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Is ICT integration proving harder than you thought?
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ICT Integration Guidebook - Revised 2008
This guide book can be used on screen or printed as a book.
In printed form it is about 15 pages.
The supporting documents are Word, Excel or PDF documents and must be printed separately.

Stages in the process Supporting Documents
  1. Introduction
  2. Establish the Representative Group
  3. Develop the Vision
  4. Perform an ICT Audit
  5. SWOT Analysis
  6. Identify the Strategic Gap
  7. Strategic Targets and Indicators
  8. Projects to Achieve Strategic Targets
  9. Produce Action Plans for Phase 1
  10. Implement Phase 1
  11. Review and Evaluation of Phase 1
  12. Review of the Whole Plan
  13. Sample School Plan Format
  14. Sample Projects

 

1
2a
2b
2c
3a
3b
4a
4b
5
6
7
8

 

Overview of Strategic Planning - Word - PDF
10 Things that Make a Difference - Word - PDF
10 Things - Survey Form - Word - PDF
10 Things - Summary - XLS
Teacher Competencies Survey - Word - PDF
Teacher Competencies - Summary - XLS
School Data Collection Surveys - Word - PDF
School Data Collection Summary - Word - PDF
Identify Strategic Gaps - Word - PDF
Setting Strategic Targets - Word - PDF
Action Plans plus Examples - Word - PDF
Three Circles Project Analysis - Word - PDF

NOTE: Document 4a may need modification to suit your school. There are pages for the whole school, for teachers and for students. If you are in a hurry just use the whole school pages initially.

1. Introduction

1.1 The purpose of this guide
The purpose of this guide is to provide a brief introduction to ICT planning at the school level. Because different schools will bring varying levels of expertise and experience to the planning process, this guide is not intended to be prescriptive but will need to interpreted for individual schools.

Read this guide quickly to get a sense of the overall process and then work through it in stages. The process advocated in this guide combines a top-down and bottom-up approach to increase the ownership of the resulting plan. It has been used effectively in many schools.

1.2 Definition of ICT
ICT is a broad term and as part of the planning process, schools may wish to create their own definition. For this document, the following definition is used:

1.3 The Process of ICT planning
ICT planning, like all planning, is not a rigid process with a clearly defined set of steps. It is more a process of iteration and refinement which spirals and loops towards solutions using a range of techniques. Planning is ongoing and may not prove to be totally successful. Indeed, it would be unusual if it were, but a well conducted planning process will increase the likelihood of success. Effective planning should ensure that ICT is used to enhance teaching and learning.

"Without dropping there would be no juggling" - Randy Nelson (Pixar)

1.4 Points worthy of consideration
Studies of ICT planning have indicated that the following points are worthy of consideration:

  • The planning process is vitally important, the plan that results from this process is only one of the outcomes.
  • An effective planning process not only results in a useful plan; it also has positive effects on the school community.
  • A successful plan includes a defined set of educational outcomes and a proposed pathway to try to get there.
  • A successful plan is not a shopping list or a budget, it involves much more than buying things.
  • The attitude of the school community to ICT and the change that can result from the planning process can be more important than an understanding of the ICT itself.
  • Good plans are developed by consensus and collaboration.
  • Good plans involve the whole community and are owned by them.
  • Good plans stress application across the whole curriculum.
  • Successful planners make informed decisions based on examining best practice elsewhere.

1.5 Links to school development planning
The plan resulting from this process should relate to your overall School Development Plan and to any Strategic Plan that your education system has.

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Document 1 - A Visual Overview of the Strategic Planning Process - Word - PDF

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2. Establish the Representative Steering Group
 

The planning process should be managed by a representative steering group. This term is used in preference to committee because it stresses the representative nature of the group. In establishing your group you may wish to consider the following:

2.1 Membership
Consider including representatives of all the stakeholders: parents, local business, local community, staff and students but also consider valued community members from different contexts such as local government or artistic and cultural interests.

2.2 Defining the role of the group
Make it clear that the primary focus of the representative group is on developing a plan for using ICT as a tool to improve teaching and learning across the whole curriculum.

2.3 Defining the task of the group
At the first meeting of the group it may be helpful to:

  • clearly define its task;
  • develop clear understandings about the roles and responsibilities of the individual members; and
  • explain who the group will report to and what will happen to its recommendations.

2.4 Defining the scope of the task
Define ICT in the context of this planning process.
Decide whether the plan will be focused only on curriculum applications of ICT or also on the administration and clerical areas of the school.

