Module 9 Activity 8 - Learning Area Vision

As a school, my vision is that teachers would use technology in a way that it fully supports the pedagogy in every learning area. It is intended that the following benefits of using ICTs will be derived:

1. Learning becomes more interesting, authentic and relevant.
2. Students will be exposed to more opportunities for observation, discussion and analysis.
3. Students will be able to communicate and collaborate more with each other and the teacher.

These benefits can be maximized if 

1. Teachers are clear on how the use of ICTs will support lesson objectives.
2. Teachers use ICT as a tool, not just an information resource.
3. Teachers give students give students greater autonomy in the lessons.

MATHEMATICS
ICTs in mathematics include

1. Portable devices for students to collect data, and manipulate it using spreadsheets and databases for work in numeracy. It further enables the study of math to extend into fieldwork investigations (Moseley & Higgins, 1999).
2. Graphic calculators and computerized graphing to accelerate graphing, thus allowing students to analyze and reflect on the relationships between data (Hennessy 2000; Clements 2000; Hennessy et al. 2001).
3. Specialist software like Computer Algebra Systems, Dynamic Geometry Systems and Math curriculum software will help to improve students' skills in understanding algebra, allow them to manipulate and measure shapes. 

PHYSICAL SCIENCE
The purposes for which ICT is used in science may be divided into four broad areas: data handling, information, communication and exploration.
Each of these areas covers a range of software and hardware, including:

1. Digital video cameras for data capture.
2. Spreadsheets and graphing tools for data handling and analysis.
3. Animations and virtual environments for simulations and modelling.
4. Internet and CDs/DVDs/Blueray discs as information resources.
5. Portable ICTs (laptops, tablets) for general ICT applications.
6. E-mail and discussion groups for communication and collaboration.
7. Presentation technologies such as digital projectors, interactive whiteboards, and presentation software.

MUSIC
ICTs can be used to improve learning experiences in music by:

1. Having students compose music on computers.
2. Engage students in listening to music
3. Conducting assessments online, or having assessment material available in media such as CDs, DVDS, or mp3s.
4. Exposing students to various music software.

ARTS

Brown (2002) posits that ICT presents unique opportunities for supporting creativity and extending visual arts “beyond clay, crayons and paint” (Stankiewicz, 2004: 88). Further,  Crowe (1988) commented that
ICT could assist with exploring design problems, enhance artistic decision making and
provide new opportunities for learning. These are some ICT resources that could be used to improve the learning of visual arts in my school:

1. Drawing and painting software, 
2. Digital still and video cameras, 
3. Electronic portfolios,
4. Scanners, 
5. Colour laser printers, 
6. Image manipulation, 
7. Video editing, 
8. 3D animation, 
9. Web page construction 

All of the above play a role in supporting students’ artistic expression (Ashford, 2002; Brown, 2002; Neylon, 1996;Taylor, 1999). Furthermore, as a medium for exploring solutions to design problems
students are able to record and save ideas quickly, manipulate line and colour, modify and incorporate images and employ motion (Hubbard & Greh, 1991). ICT can allow students who might not possess skills
with traditional media to focus more on the message and less on execution of art works, thus enhancing self expression (Long, 2001; Wang, 2002; Wood, 2004). Mistakes can be easily corrected, resulting in decreased anxiety and promotion of experimentation, which lies at the heart of creativity.

LANGUAGE
As a compulsory learning area, the language learning would web-based and used for supporting student-centred learning. It is geared towards increasing student motivation, individualization and co-operation in creating the study materials.

The following modes are proposed:

1. Online data-bases for research topics
2. Powerpoint presentations 
3. On-line dictionaries
4. On-line publishing of students' work
5. Blogging for students and class
6. Brainstorming using mind maps and similar software
7. Newsletter and magazine production.

