Monday, April 25, 2011

Need for monitoring of ICT-enriched activities

This week, I attempt to present my thinking on the need of monitoring of school activity especially ICT-enriched activities which are a long term programs.

I believe in the need to constantly monitor evidence about learning of students supported by ICT and the efforts of teachers to improve such learning. Such monitoring can then allow continuous adjusting of our own decisions and actions in response to these evidences. But before there can be any monitoring, there is a need to unpack what constitutes as evidence about such learning and teaching supported by ICT.

Once such evidences about learning and teaching are established, the use of data will be a key factor in the improvement of teaching and learning. Through reviews of data, school leaders will be able to identify areas of ICT curriculum in which student baseline standards is below expectations, as well as areas of subject curriculum that need differentiated instructions supported by ICT for individual students. The evidences can then be refined or changed when necessary.

Reviewing data is also part of the department improvement planning process (AFI in the ICT Action Plan). These data served not only as means by which the various ICT practices in school demonstrate success and celebrate achievement, but also as indicators of how far these practices will likely progress with additional support and how student learning can be improved.

I hear often, too often of teachers claiming to do something based on their experience alone. I think that this is not sufficient. There should be emphasis on data-based decision making about instructions for teaching and learning. I believe that this new emphasis will give rise to increase vigilance at both heads and teachers level about the programs conducted, especially for students learning. For instance, at PLC meetings, data should be presented and looked at so as to figure out how to get our students to move to the next level. With data, we know where the current position is. Teachers then work together to ensure that teaching strategies supported by ICT to address specific learning challenges those students faced.

Saturday, April 16, 2011

“Learning Organization” in school

This week I reflect on what was shared during our meeting on “Learning organization” in particular,on the sustainable domain pedagogical in ICT implementation and offer my comments related to the conditions necessary for its sustainability efforts in the long run.

Why sustainable? Although the school had been involved for only a year, it may be early to be thinking about sustaining the performance or enhancing pedagogical ICT implementation much further. Nevertheless, I believe I should consider the conditions needed for such domain so as to ensure change in attitudes and beliefs that is the key in enabling the transition to a higher level.

There need to be a willingness to be held responsible for what students learn leveraging on pedagogical ICT. The days of excuses are over when some of us did have an attitude of :”What can we do? These are students we have got?” I believe that this sort of attitude needs to be taken right off the “table”. Everything has to be related to student achievement when leveraging on pedagogical ICT. It should be focused instruction. Everything that happens all the time here needs to have a purpose (animation - enhancing understanding, videotaping- building up confidence, story boarding – language building and improving communication skills). Little things such as movies should not be shown during lesson time unless they are curriculum.

There should be a growing awareness of the long term nature of pedagogical ICT implementation and that this area of focus will be part of the school culture. With the mandate of pedagogical ICT as part of our school culture, sustainability will weigh heavily upon our shoulders and not just a few of us. This is because everyone will then be able to improve on this focus together.

We should enable a realization about the interdependence of curriculum and leveraging of pedagogical ICT. Of course, we cannot discount the progress made in curriculum achievement at our school. Students are coming much better prepared now than last few years – I think because of the work our teachers are doing at that level. With the extra effort in leveraging of pedagogical ICT, I see a tremendous amount of professional development in our teachers, content enhancement in our curriculum and C21 skill improvement in our students.

Finally, as teachers, we should all be aware of the wide array of factors that produce strong student performance especially in terms of learning and deep understanding in the long run. One goal for schools is to promote a learning atmosphere because the students need this life-long learning. The students have a lot of baggage, quite a lot of them in content and Self 2 already. If they do not learn HOW to learn at school, if we do not show them the proper skills and tap more on the Self 1 in school, then what is the point of teaching?

Friday, April 8, 2011

Review of my leadership role

After 14 weeks (though it seemed longer…) in the role of acting team leader, with diverse responsibilities above and below me, alongside my own teaching duties, I feel a need to review the implications for my leadership role in ICT implementation.

I believed that in order to be successful, especially in leveling up ICT implementation in school, I need to be effective in bringing about changes to the processes of teaching and learning as well as the mindsets of teachers. Although my style and approaches may not be the same as other team leaders, I feel what is key is the clear vision and values I hold that will make the difference.

I need to have this “ICT-applicable instinct” and lead in pedagogical changes in ICT. The hands-on approach is one of the ways I intend to lead such a charge. I need to focus on instructional improvements, building collaboration (though I came to realize that this may take much effort) and good relationships. I see a need to be optimistic about the change and enthusiastic in bringing about the change. Persistence in the buying in of teachers and tough minded to say “no” when needed.

A top down approach is not the way to sustain the ICT implementation. Instead there must be a purposeful and deliberate effort to distribute responsibilities and accountability widely. That is why ICT mentors and Activists’ involvement are important. However, I also need to be realistic about such involvement by teachers. These distributed responsibilities and accountability also need to be “initiated and nurtured” over time. This is why I view my principal’s involvement as been important as he helps to drive and share these responsibilities and accountability among heads and teachers. Then, with right judgements, readiness and capabilities of teachers, there will be a progressive teacher involvement in ICT implementation.