Review &Prioritise Step
1
STEP 1: Review & Prioritise
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STEP 1
Review & Prioritise
e-Learning Roadmap
e-Learning Audit
Case studies Framework ICT
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STEP 1: Review & Prioritise
Two key documents used in the review and prioritise stage are the e-Learning audit and the e-Learning Roadmap.
The e-Learning audit helps quantify ICT resources and staff professional development in ICT. The e-Learning Roadmap helps the e-Learning team to analyse the school’s current stage of development in ICT and to identify priorities for the future.
e-Learning audit
The first task of the e-Learning team is to complete a school-wide audit to establish the current level of ICT provision in the school. The audit assists in identifying the existing ICT equipment and software available, how the equipment is accessed, how the school is networked and the level of ICT confidence among the teaching staff. An e-Learning audit template is available to assist in the completion of this process. This can be downloaded from the NCTE website (www.ncte.ie/elearningplan).
Equipment
•• List•of•the•hardware,•peripherals•and•other•equipment•in•the•school•
•• Equipment•warranties•and•expiry•dates
•• List•of•software•titles•currently•being•used•including•details•of:
•• the•class/subject/special•needs•spread•of•software•resources•
•• licences•in•place/pending
•• Range•of•online•resources Access and networking
•• Information•about•the•availability•of•ICT•throughout•the•school•including:•
•• the•physical•location•of•computers,•i.e.,•whether•in•computer•rooms,•placed•in•
classrooms•and/or•in•resource•rooms•
•• the•network•infrastructure,•i.e.,•the•number•and•location•of•computers•linked•to•
the•school•network;•wired•or•wireless•network,•schools•servers,•data•security,•data•
backups,•uninterruptible•power•supply•(UPS),•Antivirus•software
•• the•extent•to•which•ICT•facilities•are•made•available•to•students•
•• Number•of•network•points•per•learning•area/classroom
•• Number•of•internet•enabled•classrooms
•• Details•of•how•the•school•is•providing•ICT•resources•for•pupils•with•special•
educational•needs
Internet connectivity, technical support
•• Information•about•internet•connectivity•in•the•school•including:•
•• the•number•and•location•of•computers•connected•to•broadband•
•• the•number•of•hours•usage•per•day/week•
•• the•status•&•quality•of•the•internet•Acceptable•Use•Policy•(AUP)
•• Details•of•the•management•and•security•procedures•in•place,•procedures•for•reporting•
and•tracing•of•technical•support•issues.•Antivirus•and•software•update•procedures
•• Details•of•the•level•and•appropriateness•of•current•maintenance•and•
technical•support•contracts,•including•equipment•warranty•information Staff capacity
•• Details•of•ICT•training•courses•undertaken•by•staff•including:
•• courses•offered•by•the•NCTE•and•other•providers
•• statistics•on•the•number•of•staff•who•have•attended•courses•
•• staff•willingness•or•interest•in•progressing•to•Diploma•and•Masters•programmes•in•ICT
•• Information•on•how•staff•are•currently•using•ICT:
•• in•their•planning•and•preparation•for•teaching
•• in•their•classroom•lessons
The e-Learning audit includes information on the following areas:
Using the e-Learning Roadmap
The completion of the e-Learning Roadmap provides the school with a snapshot of its strengths and challenges in relation to e-Learning and allows the school to identify priorities for progression to the next stage.
The e-Learning team uses the e-Learning Roadmap to identify where the school is at under five key areas:
1. Leadership and planning
2. ICT in the curriculum
3. Professional development
4. e-Learning culture
5. ICT infrastructure
Stages of development are described as:
•• Initial
•• e-Enabled
•• e-Confident
•• e-Mature
It is not unusual that a school may be at different stages across each area. For example, schools may find that they are primarily in the Initial stage in terms of their ICT
infrastructure but they are in the e-Enabled stage when it comes to ICT in the curriculum.
The e-Learning Roadmap is not a scorecard to grade schools in terms of their ICT use, but it is designed to generate discussion among the e-Learning team around the five key areas. Each statement is accompanied by a tick box and schools will tick the box that best describes their current situation.
The e-Learning Roadmap is available to download from the NCTE website (www.ncte.ie/elearningplan).
A printed version is provided at the back of this handbook.
Leadership & Planning
Vision Vision focuses mainly on ICT equipment. e-Learning vision is developed by e-Learning Team. e-Learning vision is fully integrated into the whole
school vision. e-Learning vision is wide ranging and shared by
all stakeholders. It is actively tested through the
student learning experience.