SOCIAL SCIENCES

In'this area, ICTs would be used to facilitate students' thinking about real-world issues:

1. Word processor and on-line search to brainstorm assigned topics.
2. Photo analysis to develop students' sense of observation, to encourage them to formulate questions and make interpretations, and to sharpen their critical faculties.
3. Use print media sites to get students to think about current events.
4. Exposure to on-line encyclopedia to offer brief descriptions or definitions that aid students in their exploration of the topic they are investigating.
5. E-mail and on-line forums for students to clarify questions, gauge the level of student interest in an issue and facilitate discussions about real-world issues among peers and other people. 
6. Use WebQuests to engage students in problem solving.

HOME ECONOMICS

1.  Interactive web link to facilitate simulations.
2. Use of digital pictures, clip art and Microsoft publisher for the creation of posters on nutrition, kitchen safety or hygiene.
3. Use of excel to create profiles or present ideas from research or questionnaires.
4. Conduct on-line research on topics related  to Home Economics issues.
5. Conduct on-line surveys on health.
6. Make presentations on health, clothing, time/labour saving equipment.
7. Create leaflets or brochures using word processor.
8. Record evidence of practical work using digital camera.
9. Create cooking show via either video or animation.
10. Write reports and e-mail to teacher.

Module 9 Activity 4a

When ICTs are integrated learning becomes more about the learner and less about the educator. Educators operate as facilitators of learning, and as a coach in assisting students with projects. The students learn by doing, inquiring and collaborating with others. In other words, their learning will mirror the world they would be expected to function in once they leave the classroom. In fact, they will work on interdisciplinary projects that use information and skills from a variety of subjects and fulfil the curriculum standards.

In order for this to take place at my school, there must be a UNIFIED vision and mission. ALL teachers must be convinced that this is the way to go. Once this happens, there will be much more support and integration across subject areas and levels. Currently, many teachers still operate in teacher-centred classrooms, which yields very little academic success on the parts of the students. Additionally, it is apparent that many teachers are not willing to experiment and be flexible. Hence, when it comes to collaboration, they are not willing to try new ideas, simply because they are unsure of the results.

As a leader, teacher, I believe that I should exemplify the flexibility and experimentation that would be necessary to improve practices. However, I tend to be reluctant to share as persons tend to be very cynical of incorporating innovative ideas with the students. There are always excuses like, "That won't work with the students we have" or "CSEC does not ask for all of that, so why bother" or "I don't have the time".

As one who loves to experiment, I think that the onus is mine to record and evaluate the successes and failures of different strategies that I've incorporated into the teaching and learning. Also, ensure that my experiments are successful, so that persons do not only hear my ideas but see the successes.

Module 9 Activity 3

Whole School

In my school, there is fairly good reception as it relates to the knowledge and use of ICT in the classroom. However, there is a need for significant improvement in many areas:

In terms of leadership, many of the heads of department are not as passionate as the principal about ICT integration. As a result, they appear to not adequately support the whole-school endeavour to increase ICT in curriculum and assessment. As a result, the matter of fact, the use ICT as a tool for engaging student learning is not consistent through out the school. It is my view that this is a critical area for attention.

Module 9 Activity 1

A good school leader is a person who is a visionary and is knowledgeable about the innovations and/or tools that would inspire learning under his/her watch. As such, this leader should be:
1. Aware - Not only should this person know what and how students should be learning, but that person should be very knowledgeable of the context within which students are placed. This context would refer to the socio-economic backgrounds of the students, the school's culture and the demographics of the students.
2. Innovative - This leader would need to then use his or her knowledge and be creative in his or her implementation of policies and principles.
3. Pro-active - This leader would lead the charge in recognizing the needs of the students and teachers and devise ways of meeting those needs before the needs escalate into chaos.
4. Courageous - This leader must be willing to pilot new ideas with determination, confidence and patience.
5. Passionate - This person must demonstrate passion in every area of the school's life.
6. Curious - This person should always seek for new and creative ways of enhancing learning within and without the school environment.

