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ICT INTEGRATION

LEADERSHIP RESOURCE

Developed by the Core Curriculum Unit Ministry of Education, Youth and Information

Caenwood Centre, Kingston 5, Jamaica April 2017

ICT Integration Leadership Resource

ICTLR-04-2017 2

Table of Contents

Objectives ..................................................................................................................................................... 3

Activity 1: Being an ICT School Leader ...................................................................................................... 4

Activity 2 ...................................................................................................................................................... 6

Activity 2 Worksheet ................................................................................................................................ 6

Case Study: What Now? ........................................................................................................................... 7

Activity 3: Is Your School ICT Ready? ........................................................................................................ 8

Activity 3 Worksheet .............................................................................................................................. 10

Activity 4: ICT Action Plan ........................................................................................................................ 11

Activity 4.1: Key Concepts for an ICT Action Plan ............................................................................... 11

Activity 4.2: Developing an ICT Action Plan ......................................................................................... 12

ICT Action Planning Sheet #1 ................................................................................................................ 13

Sample Action Plan ................................................................................................................................. 14

Activity 5: ICT Integration and the NSC .................................................................................................... 16

Critical Points to Consider: What is Technology Integration? .............................................................. 17

The MOEYI ICT Integration Standards .................................................................................................. 18


ICTLR-04-2017 3

Objectives

By the end of this session, it is hoped that participants will:

1. Become aware of the ICT in Education Policy.

2. Identify characteristics of effective ICT leadership and suggest practical ways to ensure readiness/strengthening of ICT integration at schools.

3. Identify areas of needs in order to develop an ICT Action Plan.

4. Develop a draft ICT Action Plan.


ICTLR-04-2017 4

Activity 1: Being an ICT School Leader

“To change results, we need to change the paradigm.” Stephen Covey. A shift in

pedagogy requires school leaders to be equipped with a new set of knowledge, skills and

attitudes and to move towards the student-centered learning environment. School leaders

are needed who possess 21st century leadership skills to meet the varying needs of the 21

st

century learner.

Take the quick survey of yourself (Resource Sheet 1) to rate your ICT Leadership Practices.

Indicate the extent to which you agree or disagree with the following statements, where:

1 = Strongly Disagree (SD); 2 = Disagree (D); 3 = Neither Agree nor Disagree (N); 4 = Agree

(A); 5 = Strongly Agree (SA). Tick in the appropriate cell for each statement.

Resource Sheet 1: You and Your ICT Leadership Practices

Areas for Self- Assessment SA A N D SA

5 4 3 2 1

1. To what extent are you proficient in the use of ICT?

a. I demonstrate basic competency in the use of ICT.

b. I demonstrate the ability to select and use appropriate ICT tools

and resources.

c. I demonstrate proficiency in selecting and using a variety of ICT

tools and resources creatively.

d. I am able to transfer my knowledge of the use of one ICT tool to

another.

e. I do not use technology/none is available.

2. How do you integrate ICT in your leadership practices?

a. ICT is used for management processes such as recording

attendance and performance data.

b. ICT is used to communicate with parents and the community via a

school website/email/SMS.

c. Staff use email or web-based forums to communicate with each

other and myself.

d. Assessment data is stored and shared with staff electronically.

e. I do not use technology/none is available.


ICTLR-04-2017 5

Areas for Self- Assessment SA A N D SA

5 4 3 2 1

3. What kinds of collaboration take place among your teachers

through the use of ICT?

a. Passive exchange of existing information and teaching strategies.

b. Design and production of new resources or activities.

c. Collaboration is prevalent and results in the development of best

practices.

d. My staff does not use technology/none is available.

My Rating Decision

1. I am aware of technology integration but avoiding it _______

2. I am learning the process but sometimes I become frustrated _______

3. I have been using ICT and can apply it to some specific areas of

leadership _______

4. I see ICT has a tool and I am ready for the MOE ICT integration

initiative _______

My Decision: _______


ICTLR-04-2017 6

Activity 2

1. Refer to the Case Study: What Now on the next page, write down one thing in the

second column of Activity 2 Worksheet that has been done at the school that exemplifies

each standard.