Plan Basic ICT Plan is in place. e-Learning Plan has been developed by e-Learning
Team. One teacher or a group of teachers has assumed leadership for ICT planning in the school.
Comprehensive e-Learning Plan is integral to the whole school plan. The development of the plan is led by principal/ICT co-ordinating teacher/e-Learning Team with all staff contributing and whole school acceptance. There is a designated ICT co-ordinating teacher with clearly defined duties and responsibilities.
Teachers implement the e-Learning Plan in their daily work. Staff & students are actively engaged in
innovative and exemplary practice.
Integration Focus is mainly on ICT equipment and the acquisi-
tion of basic ICT skills. Focus is mainly on supporting the integration of ICT
usage throughout the school. Focus is mainly on supporting more comprehensive integration of ICT and the exploration of new and
more effective approaches to ICT integration. Focus is mainly on supporting and facilitating per- sonalised and self-directed learning. Acceptable
Use Policy School has developed an Acceptable Use Policy for
the Internet. School has developed an AUP following consulta-
tion with staff, students, parents/guardians, board of
management/trustees. School has developed and ratified an AUP for Internet
and ICT use following consultations with staff, students, and parents. All stakeholders are familiar
with its contents and the plan is fully implemented. The AUP accommodates innovative use of new technologies, and facilitates the development of an ethical and responsible approach to the use of these
technologies.
Special Educational
Needs
Support of ICT as a tool for learning in special educa-
tional needs exists but is uncoordinated. Use of ICT is focused on the areas of learning
support and resource teaching. School supports and encourages the use of a wide range of ICT resources and assistive technologies throughout the school to facilitate the inclusion of students with
special educational needs in line with the EPSEN Act. School includes the use of ICT and assistive technologies in the development of all Individual Ed ucational Plans (IEP) for students with special educational needs and uses ICT in all aspects of special educational needs assessment. Teacher
Understanding Teachers have a general understanding of how e-
learning can improve teaching and learning. A number of teachers understand methodologies to
integrate ICT into the curriculum. Most teachers understand how e-learning can be
used in the curriculum to improve student learning. Teachers have determined their own methodologies for integrating ICT into the curriculum. Planning There is little planning for ICT integration, with ICT
activities focused on students’ acquisition of ICT
skills, eg word processing. There is some planning for ICT integration, with the focus mainly on teacher preparation, whole class
teaching, group and individual work. Teachers plan in a structured way for ICT integration
in their lessons and classroom activities. The school devotes time to exploring new approach- es to using e-learning to improve student learning. Teacher Use Teachers use computers primarily in isolation from
regular classroom learning activity. Teachers use ICT for lesson planning and as a
teaching tool. Teachers use ICT to provide learning opportunities
that support cross-curricular, subject-based and
constructivist learning approaches. Teachers have embedded ICT into their practice to facilitate student directed learning. There is consist- ent evidence of collaborative, discovery-based and authentic e-learning activities throughout the school. Student
Experience Students occasionally use ICT as part of the learning process. Students experience e-learning activities regularly. Students experience e-learning activities regularly and use ICT to collaborate on curriculum activities
both within the school and with other schools. Students are facilitated to use ICT to support and assess their learning, eg creating digital content and
eportfolios.
SEN Teachers are aware that ICT can enhance the learning opportunities of students with special
educational needs. Teachers use of ICT focuses on the development
of literacy and numeracy for students with special
educational needs. Teachers use ICT diagnostic tools, assistive technolo-
gies and ICT resources to address curriculum objec-
tives with students with special educational needs. ICT is integral to all aspects of SEN teaching and learning as well as in the development of IEPs. ICT resources and assistive technologies are incorpo- rated into all levels of school planning. Teacher
Awareness &
Participation
Some teachers have availed of NCTE professional
development in ICT. Teachers are aware of and many have participated
in NCTE or other ICT professional development
programmes. The majority of staff have availed of individual
or whole school ICT professional development
opportunities. Teachers meet their professional development
needs through active participation in communities of practice, peer-to-peer networks and accredited
practice-based research.
Planning Interested individuals identify their own ICT profes-
sional development needs. An individual teacher or the e-Learning Team identify the whole staff professional development
needs in relation to ICT integration. The ICT co-ordinating teacher or the e-Learning Team facilitates the identification of overall e-learning
needs of staff. Programme for CPD is developed. Teachers engage in ongoing self-evaluation and reflective practice in progressing the schools CPD
programme.
