OER4Schools/Effective use of ICT: Difference between revisions

= Why are we doing this? An introduction to Leadership for Learning =

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LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}

* What is your initial impression of the terms ‘leadership’ and ‘learning’?  

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

'''Information to be documented should include:'''

The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when.  

The storyteller is also asked to explain the significance of the story from their point of view. This is a key part of MSC. Some storytellers will naturally end their stories this way, but others will need to be prompted. Without this section, people reading and discussing the story may not understand why the story was significant to the storyteller. For example, a woman may tell a story about going to a community meeting and sitting at the back and asking a question. ‘So what?’ you may think. She then tells you that this story was significant because she had not previously had the confidence to go to a community meeting, and that the program helped her gain the confidence to express her views in front of the village elders for the first time.

'''Where possible, a story should be written as a simple narrative describing the sequence of events that took place.'''

[[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]]

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'''Access to computers: “We need more computers." '''

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To help with this, consider the following questions:

* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?  

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Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.  

* What would you do if there are some students who always control the computer, while other group members never get to use it?  

* Would you say that it is sensible to mix computer-literate pupils with novices?  

* How will you ensure they help rather than dominate their peers?

{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible).  

* Continuation of typing practice - need to introduce carousel-style group work, and typing practice for students (which students would do individually, recording their scores, perhaps for a league table). [[OER4Schools/Typing practice with students|typing practice with students]]

* Discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT.  

* Make active use of the computers in the lab to identify digital resources together.