Module 4A

The whole issue of integrating ICT into the curriculum is one that requires serious thought and engineering capability. One has to consider the needs of the learners, and provide learning opportunities to suit and effectively meet those needs. Further, the policy makers would need to ensure that the policy is coined in such a way as to ensure that the budget, software, assessment and infrastructure is in place to meet the needs of the teachers (co-learners and strategic facilitators). All in all, a strategic approach must be taken for the successful integration of ICT into the curriculum.

This activity has made this concept so much easier to grasp.

Module 8 Reflections

Managing Learning and Thinking with ICT

Prior to the beginning this module, I was very concerned about how I would effectively manage my lessons with ICTs. Thus, I was careful in what ICTs I would utilize and the frequency with which I would incorporate such learning tools. This module reminded me of some classroom strategies that I could use with or without ICTs. As a result, I have been able to use them effectively to ensure that students are engaged and motivated in all my lessons. I am going to reflect on the sections that had the most impact on my learning experience.

In terms of computer labs, prior to the material cover in this module, I had very little knowledge and experience about the issues that were involved in the set up and administration of computer labs. The videos and the websites to which I have been exposed have shown me not only the issues related to computer labs in the integration of ICTs, but also the benefits and possibilities that can be had from their effective use. Hence, I now consider myself an advocate for the use of computer labs, moreso the mobile computer labs. 

I am very familiar with the one computer classrooms and have found them to very limited where students are concerned. Even after looking at the material presented, I am still of the view that this approach is very teacher-centred and would not be effective in moulding students into become 21st century learners. Although, it can be argued that it would foster more co-operative learning and develop students' social skills, it leaves much to be desired where individual practice and construction of knowledge is concerned.

My limited knowledge and no experience with interactive whiteboards, I was very excited about my knowledge gained in this section. It empowered me to identify creative ways of implementing the IWBs in my lessons. The information has further inspired to try to incorporate the same ideas with a regular whiteboards. I have not tried as yet, but I hope to do so in the upcoming term with at least one of my classes. I am convinced that with this new knowledge that I am in a better position to aid students to become more engaged and motivated about their own learning. 

Many of our students have been issued tablets through a government initiative. However, many educators were ill-prepared as to how to engage students in learning via the tablets. The presentation in this module provided useful ideas as to how to incorporate the students' devices in their learning. It allows drove home the idea that when students are engaged in learning that is meaningful, they become more motivated, hence are self-directed. I think that I will try to source some ebooks, as supplementary literature for some of my French students. This section has certainly brought some sense of equilibrium to my mind.

Finally, the issue of social networking for online communication and collaboration is one that was very important to me. I was unable to access the course's wikispace in the initial case, and subsequently never got around to being able to make meaningful contributions to the group pages. However, in retrospect, I have seen areas where I would incorporate wikis and blogging in the future. Wikis and blogs are valuable tools that help students with interpreting, constructing, presenting and re-presenting content. What better way to learn?

Overall, I have found the learning experience in the module 8 to be very enlightening. Although many circumstances caused me to not be able to participate fully in group assignments and blogging on a regular basis, I am happy that I persisted to the end. The information was timely, and I will take a few concepts and apply them each term to my classes. It is my plan that by this time next year, I will become a more rounded educator, empowering my students into becoming responsible, self-directed and critical thinking citizens of the 21st century.

Cheers to the end of another exciting module!

Module 9 - Activity 1

In my opinion, a good school leader is a person who is inspiring, influential and is willing to learn. This person should be able to inspire teachers and students alike to aspire towards lifelong learning. He/she should be able to influence teachers to incorporate new and innovative strategies that inspire learning. This person should model openness to learning by providing opportunities for members of his/her staff to share and implement their new and creative ideas.

A good school leader in this digital age should exhibit excellent management skills, resilience, creativity, flexibility, creativity, and the ability to integrate.

All in all, I believe that a good school leader should be able to maintain an excellent plant, while being relevant to the times: digital/21st century era.

Utica