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

 

 

 

Name of School:

Click to
enter school name here

Date of completion:

Click to
enter date

Timeframe for e-Learning Plan:

Click to
enter timeframe (eg, 2009-2012)

 

 

Contents

 

Section 1

 

Introduction
(background
information)

 

Section 2

 

Overview
(priorities,
targets, tasks)

Action
plans
(detailed
target and task breakdown)

 

Section 3

 

Conclusion


E-Learning
budget


ICT
policy checklist


Sign
off and date

 

Overall vision and mission statement of school (from whole
school plan)

Enter
text here

 

 

e-Learning vision statement

Enter
text here

 

 

 

Overview of existing school resources

Completed
e-Learning audit
Completed
e-Learning Roadmap

Enter
text here

 

 

 

Overview of planning process

Who
is involved (e-Learning team)?

Enter
text here

 

Timeframe
within which e-Learning Plan was drawn up

Enter
text here

 

PRIORITIES

TARGETS

TASKS

TIMEFRAME

Leadership
and Planning

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter
text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter
text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

ICT
in the curriculum

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Professional
Development

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

e-Learning
Culture

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

ICT
Infrastructure

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

 

Note:
There is no set number of required priorities, targets and tasks.

Provide
a detailed breakdown of targets and tasks.

 

Leadership
and Planning

PRIORITIES: Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

ICT
in the curriculum

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

Professional
development

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

e-Learning
culture

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

 

ICT
infrastructure

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

 

e-Learning Budget

List
the digital technologies to be procured with costings – to assist you the
NCTE has provided a list of ICT equipment suitable for schools and with
associated indicative pricing. This is available from
www.ncte.ie/elearningplan

Click
here to enter text

 

ICT Policy Checklist

Internet
Safety

Acceptable
Use Policy

Health
and Safety

Other
ICT related policies and procedures including:

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.

 

 

Signed:

 

 

Date:

 

 

Chairperson of Board of Management

 

 

 

 

 

 

 

 

Signed:

 

 

Date:

 

 

Principal

 

 

 

 

 

 

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

.jrc98209_r_digcomporg_final(1)

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).

lit reveiw work in progress notes