2012. Work in Progress - Recently Updated Pages

Leadership

lpatterson — Sun, 02 Mar 2008 06:51:24 CST

What we want to see happening	The 5 year Vision	What actions are needed to make this happen
To achieve Vision 2012 leadership at all levels will be able to review and evaluate effective practice of Learning Technology and be able to manage, promote and support such practice within their area of responsibility.	Each school Senior Leadership Team should have a designated and qualified member with the specific role of Learning Technology development and strategic guidance. leaders at all levels have a performance management target for learning technology The school self review framework includes metrics for evaluating the effective use of learning technology to support formal and informal learning School reforms in teaching and learning are informed by appropriate use of learning technology subject and year leaders are well informed about how technology can benefit teaching and learning all middle management leaders have received professional development in how technology enhances learning	All school leaders responsible for learning technology have attended courses such as SLICT. schools actively support staff staff who have a PM target for technology SLT's regularly review the impact of LT on learning and teaching there is a professional development programme in place to support leadership of learning technology, linked to HE schools have reviewed their current structures for leadership of technology and learning. subject and year leaders have taken respsonsibility for managing the use of LT in their domains all schools have implemented a framework along with metrics for measuring impact of LT in teaching and learning effective practice is well known across the ESF and celebrated

Vision and Mission

lpatterson — Sun, 02 Mar 2008 06:49:53 CST

Draft Vision and Mission Statements The ESF Vision The ESF recognises that the way young people are using technology is fundamentally changing how and where they learn, and that the development of 21st century skills is contingent on all our students having access to appropriate learning technology within and beyond the school day.

By 2012 Learning Technologies will be employed with continuity across the ESF to extend and deepen the learning of all our students. Learning Technologies will support the successful implementation of educational reforms and promote positive learning behaviours. Learning Technologies will develop competencies, knowledge and experiences that will increase students’ capacity to learn and contribute to communities beyond the boundaries of schools.

The Mission
To achieve Vision 2012 sustainable and responsive fiscal models must be employed to deliver robust infrastructure and anytime anywhere connectivity for students, teachers and support staff.

To achieve Vision 2012 the curriculum will have the capacity to exploit the educational leverage of Learning Technologies and provide all students with the opportunities to develop and apply their information and digital literacies.

There is continuity and progression in the development of digital capabilities and information literacies appropriate to the student's abilities and; student’s learning is mentored and scaffolded through digital mediums.

To achieve Vision 2012 leadership at all levels will be able to review and evaluate effective practice of Learning Technology and be able to manage, promote and support such practice within their area of responsibility.

To achieve Vision 2012 parents and the wider community will be engaged as partners in learning and will be able to support students' learning within and beyond the school environment

To achieve Vision 2012 the ESF will have implemented an appropriate set of criteria with which to review the impact of Learning Technology on the quality of teaching and learning within schools and departments.

To achieve Vision 2012 all ESF students will have their learning enhanced by technology. To do this the ESF will ensure that access to learning technology is equitable across all our schools.

To achieve Vision 2012 all ESF teachers and support staff will have access to appropriate training and professional development in the awareness and use of learning technology to enhance and transform their professional practice and working lives.

Matching the IBLP to learning technology

lpatterson — Sun, 02 Mar 2008 06:49:17 CST

Can we replace "CLC" with "Learning Platform"? The simple fact is that learning technology is intrinsically
interlinked to the IBLP as it is to all learning by virtue of the fact that technology exists in the workplace and in the hands of our students. If education chooses to annex itself from these two realities it will design itself out of the human developmental equation and become redundant.

