Step. STEP 1: Review & Prioritise

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1 Step 1 Review & Prioritise STEP 1: Review & Prioritise

2 e-learning Roadmap e-learning Audit STEP 1 Review & Prioritise Case studies ICT Framework

3 STEP 1: Review & Prioritise Two key documents used in the review and prioritise stage are the e-learning audit and the e-learning Roadmap. The e-learning audit helps quantify ICT resources and staff professional development in ICT. The e-learning Roadmap helps the e-learning team to analyse the school s current stage of development in ICT and to identify priorities for the future. STEP 1: Review and prioritise 25

4 e-learning audit The first task of the e-learning team is to complete a school-wide audit to establish the current level of ICT provision in the school. The audit assists in identifying the existing ICT equipment and software available, how the equipment is accessed, how the school is networked and the level of ICT confidence among the teaching staff. An e-learning audit template is available to assist in the completion of this process. This can be downloaded from the NCTE website ( 26 STEP 1: Review and prioritise

5 The e-learning audit includes information on the following areas: Equipment List of the hardware, peripherals and other equipment in the school Equipment warranties and expiry dates List of software titles currently being used including details of: the class/subject/special needs spread of software resources licences in place/pending Range of online resources Access and networking Information about the availability of ICT throughout the school including: the physical location of computers, i.e., whether in computer rooms, placed in classrooms and/or in resource rooms the network infrastructure, i.e., the number and location of computers linked to the school network; wired or wireless network, schools servers, data security, data backups, uninterruptible power supply (UPS), Antivirus software the extent to which ICT facilities are made available to students Number of network points per learning area/classroom Number of internet enabled classrooms Details of how the school is providing ICT resources for pupils with special educational needs Internet connectivity, technical support Information about internet connectivity in the school including: the number and location of computers connected to broadband the number of hours usage per day/week the status & quality of the internet Acceptable Use Policy (AUP) Details of the management and security procedures in place, procedures for reporting and tracing of technical support issues. Antivirus and software update procedures Details of the level and appropriateness of current maintenance and technical support contracts, including equipment warranty information Staff capacity Details of ICT training courses undertaken by staff including: courses offered by the NCTE and other providers statistics on the number of staff who have attended courses staff willingness or interest in progressing to Diploma and Masters programmes in ICT Information on how staff are currently using ICT: in their planning and preparation for teaching in their classroom lessons STEP 1: Review and prioritise 27

