The schools vision of learning and ICT is beginning to develop. The use of ICT is focused on computers under the responsibility of an enthusiastic individual or small group with very specific uses for teaching, or administration based on their own knowledge and expertise. The vision is a pragmatic response with the access to resources and expertise available.
Philosophy of Learning and Pedagogy
The individual teacher is responsible for discrete lessons concentrating on the development of ICT skills and the transmission of subject knowledge. The pedagogy of the enthusiastic individual or small group of teachers is restricted by school organisation and limited time periods.
Development Plans and Policies
The development of ICT in the school is separate from the overall school development plan and policies regarding curriculum, personnel, professional development, finance, community, teaching, learning and assessment. Teachers and students discover for themselves the opportunity to use computers.
Facilities and Resources
The ICT facilities and resources consists of a few isolated, stand-alone computers and printers in the school office and a few classrooms. The content available is very limited consisting of generic office type applications and school management software with a few games providing reward to some pupils. Content will be determined by the needs of a few teachers and their teaching.
Understanding of the Curriculum
The ICT teaching is to ensure students are ICT literate. The curriculum is structured to teach students a sound basic understanding of the available software applications. The curriculum is planned and delivered by individual teachers.
Professional Development of School Staff
Learning and ICT training will emphasise the need to learn a limited range of software for teaching and administration. Individual members of staff will identify their training needs, generally restricted to technical training. The ICT development plan will identify training separately from other school training and professional development. ICT training and development is partly funded by the school and the teacher.
Community involvement is a welcome, although often an unplanned activity. Discrete donations of computers are accepted if and when they are offered. The community is rarely involved in teaching except to solve problems. Guest speakers support learning.
Assessment strategies emphasise the limiting nature of equipment and budget on levels of attainment. Paper and pencil testing is widely used due to the limited ICT resources. Assessment allows the teacher to control the pace of learning. Assessment tasks and moderation of levels of attainment is the responsibility of the individual teacher. ICT assessment is independent of other student and school assessments.