Professional Development in ICT Integration Janet Thomson - SchoolNet SA

1. Professional Development in ICTIntegration Janet Thomson - SchoolNet SA

2. SchoolNet SA - brief background • Established in 1997 - by the DoE • Funding from IDRC • Telkom & Thintana schools - 1999 • Intel® Teach programme - 2003 • Microsoft Partners in Learning - 2005 • Vodacom, Oracle, Multichoice, SITA and Provincial Education Departments

3. Presentation - Outline • ICT in Schools – the context • National Policies – teacher ICT competences • Professional Development pathways in ICT • Considerations for leaders

4. ICT Policies in SA Education • Framework for ICT since 2000 • E-Education White Paper 2004 • Guidelines for teacher training for ICT 2007

5. White Paper on e-EducationICT integration is the focus

6. PEDAGOGY Knowledge of HOW we teach – teaching methods CONTENT Knowledge of WHAT we teach in our subject or learning area TECHNOLOGY Knowledge of technologies that support teaching -HOW to use them

7. CONTENT Knowledge of WHAT we teach in our subject / learning area PEDAGOGY Knowledge of HOW we teach – teaching methods TECHNOLOGY Knowledge of technologies that support teaching and HOW to use these

9. Teacher Development Levels Appropriation level. The teacher has a holistic understanding of the ways in which ICT contributes to teaching and learning. He/she has an understanding of the developing nature of ICT, and an awareness that it is integral to the structure and purposes of the NCS. He/she has the experience and confidence to reflect on how ICT can influence teaching and learning strategies, and to use new strategies. Innovation level. The teacher is able to develop entirely new learning environments that use ICT as a flexible tool, learning becomes collaborative and interactive. ICT is integrated as a flexible tool for whole-school development through redefining classroom environments and creating learning experiences that leverage the power of technology. Entry level. The teacher is computer literate and is able to use computers. However, frustrations and insecurities are common in the introduction of ICT. At this level, teachers are likely to lack confidence. Adoption level. The teacher is able to use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT. Adaptation level. The teacher is able to use ICT to support everyday classroom activities at an appropriate NCS level, assess the learning that takes place and ensure progression. He/she is able to reflect critically on how ICT changes the teaching and learning processes and to use ICT systems for management and administration. Productivity increases at this level.

10. National Policy Standards “From 2008, all students leaving higher education for the teaching profession should have reached at least the adaptation level.” • Can universities claim to be producing teachers of quality - if they are unable to integrate ICT in their teaching?

11. “All practising teachers who have access to ICT should be trained to the adaptation level, as a minimum, by 2010.”

12. Partnership courses Intel® Teach • Getting Started • Skills for Success • Elements: Project-Based Approaches • Thinking with Technology • Essentials (Teach to the Future)

13. Intel® Teach - Getting Started21 Century Skills and ICT Basics

16. Elements – Project Based Approaches Teachers improve their understanding and application of project based approaches in the 21st Century classroom.

17. Intel® Teach Thinking with Technology • Visual Ranking for ranking items in order of importance and justifying their ranking • Seeing Reason investigating cause and effect results in in-depth analysis of underlying issues • Showing Evidence gathering and evaluating evidence in response to an argument – learners have to cite sources and justify how they relate to the claim

18. Visual Ranking Tool

19. Research Question: Why is the infection rate of teenage girls five times higher than amongst teenage boys in some areas ?

20. Showing Evidence

21. Intel® Teach Essentials Rigorous – 40 hours How to plan effective projects Target higher order thinking skills

22. Teachers Engage – online community

23. Partnership Courses – Microsoft Partners in Learning • ICT Skills for Teachers • ICT Skills for Principals • ICT Leadership for Education Managers • One Step Further – ICT integration • WebQuests - ICT Integration • Peer Coaching • Deploying Student Technical Support Solutions (Helpdesk)

27. ICT Leadership for Education Managers • 2 – 3 days for managers in a cluster • Equips management with skills and knowledge for developing sound ICT policy for school • Teaches ICT skills for education managers

33. Peer Coaching – a quiet conversation • Designed to support teachers in their ICT use • Champion teachers become peer coaches • Then support others and conduct staff development • 5 Training sessions over 9 months

35. Peer Coaches

36. ThinkQuest Winners

37. Microsoft Innovative Teachers Microsoft Innovative Schools

38. Microsoft Partners in Learning Network

39. Innovative Teachers Forum Intel® Teach Essentials Thinking with Technology ICT Integration (WebQuests) One Step Further ICT Skills for Teachers / Principals ICT Leadership Peer Coaching Learner Helpdesk

41. Helpdesk

42. ICT Skills for Teachers / Principals

43. One Step Further

44. ICT Integration (WebQuests)

45. Intel® Teach Elements

46. Thinking with Technology

47. Intel® Teach Essentials

48. Peer Coaching

49. Innovative Teachers Forum

50. Overall