology integration is realized when the use of technology is automatic, that is the teacher and students use it routinely in the teaching-learning process.
c. Often teachers can get caught up in using technology for technology’s sake. To be
effective implementers of technology integration lessons, teachers need to focus on the
instruction that is occurring in the classroom first, before focusing on the technology
tools being used. When we consider technology integration, we should ask how the
students will benefit. Is the technology helping students to achieve the objectives?
How involved are the students in the classroom decision-making process? Do students
help determine the problem being studied or have input in the final product that is
produced?
d. The ability to critically evaluate information on the World Wide Web is an important skill in this information age. Both teachers and students need to be able to critically evaluate a Web page for authenticity, appropriateness of content, authorship, objectivity, and usability.
Something to think about
What kind of technology-integration lessons do you/your teachers normally
deliver? Try not to use technology to merely accomplish basic tasks (e.g., creating a multimedia slide show, browsing the Internet), but rather seamlessly
integrate technology in an exemplary fashion that supports purposeful problem-solving, real life assessment practices, and meaningful learning.
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The MOEYI ICT Integration Standards
1. Communication and Collaboration - Use technology to communicate ideas and
information, and work collaboratively to support individual needs and contribute to
the learning of others.
2. Designing and Producing - Use digital tools to design and produce creative multimedia
products to demonstrate their learning and understanding of basic technology operations.
Research, Critical thinking, Problem-solving and Decision-making - Use appropriate
digital tools and resources to plan and conduct research, aid critical thinking, manage
projects, solve problems and make informed decisions.
3. Digital Citizenship - Practice good digital citizenship, that is, they show that they
recognize the ethical, social, cultural and legal issues and implications surrounding the use
of technology and practice online safety and ethical behaviour.
Each standard has corresponding grade competencies. See the MOE Curriculum Standards
document for the ICT Integration Framework with competencies at grades 1-9.
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Solutions to the Changing Role the Teacher in ICT
CHANGING ROLE OF THE TEACHER IN CLASSROOMS WITH ICT TOOLS
Category Increased emphasis on: Decreased emphasis on:
Teaching Transdisciplinary teaching (integration) Teaching as an isolated subject
Learning and
ICT
Using ICT to enhance learning
investigate, create, communicate,
collaborate
Learning ICT as a series of skills for
their own sake
Teacher Viewing teachers and learners as
collaborators
Viewing teacher as deliverer
Choice Providing opportunities for student choice Choosing exclusive tools for particular
tasks
Planning Collaborative planning and assessment Planning for ICT isolation
Learner Learners as part of broader community Learners learning in isolation
Scope of
Learning
Learning beyond the classroom Learning restricted to the ICT lab
Management Management of resources to reach
strategic goals
Management of resources without
strategic planning
Student Work Publishing content of student work for an
authentic audience
Printing student work for display on
school bulletin board only
Source/Adapted: http://ibpublishing.ibo.org/live-
exist/rest/app/tsm.xql?doc=p_0_pypxx_mon_1106_1_e&part=1&chapter=4