6 There is little planning for ICT integration, with ICT activities focused on students acquisition of ICT Teachers are aware that ICT can enhance the learning opportunities of students with special Some staff have completed ICT & Special Needs professional development, eg NCTE s ICT & SEN - The A network exists in some areas of the school. School is connected to the Schools Broadband Programme. Internet access is distributed through the Local Area Network. Technical support is carried out using mainly voluntary assistance. Occasionally a technician is Some classrooms have desktop computers. A laptop and portable projector, printer and digital camera e-learning Plan has been developed by e-learning Team. One teacher or a group of teachers has assumed leadership for ICT planning in the school. School has developed an AUP following consultation with staff, students, parents/guardians, board of management/trustees. Use of ICT is focused on the areas of learning support and resource teaching. focus mainly on teacher preparation, whole class of literacy and numeracy for students with special Teachers are aware of and many have participated in NCTE or other ICT professional development An individual teacher or the e-learning Team identify the whole staff professional development teaching have completed professional development in ICT and SEN. There is some communication between school, home and the Department of Education & Science Some level of ICT purchase planning takes place, including standardisation of ICT equipment, use of Most rooms and computers are connected to the school network, facilitating access to online and network resources. company on a call-out basis as required. No technical support contract is in place. Peripherals, such as digital cameras and scanners are used for e-learning activities. The school is developing a software licensing programme for the applications installed on the NCTE. All rights reserved. No part of this e-learning Roadmap may be copied, reproduced or made available in any form without the prior permission of the NCTE. Comprehensive e-learning Plan is integral to the whole school plan. The development of the plan is led by principal/ict co-ordinating teacher/e-learning Team with all staff contributing and whole school acceptance. There is a designated ICT co-ordinating teacher with clearly defined duties and responsibilities. Focus is mainly on supporting more comprehensive integration of ICT and the exploration of new and School has developed and ratified an AUP for Internet and ICT use following consultations with staff, students, and parents. All stakeholders are familiar with its contents and the plan is fully implemented. School supports and encourages the use of a wide range of ICT resources and assistive technologies throughout the school to facilitate the inclusion of students with special educational needs in line with the EPSEN Act. Teachers use ICT to provide learning opportunities that support cross-curricular, subject-based and constructivist learning approaches. Teachers use of ICT focuses on the development Teachers use ICT diagnostic tools, assistive technolo- educational needs. educational needs. gies and ICT resources to address curriculum objectives with students with special educational needs. or whole school ICT professional development opportunities. facilitates the identification of overall e-learning The majority of staff have engaged in NCTE and other relevant professional development focused on the integration of ICT into the curriculum. Teachers have acquired the skills to use some assistive technologies and other technologies to support students with SEN and are adapting their teaching methodologies to use ICT in special educational needs. Teachers have attended professional development on specific areas, eg autism. Teachers regularly share new e-learning ideas and good practice with each other eg via staff meeting teachers and students. teachers, parents, Board of Management and the wider community. School has an newsletter. ICT equipment takes place. Older computers are A high speed and reliable network extends to all areas of the school. All computers are connected to the network facilitating access to online and locally based server resources. Technical support is factored into procurement planning, all equipment is procured with an appropriate warranty. Formal technical support contract with Service Level Agreement (SLA) is in place with an external provider. All learning areas have access to a range of ICT equipment including digital projectors and wirelessly-enabled tablet PC s. Laptop trolleys are used to improve access to resources. e-learning vision is wide ranging and shared by all stakeholders. It is actively tested through the student learning experience. Teachers implement the e-learning Plan in their daily work. Staff & students are actively engaged in innovative and exemplary practice. Focus is mainly on supporting and facilitating personalised and self-directed learning. The AUP accommodates innovative use of new technologies, and facilitates the development of an ethical and responsible approach to the use of these technologies. School includes the use of ICT and assistive technologies in the development of all Individual Ed ucational Plans (IEP) for students with special educational needs and uses ICT in all aspects of special educational needs assessment. Teachers have determined their own methodologies for integrating ICT into the curriculum. The school devotes time to exploring new approaches to using e-learning to improve student learning. Teachers have embedded ICT into their practice to facilitate student directed learning. There is consistent evidence of collaborative, discovery-based and authentic e-learning activities throughout the school. assess their learning, eg creating digital content and eportfolios. ICT is integral to all aspects of SEN teaching and learning as well as in the development of IEPs. ICT resources and assistive technologies are incorporated into all levels of school planning. Teachers meet their professional development needs through active participation in communities of practice, peer-to-peer networks and accredited practice-based research. reflective practice in progressing the schools CPD programme. Schools identify and design whole school professional development programmes based on their specific needs, delivered in their own school with support from NCTE and other agencies. Teachers confidently share their experiences and innovative practice within their own school and with other schools. Teachers are confident and have acquired the skills to use a wide range of technologies to facilitate the inclusion of students with special educational needs. learning in ICT, using a VLE and other formal and informal approaches. e-learning resources are available to staff, students and the wider school community outside of school time. The school disseminates and shares examples of good practice beyond their own school community. Schools uses a Content Management System (CMS) to create a communicative space where the school community publishes content and which conforms to accessibilty guidelines. Students and teachers regularly develop small-scale projects for external collaboration, eg through the use of a Virtual Learning Environment or wikis. School encourages parents and the wider community to use ICT to communicate with the school. Teachers, students and parents have online access to student records and timetable. which takes into account full operating costs of ICT equipment and technical support provision. Resources are accessible from a central server. All teachers and students have secure access to server space, and their e-portfolio, from within the school and remotely. Technical support is planned and integrated with ICT procurement planning and takes into account full ICT operating costs. The school creates its own customised digital content which is accessible from home and school. All learning areas have access to a range of ICT equipment. Provision is made for the incorporation of students mobile devices. The school ensures that all new installations of hardware and software meet the required licensing standards. Using the e-learning Roadmap The completion of the e-learning Roadmap provides the school with a snapshot of its strengths and challenges in relation to e-learning and allows the school to identify priorities for progression to the next stage. e-learning roadmap Leadership & Planning ICT in the Curriculum Vision Vision focuses mainly on ICT equipment. Plan Basic ICT Plan is in place. Integration Acceptable Use Policy Special Educational Needs Teacher Understanding Planning Teacher Use Student Experience SEN Initial e-enabled e-confident e-mature Focus is mainly on ICT equipment and the acquisition of basic ICT skills. School has developed an Acceptable Use Policy for the Internet. Support of ICT as a tool for learning in special educational needs exists but is uncoordinated. Teachers have a general understanding of how e- learning can improve teaching and learning. e-learning vision is developed by e-learning Team. e-learning vision is fully integrated into the whole school vision. Focus is mainly on supporting the integration of ICT usage throughout the school. A number of teachers understand methodologies to integrate ICT into the curriculum. There is some planning for ICT integration, with the skills, eg word processing. teaching, group and individual work. Teachers use computers primarily in isolation from regular classroom learning activity. Students occasionally use ICT as part of the learning process. Teachers use ICT for lesson planning and as a teaching tool. more effective approaches to ICT integration. Most teachers understand how e-learning can be used in the curriculum to improve student learning. Teachers plan in a structured way for ICT integration in their lessons and classroom activities. Students experience e-learning activities regularly Students experience e-learning activities regularly. and use ICT to collaborate on curriculum activities Students are facilitated to use ICT to support and both within the school and with other schools. The e-learning team uses the e-learning Roadmap to identify where the school is at under five key areas: Professional Development Teacher Awareness & Participation Planning Focus Teacher Confidence SEN Informal Learning Some teachers have availed of NCTE professional development in ICT. Interested individuals identify their own ICT professional development needs. Professional development is focused on acquiring basic ICT skills. Teachers have basic skills but lack the confidence to apply these in the classroom. programmes. The majority of staff have availed of individual The ICT co-ordinating teacher or the e-learning Team Teachers engage in ongoing self-evaluation and needs in relation to ICT integration. needs of staff. Programme for CPD is developed. Some staff are participating in NCTE CPD which focuses on the integration of ICT into the curriculum. There is growing confidence among staff in the integration of ICT in the curriculum. Basics course. All teachers in learning support and resource There is little sharing of e-learning ideas and good practice among staff. Sharing of e-learning ideas and good practice among staff takes place in an informal manner. The majority of staff are confident in the integration of ICT in their daily teaching. or . School supports and facilitates peer-to-peer 1. Leadership and planning 2. ICT in the curriculum 3. Professional development 4. e-learning culture 5. ICT infrastructure e-learning Culture ICT Infrastructure Access Evidence of Use Website/ Online Presence Teachers and students have limited access to e- learning resources. There is little visible evidence of e-learning. School has or is actively planning an online presence, eg a blog or basic website. Projects Some teachers engage in school-based ICT project work. Organisation & Communication Planning for Acquisition of Resources LAN & Broadband Access Technical Support Software and Digital Content ICT Equipment School has an address, and uses this for basic levels of correspondence and communication. Basic level of planning for ICT purchasing exists. Teachers and students have regular access to e- learning resources. There is visible evidence of use of e-learning, eg displays of project work. e-learning resources are readily available to staff and all students throughout the school. Evidence of e-learning is visible in all areas throughout the school. School has an active and up-to-date website. The school website contains content developed by School is involved in projects that integrate e-learning (national and/or international), eg e-twinning. paid to carry out urgent work. Technical Support is provided by an external Limited e-learning resources are available. Scoilnet is used regularly. Central licensing agreements are availed of. School has experience of integrating e-learning in interdisciplinary and large scale project work, eg FíS. via or text messaging. School makes regular use of ICT to communicate with Procurement planning and standardisation of There is an integrated approach to procurement laser printers, and purchasing with warranty. disposed of environmentally. The school has a range of appropriate e-learning resources to support learning at all levels. are available as shared resources. Some rooms have digital projectors and computers. There is easy access to appropriate digital content that teachers have catalogued by subject/curriculum area. Licensing It is unclear whether all software in use in the school is properly licensed. school s equipment. The school has a log of all licenses for software and applications in use throughout the school. Stages of development are described as: Initial e-enabled e-confident e-mature It is not unusual that a school may be at different stages across each area. For example, schools may find that they are primarily in the Initial stage in terms of their ICT infrastructure but they are in the e-enabled stage when it comes to ICT in the curriculum. The e-learning Roadmap is not a scorecard to grade schools in terms of their ICT use, but it is designed to generate discussion among the e-learning team around the five key areas. Each statement is accompanied by a tick box and schools will tick the box that best describes their current situation. The e-learning Roadmap is available to download from the NCTE website ( A printed version is provided at the back of this handbook. 28 STEP 1: Review and prioritise

