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<DIV>When I read it back to myself I felt it came across as a bit negative. I
don't don't see the situation in this way because I get excited by the way ICT
can change the way we deliver curriculum. I just want to see the situation as
realistically as possible.</DIV>
<DIV> </DIV>
<DIV>Phil Brown<BR><BR>>>> keithcr@fastmail.fm 29/7/2005 10:07:50 am
>>><BR></DIV>
<DIV>An excellent summary thanks Phil. Rather daunting checklist, isn't it
-<BR>almost makes one long for retirement - but at least it does help
to<BR>target what needs to be 'fixed'.<BR>If one were to follow an
'all-or-nothing-will-do' approach, this list<BR>demonstrated the complex
interrelationships between identifiable factors<BR>that need to be taken into
account when planning one's strategy for the<BR>coming battle.<BR>Regards,
Keith<BR><BR><BR><BR>On Fri, 29 Jul 2005 09:43:37 +1000, "Philip
Brown"<BR><BROWN-PH@oxley.vic.edu.au> said:<BR>> Hi Keith and
others,<BR>> <BR>> Continuing on with the discussion of ICT and VELS
("The Standards") There<BR>> is an interesting paper by Allison Elliot who
delivered a paper at the<BR>> Australian School Library Association XIX
Biennial Conference - April 10<BR>> -13, 2005<BR>> <BR>> Amongst
other things, she sees structural barriers which are preventing<BR>> the
uptake of ICT in schools. These are:<BR>> <BR>> Limited classroom
space Lack of computers and/or internet in classrooms;<BR>> old
computersUnreliability of the technologyLack of leadership and<BR>> support
from principalsLack of institutional support and<BR>> encouragementPoor
technology infrastructureClass time tabling<BR>> difficulties. Short
lessonsPoor teacher attitudes toward technologyLack<BR>> of teacher
confidenceConflicting information on the value of ICTs in<BR>>
learningClassroom management difficultiesDifficulty adjusting to new<BR>>
pedagogiesLack of professional development or inappropriate PDLack of<BR>>
time for planning and preparationLack of involvement in computer room<BR>>
and/or classroom layout/planning<BR>> To counter these barriers Elliot
maintains that "several main enablers<BR>> are considered necessary
for<BR>> ICTs in authentic ways across the curriculum. Assuming the
technology is<BR>> in place, teachers<BR>> must:<BR>> 1. "*(B)elieve
that technology can more effectively achieve and maintain<BR>> higher-level
goal than what has been used".<BR>> 2. "*(B)elieve that using technology will
not cause disturbances to<BR>> level goals that * are more important that the
ones being maintained".<BR>> 3. "*(B)elieve that he or she has or will have
the ability and resources<BR>> the technology" <BR>> 4. Have the
commitment and support from others and leadership<BR>> supervisory and
administrative personnel <BR>> 5. Feel confident and competent with ICT
pedagogies, not just with<BR>> personal computing skills.<BR>>
<BR>> The whole paper is a good read and may help to keep some perspective
on<BR>> the issues.<BR>> <BR>> Phil Brown<BR>> Oxley
College<BR>> 9727 9917<BR>> <BR>Keith Richardson<BR>Leibler Yavneh
College<BR>Elsternwick Ph (03)9528
4911<BR>keithcr@fastmail.fm<BR><BR>_______________________________________________<BR><A
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