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Crashes

Back ups are essential Pen drives, hard disks

Fear

and apprehension

Resistance to change No one knows everything

Information

over load

Searching the right information is a concern

Upgrading

and cost

It is expensive, but always it become chapter and cheaper ICT is not an option Real costs are training and technical support Important but it should not take people way from work Best way is to train while they are on job

Training

Health

Risks

Height, distance, seating arrangements Seek advice from ergonomist

School

must prepare students to be more effective word competitors. What can principals do? 1. Be fearless, take risks and innovate 2. Mobilise the intellectual, personal and social capabilities of all 3. Have a mission, strategy, goals, and SMART targets

4.
5. 6. 7. 8.

Develop learning communities Build on the strengths of all the staffs and students Support staffs and students independent learning Use all available ICT equipments Develop independent learning centers and community resources

9.
10.

Ensure that the core skills of lteracy, numercy and technology are sound Ensure progression, credit accumulation and transfer

Major

problem with documents is

Printing & Updating.


ICT

reduced the Burden of keeping

100s of hard copies of documents


Eg.

Staff Guide of 300 pages

updated regularly.

ICT & School documentation

School brochure Academic and disciplinary records Teacher/ staff guides Resource materials and lesson plans Student magazines Financial statements and other admin. Records Invitations and notices uploaded in the web & communicated with staff

ICT in Teacher Development


different ways of conducting professional development programs: Organize meetings and after-school sessions for use of ICT teachers can be trained in using particular software under the guidance:

a fellow teacher, the ICT-coordinator an expert colleague from the school Or an expert from other institutions

ICT in Teacher Development


1 of main goals is to decrease teachers fears of computers, and to show new learners that they are able to use a computer. Teachers, like all learners, need to be provided with opportunities to make mistakes. So it is important to arranging professional development programs for small groups of teachers with similar needs.

ICT in Professional Development of Teachers

teachers have acquired basic ICT skills and knowledge, they feel confident in using a number of generic and specialized ICT tools that can be applied to the teaching of their subject areas. teachers can apply ICT in their teaching, in languages, natural sciences mathematics, social sciences, and art:

ICT Literacy programs for teacher PD.


Basic Concepts of ICT Using the Computer and Managing Files Word Processing Working with a Spreadsheet Working with a Database Composing Documents and Presentations Social and Ethical Issues

Basic Concepts of ICT

to identify and understand the functions of the main components of communication system

Using the Computer and Managing Files

to use the main functions of the systems software to utilize its features in relation to the main applications software Example: copying, pasting and transferring of files and documents etc.

Word Processing

to use a word processor skillfully and intelligently to produce various readable and structured documents. Typing assessments, exam papers, worksheets etc.

Working with a Spreadsheet


to understand and make use of a prepared spreadsheet. Example: making students mark sheets and class schedules etc.

Working with a Database

to understand and make use of a prepared database. Example: maintaining student lists, team lists, class registers and check lists etc.

School Improvement through ICT:

School improvement
School improvement is about being involved in a continuous cycle of self-evaluation and review in order to perform even better.

Leadership teams need to develop a vision of where they wish to go, audit where they currently are in this journey, plan activity to implement this goal and then review this after time to ensure they are achieving what they wanted.

A key factor in has been the resources and teaching and practices.

the drive to raise standards in schools increased provision and use of ICT facilities to both support and enhance learning together with management

The effective use of ICT can pay dividends in many ways; it has an impact on learning and teaching, on inclusion and school ethos, on pupil and school performance, on school planning and management and on communication and community links.

Leadership Team Toolkit


The Primary National Strategy has produced a Leadership Team Toolkit which draws together a range of key resources to assist the Leadership Team in developing a vision for ICT development that is unique to their school. It provides Leadership Teams with ideas, practical help, examples of current practice, and links to a wide range of other resources to support the embedding of ICT across the curriculum.

The Common Evaluation Framework (CEF)


The framework has been developed to become the standard tool for school self-evaluation, external inspection and support work by various agencies Schools in an initial pilot were encouraged to appoint a member of the senior management team to lead and coordinate the schools evaluation of its own performance against 25 criteria . Full details of the CEF together with guidance and pilot materials are available [http://www.becta.org.uk/ leaders/school_leaders.cfm]..

Communicating with other schools


The introduction of broadband technology to Hagbourne Primary School in 2003 has resulted in an entirely new approach to all aspects of school life. Teaching across the entire curriculum has been enhanced and the school administration system has been streamlined. Hagbourne is part of an international network of schools, known as Eco-Schools.The network promotes environmental awareness in a way that links to several curriculum subjects, including citizenship and education for sustainable development.

The broadband connection helps enhance communication and the exchange of information between Hagbourne and other Eco-schools, including one in Australia. [http://www.teachernet.gov.uk/casestudies/
casestudy.cfm?id=357&subcatid =108&catid=107]

Pupil profile systems to manage discipline and monitor attendance


St Benedict RC Secondary School identified a need to streamline its records of non-academic achievements and disciplinary events.The schools processes for recording disciplinary events were largely manual, timeconsuming, distributed across the school and difficult for staff to access. The school invested in the development of a single, accessible pupil profile containing a full range of information.

This school management system is accessible to all class teachers, heads of year, heads of department and members of the management team, enabling teachers to access a complete pupil profile. Individual teachers can record disciplinary and other events electronically and have no need to make paper records.
[http://www.teachernet.gov.uk/ casestudies/casestudy.cfm?id=101]

Factors on which schools need to evaluate their ICT performance


Leadership and vision Curriculum Teaching and learning Assessment Professional development Resources Standards

Thank you