2.5 Critical factors for the successful operation of the group:

  • active representation of senior management of the school;
  • provision of administrative support (EEG. clerical support, funding, venues);
  • provision of professional development and consultancy support for the representative group to create a common vision and a common language;
  • community and parent representation;
  • regular two way consultation with represented groups;
  • regular meeting times that are inclusive of all members; and
  • effective management of group decision making.

2.6 Professional development
Once the representative steering group is established, it may be a good idea for it to consider participating in some professional development and/or convening jointly with other schools who are at a similar stage in the process.This can be mutually beneficial.

 

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3. Develop the Vision
(This can be done in parallel with Section 4)

3.1 What is a vision?
A vision is a concise statement about where you want your school community to be at some point in the future. It is written in quite general terms.

3.2 Rationale for developing a whole school vision
Without a shared vision, planning may be ad hoc, resources may be under utilised and there may be little commitment to implement the planning steps. Also the implementation may rely unduly on the continued involvement of certain individuals.

3.3 Examples of Vision Statements

School One

School Two

3.4 How to develop a vision.
It is sometimes difficult to develop a vision if the group is too firmly locked into the problems and constraints of the present. In discussing visions, it may be desirable to use an outside facilitator with skills in this area.The vision is not solely the responsibility of the group and therefore needs to be developed in a wider forum. The group will need to develop a process to facilitate this. Depending on the previous experience of the group, it may be worth considering professional development in order to plan effectively for the development of a whole school vision.

Consider using a particular methodology at this stage such as de Bono's Six Hats.

Consider some rules such as:

  • forget about budgets;
  • no negativity;
  • no pessimism; and
  • keep the focus on learning and teaching.

Allow participants in the wider forum to dream and to suspend reality for a while, to take control of the future rather than reacting to it. There will be plenty of opportunities to consider reality later in the planning process.

3.5 The first vision statement may be changed
Ensure that this stage does not get too bogged down. The development of the first vision statement is a preliminary one which is subject to a reality check after the ICT Audit stage. Then it may require a reworking based on what has been learnt from the audit.

3.6 Strategies which may help to develop a vision.

  • Workshops and meetings of stakeholder groups possibly with guest speakers and facilitators;
  • visits to other schools; and
  • study of other school plans.
3.7 Questions which may be helpful in developing a whole school vision.
  • What will our society and our local community be like in 1 year, 2 years, 5 years?
  • What jobs will people do?
  • How often will they change jobs?
  • Will jobs be secure or contracted?
  • How will we access information?
  • How will we travel and spend our leisure time?

In the light of the above

  • What do we want this school to be like in 1 year, 2 years, 5 years?
  • What would you like people to say about your school graduates now and in the future?
  • What do you really dislike about the way teaching and learning occurs in your school at the moment?
  • If all the constraints were taken away, what would you like to do to really improve learning?
  • What is the single biggest problem preventing you from doing this?

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4. Perform an ICT Audit
 

4.1 What is an audit? (See Documents 2a, 2b, 2c, 3a, 3b, 4a, 4b)
An ICT audit attempts to establish a snapshot of the school and its community as it is now. Here are some examples of things you might want to learn as part of an audit.

Whole community
Is there a consensus on staff and in the community about the school vision?

School
What is the current state of ICT use in the school?

  • What is it?
  • Where is it?
  • How is it used?
  • By whom?
  • How often?

The audit should include less obvious resources such as networks and cabling systems, links to other places and ducts for cables which exist but may not be in use.

Teaching staff
What are the strengths and weaknesses of the teaching staff?

  • Confidence
  • Skills
  • Attitudes to change
  • Understanding of pedagogical issues
    • active learning,
    • constructivist learning,
    • collaborative learning,
    • higher order thinking

Are computers and related technologies used at work or at home?

  • what sort?
  • what for?
  • what hardware?
  • what software?
  • what peripherals (printer, CD, scanner, camera, IWB)?

What would teachers like to be able to do in school that they cannot do now?

What stands in their way?

What projects would they like to see implemented as part of the school plan?

Similar questions can be asked of student services, administrative and clerical staff in the school in relation to information technology. Some of these results could be drawn up on map for more visual effect.

Students and their families at home.

  • How many and what types of students have access to information technology equipment at home?
  • What do they have?
  • What do they do with it?
  • Do they have a printer?
  • Do they have an internet connection?

Students at school.

  • What do students do with ICT at present?
  • Is home very different from school?
  • What do students think of the ICT provision and use in the school?
  • What would they like to change?