Inquirers	There are no barriers to inquiry and research in the CLC; students share in the co construction of knowledge by working in learning communities. The CLC enables them to be managers of their own learning.
Knowledgeable	Within the CLC students have access to each others knowledge, understanding and meanings through Forums and common Learning Communities. Through the CLC they have access to the resources in each of the six Areas of Knowledge.
Critical Thinkers	Students use Forums and Surveys to develop their critical thinking skills. They work collaboratively in Learning Communities to debate and discuss and reach a reasoned conclusion. They have access to external expertise.
Communicators	The CLC gives learners access to real audiences. Through Surveys and Custom Pages they receive authentic feedback on their ideas. The CLC provides a platform through which they can use multi media to broadcast their proposals.
Risk-takers	By connecting learners to authentic situations and events across the world, the CLC expands the learning zone and creates real life challenges. They use the communication tools in the CLC to defend their position in an authentic environment.
Principled	The CLC will give students first hand experience of current and future ‘digital morality’. Issues ranging from ‘Netiquette’ to the theft of ‘Intellectual property’ will be at the forefront of the management and interactions of all who use the CLC.
Caring	As students engage in digital discourse through Forums and Custom pages, respect for others and their work and opinions will be policed, challenged and negotiated at a community and whole network level. The ultimate expectation will be that students become responsible and respectful digital citizens.
Open-minded	The networks developed through the CLC increases the diversity of students’ interaction with their peers, individuals around the world and experts in their field. The CLC tools, themselves facilitate the recording of personal reflection and discourse. Student will not fail to develop open minds as they traverse the diversity and depth of the CLC.
Well-balanced	The plasticity and ease of use of the CLC means that any community that exists organically can have a digital equivalent. The smorgasbord of groups represented on the CLC will encourage student to explore a variety of interests. In addition the CLC will facilitate greater communication between group members and promotion of their interest.
Reflective	Within the CLC environment the use of Forums/Blogs particularly enables the learner to reflect on the thread of an issue or problem over time and contribute when they are prepared. All other aspects of the CLC amplify and facilitate the reflective practice occurring throughout the IBD

Fiscal Model and Infrastructure

josephleithhead — Thu, 24 Jan 2008 02:32:04 CST

What we want to see happening

The 5 year Vision

What actions are needed to make this happen

To achieve Vision 2012 sustainable and responsive fiscal models must be employed to deliver robust infrastructure and anytime anywhere connectivity for students, teachers and support staff.

Use of appropriate learning technology is routine in all primary and secondary schools
All students have access to personal connectivity when they need it
All schools have implemented strategies for supporting personal connectivity which are cost effective and sustainable.
All students attend classes with their own laptop, that is wirelessly networked to the school and the web.

All schools have reliable and robust infrastructures capable of supporting different platforms
access and connectivity supports classroom uses of technology
the fiscal model supports a sustainable base line infrastructure which is informed by agreed standards and outcomes

schools are able to demonstrate how their use of the delegated budget for learning technology has met students entitlement.

schools use a busines model to evaluate the benefits of their investments annually

there is a centrally held budget to support innovative and creative uses of technology. Each year ESF publishes key themes against which schools can bid

Learning technology training targets for technical staff are declared in school development plans
All schools must have in place a strategy for anywhere anytime connectivity.
Infrastructure and hardware in all schools has been upgraded to enable efficient ubiquitous connectivity.
PTA's no longer fund major capital investments

Access ratios are used to measure connectivity in schools

Technical support staff have been trained in how to work with different platforms. They all have training plans

Technical and educational staff have received training in technical leadership to of ITIL standards

The ESF publishes an agreed set of standards against which investments in technology can be evaluated

Schools publish 3 year development plans for infrsstructure, connectivity and access

Schools have implemented an appropriate management structure for supporting infrastructure, connectivey and access.

Professional Development and Training

woodheadp — Wed, 23 Jan 2008 05:47:34 CST

What we want to see happening	The 5 year Vision	What actions are needed to make this happen
To achieve Vision 2012 all ESF teachers and support staff will have access to appropriate training and professional development in use of learning technology to enhance and transform their professional practice and working lives	Cycles of regular training by both in house skill hubs and outside professions is a matter of course across the Foundation. All schools have systemised a process for identifying teachers training and professional development needs	Audit of current skills and attitudes. Identification of staff capable of leading workshops. Audit should be done with the knowledge of agreed literacies/competencies that need to be delivered within the curriculum design (See New Literacy) Audit should be done with the knowledge of expectation of responsibilities of school leadership of technology outline for 2012 (See Leadership) all teachers have at least on PM target which addresses LT and Learning Much of the training that teachers need is delivered in house and just in time year and subject teams regularly review their use of LT and use the data to inform their future plans all ESF teaching posts explicitly ask for evidence of capability with LTs Staff use digital networks for collaboration and knowledge sharing There is an expectations that staff are active members of on line learning communities

Transformation of Learning

woodheadp — Wed, 23 Jan 2008 01:31:55 CST

What we want to see happening

The 5 year Vision

What actions are needed to make this happen

To achieve Vision 2012 all ESF students will have their learning enhanced by technology. To do this the ESF will ensure that access to learning technology is both equitable across all our schools.