Focus Professional development is focused on acquiring
basic ICT skills. Some staff are participating in NCTE CPD which
focuses on the integration of ICT into the curriculum. The majority of staff have engaged in NCTE and other relevant professional development focused on the
integration of ICT into the curriculum. Schools identify and design whole school profes- sional development programmes based on their specific needs, delivered in their own school with support from NCTE and other agencies. Teacher
Confidence Teachers have basic skills but lack the confidence to
apply these in the classroom. There is growing confidence among staff in the
integration of ICT in the curriculum. The majority of staff are confident in the integration of ICT
in their daily teaching. Teachers confidently share their experiences and innovative practice within their own school and
with other schools.
SEN Some staff have completed ICT & Special Needs professional development, eg NCTE’s ICT & SEN - The
Basics course. All teachers in learning support and resource
teaching have completed professional development
in ICT and SEN.
Teachers have acquired the skills to use some assistive technologies and other technologies to support students with SEN and are adapting their teaching methodologies to use ICT in special edu- cational needs. Teachers have attended professional development on specific areas, eg autism.
Teachers are confident and have acquired the skills to use a wide range of technologies to facilitate the inclusion of students with special
educational needs.
Informal
Learning There is little sharing of e-learning ideas and good
practice among staff. Sharing of e-learning ideas and good practice
among staff takes place in an informal manner. Teachers regularly share new e-learning ideas and good practice with each other eg via staff meeting
or e-mail. School supports and facilitates peer-to-peer
learning in ICT, using a VLE and other formal and
informal approaches.
Access Teachers and students have limited access to e-
learning resources. Teachers and students have regular access to e-
learning resources. e-Learning resources are readily available to staff
and all students throughout the school. e-Learning resources are available to staff, students and the wider school community outside of school time. Evidence of
Use There is little visible evidence of e-learning. There is visible evidence of use of e-learning, eg
displays of project work. Evidence of e-learning is visible in all areas through-
out the school. The school disseminates and shares examples of
good practice beyond their own school community. Website/
Online
Presence School has or is actively planning an online presence,
eg a blog or basic website. School has an active and up-to-date website. The school website contains content developed by
teachers and students. Schools uses a Content Management System (CMS)
to create a communicative space where the school community publishes content and which conforms
to accessibilty guidelines.
Projects Some teachers engage in school-based ICT project work. School is involved in projects that integrate e-learn-
ing (national and/or international), eg e-Twinning. School has experience of integrating e-learning in
interdisciplinary and large scale project work, eg FíS. Students and teachers regularly develop small-scale projects for external collaboration, eg through the use of a Virtual Learning Environment or wikis. Organisation &
Communication School has an e-mail address, and uses this for basic
levels of correspondence and communication. There is some communication between school, home and the Department of Education & Science
via e-mail or text messaging. School makes regular use of ICT to communicate with teachers, parents, Board of Management and the wider
community. School has an e-mail newsletter. School encourages parents and the wider community to use ICT to communicate with the school. Teachers, students and parents have online access to student records and timetable. Planning for
Acquisition of
Resources Basic level of planning for ICT purchasing exists. Some level of ICT purchase planning takes place, including standardisation of ICT equipment, use of
laser printers, and purchasing with warranty. Procurement planning and standardisation of ICT equipment takes place. Older computers are
disposed of environmentally. There is an integrated approach to procurement which takes into account full operating costs of ICT equipment and technical support provision. LAN &
Broadband Access
A network exists in some areas of the school.
School is connected to the Schools Broadband Programme. Internet access is distributed through
the Local Area Network. Most rooms and computers are connected to the
school network, facilitating access to online and
network resources. A high speed and reliable network extends to all
areas of the school. All computers are connected to the network facilitating access to online and locally
based server resources. Resources are accessible from a central server. All teachers and students have secure access to server space, and their e-portfolio, from within the school
and remotely.
Technical
Support Technical support is carried out using mainly voluntary assistance. Occasionally a technician is
paid to carry out urgent work. Technical Support is provided by an external company on a call-out basis as required. No
technical support contract is in place. Technical support is factored into procurement planning, all equipment is procured with an appropriate warranty.
Formal technical support contract with Service Level
Agreement (SLA) is in place with an external provider. Technical support is planned and integrated with ICT procurement planning and takes into account
full ICT operating costs.
Software and Digital Content
Limited e-learning resources are available. Scoilnet is used
regularly. Central licensing agreements are availed of. The school has a range of appropriate e-learning
resources to support learning at all levels. There is easy access to appropriate digital content that
teachers have catalogued by subject/curriculum area. The school creates its own customised digital content which is accessible from home and school. ICT Equipment Some classrooms have desktop computers. A laptop
and portable projector, printer and digital camera
are available as shared resources. Some rooms have digital projectors and computers.
