The literature review and case studies will be updated as the project progresses. Here is the most up to date version.
All posts by gattwell
Planning Template
This template is designed for schools and other educational organisations to plan the development and use of Information and Communication Technologies. You can e for your own use here: e-learning_plan_template
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Timeframe for e-Learning Plan: |
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Contents
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Section 1 |
Introduction |
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Section 2 |
Overview Action |
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Section 3 |
Conclusion – – –
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Overall vision and mission statement of school (from whole |
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e-Learning vision statement |
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Overview of existing school resources |
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Completed Enter
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Overview of planning process |
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Who Enter
Timeframe Enter
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PRIORITIES |
TARGETS |
TASKS |
TIMEFRAME |
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Leadership Enter priorities
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Target 1: Enter |
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ICT Enter priorities
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Professional Enter priorities
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e-Learning Enter priorities
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ICT Enter priorities
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Note:
There is no set number of required priorities, targets and tasks.
Provide
a detailed breakdown of targets and tasks.
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Leadership PRIORITIES: Enter
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Target (What do we want to achieve?): Enter
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Task (What |
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Resources (What |
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Agreed Monitoring Procedures: Enter
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Agreed Evaluation Procedures: Enter
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ICT PRIORITIES:
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Target (What do we want to achieve?): Enter
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e-Learning Budget |
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List Click
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ICT Policy Checklist |
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Internet |
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Acceptable |
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Health |
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homework policy behaviour policy anti-bullying policy |
This e-Learning Plan has been written for <insert name of
school>
and has been presented to and approved by the Board of Management.
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Chairperson of Board of Management |
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Principal |
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Evaluation 2.0
Evaluation plays a key part of quality assurance. This presentation by Jenny Hughes looks at Evaluation 2.0 – at it’s simplest, she says, about using social software at all stages of the evaluation process in order to make it more open, more transparent and more accessible to a wider range of stakeholders
Taccle Coding
This short presentation from Jenny Hughes looks at teaching coding in school. It ends by producing guidelines for teachers new to technology in the classroom.
Teaching Kids to Code
Learning Futures
What will education and teaching look like in the future. Emerging technologies, changing pedagogies, new literacies and digital learners. This presentation by Jenny Hughes is produced for teachers and trainers. The presentation is licensed under Creative Commons. Feel free to download and edit for your own use.
Information and Communication Technologies for Teachers
This presentation by Jenny Hughes provides ideas for practical activities for teachers to use in the classroom – most related to the use of Information and Communication Technologies.
Getting started
This presentation by Jenny Hughes is for teachers getting started with teaching programming in school. It is particularly focused on teaching programming in primary schools
Promoting Effective Digital-Age Learning – A European Framework for Digitally-Competent Educational Organisations
Kampylis, P., Punie, Y. & Devine, J. (2015); Promoting Effective Digital-Age Learning – A European Framework for Digitally-Competent Educational Organisations
Digital technologies are being incorporated in exciting and promising ways at all levels of education. To consolidate progress and to ensure scale and sustainability education institutions need to review their organisational strategies in order to enhance their capacity for innovation and to exploit the full potential of digital technologies and content. This report presents the European Framework for Digitally-Competent Educational Organisations (DigCompOrg). This framework can facilitate transparency and comparability between related initiatives throughout Europe and play a role in addressing fragmentation and uneven development across the Member States. The primary purposes of DigCompOrg framework are (i) to encourage self-reflection and self-assessment within educational organisations as they progressively deepen their engagement with digital learning and pedagogies (ii) to enable policy makers to design, implement and evaluate policy interventions for the integration and effective use of digital learning technologies
Literature Review
The attached document is work in progress on a literature review for the Taccle 4 project. It is focused on the way that in-service teachers are being helped to gain skills in changing technologies and new pedagogies.
However it notes that there are a series of constraints and issues in this field. Firstly, CPD in this area has grown much faster than the research. Blog posts, on-line forums, conferences and other forms of communication suggest that far more is happening than is recorded in published research.
Secondly, Daly, Pachler and Pelletier (2009) argue that “the literature provides evidence that many effective approaches to ICT CPD are in place, but they remain localised” #CPD is fragmented – unlike initial training, it is not a homogenous model and interesting small scale developments may not be widely disseminated. What ICT CPD lacks in coherence, it makes up for in innovation but this is difficult to capture. As Daly, Pachler and Pelletier (2009) note, it is “a very varied provision which has grown ahead of a comparable rate of research into its effects.”
Thirdly there are issues around definitions. We have already raised the problem of defining e-learning but defining ‘CPD’ is also problematic – in terms of exactly what can be labelled as ‘CPD’ and also in terms of scale. As Becta (2006) points out:
“However, it is worth noting that the lack of a commonly agreed and well understood set of definitions of e-learning competences, taken together with the uncertainty about what constitutes good practice and effective pedagogy for e-learning, may have led many respondents to overstate the e-learning skills levels of staff.”
Fourthly, the data sources of some of the published research should be taken into account. For example, the statement “Some 80 per cent of colleges offered staff development programmes to support staff who wished to develop or adapt e-learning materials.” (Becta, 2006) is based on the replies to a postal questionnaire sent to college principals.
Finally, in looking at research into effective practices in ICT CPD in order to draw out what appear to be critical success factors, it is hard to isolate “… CPD issues which are specific to ICT CPD [as opposed to those] which are linked to wider approaches to the effective professional development of teachers.” (Daly, Pachler and Pelletier, 2009).