'Transfermational Practice' This is perhaps and outcome and/or successcriteria rather than an area of development itself

Students and teachers use of social software to promote collaborative learning and collective knowledge building and;
Connected learning happens within and beyond the physical learning environment of classrooms and timetables and;
Students are productive members of wider learning communities and;
Students are creative users of technology
students use technology to manage their own learning and to increase their self awareness of their learner profile

A nominated representative in the Senior Team in each school assigned responsiblity for checking the growth of these skils and pedagogies.
Staff training in setting up and using social networks etc. Policy on use of such sites developed.

Criteria are established to identify and assess transformational practice
Staff trained to consider the theories/practice behind collaborative learning and collective knowledge building through Learning technologies
Central funding for reliant and robust infrastructure
Schools develop Learning Technologies to facilitate the transformation of Learning not simple the digitalisation of previous practice
use of LTs in school is considered mission critical
The use of LTs is justified in terms of wider school reforms

Quality of teaching and learning

woodheadp — Wed, 23 Jan 2008 01:22:38 CST

What we want to see happening

The 5 year Vision

What actions are needed to make this happen

To achieve Vision 2012 the ESF will have implemented an appropriate set of criteria with which to review the impact of Learning Technology on the quality of teaching and learning within schools and departments.

ESF will be regularly reviewed and bencharked with like organisations in Hong Kong and overseas in order to assess and develop the development of Learning Technology.
strategies are in place to meet the different learning needs of students
strategies are in place to meet the different needs of staff
teachers are confident advocates of how technology can benefit learning

Enroll outside consultants from Hong Kong and overseas and set up a benchmarking tools that schools subscribe to in order to gauge their progress.
Develop evaluation strategies which can measure the impact of LTs on formal and informal learning
Develop assessment matrices that take into account that students may well arrive with skills in, and knowledge of technologies. Student progression in use of LTs recognises their individual starting point.
Students differentiated technical skills/competencies/knowledge should be recognised in any assesment criteria

The ESF reviews existing teaching standards make explicit reference to the outcomes of c- learning and learning beyond the classroom
all schools conduct a technology audit to assess attitudes to and levels of use of technology by staff and students
the ESF published metrics to evaluate the effective use of learning platforms

Parents

woodheadp — Wed, 23 Jan 2008 00:33:30 CST

What we want to see happening	The 5 year Vision	What actions are needed to make this happen
To achieve Vision 2012 parents and the wider community will be engaged as partners in learning and will be able to support learning of students within and beyond the school environment	All parents digitally linked to schools with the ability to view student work in real time. Compare CAT scores with current attainment and be able to contact teachers about specific aspects of their child's education.	Parents are able to access information about schools and their children on line. They have accounts on the teacher's gateway and learning platform The ESF has established a policy on Cybersafety Cybersafety is included in school self reviews Parents are kept informed about schools use LT parents are able to support their child's learning through the ESF's digital networks.

New Literacies

woodheadp — Wed, 23 Jan 2008 00:13:37 CST

What we want to see happening

The 5 year Vision

What actions are needed to make this happen

There is continuity and progression in the development of digital capabilities and information literacies appropriate to the students abilities and; student’s learning is mentored and scaffolded through digital mediums

All schools, students and staff equipped with skills and infrastructure to facilitate effective use of digital capabilities.
This needs to be achieved through designating a senior leader as strategic planner and operations manager for developing such capabilities.

There is a teacher responsible for leading on information and digital literacies in each school.
Teacher librarians are appointed to ESF schools to lead on information literacy

Literacies and competencies are identified and agreed.
Models of differentiation and support are put in place to scaffold individual learning
The development of these literacies/competencies is visible across the curriculum
These literacies are part of any other ‘core learning’ competencies ESF schools may develop
These literacy/competencies will inform the design of curriculum design (See Curricullum)
students use digital portfolios to demonstrate their IL and DL skils; they are creative in the way the represent their digital identity
student voice has become synonymous with blogging