2. Having read these standards, is there anything else that you need to do in order to attain any of the standards?

3. Share your responses with the whole group.

Activity 2 Worksheet

STANDARD SCHOOL – BASED APPLICATION

1. Visionary Leadership

Educational Administrators inspire and lead

development and implementation of a shared

vision for comprehensive integration of

technology to promote excellence and support

transformation throughout the organization.

2. Digital Age Learning Culture

Educational Administrators create, promote,

and sustain a dynamic, digital-age, learning

culture that provides a rigorous, relevant, and

engaging education for all students.

3. Excellence in Professional Practice

Educational Administrators promote an

environment of professional learning and

innovation that empowers educators to enhance

student learning through the infusion of

contemporary technologies and digital

resources.

4. Systemic Improvement

Educational Administrators provide digital age

leadership and management to continuously

improve the organization through the effective

use of information and technology resources.

5. Digital Citizenship

Educational Administrators model and facilitate

understanding of social, ethical and legal issues

and responsibilities related to an evolving

digital culture.


ICTLR-04-2017 7

Case Study: What Now?

Mr. Wonder mopped his sweaty forehead although the reading on the air conditioning remote

control was at a low of 17 ° C. He looked at the pile of Grades 1-9 lesson plans on his desk and

shook his head in exasperation. He should have remained Vice Principal. He was just a little over

a year in his post as principal at Excellence Primary and Junior High and he was going over the

edge. The Ministry of Education, Youth and Information had just piled on a bag of expectations

in a leadership workshop and he was wondering where to begin, ICT integration and aesthetics

as drivers, 5 Es lesson plan, new subjects at grades 7-9, new themes for Language Arts, STEM

(or was it STEAM?). Gosh!

He had only one computer lab so how could he make the computers available to all teachers at

the same time when everyone had ICT in every lesson plan? He did not quite understand the

purpose of Drama, Visual Arts and Movement Education in subjects like Science, Mathematics

and Language Arts. These were serious subjects for crying out loud. No wonder the Language

and Mathematics pass rates could not hit the mark. When he was a student, critical subjects were

taught with concentration and focus. On top of that, teachers needed to complete the syllabus

within a set time and monkeying around was not a part of the package. He then remembered the

matter of culture as methodology. What was that? Culture was a given; it did not have to be

forced into the curriculum with some fancy title.

What was up with this so-called 5Es model anyway? He had already mandated his teachers to

use a template for lesson planning. He had already spent money photocopying blank forms for

them to fill in the requisite segments for their plans. Now he had to put these in the paper

shredder and wade through a bag of verbiage – Engage, Explore, Explain... He was waiting to

Exhale!

He remembered the suggestion about using a C -I – something Team to support the curriculum

implementation process but he was going to take control of his institution. He was not going to

leave its management to a bunch of senior teachers and community people. The NEI would be

coming for their inspection in a little while and his school would have to be among the top

performers. This meant facilitating real learning.

He sighed loudly and then made his decision. He would get the past students to purchase a few

more computers and distribute one per grade to help the ICT integration. That should make the

Ministry people happy when they visited for the monitoring. Furthermore, this move would up

his score on the NEI assessment. He would now get the Vice Principal to revisit the master time-

table and slot in the new and additional subjects. “One thing at a time,” he muttered as he leaned

back in his chair and lifted the ice-cold glass of lemonade towards his lips.


ICTLR-04-2017 8

Activity 3: Is Your School ICT Ready?

Individually, use the School ICT Readiness Self-Assessment Tool below to develop an

overview of your school’s readiness to use ICT effectively. Tick the box that most accurately

describes your school circumstances.

School ICT Readiness Self-Assessment Tool

LEARNING

Levels of engagement: Learners and teachers are committed to their task and engage with

each other and learning in a responsible, positive and constructive way.

Context of learning: Learners actively engage with real-world issues while developing 21t

Century information management and communication skills.

Assessment: Assessment is ongoing, diverse and formative. Thinking, information and

communication skills are assessed in addition to curriculum outcomes.

Grouping: Learning situations are often collaborative and learner-centred. Groups are diverse

and grouping is flexible.

Role of the teacher: Teachers are facilitators and co-learners. Teachers mediate learning in

strategic ways, model thinking and provide suitable learner support.

