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We-Learn Presentation
- 1. An Outline of Warwickshire e -learning Community Project Paul Harvey E-Learning Adviser ICT Development Services Warwickshire County Council 13 November 2006
- 2. What the research says about ICT and motivation Research evidence shows that ICT can stimulate, motivate and spark students’ appetites for learning and helps create a culture of success. This can be demonstrated in their increased commitment to the learning task, their enhanced enjoyment, interest and sense of achievement in learning when using ICT, and their enhance self esteem
- 3. National Whiteboard Project Enhanced demonstration and modelling Improve the quality of interactions and teacher assessment through the promotion of effective questioning Redress the balance of making resources and planning for teaching Increase the pace and depth of learning
- 4. What the research says about interactive whiteboards Encourages more varied, creative and seamless use of teaching materials Engages students to a greater extent than conventional whole-class teaching, increasing enjoyment and motivation Facilitates student participation through the ability to interact with materials on the board
- 6. DfES e-strategy Objectives transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations connecting with hard to reach groups in new ways opening up education to partnerships with other organisations moving to a new level of efficiency and effectiveness in our delivery.
- 7. DfES e-strategy 6 Priorities an integrated online information service for all citizens integrated online personal support for children and learners a collaborative approach to transforming teaching and learning a good quality training and support package for practitioners a leadership and development package for organisational capability in ICT a common digital infrastructure to support transformation and reform
- 8. “ Our vision is of schools staffed by confident, trained practitioners using classrooms equipped with dependable, exciting technology to raise attainment and encourage positive and independent attitudes to learning. The legacy for the future will be improved standards of achievement, a collaborative and skilled work force of teachers and support staff, an outstanding pool of resources, skills and knowledge and an appetite for learning.”
- 9. We-Learn Ingredients … in a We-Learn classroom you will find the following.
- 10. We-Learn Ingredients … in a We-Learn classroom you will have access to the following.
- 11. … in Warwickshire you will find teachers using the We-Learn VTLE We-Learn Ingredients
- 12. … in Warwickshire you will find teachers and students using the We-Learn Portal We-Learn Ingredients
- 13. Professional Development for staff - 4 days of training over 2 years - Network of WeLLs - Network of School Project Managers - Training for other school professionals - School based support based on need We-Learn Ingredients
- 14. Key Dates Spring 2008 All students must have access to personal online learning space Spring 2010 All schools should have embedded a Learning Platform
- 16. Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996
- 17. Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Classroom ICT suites and Portal Beyond the school Time
- 18. Vision Skills Incentives Resources Action Plan Change = Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.)
- 19. Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) Skills Incentives Resources Action Plan Confusion = Vision Incentives Resources Action Plan Anxiety = Vision Skills Resources Action Plan Resistance = Vision Skills Incentives Action Plan Frustration = Vision Skills Incentives Resources Treadmill =
- 20. Guidance and Support SLICT & Team SLICT Becta Self-review Framework DfES – Learning Platforms – Making IT Personal ICT Development Services. WCC
- 21. Further Information www.we-learn.com [email_address]