7 1. Leadership and planning There is a clear need for school leadership to play a central role in the development of the e-learning Plan. This does not mean that school principals have to become experts in how ICT can enhance learning and teaching but they do need to lead the process. Ultimately, the e-learning vision needs to be fully integrated with the vision expressed in the Whole School Plan whereby teachers and students work together to use ICT in innovative ways. The creation of such a culture requires time and significant teacher support. The role of the principal and that of the ICT co-ordinating teacher is core to the development of structures that will enable such a culture to flourish within a school. School leaders must recognise ICT as a key enabling agent in assisting teaching and learning, integrating it as seamlessly as possible into the school day. Investing Effectively in Information and Communications Technology in Schools, The Report of the Minister s Strategy Group 2. ICT in the curriculum ICT integration is a key component of any e-learning Plan as it describes how ICT can add value to learning and teaching throughout the school. When completing this section of the e-learning Roadmap, the NCCA ICT Framework should be carefully considered. The NCCA ICT Framework offers schools a structured approach to embedding ICT across subjects during the period of compulsory schooling (from the beginning of primary school to the completion of Junior Cycle). The NCCA ICT Framework is organised into four areas, each with a corresponding objective as follows: Exploring the potential of ICT to create, communicate and collaborate to organise and produce information Understanding and applying knowledge of the functions of ICT, including safe practice, maintenance and ergonomics. Using ICT for thinking and learning, including managing enquiry, assessing information, solving problems and expressing ideas across a range of curriculum areas. Developing a critical appreciation of the role of ICT in society and developing habits which reflect an ethical and responsible use of ICT. STEP 1: Review and prioritise 29