Role of the learner: Learners are enquirers and engage in discovery, interaction and

discussion. Learners are reflective and engage in thinking. Learners produce knowledge.

Academic achievement: The school produces excellent academic results and learners with

good 21st Century skills.

TECHNOLOGY

Access for curricular use: The learners and teachers are able easily and regularly to access

diverse ICT and educational technology resources.

Maintenance: Your school is able to generate funds so that maintaining additional

technology such as ICT is possible in a sustainable way.

Organization: The use of and access to educational technology is controlled, orderly and

equitable, making it possible for all teachers to use it without disruption.

User support: The school is able to employ an ICT coordinator who can support staff,

explore new innovation with them and coordinate curriculum integration of ICT.

Previous experience: Most staff members are well trained in the educational application of

technology such as ICT.

Connectivity: The school has a permanent connection to the Internet from networked

computers.


ICTLR-04-2017 9

INFRASTRUCTURE

Telephone: The school has a permanent data connection for telecommunications.

Electricity: The school has electricity that is designed to protect circuits bearing educational

technology.

Location: The school is able to construct additional classrooms making it possible for

computer rooms to be located in optimal areas.

Security: The computer room and classrooms containing technology are secure and protected

from theft.

MANAGEMENT

Organizational climate: The organizational climate is characterized by full participation and

support from all staff and learners in a well-organised and well-managed school.

Information leadership style: The principal plays a leading role as an information leader.

ICT flourishes and makes a major impact in all spheres of school activity.

Knowledge management: All characteristics of good knowledge management are evident at

the school.

Professional development: A whole school professional ethos embraces all staff in on-going

and well-supported gaining and sharing of knowledge.

Budget for resources: Use of educational technology is fully sustainable and able to support

it own budget.

Financial management: School is able to generate funding from the community for

additional capital projects.

School and Community: School and community are closely linked with strong community

involvement in use of the premises and management of projects.

Source: http://schoolnet.org.za/PILP/leadership/module3-4/module3-4.htm


ICTLR-04-2017 10

Activity 3 Worksheet Instructions: For each category below, list areas in which the school is “below readiness”.

Category Area(s) in which the school is “below readiness”

Learning

Technology

Infrastructure

Management


ICTLR-04-2017 11

Activity 4: ICT Action Plan

Activity 4.1: Key Concepts for an ICT Action Plan

In your groups, read and discuss the key concepts for an ICT Action Plan.

1. Goals are established to answer the question: Where do we want to be?

2. Strategies and tasks answer the practical question of: How are we going to get the desired

results?

A strategy is a method, which can be used to achieve the goal, and usually:

a. Involves a series of possible tasks or actions that will be done

b. Is broad in scope, leaving room for interpretation

c. Helps to determine the timeframe, resources needed etc. within which the goal

will be achieved.

3. Tasks are actions or activities that are to be done to use an identified strategy. These actions will move the school towards its goal or intended destination. All the identified tasks must be: a. Specific, b. Relevant to the strategy and goal, c. Achievable, that is doable, within the timeframe and d. Realistic in expectation, and timing.

4. Measuring the Achievement of a Goal

The question here is: How will we know that we have gotten there? In order to answer this question, procedures for monitoring and evaluation, need to be established within the plan. The key is to:

a. Set success criteria with indicators, measuring instruments, and targets. b. Identify or design charts and forms to track and record progress. c. Decide on procedures to collect, document, report and review, the necessary

evidence.

5. Determining Success Criteria

Success criteria or indicators are specific signs that can tell if progress has been made in

the achievement of the goals. These signs are neutral and should be clearly and directly related to goal.


ICTLR-04-2017 12

Activity 4.2: Developing an ICT Action Plan

For this activity, you are going to have the opportunity to start developing an ICT action plan to

address ICT related needs based on the Case Study: What Now.

In groups, use Planning Sheet # 1 on the next page to write the plan.

Step 1: Formulate a goal for the area(s) in which the school is “below readiness”. Goals are

established to answer the question: Where do we want to be? Write the goal in Planning Sheet#1.

Step 2: Determine indicators, and targets for monitoring & evaluation. This will help to answer

the question: How will we know that we have gotten there? Write the indicators, and targets in

Planning Sheet #1.