The Curriculum

woodheadp — Tue, 22 Jan 2008 23:11:52 CST

What we want to see happening	The 5 year Vision	What actions are needed to make this happen
To achieve Vision 2012 the curriculum will have the capacity to exploit the educational leverage of Learning Technologies and provide all students with the opportunities to develop and apply their information and digital literacies	All staff are kept regularly informed of developments in learning technologies. systems are in place to enable rigourous evaluation of how new technolgies can benefit learning Teachers use of technology represents best practice in information and digital literacies. All students explicitly taught digital and information literacy. Skills, competencies and pedagogues evident in all areas and levels of curriculum.	Agreed redefinition of what 'literacy' means in the 21st century: time and funding found to include Digital and Information literacy in the curriculum: curriculum designed for delivery: other areas of curriculum audited for '21st century relevance'. Curriculum group established. Staff training to support embedding of technology in learning is planned and effective The curriculum has been reviewed designed to support the acquisition of literacies/competencies that have been identified and agreed upon The delivery of this curriculum should not be consider 'cross-curricular' but an omni present literacies and competencies that are essential to success in a future world of work and creativity. While a core curriculum must be delivered and reiterated throughout subjects and phase - each area of learning must deliver uses of technology and competencies unique to their subject (e.g. DnT use of tech in Design - Media/English - Media literacy, Art/Drama - Visual literacy and competencies Art/Design - graphical manipulation software, Media - NLE, Humanities - Research and sourcing) the learning environment has been adapted to support the integration of learning technology into the curriculum

Curriculum Design for 2012

The K12 Curriculum in the ESF expects learners to be;

Inquisitive and curious about things they experience in their everyday lives

Value learners’ experience
- use LTs to identify, access, record, share and reflect upon prior knowledge
Value learners’ autonomy
- use LTs to record, scaffold and assess this development (Student Digital Portfolio) and to provide increase autonomy as students also chose which LTs to engage in

Able to pose problems, ask questions, and recognise issues that they would like to explore

Value learners’ independent choices
- use LTs to record, scaffold, frame and reflect upon their choices
Value lateral and critical thinking
- use LTs to enhance divergent thinking and the synthesis of convergent thinking

Able to develop understanding that all knowledge changes over time as people challenge, shape and contribute to it

Value authentic learning where learners’ experience extends beyond the classroom and the knowledge of the teacher and peers
- use LTs to access, record, scaffold, frame and reflect upon knowledge generation through creative collaboration

Confident that they too can challenge, shape and contribute to knowledge

Value the skills, knowledge and experiences that will develop students’ fluency in appropriate information literacies
- Identify the competencies and paradigms that must be acquired by students to engage with technology to effectively communicate, collaborate, create and evaluate.
- Assure students have opportunity to develop those competencies and adopted those paradigms in a genuine context as they progress through the curriculum
- Provided differentiated pathways that are worked through with a level of autonomy and are monitored and supported by resources, teaches and peers

Aware that there are always multiple perspectives for looking at, analysing and understanding things

Value the opinion others and the way they engage in creative problem solving and knowledge creation
- Use LTs to collaborate, aggregate opinion, reflect on alternate methodology and perspective
- Use LTs to communicate and engage with a variety of individuals with alternative perspectives and methodologies
- Use LTs to model a variety of solutions and reflect upon the differing outcomes

Able to propose solutions to problems and questions, and to know how to pursue these solutions

Value the process of creative problem solving as both an individual and collaborative process
- Use LTs to research and develop creative solution to be implemented
- Use LTs to plan, devise and implement creative solutions
- Use LTs to evaluate the process of creative problem solving
- Use LTs to manage the process (individual and collaborative) of creative problem solving

Implication for teachers

If you read all this again and recognise that the new curriculum demand teachers be learners then the same standards and expectation apply - we can not be successful unless we also become independent and collaborative learners and model the social creation of knowledge using LTs.

The bold headers have been taken from Future Labs ‘Enquiring Minds’ article. A curriculum linking PYP and IBD is yet to emerge but it is likely to revolve around similar values. Even if it does not, it is upon us then to ensure that students acquire the appropriate competencies and paradigms to communicate, collaborate, create and reflect effectively in a future world.

Tasks for October and November

woodheadp — Sun, 21 Oct 2007 23:51:25 CDT

At our last meeting in September we agreed to continue developing and sharing our ideas by using this Wiki.
There are three jobs to be done.

Agree the final wording of the Vision and Mission statements by adding your edits to the page Vision and Mission. Gilbert and I made a few changes in response to the suggestions made at the meeting. The Vision is shorter and we moved the bullet points into the Areas for Development so there is much clearer separation between what Vision and Mission.

For each of the Areas of Development write ( see link in the navigation panel on the left) :

short statements which describe what will be happening in the ESF and in our schools in 5 years time
What actions are necessary of these changes are to take place .. in terms of organisational structures, behaviours, and process

Comment on what you think each element in the IBLP looks like when students are using learning technology ... I have made a start on this in terms of a learning platform if only to create some discussion