Setting the Scene: Overview of agenda • Vision/Strategic Plan• eLearning• Curriculum Design• Teaching as Inquiry, incl focus students & 2013 target• LCN update• ALL update• Modern Learning Environments• Staff Bulletin T3 • Where are we at• Where to next (with specific timeframes i.e. in 3-5 years time, this

year, next year)• Action Plans – in terms of professional development {term 3/4 &

2014+), consultation (with parents, board, staff, students)• Who will do what• Updates to Vision/Strategic Plan/Annual Plan/Budget

The most important thing is not where we are, but in what direction we are moving

Oliver Wendall Holmes

It is because we failed to fund professional development and pretty much ignored pedagogy that many schools have suffered from the screensaver's disease and found little return on their technology investments...for much of the past two decades we have mistakenly focused our energies on the learning of new software and the functions of new tools with too little attention to pedagogy - how to use those new tools effectivelyto maximize student learning while orchestrating all of the other aspects of dailyclassroom practice. (McKenzie 2003b)

Professional learning must be 3 pronged

PracticalPedagogicalEmotional

To inspire and empower our school’s learning community to implement innovative eLearning strategies and technologies to improve student engagement, experience and achievement.“TK Learners will be empowered to be digitally fluent, connected 21st Century citizens”(“fluent” implies a degree of capable confidence, & will be progressive)

Vision for Teachers/elearning Plan

Priority to release teachers in school time to work in teams to: o undertake action research o collaborate in groups of 2-3-4-5 teachers o experiment with new approaches and tools. “sand pit time” o reflect on teaching and learning practice

The answer

Empowering students to fully engage in a 21st century learning environment.

support learners to communicate, collaborate, create, connect

Draft Vision…

Learner Qualities: Thinker (reflect, think, wonder, question, problem solving)Communicator (contributing, listening, literate)Connected (collaborative, connected to world, elearning)Self aware (impact on others, self managing, drive, where do I sit with my learning?)Resilient (independence, bounce-back, coping mechanism)

Barriers - The Becta Review on the actual and perceived barriers to the uptake of ICT by teachers. Key findings of this report include:• confidence, time and access to quality resources are major factors in determining teachers' engagement with ICT.• recurring technical faults, and the expectation of faults occurring during teaching sessions, are likely to reduce teacher confidence and cause teachers to avoid using the technology in future lessons.• resistance to change is a factor which prevents the full integration of ICT in theclassroom. In particular, teachers who do not realise the advantages of usingtechnology in their teaching are less likely to make use of ICT.• there are close relationships between many of the identified barriers to ICT use;any factors influencing one barrier are likely also to influence several otherbarriers. For example teacher confidence is directly affected by levels of personal access to ICT, levels of technical support and the quality of training available.(Becta 2004a:3-4)

EnablersThe Becta literature identifies the factors which are most effective in enabling and encouraging the uptake of ICT by teachers. Key enablers identified include:• effective leadership and planning• sharing of resources• reliable technical support• schools working with each other and with the local community• differentiated training and continuous professional development for teachers• participation in national ICT initiatives and projects.