Peripherals, such as digital cameras and scanners are
used for e-learning activities. All learning areas have access to a range of ICT equipment including digital projectors and wireless- ly-enabled tablet PC’s. Laptop trolleys are used to
improve access to resources. All learning areas have access to a range of ICT equipment. Provision is made for the incorporation
of students’ mobile devices.
Licensing It is unclear whether all software in use in the school
is properly licensed. The school is developing a software licensing
programme for the applications installed on the
school’s equipment. The school has a log of all licenses for software and
applications in use throughout the school. The school ensures that all new installations of hardware and software meet the required
licensing standards.
e-Learning
r o a d m a p
ICT in the CurriculumProfessional Developmente-Learning CultureICT Infrastructure
Initial e-Enabled e-Confident e-Mature
©NCTE. All rights reserved. No part of this e-Learning Roadmap may be copied, reproduced or made available in any form without the prior permission of the NCTE.
1. Leadership and planning
There is a clear need for school leadership to play a central role in the development of the e-Learning Plan. This does not mean that school principals have to become experts in how ICT can enhance learning and teaching – but they do need to lead the process.
Ultimately, the e-Learning vision needs to be fully integrated with the vision expressed in the Whole School Plan whereby teachers and students work together to use ICT in innovative ways. The creation of such a culture requires time and significant teacher support. The role of the principal and that of the ICT co-ordinating teacher is core to the development of structures that will enable such a culture to flourish within a school.
2. ICT in the curriculum
ICT integration is a key component of any e-Learning Plan as it describes how ICT can add value to learning and teaching throughout the school. When completing this section of the e-Learning Roadmap, the NCCA ICT Framework should be carefully considered.
The NCCA ICT Framework offers schools a structured approach to embedding ICT across subjects during the period of compulsory schooling (from the beginning of primary school to the completion of Junior Cycle). The NCCA ICT Framework is organised into four areas, each with a corresponding objective as follows:
•• Exploring the potential of ICT to create, communicate and collaborate to organise and produce information
•• Understanding and applying knowledge of the functions of ICT, including safe practice, maintenance and ergonomics.
•• Using ICT for thinking and learning, including managing enquiry, assessing information, solving problems and expressing ideas across a range of curriculum areas.
•• Developing a critical appreciation of the role of ICT in society and developing habits which reflect an ethical and responsible use of ICT.
“School leaders must recognise ICT as a key enabling agent in assisting teaching and learning, integrating it as seamlessly as possible into the school day.”
Investing Effectively in Information and Communications Technology in Schools, 2008-2013 - The Report of the Minister’s Strategy Group
Extract from the NCCA ICT Framework
“The ICT Framework offers schools a structured approach to using ICT in curriculum and assessment by identifying the types of learning with ICT (including knowledge, skills and attitudes) appropriate for students during the period of compulsory education. The ICT Framework is not a curriculum area or a syllabus. It is not presented as an add-on to teaching and learning, but as a tool to help teachers to integrate ICT in learning and teaching. The Framework provides a guide to teachers for embedding ICT in curriculum and assessment across curriculum subjects. It is an enabling Framework.”
Within the ICT Framework’s objectives, fifteen specific learning outcomes have been
identified to represent what is important for students to know in relation to ICT.
Learning opportunities have been identified within the outcomes for each level. These are presented as starting points for schools, rather than exhaustive treatments of all four areas.
The NCCA ICT Framework can be downloaded from the NCCA website at:
www.action.ncca.ie
3. Professional development
Teacher confidence has been identified as a key factor in terms of how teachers integrate ICT into their practice. Teachers require the technical skills to use technology and the pedagogical skills to integrate ICT into their teaching. Where teachers have attended ICT professional development, there is a strong correlation with their adoption and integration of ICT. It is also clear that teachers are more interested in attending pedagog- ically-focused, as opposed to technically-focused, ICT professional development. Having acquired the ICT competence it is essential that teachers get confident in its subsequent use in the classroom.
The NCTE provides a range of professional development courses and support groups to teachers to assist them in the integration of ICT into learning and teaching. The e-Learning Roadmap will assist the e-Learning team to identify the areas where professional
development is required by staff members on a group or individual basis.
“Teachers should also exploit the potential of ICT to develop as wide a range of students’ skills as possible, including research and investigation skills, writing and presentation skills, communication skills, teamwork and collaborative skills and the higher-order skills of problem-solving, analysis, and evaluation.”