Step 3: The next step is to brainstorm and select strategies and tasks. Strategies and tasks answer

the practical question of: How are we going to get the desired results? A strategy is a method,

which can be used to achieve the goal. Write the strategy in Planning Sheet #1.

Step 4: Identify tasks to be completed in order to achieve the goal. Tasks are actions or

activities that are to be done to use an identified strategy. Write the task in Planning Sheet #1.

For each task, indicate the following:

When do we start the actions?

Who is responsible and who will monitor?

What resources are required?

Cost

Success criteria

Target

Step 5: Develop monitoring procedures and evaluation and review procedures.

How will we know that we have gotten there? (Decide review periods; apply success

criteria.)

When you return to your school, together with a team of teachers and other

stakeholders at the school, continue working on the ICT action plan.


ICTLR-04-2017 13

ICT Action Planning Sheet #1

ANNUAL ACTION PLAN

FOR PERIOD:

Category: Learning Technology Infrastructure Management

Areas in need of improvement:

(See ICT Readiness Sheet)

Current ICT Status:

(See ICT Readiness Sheet)

Goal (What do you want to achieve?):

Indicator:

_____________________________________

Measure:

_____________________________________

Target: ___________

Baseline: __________

Strategy (How will you achieve the goal?)

Tasks When?

Who is

Responsible?

Who will

monitor?

Other

Resources Costs

Success

Criteria Targets

Monitoring Procedures:

1.

2.

3.

Evaluation & Review Procedures:

1.

2.

3.


ICTLR-04-2017 14

Sample Action Plan

Annual Action Plan for Peak Primary School

ANNUAL ACTION PLAN

FOR PERIOD: Period: December 2012 - December 2013

Category: Learning

Technology

Infrastructure

Management

Areas in need of improvement: Learning, Infrastructure

Current ICT Status: Computers are needed to assist with reading.

Strategy: (How will you achieve the goal?)

Implementation of computer-aided instruction for reading

Goal: (What do you want to achieve?)

Increase the reading level of all students by the end of

Grade 4.

Indicator:74 % of students at mastery level

Measure: Grade Four Literacy Test

Target: 100%

Baseline: 74%

Tasks When?

Who is

Responsible?

Who will

monitor?

Other

Resources Costs

Success

Criteria Targets

Raise funds Dec Fund-raising

committee

Senor Teacher Sponsors Amount of

money

raised

$300 000

Identify &

upgrade

identified

space

Jan to Feb. Building

Committee

Principal Sponsors

Voluntary

Labour

$120 000 100 % of

completion

of work

100%

Procure and

install

equipment

and

furniture

Jan to Feb. Technical Staff

Building

Committee

Principal Donors $198 000 Number of

computer

stations

10

Train

teachers of

Grades 1-4

Mar to

May

Principal Principal Instructor

Donors

$30 000 100% of

teachers

trained

100%

Hold classes

in the lab

(summer

school)

May to

July

Literacy

Coordinator

Senior Teacher Volunteer

workers

$12 000 Scheduled

classes held

100%

Review

meetings

Jan to June SIP Team Evaluator No of

meetings

held

2


ICTLR-04-2017 15

Annual Action Plan for Peak Primary School (cont’d)

Monitoring Procedures:

Monthly reports of fund raising committee, the building committee, and the Literacy Coordinator at staff meetings

Thermometer chart posted in the school showing amounts raised to date

On-site inspection of work being done: repairs, installation, etc.

Observation of classes being held

Evaluation & Review Procedures:

1. Review meetings in January and June

2. Analysis of Grade 4 test results, and examination of school’s records

3. Observation of classes in the lab

4. Evaluation report and recommendations


ICTLR-04-2017 16

Activity 5: ICT Integration and the NSC

1. This is a matching activity. Match each role provided under the appropriate heading in the

Activity Sheet 5 below.

