Where are you at with integrating ICT into teaching and learning?

Where are you at with integrating ICT into teaching and learning?

The CBAM modelThe CBAM model

Awareness

““I don’t know anything about ICT and am not I don’t know anything about ICT and am not interested.”interested.”

Main emphasis for ongoing development

Raising awareness of possibilities•Having ICT displays and presentations within the school, getting familiar with basic ICT tasks such as email and accessing folders on the server, being shown examples of how ICT has made a positive difference for students.

Information

““I don’t know a great deal but would like to I don’t know a great deal but would like to know more. How does this all work?”know more. How does this all work?”

Main emphasis for ongoing development

Providing information•Being supported by being given links to interesting examples in practice, going on school visits, reading publications like the Interface magazine, reading blogs, and subscribing to online mailing lists.

Personal

““How will this effect me? What’s my plan to do How will this effect me? What’s my plan to do it?”it?”

Main emphasis for ongoing development

Establishing relationships and support•Getting one-on-one support and being to experiment with a variety of tools to understand how they work. This is ‘sandbox’ time to get to grips with some of the tools at a personal level before trying to integrate them into your classroom practice.

Management

““Getting organised takes all of my time. How Getting organised takes all of my time. How can I master the skills and fit it all in?”can I master the skills and fit it all in?”

Main emphasis for ongoing developmentBeing supported to develop systems to manage ICT in the classroom• Developing help sheets and systems for managing the hardware and student access in class, using tools such as online bookmarking or wikis to organise materials, observations of other teachers to see their management strategies, and reading case studies of ICT integration that explain the ‘how’.

Consequences““How can I improve my work to increase How can I improve my work to increase student performance? Is it worth it? Is it student performance? Is it worth it? Is it

working?”working?”

Main emphasis for ongoing development

Clarifying and evaluating effective teaching techniques•Being involved in ongoing PLD to fine tune teaching practice such as accessing professional readings, attending workshops and conferences, and teacher inquiry projects. Developing systems to evaluate the effectiveness of ICT related activities.

Collaboration““How can I work with others to make a greater How can I work with others to make a greater impact? It’s working fine, but how do others do impact? It’s working fine, but how do others do

it?”it?”Main emphasis for ongoing development

Disseminating ideas and working with others•Becoming involved in wider networks through tools such as the VLN, Twitter and Facebook to engage with other educators, contributing to staff meetings and local conferences, using tools such as Google Docs to collaboratively develop resources and ideas.

Refocusing

““Is there anything else that’s better? I think I Is there anything else that’s better? I think I know a better way.”know a better way.”

Main emphasis for ongoing development

Concentrating efforts on new developments and/or innovative strategies•Reading the latest research and keeping up with ideas from the wider educational community, initiating events for others such as online conferences or establishing a group in the VLN.

AwarenessAwareness InformationInformation PersonalPersonal

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Levels that focus on the individual teacher

ManagemenManagementt

The bridging level

ConsequencConsequenceses

CollaboratioCollaborationn

RefocusingRefocusing{Levels that focus on the impact and results for students