8 Extract from the NCCA ICT Framework The ICT Framework offers schools a structured approach to using ICT in curriculum and assessment by identifying the types of learning with ICT (including knowledge, skills and attitudes) appropriate for students during the period of compulsory education. The ICT Framework is not a curriculum area or a syllabus. It is not presented as an add-on to teaching and learning, but as a tool to help teachers to integrate ICT in learning and teaching. The Framework provides a guide to teachers for embedding ICT in curriculum and assessment across curriculum subjects. It is an enabling Framework. Teachers should also exploit the potential of ICT to develop as wide a range of students skills as possible, including research and investigation skills, writing and presentation skills, communication skills, teamwork and collaborative skills and the higher-order skills of problem-solving, analysis, and evaluation. Investing Effectively in Information and Communications Technology in Schools, The Report of the Minister s Strategy Group Within the ICT Framework s objectives, fifteen specific learning outcomes have been identified to represent what is important for students to know in relation to ICT. Learning opportunities have been identified within the outcomes for each level. These are presented as starting points for schools, rather than exhaustive treatments of all four areas. The NCCA ICT Framework can be downloaded from the NCCA website at: 3. Professional development Teacher confidence has been identified as a key factor in terms of how teachers integrate ICT into their practice. Teachers require the technical skills to use technology and the pedagogical skills to integrate ICT into their teaching. Where teachers have attended ICT professional development, there is a strong correlation with their adoption and integration of ICT. It is also clear that teachers are more interested in attending pedagogically-focused, as opposed to technically-focused, ICT professional development. Having acquired the ICT competence it is essential that teachers get confident in its subsequent use in the classroom. The NCTE provides a range of professional development courses and support groups to teachers to assist them in the integration of ICT into learning and teaching. The e-learning Roadmap will assist the e-learning team to identify the areas where professional development is required by staff members on a group or individual basis. 30 STEP 1: Review and prioritise

