Planning+ICT+E-Learning

= ** A Guide for Planning ICT E-Learning ** =

** There are four broad approaches through which educational systems and individual schools proceed in their adoption and use of ICT. **


// (Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development //, 2002)

Schools in the applying approach stage adapt the curriculum in order to increase the use of ICT in various subject areas with specific tools and software. This is the stage that the majority of New Zealand schools are probably in.

Most New Zealand Schools would like to think they are at the Infusing and Transforming stages where they want to take full advantage of ICT developments and work innovatively to improve the learning experiences of their students. The infusing stage has teachers exploring new ways in which ICT changes their personal productivity and professional practice. The curriculum begins to merge subject areas to reflect real-world applications. At the transforming stage: ICT becomes an integral though invisible part of daily personal productivity and professional practice. The focus of the curriculum is now learner-centred and integrates subject areas in real-world applications.

Schools need to recognise which stage they are at on the continuum. They also need to recognise variances school wide between different departments and within those departments. There will be experts available within a school to lead change and give direction to the type of ICT knowledge required to assist teachers and hence students.

** TO DO: Recognise which stage your school is in and seek out ICT experts from within the school. **

** regarding ICT tools. **
The following diagram is a useful guide to categorising teachers’ skill levels.

// (Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development //, 2002)


 * Discovering: ** involves teachers' personal use of ICT, such as, for instance, the use of word processing to prepare worksheets, locating information on CD-ROMs or on the Internet, or communicating with friends and family by email.


 * Applying: ** teachers gain confidence in a number of generic and specialized ICT tools that can be applied to the teaching of their subject area.


 * Infusing: ** teachers fully integrate ICT in all aspects of their professional lives to improve their own learning and the learning of their students. In this approach, it becomes quite natural to collaborate with other teachers in solving common problems and to share their teaching experiences with others.

The emphasis changes from teacher-centred to learning-centred. Teachers, together with their students, expect a continuously changing teaching methodology designed to meet individual learning objectives.
 * Transforming: ** teachers and other school staff regard ICT as so natural and part of the everyday life of schools that they begin to look at the process of teaching and learning in new ways.

Schools should aim to work through this continuum towards the transforming phase where ICT is fully integrated into teaching and learning school wide. This is the stage where teachers and students should see the most benefit from ICT for teaching practice and academic outcomes.

** ICT Literacy **
ICT literacy is not really different for pupils than for teachers: the basic concepts of understanding and using ICT contain essentially the same elements. A basic guide for ICT literacy can be derived from International and European Computer Driving Licence. Of course, the actual use of ICT will be different for teachers than it is for students. Teachers should aim to have a reasonable understanding of the first three units described in this diagram. They should then aim to gain some understanding of the other units as they apply to their specific teaching needs.



// (Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development //, 2002)

** TO DO: Use the table above as a guide for finding out teachers’ ICT literacy level. **

** Teacher education and professional development are essential for the success of an ICT curriculum in schools. **

 * Points to consider ** :
 * Confidence is as important as competence.
 * Most of the professional life of teachers is spent at home.
 * Teachers, like all learners, need to be provided with opportunities to make mistakes.
 * At the initial stage of ICT development, many teachers are affected by serious motor-skill difficulties.
 * Beginners have not only to be able to use ICT tools and environments, but to understand basic principles about architecture, file managing, and email transmission.

Practice tasks need to be realistic. // (Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development //, 2002)




 * References: **

Ham, S. S. V. (2010). //Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2006-2008 – A National Overview// Christchurch: Ministry of Education.

// Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development //. (2002). France: United Nations Educational Scientific and Cultural Organization.

Mayse, J.T. & de Frietas, S. (2004) Review of e-learning theories, frameworks and models. //JIAC e-Learning Models Desk Study//. Retrieved on March 25, 2011 from [|http://www.csus.edu/indiv/s/stonerm/Mayes-DeFreitas--E-LearningModelsCompLaurillardPPT.pdf]

Moore, C. (2009, 1 August 2011). Why you want to focus on actions, not learning objectives. Retrieved from [|http://blog.cathy-moore.com/2009/08/why-you-want-to-focus-on-actions-not-learning-objectives/#more-655]

Stein, S. J., Shephard, K., and Harris, I. (2011). Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand. //British Journal of Educational Technology, 42//(1), 145–165.

Wilson, B. G. M., K.M. (2000). Situated cognition in theoretical and practical context. In D. H. L. Jonassen, S.M. (Ed.), //Theoretical foundations of learning environments// (pp. 57-88). Mahwah, NJ: Lawerence Earlbaum Associates.