4.2 You already have a lot of data
Data will already have been collected from the work carried out on your School Development Plan. This might include:

  • demographics of the school catchment area and/or student population,
  • literacy and numeracy standards,
  • unemployment rates and employment opportunities amongst parents and in the community as whole,
  • student exit data such as tertiary entrance numbers and scores,
  • data on teachers current teaching practices such as: commitment to promoting active learning, collaborative learning and high order thinking.

4.3 Collecting extra data
For this ICT planning process you may need to collect some more detailed data concerning ICT, teaching and learning. This data will provide you with some of the building blocks of your plan.

There are a number of ways to get this information:

  • facilitated meetings using established planning processes;
  • surveys and questionnaires;
  • workshops; and
  • visits.

Data will need to be collected and analysed about the various sectors of the school community and the methods of dealing with each one may vary. Consider appropriate methods for:

  • Staff (teaching, administrative and clerical);
  • Student services;
  • Students and parents;
  • Broader community; and
  • Employers.

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Documents to help with the audit

Document 2a - 10 Things that Make a Difference - Word - PDF is a short article which can be read and discussed as part of a staff meeting or workshop.
Document 2b - 10 Things - Survey Form - Word - PDF is a data collection form to survey staff perceptions of the school after discussing the article above.
Document 2c - 10 Things - Summary Spreadsheet - XLS is a spreadsheet to summarise the results of the 10 Things Survey
Document 3a - Teacher Competencies Survey - Word - PDF has 15 questions in 3 groups of 5 to quickly assess skills and knowledge of staff. It can be completed at the same time as the 10 Things survey.
Document 3b - Teacher Competencies - Summary Spreadsheet - XLS
is a spreadsheet to summarise the results of the Teacher Competencies survey.
Document 4a - School Data Collection Surveys - Word - PDF
has sections for the school as a whole and optional individual sheets for teachers and students. These can be modified to suit the needs of the school. If you are in a hurry to meet a funding deadline just use the whole school section and do the rest later.
Document 4b - School Data Collection Summary Sheets - Word - PDF are tally sheets to summarise the data from the optional teacher and student surveys.

Conduct the surveys and summarise and collate the results but don't analyse until you have read the next section.

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5. SWOT - Strengths, Weaknesses, Opportunities and Threats.
 

One common method of analysing an audit is called a SWOT analysis because it tries to identify

5.1 Strengths
The human and other resources, skills and attitudes which are available in the school community that may assist the enactment of the school's vision.

Examples of strengths:

  • a highly computer literate staff;
  • a number of teaching staff who are willing to try new ways of doing things;
  • a large number of parents who work in information technology areas;
  • a modern building designed for cabling;
  • extensive ICT equipment and infrastructure.

5.2 Weaknesses
The significant problems that can be identified in the school environment that may make it harder for you to enact the school's vision.

Examples of weaknesses:

  • low / very low investment in ICT resources in the past;
  • a backlog of obsolete and unreliable equipment;
  • a staff with little ICT knowledge and skills;
  • some staff who are very reluctant to change; and
  • low / very low levels of information technology ownership in the local community.

5.3 Opportunities
The significant opportunities in the external environment that can be capitalised upon.

Examples of opportunities:

  • special projects or activities which may lead to funding opportunities;
  • the chance to define a new promotional position in the school;
  • an upcoming election; and
  • a new residential development which may bring about an increase in the school population.

5.4 Threats
The situation in the external environment that could limit the success of the school plan.

Examples of threats:

  • a declining school roll;
  • a new school opening close by; and
  • a change of government policy.

5.6 Some useful points about SWOT analysis
 

Strengths and Weaknesses

Opportunities and Threats

  • internal to the planning environment 
  • more likely to be predictable and manageable.
  • external to the planning environment
  • less likely to be predictable and manageable.

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6. Identify the Strategic Gap
 

From the data collected in the audit and the analysis that has been carried out, the school will need to identify some general conclusions that can help the planning process. Try applying some focus questions. Focus questions help to cluster the results into general areas and summarise the findings.

6.1 Examples of Focus Questions

  • What is the general level of ICT literacy on the staff?
    Consider
    • confidence,
    • expertise,
    • attitude,
    • understanding of the potential of ICT to enhance teaching and learning.
  • To what extent are the teaching staff aware of and using pedagogies which maximise the benefits of ICT. (e.g. constructivist, collaborative, differentiated, higher order thinking...)
  • Are there obvious groups who are different from the norm?
  • Which sections of the school are making use of ICT ?
  • Which sections are making the most use?
  • Which sections are making the most effective use?
  • Which students are involved in ICT use?
  • What ideas and projects have been suggested during the data gathering?
  • What equipment and infrastructure (e.g. networks) does the school currently have,
    • where is it located and
    • what is it used for?
  • What is the status of ICT ownership and use in the surrounding community?
  • What are the expectations of local employers?

6.2 Group the findings together (See Document 5)
Consider listing the conclusions under the SWOT headings discussed previously. By this point, conclusions can be drawn about the school's current situation (from the audit) in relation to future plans (from your vision).

6.3 The Strategic Gap
What you have identified is the Strategic Gap that the school plan must bridge. This may be a good time to refine the school's vision in the light of what you have learnt from the audit.

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Document 5 - Identify Strategic Gaps plus Examples - Word - PDF

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7. Set Strategic Targets and Performance Indicators
 

Based on what you have done so far, the school should now be in a position to set some strategic targets and associated performance indicators. These will start to flesh out the vision into a set of measurable achievements. This will help you to assess which projects and initiatives are more likely to contribute towards the overall success of your plan.

7.1 What is a strategic target?
Those areas where there are significant gaps between the school's vision and the current use of ICT are identified as strategic targets. A strategic target breaks the vision into manageable parts which can be quantified and evaluated. It is worth considering how many strategic targets should be included in the school plan. Between four and eight seems to be about right.

Annual Targets break down the strategic targets into measurable sections that can be evaluated at the end of each year. Plan 2 to 3 years ahead but revise every six months. Maintain a 5 year horizon but keep years 3 to 5 simple and flexible.

7.2 What is a performance indicator?
A performance indicator describes performance the school wishes to measure. It is worded so as to indicate the sort of data which needs to be collected so that progress can be evaluated against strategic targets.

7.3 Examples of strategic targets, annual targets and performance indicators

Strategic target 1

  • Students will routinely use ICT to access, organise, analyse, evaluate and present information in all areas of the curriculum.

Annual targets

  • Year 1 - 10% students are making occasional use of..
  • Year 2 - 50% students are making occasional use of...
  • Year 3 - 100% students are making occasional use..
  • Year 4 - 50% students making regular use...
  • Year 5 - 100% students making routine use

In this example, it would be necessary to agree on definitions for "occasional, regular and routine" so that success could be measured.

Related performance indicators:

  • the extent to which students make use of the internet to locate information;
  • the extent to which students can identify learning tasks where ICT can be useful;
  • the extent to which students use ICT to present work for assessment in digital format (e.g. as word processed documents, web pages (blogs or wkis) or interactive multi-media.

Strategic target 2

  • Teachers have a good understanding of the ways in which ICT can be used to improve learning outcomes.

Annual targets

  • Year 1 - 10% teachers have some understanding..
  • Year 2 - 50% teachers have some understanding..
  • Year 3 - 100% teachers have some understanding..
  • Year 4 - 50% teachers have good understanding..
  • Year 5 - 100% teachers have good understanding..

In this example, it would be necessary to agree on definitions for "some" and "good" so that success could be measured.

Related performance indicators:

  • the extent to which teachers participate in professional development activities;
  • the extent to which teachers are able to identify opportunities where ICT can improve the learning environment;
  • the extent to which teachers implement appropriate ICT solutions to improve learning.

Check the strategic targets, annual targets and performance indicators against those established in your School Development Plan and your education system strategic plan.

7.4 Pause and Publish
This is a good place in the process to consider pausing and publishing the vision, strategic targets and performance indicators. Distribute them to the stakeholders and invite feedback. Ask stakeholders to nominate actions/projects which they think will help to achieve the strategic targets.

This is a very important step in the process.

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Document 6 - Setting Strategic Targets plus Examples - Word - PDF

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8. Develop Projects to Achieve Strategic Targets
 

8.1 Collect and list possible actions/projects
Some projects will start to emerge which may help your school to make progress. Some will have been discovered through the audit process and others will emerge through consultation with the staff, students and community groups. Some may have been submitted when you published your work so far. List these projects with a short description possibly using a standard pro forma.(See examples)

Note: Buying things is not a project.

Think in terms of projects rather than shopping and you are more likely to fully think through the support and professional development issues.

For example "Buying a cart of wireless laptops for the Science area" is not a project but

"Improving learning outcomes in Science by using interactive learning objects" is.

The latter description includes the cart but lots more as well.

Encourage stakeholders to submit projects not shopping lists.

Use the Action Plans Worksheet - Word - PDF

The Three Circle Model can be useful in reinforcing this - Word - PDF

8.2 Actions/Projects can take many forms

  • Professional development opportunities such as a workshop on digital storytelling;
  • Visits to other education sites to examine best practice;
  • The use of consultancy services to develop ideas;
  • Trial/prototype educational projects.

8.3 Establish priorities and timelines
By now you should have set a number of strategic targets. You will need to prioritise them and allocate them to phases of the plan. In doing this relate back to the strategic gap that you defined earlier. This is really the first time that you should allow people to talk about financial constraints, resource problems and budgets.

8.35 Planning horizon
A three to five year plan is a reasonable place to start though only the first year will be detailed, years 2 and 3 will be broadly indicated and any mention of years 4 and 5 will be sketchy and subject to major revision as the plan is implemented and evaluated and technology changes. Don't worry too much about years 4 and 5. No-one can predict what disruptive technologies may come along requiring a major rethink of your plan.

8.4 The prioritising process and the timeline could take account of:

  • What you know about the school's strategic gap.
  • The overall strategic objectives and priorities you have already established in your School Development Plan .
  • The strategic objectives and priorities established during this planning process.
  • Budget cycles and reviews.
  • The capacity of the school to manage and cope with change and innovation.
  • The anticipated availability and cost of new technologies (e.g. broadband communications, wireless networks, internet capable phones, mini notebook computers, intercative surfaces) in your area.

8.5 In establishing priorities, consider the following:

  • Your early priorities should aim to build on known strengths so that some progress towards your strategic objectives can be made quickly.
  • You could also consider initiatives to rectify identified weaknesses so that your longer term priorities are not delayed unduly.
  • The projects you have listed will need to be assessed against your strategic targets and vision before being accepted into the overall plan.
  • Some tangible progress early in the planning process may help to build confidence in the process and encourage continued participation.
  • Try to give the teaching staff something that they have requested quickly to show that the process is worth investing time in.

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Document 7 - Action Plans Worksheet - Word - PDF
Document 8 - Three Circles Project Analysis - Word - PDF

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9. Produce Action Plans for Projects in Phase 1
 

By this stage you should be in a position to produce detailed action plans for phase one of your overall plan. Phase one may be one project or it may be a number of projects as determined by your previous decisions. These action plans could be attached as appendices to your plan so as to keep the plan readable. You could consider using a standard pro forma for action plans so as to simplify the task of completing them and ensure they have a consistent appearance.

The usefulness of planning documents can be greatly enhanced by creating them as hypertext documents and making them available through a local area network or the internet (like this one). Phase one could take anything between 3 months and one year. Your representative group will need to consider your rate of change and your capacity to manage it.

For each project in phase 1, you will need to establish:

  • Detailed outcomes.
  • How it relates to your strategic targets.
  • Implementation strategies.
  • Management responsibilities.
  • A detailed budget covering all aspects of the project -
    • professional development,
    • technical support,
    • consultancy,
    • hardware purchase or lease, warranty, insurance,
    • software purchase, support and licensing,
    • peripherals,
    • cabling,
    • travel and accommodation
  • Risk management, identify major risks to the project and ways of managing them
    (e.g. a critical staff member going on long service leave or secondment or hoping to get pregnant!).
  • Detailed evaluation criteria including data to be collected.
  • A detailed timeline for implementation and review.

When assessing a project, this Three Circle Model (Document 8) can be useful as a checklist to make sure that the project is adequately supported. Write the project in the middle and list issues and requirements in the circles.

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Document 7 - Action Plans Worksheet - Word - PDF
Document 8 - Three Circles Project Analysis - Word - PDF

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10. Implement Phase 1
 

Now you can carry out the detailed instructions in your action plan. The plan starts to become a reality for the school community when the action plan for phase one is implemented. Consider processes for documenting projects during implementation and collecting data at key points as indicated in the plan.

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11. Conduct a Review and Evaluation of Phase I
 

11.1 Review strategic targets
Using the performance indicators established earlier, review and evaluate each of the strategic targets that comprise phase one of the plan.

  • collate the data you have collected;
  • analyse and interpret it;
  • draw some conclusions about the success of the plan in relation to the strategic objectives and vision and make some recommendations for the next phase.

11.2 During this process, consider the following:

  • evaluation is most effective if it is an open process based on mutual trust and respect;
  • the people involved in these projects have taken a risk and it may not have been a success;
  • do all the staff feel confident that your school values honest evaluation which identifies successes and failures and therefore helps you plan the next phase;
  • the planning of the school can often learn more from failures than successes;
  • failures often attract more follow up funding than successes!
"Without dropping there would be no juggling" - Randy Nelson (Pixar)

The results of the school's evaluation and review should be circulated to stakeholders and their comments and feedback invited.

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12. Review the Whole Plan
 

Now that the school has evaluated its achievements in year 1, go right back to the start and do it all again. It should be easier this time around. Reviewing is continuous but the representative steering group may consider publishing a brief formal review every 3 months and a major review once a year. These reviews can be timed to feed into the School Development Plan review process and the setting and reviewing of budgets.

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13. Format of a School Plan
 

It is helpful to readers if the school plan is reasonably brief but still self contained. Consider writing it in such a way that a reader unfamiliar with your school can still get a sense of what is going on. Schools often refer to other plans for help, ideas and guidance. More detailed material can be placed in appendices. The structure of the plan lends itself to it being stored as a hypertext document for access via local area networks or the internet. A wiki would be an excellent tool for an ICT plan.

A possible format for a school ICT plan:

  1. Title Page
  2. Contents
  3. School Description
  4. The Representative Group
  5. How We Developed This Plan
  6. Our Vision
  7. Strategic Targets and Performance Indicators
  8. The Major Phases of the Plan
  9. Action Plans for Phase One (with appendices for each project)
  10. How We Will Review Phase One
  11. How We Will Review this Plan

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14. Sample Projects Designed to Achieve Strategic Targets

Examples of projects which build on strengths.

Example 1 - Remote Country Primary School
From your School Development Plan you know that your students' awareness of the world outside their local community is very limited so you have created a school wide multicultural awareness program as a priority for this year. From your audit you have established that the school Library/Social Studies teacher has been researching global collaborative internet projects for over a year and has lots of ideas about how this could help the program. The school has good Internet access and good bandwidth but all its Internet connected computers are in one computer lab.

Project proposal
Set up a single internet connected computer in the teacher's classroom. Provide two days teacher relief to research and locate a suitable project or projects. Trial the online project and, if successful, extend it to a few more computer systems after 6 months. Consider involving other staff next year. Ask the teacher concerned to present a report at a school staff meeting and invite other teachers to get involved.

Example 2 Metropolitan Senior High School.
From your School Development Plan you know that writing skills are a major problem for your students, you have made this a priority for this year. From your audit you have established that the English teachers all use word processors at home, are all competent users and have read research about using ikis and blogs to improve writing. They are keen to use trial these tools to improve writing skills, but they can't get any access because the computer lab is always full of computer studies students.

Project proposal
Set up a small student publishing centre (with say 6 computers and a printer) in the English faculty area. Consider a mobile wireless trolley. Provide some time for two teachers to prepare some curriculum materials and explore the tools. Monitor its use and consider extending it in future phases.

Examples of projects which rectify weaknesses.

Example 1 District High School in a regional centre
From your School Development Plan you know that there is a need to improve student learning in the Science area and you have made this a priority for this year. From your audit you have established that the students find Science very boring and have friends at other schools who enjoy Science because they have a differentiated course using a range of interactive learning objects. The students have asked for it to be implemented at this school. You also know from your audit data that the Science teachers have little experience of this style of learning and are quite apprehensive about introducing it. You are unlikely to be able to do much about this quickly.

Project proposal
Make professional development for these teachers a priority for this year. Purchase subscriptions for the Science course for two teachers. Licence some computers in the library so that students and staff can experiment. Rewrite job descriptions so that any new teachers coming into the school in Science will need to be experienced in ICT use in the classroom. Be prepared to budget for an extended implementation if the trials are successful.

Example 2 - Primary School in a Regional Centre
From your School Development Plan you know that your students are significantly disadvantaged in their reading ability. This is largely related to the socio-economic background of the area. You have made reading a priority for the next 3 years. From your audit you have found out that the reading teacher is interested in research about the use of interactive multi media to motivate and help poor readers. The teacher has no detailed knowledge and the school has no computer systems in the specialist reading area.

Project proposal
Provide the teacher with 3 days leave to visit some colleagues at other schools that are using this ICT and to spend some time researching on the Internet. If the feedback is positive, purchase one or more computer systems and appropriate software for the teacher to trial and if successful expand the project in phase two.


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