9 4. e-learning culture Schools should consider how they can integrate ICT into the school culture to enable sharing and mutual support among the teachers, collaboration with other schools locally and globally while also improving communications with parents and the wider local community. In developing the e-learning Plan, the school should look beyond the curriculum to see how ICT is Teacher professional used in other areas such as: development is central to teacher collaboration and peer to peer support creating and sharing digital resources among colleagues both within the school and through teacher professional networks (TPNs) or communities of practice use of a virtual learning environment (VLE) communicating with parents and the wider community providing access to ICT outside of school time developing and updating the school website. successful ICT integration in schools. Recent initiatives in The Netherlands, Finland, Northern Ireland and other countries indicate that appropriate professional development and support for teachers, in tandem with teachers personal motivation, are key factors in progressing ICT integration. Investing Effectively in Information and Communications Technology in Schools, The Report of the Minister s Strategy Group STEP 1: Review and prioritise 31

10 5. ICT infrastructure Having completed an audit, the school will have a clear and accurate account of its existing ICT infrastructure. In developing their ICT infrastructure, schools should be guided by the recommendations of the Minister s Strategy Group. It is recognised that schools will vary in their requirements for, and expectations of, ICT. In identifying desirable baseline levels of ICT provision and equipment for schools, the Strategy Group recommends that schools adopt the following recommended ICT configurations in the development of e-learning strategies and their future implementation. Classrooms should be networked to include between 5 and 8 serviced points of access (2 at the teacher s desk and 4-6 for students). Ideally, schools should work towards an eventual 5:1 pupil to computer ratio (PCR) in classrooms. To facilitate greater ICT integration at primary level, computers should be located in classrooms rather than in dedicated computer rooms. Larger primary schools may choose to maintain their computer rooms. At post-primary level a mix of locations is appropriate and should include both classroom computers and computer rooms. All classrooms should have a fixed digital projector and teaching computer with a wireless keyboard and wireless mouse. All computers in the school should be networked and broadband-enabled. Ready access should be available to a range of digital devices such as digital cameras and digital video (DV) cameras. Access should be available to a mobile laptop trolley, supporting between laptops capable of linking to the school network and the internet (1 for a small school and 2 for a larger school). There should be a mobile multimedia station in every school with integrated digital media features to enable content creation, editing and production, recording and duplication. Resource rooms and learning support areas should be equipped with networked, internet-ready computers and digital projectors where appropriate. Investing Effectively in Information and Communications Technology in Schools, The Report of the Minister s Strategy Group 32 STEP 1: Review and prioritise

11 Identifying e-learning priorities Having identified where the school is in terms of current provision, the school now identifies its e-learning priorities. These priorities will emerge from the review process, using the e-learning audit, the e-learning Roadmap, and the NCCA ICT Framework. When the review is completed, the findings should be disseminated to all staff as this will form the basis for identifying the school s e-learning priorities. The e-learning Roadmap will provide a strong indication of the school s immediate priorities for e-learning. For example, attending to areas that are at the Initial stage with a view to progressing them to the e-enabled stage would be a good starting point. This process will be co-ordinated by the e-learning team. The e-learning case studies and the sample e-learning Plan extract in this handbook provide examples of e-learning priorities identified during this stage of the planning process. The e-learning team should ensure that the e-learning priorities identified align with and complement the implementation of both the Whole School Plan and the internet Acceptable Use Policy (AUP). STEP 1: Review and prioritise 33

12 Timeframe for review It should be possible to complete the review process (e-learning audits and e-learning Roadmap) within two to three weeks. However, this will vary from school to school. Having conducted the review, the e-learning team will have a clear indication of the school s current practices and provisions. Summary At this point the e-learning team will have: zconducted an e-learning audit. z Used the e-learning Roadmap to identify the school s stage of e-learning development. zconsulted the NCCA ICT Framework in terms of ICT integration. z Considered how ICT can enhance learning and teaching for all pupils, especially those with special educational needs. z Established their e-learning priorities, based on the findings from the e-learning Roadmap. z Clarified and validated the identified e-learning priorities against the Whole School Plan and the internet Acceptable Use Policy (AUP) 34 STEP 1: Review and prioritise

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