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The Educators’ Network

The Educators’ Network. SchoolNet’s mission. To create learning communities of teachers and learners using ICTs. The Educators’ Network. Developed by SchoolNet SA From 1999 – the present - ongoing Conceptualisation of the model was based on findings from previous projects

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The Educators’ Network

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  1. The Educators’ Network

  2. SchoolNet’s mission To create learning communities of teachers and learners using ICTs

  3. The Educators’ Network • Developed by SchoolNet SA • From 1999 – the present - ongoing • Conceptualisation of the model was based on findings from previous projects • Using Open Learning principles • Informed by National Norms and Standards for educators and firmly aligned with the national curriculum

  4. The Model • Combines face to face training with modularised distance learning • Materials on CD • Collaborative groups - Experiential support - from E-mentor and peers • Database-driven tracking

  5. Training of trainers • Trainers located in each province • Trainers train in schools • Only after functionality checks

  6. Trainers • Conduct follow up visits

  7. Face to Face sessions Teachers are given the skills in order to participate in the distance learning: • E-mail • Internet • Guidance in selecting module of study • E-diary • Navigating around the CD – becoming self-reliant • A kick start to the distance modules

  8. Training of mentors Use the same mode as with teachers : e-mail

  9. Role of the mentor • Nurturing • Facilitative – encouraging reflection • Promoting interaction • Supportive – formative assessment • Fostering learning within the community

  10. Building online communities Making virtual friends "I was impressed to know that I can make a link with people outside my Province through computers. During the holiday an educator will visit me from Northern Cape. All this was due to the modules we are doing together. "

  11. Building online communities Trust “I feel that we are slowly getting to know each other through this medium. It is amazing how much one reveals of oneself as one types out one's thoughts."

  12. Building online communities Commitment “I had a weekend away from my computer, and I found it quite stressful! I hadn’t realised how much I was enjoying and looking forward to reading my e-mails every day!"

  13. Building online communities Collaboration "I think it is time for me to say WOW!!! - So much mail - so many wonderful ideas and views. Between us we could solve any and every problem!!"

  14. Strong Learner Support • Technical support • Trainer support • Mentor support • Group support • Collegial support

  15. Approach to learning • Activities-driven • Classroom context • Teacher chooses context • Uses ICT as a tool in the work place • Community of learners • Diverse groups of 15 - 20 • Reflection, sharing, change

  16. Approach to learning • Adult learning principles • Supporting content • Just-in-time • Varying levels • Tip sheets • Web portal - • Online data base

  17. Modules 0 Newcomers' module 1Word processing for educators 2Spreadsheets for educators 3Finding information 4Using web resources 5Designing web pages 6Questioning and thinking skills 7Assessing information literacy 10ICT Maths resources for educators 11Developing classroom resources for maths 12ICT science resources for educators 13Developing classroom resources for science 14Planning for educators [pilot] 15Leadership for educators [pilot] 16Choosing and evaluating software  [pilot]

  18. Designing lessons that include spreadsheets 1.  Design a lesson that includes the use of spreadsheets in some way. The lesson must not only be about spreadsheets, but must include the use of the spreadsheet as a tool. Use the lesson plan template. 2.  Share your lesson idea with the group by sending your lesson plan template as an email attachment to the group.Respond to at least two members of your group by replying to their e-mail and giving some constructive feedback about their lesson ideas. 3.  Make changes to your lesson plan according to feedback from the group. 4.  Teach the lesson. 5.  Provide feedback to your group after you have taughtthe lesson. Send e-mail to the group and write about the successes and failures of your lesson experience with the spreadsheet. Respond to at least two members of your group by replying to their e-mail and giving some constructive feedback about their lesson experience.

  19. Module development • Pilot modules in development: • Managing ICTs in schools (3 modules) • leadership • planning • Evaluating Educational Software • by SchoolNet with • SAIDE (SA Institute for Distance Education) • Management of Schools Training Programme (MSTP) • SCOPE / National Department of Education

  20. The Learning Community

  21. Dear Brenda, To have these computers in our school is an exciting opportunity In the beginning this room was filled with stress fear and sleepless nights.Have you ever heard.....my mouse is gone.Here are lots of excitement,we enjoy it.To be a teacher is to be a student for the rest of our lives. Johanna Paulse, Northern Cape

  22. Paradigm shifts “ It has made a big difference because now I know that it is not very important for me to teach learners how to operate a computer but what’s more important is for them to know how to use it when they are learning.”

  23. Paradigm shifts “ ..the learners use the spreadsheet for classrooms budget, surveys using graphs and etc. I also use the spreadsheet for the registration and mark schedules and use it for my personal purposes (i.e. monthly budget, gym timetable).

  24. Key Outcomes • Outcomes defined in each module • Use ICTs effectively to improve teaching and learning • Use email and websites confidently and regularly • Communicate online for collaboration and group learning

  25. Success factors – groups “…learning through groups served its purpose in fact it was the best thing to happen. If we worked on our own or with the mentor alone it would not have been the same.”

  26. Monitoring activities

  27. Online tracking and evaluation:The ability to measure participation and outcomes leads to improvement in quality of training intervention • Connectivity and technical status per school • EMail throughput per • educator • group (group members / mentor) • school • Online data collection • Live archive of email

  28. Participation stats – for July 2002 cycle • 1156 participating teachers from 102 schools • 7 projects enrolled (MRI - new one) • Reliable and consistent connectivity at 85% of schools. • Variation in participation across schools. • 9909 total logged messages for cycle 5

  29. Completion Rates

  30. Current Status • 8 projects using the Educators’ Network Including a pilot for teachers in other African Countries run by SchoolNet Africa • Total teachers registered • Total schools registered

  31. Key Principles • Educational goals primary • No single best practice • Must be needs driven • Flexibility in access, mode and content • Must receive experiential learning support • Must reflect on practice

  32. Key principles (cont.) • Must reflect on change • Model best practice • A process, not a product • Adult learning – context and timing • Just-in-time • Personal needs and interests • Own style of learning • Ongoing support

  33. Challenges • Group interaction sometimes elusive • Reflection on teaching practices and journals (e-diaries) not automatic • Putting theory into practice in classroom • Inconsistent participation: • varying school environments • technical problems or lack of knowledge • motivation and time issues • need to understand different reasons for lack of involvement

  34. Ode to online learning My CD's in, computers on, I watch with eager eyes And then the screen is full of words so much to my surprise. I read the words, so many words, that ramble to and fro I click the line it tells me to. Oops where'd the whole lot go?

  35. Now what? I think. What did they say? What am I meant to do? Attach and save and file and save or save then send to who? File name first then save. Save how? And where, in heavens name? They think I grew up with these toys, am familiar with this game. The room is locked, the boss is out he has the only key My mentor says he's waiting for my first activity.

  36. At last we get into the room and Telkom's got it right But just as we're about to start they lock up for the night. Hooray I think I've got it right. My mentor has a smile I'm not too sure just what I did but it took me quite a while. And now I've got to interact. My mentor will insist If not you naughty mentee you, he'll cross you off his list.

  37. At last I've finished all my six, my e-diary as well I feel much better after all and have some tales to tell But late at night when I'm in bed and safely in my house I dream that I'm a piece of cheese being eaten by a mouse.

  38. SchoolNet SA’s Educators’ Network Websites and materials http://www.school.za/edict/ http://edncd.schoolnet.org.za/edn-Jan-03/

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