2. Discuss the changing roles of the teacher with the whole group.

Activity Sheet 5: Changing Role of The Teacher in Classrooms with ICT Tools

Category Increased emphasis on: Decreased emphasis on:

Teaching

Learning and

ICT

Teacher

Choice Providing opportunities for student choice Choosing exclusive tools for particular

tasks

Planning

Learner

Scope of

Learning

Management

Student Work

3. Transdisciplinary teaching (integration)

4 Teaching as an isolated subject

5 Using ICT to enhance learning

investigate, create, communicate,

collaborate

2 Learning ICT as a series of skills for their own

sake

8 Viewing teachers and learners as

collaborators

7 Viewing teacher as deliverer

10 Collaborative planning and assessment

6 Planning for ICT

isolation

13 Learners learning in isolation 14 Learners as part of broader community

15 Learning beyond the

classroom

11 Learning restricted to the ICT lab

1 Management of resources

to reach strategic goals lab

12 Management of resources

without strategic planning

9 Publishing content of student

work for an authentic audience

16 Printing student work for display on school

bulletin board only


ICTLR-04-2017 17

Critical Points to Consider: What is Technology Integration?

a. Technology integration is the use of technology resources – computers, cameras, CD-ROMs, software applications, the Internet, tape recorders, overhead projectors – in daily classroom practices and in the management of the school.

b. Effective infusion of technology is achieved when students are able to select technology tools to help them find information in a timely manner, analyze and

synthesize it, and present it in an acceptable fashion. The use of educational technologies should gradually become an essential part of classroom practice.

Technology integration is realized when the use of technology is automatic, that is the teacher and students use it routinely in the teaching-learning process.

c. Often teachers can get caught up in using technology for technology’s sake. To be effective implementers of technology integration lessons, teachers need to focus on the

instruction that is occurring in the classroom first, before focusing on the technology

tools being used. When we consider technology integration, we should ask how the

students will benefit. Is the technology helping students to achieve the objectives?

How involved are the students in the classroom decision-making process? Do students

help determine the problem being studied or have input in the final product that is

produced?

d. The ability to critically evaluate information on the World Wide Web is an important skill in this information age. Both teachers and students need to be able to critically evaluate a Web page for authenticity, appropriateness of content, authorship, objectivity, and usability.

Something to think about

What kind of technology-integration lessons do you/your teachers normally

deliver? Try not to use technology to merely accomplish basic tasks (e.g., creating a multimedia slide show, browsing the Internet), but rather seamlessly

integrate technology in an exemplary fashion that supports purposeful problem-solving, real life assessment practices, and meaningful learning.


ICTLR-04-2017 18

The MOEYI ICT Integration Standards

1. Communication and Collaboration - Use technology to communicate ideas and

information, and work collaboratively to support individual needs and contribute to

the learning of others.

2. Designing and Producing - Use digital tools to design and produce creative multimedia

products to demonstrate their learning and understanding of basic technology operations.

Research, Critical thinking, Problem-solving and Decision-making - Use appropriate digital tools and resources to plan and conduct research, aid critical thinking, manage projects, solve problems and make informed decisions.

3. Digital Citizenship - Practice good digital citizenship, that is, they show that they

recognize the ethical, social, cultural and legal issues and implications surrounding the use

of technology and practice online safety and ethical behaviour.

Each standard has corresponding grade competencies. See the MOE Curriculum Standards

document for the ICT Integration Framework with competencies at grades 1-9.


ICTLR-04-2017 19

Solutions to the Changing Role the Teacher in ICT

CHANGING ROLE OF THE TEACHER IN CLASSROOMS WITH ICT TOOLS

Category Increased emphasis on: Decreased emphasis on:

Teaching Transdisciplinary teaching (integration) Teaching as an isolated subject

Learning and

ICT

Using ICT to enhance learning

investigate, create, communicate,

collaborate

Learning ICT as a series of skills for

their own sake

Teacher Viewing teachers and learners as

collaborators

Viewing teacher as deliverer

Choice Providing opportunities for student choice Choosing exclusive tools for particular

tasks

Planning Collaborative planning and assessment Planning for ICT isolation

Learner Learners as part of broader community Learners learning in isolation

Scope of

Learning

Learning beyond the classroom Learning restricted to the ICT lab

Management Management of resources to reach

strategic goals

Management of resources without

strategic planning

Student Work Publishing content of student work for an

authentic audience

Printing student work for display on

school bulletin board only

Source/Adapted: http://ibpublishing.ibo.org/live-

exist/rest/app/tsm.xql?doc=p_0_pypxx_mon_1106_1_e&part=1&chapter=4

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