Investing Effectively in Information and
Communications Technology in Schools, 2008-2013 - The Report of the Minister’s Strategy Group
4. e-Learning culture
Schools should consider how they can integrate ICT into the school culture to enable sharing and mutual support among the teachers, collaboration with other schools locally and globally while also improving communications with parents and the wider local community. In developing the e-Learning Plan, the school
should look beyond the curriculum to see how ICT is used in other areas such as:
•• teacher collaboration and peer to peer support
•• creating and sharing digital resources among colleagues both within the school and through teacher professional networks (TPNs) or communities of practice
•• use of a virtual learning environment (VLE)
•• communicating with parents and the wider community
•• providing access to ICT outside of school time
•• developing and updating the school website.
“Teacher professional development is central to successful ICT integration in schools. Recent initiatives in The Netherlands, Finland, Northern Ireland and other countries indicate that appropriate professional development and support for teachers, in tandem with teachers’
personal motivation, are key factors in progressing ICT integration.”
Investing Effectively in Information and Communications Technology in Schools, 2008-2013 - The Report of the Minister’s Strategy Group
5. ICT infrastructure
Having completed an audit, the school will have a clear and accurate account of its
existing ICT infrastructure. In developing their ICT infrastructure, schools should be guided by the recommendations of the Minister’s Strategy Group.
It is recognised that schools will vary in their requirements for, and expectations of, ICT. In identifying desirable baseline levels of ICT provision and equipment for schools, the Strategy Group recommends that schools adopt the following recommended ICT configurations in the development of e-Learning strategies and their future implementation.
•• Classrooms•should•be•networked•to•include•between•5•and•8•serviced•points•
of•access•(2•at•the•teacher’s•desk•and•4-6•for•students).•Ideally,•schools•should•
work•towards•an•eventual•5:1•pupil•to•computer•ratio•(PCR)•in•classrooms.
•• To•facilitate•greater•ICT•integration•at•primary•level,•computers•should•
be•located•in•classrooms•rather•than•in•dedicated•computer•rooms.•
Larger•primary•schools•may•choose•to•maintain•their•computer•rooms.•At•
post-primary•level•a•mix•of•locations•is•appropriate•and•should•include•both•
classroom•computers•and•computer•rooms.
•• All•classrooms•should•have•a•fixed•digital•projector•and•teaching•computer•
with•a•wireless•keyboard•and•wireless•mouse.
•• All•computers•in•the•school•should•be•networked•and•broadband-enabled.
•• Ready•access•should•be•available•to•a•range•of•digital•devices•such•as•digital•
cameras•and•digital•video•(DV)•cameras.
•• Access•should•be•available•to•a•mobile•laptop•trolley,•supporting•between•
10-30•laptops•capable•of•linking•to•the•school•network•and•the•internet•(1•for•a•
small•school•and•2•for•a•larger•school).
•• There•should•be•a•mobile•multimedia•station•in•every•school•with•integrated•
digital•media•features•to•enable•content•creation,•editing•and•production,•
recording•and•duplication.
•• Resource•rooms•and•learning•support•areas•should•be•equipped•with•networked,•
internet-ready•computers•and•digital•projectors•where•appropriate.
Investing Effectively in Information and Communications Technology in Schools, 2008-2013 - The Report of the Minister’s Strategy Group
Identifying e-Learning priorities
Having identified where the school is in terms of current provision, the school now identifies its e-Learning priorities. These priorities will emerge from the review process, using the e-Learning audit, the e-Learning Roadmap, and the NCCA ICT Framework. When the review is completed, the findings should be disseminated to all staff as this will form the basis for identifying the school’s e-Learning priorities. The e-Learning Roadmap will provide a strong indication of the school’s immediate priorities for e-Learning. For example, attending to areas that are at the Initial stage with a view to progressing them to the e-Enabled stage would be a good starting point. This process will be co-ordinated by the e-Learning team. The e-Learning case studies and the sample e-Learning Plan extract in this handbook provide examples of e-Learning priorities identified during this stage of the planning process.
The e-Learning team should ensure that the e-Learning priorities identified align with and complement the implementation of both the Whole School Plan and the internet Acceptable Use Policy (AUP).
Timeframe for review
It should be possible to complete the review process (e-Learning audits and e-Learning Roadmap) within two to three weeks. However, this will vary from school to school. Having conducted the review, the e-Learning team will have a clear indication of the school’s current practices and provisions.
At this point the e-Learning team will have:
