| Strategy 1- Audit staff and student skills |
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- audit through questionnaires
- interview staff and students
- observe staff and pupils at work
- the NMC challenge
- create a database/diary of the workload
- what ICT do you need to use on a daily basis
- what are you expected to deliver in the school
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| Strategy 2 - Audit your hardware and software |
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- create an inventory of hardware and software
- consider compatibility, relevance, value for money
- is the software and hardware user friendly and accessible
- gather data about use of computers by pupils and staff in the school and the home
Curriculum Matters
- who teaches ICT
- review staff needs
- review of NMC as applied in the school
- review of reporting and assessment needs
- contracting departments to deliver ICT (use PowerPoint, digital cameras, VC…)
- discrete ICT course (ECDL plus)
- cross curricular (start small: Schools may decide to focus on two or three subjects, to be viewed as a pilot project to evaluate the impact of ICT across the curriculum.)
- implementing appropriate courses
- monitoring students progression
- communications between departments and skilled ICT teachers
- accessibility to ICT by students and staff ( during lessons / breaks)
- understand ICT initiatives ( e-twinning, EU projects: Comenius…)
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| Strategy 3 - Mapping the Curriculum |
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- map ICT being taught by subject against all year groups (essays, projects…)
- meet and discuss curriculum map with departments
- consider accessibility for staff and pupils to ICT (Internet Use and AUP)
Access to ICT in the school
- demand for resources to be available (time table, One pc/projector, lab use, resource room…)
- network managers MITTS /ICT teacher; coordinator/technician - who does what?
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Strategy 4 - Development Planning
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- where to go next?
- ICT skills and Subject ICT needs create curriculum developments (on-going training and support)
- consolidation leads to cross curricular and increased subject use of ICT
- increased use of ICT leads to new learning directions
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| Strategy 5 - Communications |
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- newsletters, memos, school website, exhibitions
- notice of courses (encouragement)
- knowledge of whole school curriculum map for ICTac
- information relayed to parents and pupils
- the hardware infrastructure for communications ( use of e-mail, video conferencing, forum in web site)
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| Strategy 6 - In-Service Training |
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Inset Strategies (What are the teachers’ and students’ needs?)
- targeting
- curriculum mapping
- whole school activities
- department needs
- staff 1:1 (encourage, show good practice)
- classroom support
- software training - basic, advanced, authoring
- hardware training - computers and peripherals ( use of scanners, VC, digital cams…)
- network training (use of existing infrastructure)
- curriculum awareness Inset - staff needs versus pupil needs
- priorities
- how often is Inset delivered (at least one staff dev. per year to be dedicated to ICT)
- new staff
- backup support (DTiE support staff)
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| Strategy 7 - Day to Day Management |
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Strategies that all staff are aware of need to be communicated through the steering committee
- requests - orders - resources issue
- booking sheets for ICT labs / resource rooms/ mobiles
- advice/ideas/being available
- advertising courses
- access to details/catalogue etc
- "how to do" guides
- departmental policies and discussions
- responsibilities - who looks after ICT
- technician support
- repairs
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Strategy 8 - Teaching Strategies |
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- skills course
- cross curricular integration
- controlled access environments
- discovery learning
- electronic board and use of other tools VC, digital camera…
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| Conclusion |
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These strategies can be used as part of the School Development Plan where the staff can discuss a number of issues such as:
1. establishing the current position of the school;
2. identify areas of existing good practice in departments;
3. raising awareness of the ICT that pupils are taught in the ICT lessons;
4. review the school plan for ICT across the curriculum. |
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