ICT Sustainable Development in the Primary School

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ICT Sustainable Development in the Primary
School A Vision seeking Reality The Problems
The Discussions Some Solutions. Lessons we
learned. Tim GrovesSheringham Primary March 2009
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COMMUNICATING - COLLABORATING - LEARNING
LIVING LEARNING LAUGHING HAVING FUN !
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How to conduct a school ICT audit
Click to linkto Becta
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We aim to build confidence in staff use of ICT by
investing in effective CPD. Staff share with each
other. I am not now the first port of call
sometimes not even the second !
QUALITY CPD TAILORED TO INDIVIDUAL NEED IS
VITAL TIME MONEY ?
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Embed Embed EmbedICT bringing
a set of tools that underpin learning
teaching
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1. Strategic plan 2. Vision 3. School culture 4.
Whole school approach 5. School infrastructure 6.
Organisational structures
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School Leadership and Decision-Making

• Research (e.g. Becta) has consistently found that
  the organisation and leadership of a school are
  critical factors in the way in which educational
  technologies are used and their subsequent impact
  on learning opportunities in schools.
• The Headteachers vision, belief and commitment
  for ICT use across the school is critical.
• Schools making progress in using technology to
  support learning in sustained ways are those
  where there is strong vision and leadership for
  ICT from senior management, needs-related
  centralised resources allocation and whole-school
  strategies which focus on how ICT can enhance
  teaching and learning.

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School Leadership Needs to

• Provide a stable and appropriate ICT
  infrastructure for the construction of powerful
  learning environments.
• Foster a supportive school environment to
  encourage teachers and students to make
  meaningful use of ICT.
• Provide opportunities for teachers to develop
  professional ICT capabilities so that they can
  confidently plan and implement ICT use.
• Enable information management systems to provide
  effective school organizations.

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ICT Infrastructure
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ICT Infrastructure

• The perception of teachers and pupils of the
  school ICT infrastructure is critical to the
  effective use of the infrastructure.
• Teachers need flexibility and ease of access to
  the relevant equipment, including software and
  peripherals and that provision of a strong
  support infrastructure is important, but it needs
  to be deployed and activated effectively.
• Reliable infrastructure is the first requirement
  - flexible access is the next
• Connectivity is becoming the key issue.
• Variety of licensing options - site-licenses,
  seat-licenses etc.
• Management of licenses.
• There is still a place for teacher-controlled
  local hard disk or CD-based software, but this is
  reducing.
• Increasing use of online software both free and
  subscriptions to services - bandwith and ISP cost
  issues (proxy servers help a little).

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School Environment
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Teacher - Professional ICT capabilities
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Curriculum ICT Leadership

• The Curriculum ICT leadership role and its
  relationship to decision-making in a school are
  critical factors. The way in which the school is
  organised (e.g. classes, groups of teachers,
  timetables etc.) are critical factors in
  explaining the impact of ICT use.
• Schools have considerable variation in this
  leadership role and its association with
  decision-making in the school.
• ICT integration needs to become a part of the
  performance management of teachers and the IT
  leadership.

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Professional Learning
CPD for all staff One to One support where
needed Modelling practice Remember that leaders
need support to!
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Proactive maintenance The ongoing monitoring and
maintenance of the ICT infrastructure.
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Technical Support

• Poor technical support will limit the effective
  use of the infrastructure.
• All schools need some local on the ground
  technical support. This can complement off-site
  Help Desk type support.
• To some extent the agenda of IT technical support
  and IT curriculum support are at odds. The
  former wants a standardised very limited system
  while the latter wants a very flexible extensive
  system.
• Help Desks are incompatible with typical school
  life and therefore schools need a management
  strategy to coordinate communication with them.
• School-based technical support gives
  flexibility to provide infrastructure more
  tailored to the needs of individual teachers and
  groups of students taking into account the school
  environment.
• Need to explore methods of providing an adequate
  level of local technical support. Will depend on
  school type/size/budget (e.g. a group of schools
  could share a technician, commercial contracts).
• Sheringhams relationship with ICT Solutions

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Some tasks can be done remotely
Sheringhams Relationship with ICT Solutions
Campus TechnicianAlways on CallDedicated 2 days
each week
Termly Health Check Defrag
Latest Updates e.g. Security / Flash etc.
Failing to Print simply because the drivers have
dropped
Loading New Software and deploying across Network
ICT Solutions guarantees sickness coverAbility
to call on Knowledge Base of ICT Solutions
Cost would be an issue if we didnt realise the
VALUE of a robust system
Schools should ensure they have the correct
amount of FST support to service their ICT
equipment, to allow for issues to be resolved and
not roll on for a period unresolved
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Ability to go to experts for project management
of major ICT developments. Solid and value for
money relationships with major suppliers. NOT
JUST A MATTER OF GOING TO PC WORLD AND BUYING A
LAPTOP !
Ours has been a working partnership where we have
worked together to make ideas a reality. Have
used Becta and DCSF guidelines to underpin all
developments and act as the driver.
We have a Silver contract Part of Refresh
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REFRESH
Programme Recommends. 16.66 of school DFC to the
scheme with 16 per pupil from School development
Grant (SF101) This has been calculated to allow
for refresh to 18 ratio of PCs, 60 of Laptops
for Teachers, Admin PCs and Peripherals
Allows for a 4 yearly cycle of replacement and
major development. Equipment peripherals Regular
reviews of advances e.g. cabling
/wireless Project managed in order to sustain
level of ICT provision and meet needs of
school Enables strategic financial planning and
budgeting.
We got a Customer Contract Manager
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FITS Framework for ICT Technical Support.
Primary FITS Toolkit Primary FITS Toolkit
(CD) 1. About this guide 2. The vision for
successful ICT management 3. The model for
successful ICT management 4. The toolkit for
successful ICT management 5. Working with service
providers 6. Scenarios 7. FITS overview 8.
Glossary 1. ICT owner 2. Single point of
contact 3. First-level support 4. Second-level
support 5. Design 6. Implementation 7.
Maintenance Guidance Toolkit CD
Click to link
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Contributing Factors

• Careful planning from the beginning
• Curriculum ICT Coordinator role is a must and
  should be considered as a senior member of staff
• Supportive and Visionary Headteacher
• Technical support
• Suitable software
• Involvement of staff in decision-making
• Ethos and organisation of school

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Becta SRF (Self Review Framework)
Click to link
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Plan Sustainable Success
Click to link
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Link to primary FITS http//ecs.lewisham.gov.uk/ic
tadvice/questions.shtml Lewisham guidance must be
looked at Various links to Becta on portable hard
drive Plan Sustainable Success BECTAhttp//www.be
cta.org.uk/plansustainablesuccess.php How to
conduct an ICT Skills audit http//schools.becta.o
rg.uk/index.php?sectionrecatcodess_res_eva_02r
id434 North east Lighthouse for
Learning http//www.thelighthouseforeducation.co.u
k/ict/ Make sure I look at Kent and
Hertfordshire ICT support.
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KEY WORDS LEARNING TRAINING - CPD TIME SLOW
EMBED SUSTAINABILITY COST REVIEW IMPLEMENT
REVIEW LEARNING
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