How can grasshoppers change ICT practices?
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Transcript of How can grasshoppers change ICT practices?
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How can grasshoppers change ICT practices?
By Lieve Leroy, VVOB Zambia
July 5th – 7th 2011, ICT in the Classroom Conference, Johannesburg, South Africa
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Case
• You attend a workshop, but upon returning to your own workplace, you fail to implement the lessons learned.
• Your colleague just got his ICDL certificate, but still has a classroom full of chalk and talk.
Ever experienced something like this?
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Outcomes
By the end of the session delegates will: • Have reflected on capacity building in ICT, inclusive of
integration in class/work practices.• Have exchanged good ideas and go home with a basket
of tips and tricks.• Have a good understanding of the Grassroots approach
and have reflected on the duplicability of it.
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Getting started
• Think of an ICT tool (Web 2.0) which inspired you during the last year.
• What was the trigger that made you start using it?
Speed dating set up
Plenary
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More questions
• Have you ever succeeded in motivating a/some colleague(s) to use an ICT tool?
• What was the key to success?
Think
Pair
Share
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Our tool box to success
• Let’s make an inventory
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Some guidelines
• ICT application in the classroom:
– requires staff development– implies change, which might trigger resistance
• Highly effective ways of staff development are: discussing, coaching, mentoring, observing and developing others are highly effective
• comfort risk danger:– Feasible but challenge– Support (time, materials, coach)– Confidence
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Our tool box to success
• Reflect on the guidelines and relate those to our tool box: how effective are our approaches
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The reality: Zambia
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The reality: Zambia
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The reality: Zambia
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Grassroots Zambia
“Learn to use & Use to learn“
• Based on Grassroots TU Delft, The Netherlands• Done in Zambia, community schools and
colleges of education
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Grassroots
• Staff at all levels can submit a proposal for a small scale initiative to enhance the introduction of ICT, or innovative methods of teaching at school/college (bottom up)
• Expert support/guidance over the duration of the project (technical and educational support)
• Reward for a successful implementation• Dissemination in a good practices seminar and
publication of good practices
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Why grassroots?
• Stimulate lecturers, with little or no experience with ICT, to get a feeling for using ICT
• Increase the use of ICT in education in the institute
Why is it successful:• Lecturer is the owner of the idea; feels empowered• Stimulating creativity of lecturers• Enthusiasm and commitment• Stimulates peers; appealing concept• Students are immediately benefiting
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Process
Approval of proposals
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In Zambia: two rounds
5 thematic groups:•Find, search, collaborate•Audi, visual and video learning•Gadgets and tools•Language and Mathematics•Hands on ICT
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“Those who make a
distinction between
education and
entertainment
don't know the
first thing
about either.“
-- Marshall McLuhan
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Expert Groups
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Agreement Working Together
The role of the mentor in grassroots is:
• Give feedback• Give advice on how to balance responsibilities, set
professional priorities and action plans. • Help to find technical/subject matter inputs and
resources.• Empower participants to take responsibility for their own
project, experience and learning. • Organise meetings with the ‘peer group’. • Create linkages with colleagues from other institutions.
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Getting started
• How would the concept of grassroots project be transferable to your situation?
• Discuss your own challenges in the use of ICT in your organisation/class. Come up with a grassroots proposal to solve this situation
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• http://www.icto.tudelft.nl/en/ongoing-projects/grassroots/tu-delft-grassroots/
• http://grassrootszambia.webs.com/• http://www.vvobzambia.blogspot.com/ • http://www.slideshare.net/bart.cornille/tab-1-tales-of-the-
grasshoppers
With contributions from presentations by Kristin Smets (VVOB Brussels) and Leonie Meijerink e. a. (VVOB Zambia)
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literature
• Bubb, S., Earley, P. (2007). Leading and managing continuing professional development (2nd ed.). London: Paul Chapman Publishing.
• Bubb, S. Earley, P., Leading staff development for school improvement, School Leadership and Management, Vol 29, No 1, February 2009, pp. 23-37.
• Fullan, M. (2007), The New Meaning of Educational Change (4th ed.), London: Routledge.
• Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N. and Yashkina, A. (2007) Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6:1, pp.37-67.
• Marzano, R.J. (2003), What Works in School: Translating Research into Action, Alexandria, VA: ASCD.
• Marzano, R.J., Waters, T. and McNulty, B.A. (2005), School Leadership that Works: From Research to Results, Alexandria, VA: ASCD.
• Meijerink, L., Dopper, S., Cornille, B., Duplicability of Grassroots concept to inspire educators to use ICT in education, eLearning Africa Conference, 26 May 2010, Zambia.
• Pont, B., Nusche, D. and Moorman, H. (2008), Improving School Leadership, Volume 1: Policy and Practice, Paris: OECD.
• Reeves, D. B. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.
• Schollaert, R. and Leenheer, P. (Eds.) (2006), Spirals of Change. Educational change as a driving force for school improvement, Leuven: Lannoo Campus.