Approaches to ICT Development at School Level ICT Development at School Level Transfoming Approach
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Transforming Approach

Vision

The school provides leadership to its learning community, providing innovative and creative access and opportunities to learning and the management of learning, maximising the contribution of ICT to realise the school of tomorrow, today. The school sees itself as network centred, providing a physical place to learn as well as web based learning spaces, accessible anytime, anywhere by students and staff.

Philosophy of Learning and Pedagogy

The emphasis is upon the whole learner in all aspects of their learning, emphasising critical thinking skills and well-founded decision making. The student is responsible for his or her own learning. Learning is experiential, with learning pathways and learning styles continuously changing to meet learner requirements. The use of ICT to investigate and explore new approaches to learning is expected.

Development Plans and Policies

The school and learning community has used ICT to creatively rethink and renew the learning environment of students and staff, including the development planning and policy making processes. The plans seek to support continuous change and renewal, striving to provide truly differentiated and individualised curriculum for all students, seeking to maximise achievement. ICT funding is as essential as is the funding for basic utilities such as water and power. Effective, accessible and inclusive ICT enable learning environments are mission critical to all staff, students and learning communities.

Facilities and Resources

A whole school learning and ICT infrastructure providing ready access to innovative learning environments and contexts. The facilities and resources are designed and enabled to support continuous change and development of approaches to learning, the management of learning and technology.

Understanding the Curriculum

The curriculum is enabled by an understanding of the learning needs of every student informed on a continuous basis by management of learning systems. The students’ ICT literacy is assumed to readily enable learning within a personalised curriculum. The curriculum normally uses virtual and real world, real-time contexts and modelling. The students are involved with solving real problems.

Professional Development of School Staff

The focus in on learning and the management of learning with specific ICT training provided when it is required. The teachers’ development is self-managed, informed by a well-founded personal vision and plan, supporting the school’s overall vision and the needs of the learners. The teacher accepts he or she is a co-learner, learning with their students. The teachers’ are committed to professional development as a continuous critically reflective process.

Community

The community is a natural partner actively involved in all aspects the staff and students learning processes, providing the real world contexts through which learning takes place. The school is a learning resource for the whole community, offering access to the local and global learning environment with physical visits as well as virtual by the Internet. The school is as much a part of the community as the community is a part of the school, the boundaries are indistinct to the observer.

Assessment

The students’ are responsible for their own continuous assessment to inform and plan a personal curriculum, matched to their preferred learning styles. The assessments are moderated between students as well as between teachers providing a holistic view of the whole learner across the curriculum. The student maintains a portfolio of all of their work on the network. The students’ attainments and preferred learning styles determine the school’s curriculum and policies. Staff and student assessments determine the management of learning.