Centre de liaison et de transfert6 juillet 2004

IT-Supported Learning and Networking

Phase 2

CEFRIO STUDY & CEFRIO - LEARN FOLLOW-UP

In 2005-2006, over 100 teachers and administrators were interviewed in all nine English School Boards:Based on those interviews, six key factors were identified that influence the use of ICT-supported teaching and learningRecommendations were made at the class, school, board, and system level Representatives from the nine school boards met and discussed the report and its recommendations

Six Key Factors Supporting Student Learning & Development

StudentLearning &

Development

StakeholderSupport

Teachers

TechnicalSupport

Leadership Infrastructure

ProfessionalDevelopment

Student Learning & Development

Student engagement in learning is enhanced in effective IT-supported learning environments, when

– Teachers select developmentally-appropriate material

– Students work collaboratively – Students access and evaluate

relevant information on the Internet, especially in remote communities

LeadershipPrincipals and Administrative Teams provide leadership by:

– Encouraging and supporting teachers to use ICT– Embedding the increased use of ICT as an objective

in the Educational Project and School Success Plans– Establishing and supporting Techno-Pedagogical

Coordinating Committees– Modeling the effective use of ICT

Encouraging the support of school board administrators in facilitating the use of ICT and the sharing of knowledge and skillsEncouraging collaborative leadership among consultants, RECIT animators and school-based techno-pedagogical leaders

Professional Development

There is a need for increased school-based professional development

There should be a focus on collective competency building for teachers, educational leaders, and techno-pedagogical support personnel:

– Providing for face-to-face and online opportunities to meet, share, reflect on, knowledge build and document their practice, knowledge, skills, and needs

Recommendations: Operational Level - School Boards

Infrastructure, technical support, and funding are securedProactive leadership and collaborative action planning by principalsTeachers have sufficient time to meet, share & develop competenciesTechno-pedagogical Coordinating Committees establishedProfessional development & collective competency building for teachers, principals, and consultants

Recommendations: Operational Level

Principals– Ensure pedagogically-relevant, reliable,

and up-to-date infrastructure– Provide pro-active techno-pedagogical

leadership

Teachers– Consider the pedagogical and

professional value of including ICT– Address the most optimal means of using

these resources

Recommendations: Strategic Level

ADGESBQ-QESBA– Enable the development of a common vision and

a multi-year strategic plan for the use of ICT in support of student learning and networking

LEARN– Collaborate to develop the use of student

networking and distance education initiatives– Encourage professional development, collective

competency building, and collaborative networking using resources from LEARNing Communities, school board consultants, RECIT animators, and techno-pedagogical support teachers.

Common Discussion and Consensus Points

1. The QEP is the vision, ICT is the tool

ICT supports the implementation of the QEP

Whenever teachers have used ICT in a project-based approach, they have made great strides in their implementation of the QEP

Common Discussion and Consensus Points

2. Pedagogy first; technology second when discussing any aspect of technology, it was understood that pedagogy comes first, and technology is at its servicethis applies when ICT departments are looking to implement or configure infrastructure, hardware and softwareit also applies to teacher and leadership training, the focus should be on using ICT as a tool for learning

Common Discussion and Consensus Points

3. Research: The theme of research came up in several circumstances:access to research which documents the positive impact of ICT in a constructivist approach;research to better understand and implement conditions for change and innovation in the education system

Common Discussion and Consensus Points

4. Sharing and Networking: the importance of creating a supportive network and the sharing of information was highlighted at the: ICT director’s level to coordinate efforts as a way to avoid duplication; leadership level to address issues of supporting change; teachers’ level to give and get support and develop competency

Project Phases

At the present time it is expected that the project will evolve through the following four phases:

Situational Analysis

Support Management

Innovative Experimentation

Sustainable Implementation

Situational Analysis

Assessment of the current situation in relation to:

availability of required computer equipment and Internet access

access to reliable technical support

availability of readily accessible techno-pedagogical support

appropriate support for project-related professional development

Support Management

acquisition of required computer equipment and Internet connections

provision of release time for project-related professional development

establishment of a resource room/meeting place for team members to share ideas and expertise

facilitation of within-team and project-based techno-pedagogical support

Innovative Experimentation

support for professional development and team learning opportunities

monitoring of progress and related revisions

knowledge building and sharing activities within and across the project network

collaboratively addressing difficulties as they arise

Sustainable Implementation

establishing ongoing support and resources for the project and its outcomes

considering the possibility of extending project objectives to other teachers within and outside the school

evaluating the change process and educational impact made by the project

sharing the knowledge gained

Value AddedSupport professional development through networkingImprovement and dissemination of successful practice through knowledge building and sharingEnhanced use of IT-supported learningRecognition and celebration of accomplishmentsSupporting shared leadership at the school and system level Facilitating the development of a shared vision