School and District Planning for ICT Integration

The leader sets the example and helps others though
the process

ICT integration has not always gone smoothly in all areas of Ontario.  In some places, especially in the south, the process has been much easier because of the resources available and the quality of infrastructure.  However, places in the north, such as Moosonee, aren't blessed in being as connected and set up for large-scale ICT integration.

My school and many teacher, myself included, have worked hard to set our school up for new approaches in using technology to deliver 21st century education.  The problem however exists where we need the most reliable service - our connection to the world wide web.

Currently, we pay for 50mps but as of right now are receiving only 16mps at most.  A large amount of dollars is being used to upgrade our systems in and effort to improve service, but this slow internet has created a problem.  With 20 Chromebooks, over 80 computers and 22 iPads available for use during any period of the day, plus any personal devices teachers may use, it's like trying to force a river's worth of water through a garden hose.  Frequent timeouts, proxy errors and other problems with inability to access cloud-based application, has caused some problems in getting staff onside with technological integration for 21st century delivery.  In order to ensure that we continue ahead and work to solve the problem, a strong approach to leadership is required from those involved in ICT at the school.

Don't be a Lumburgh - lead and inspire!

The ICT leaders in a school or board need to develop a vision that makes sense and is able to be integrated with few problems.  The reason why few problems is a requirement is sometimes all it takes is one or two small issues to turn off a member, or members, of a staff.  As it goes with students, one someone is lost or disinterested, it becomes difficult to regain their confidence and understanding.  Therefore, the leadership needs to be able to come up was a strategy that is effective and motive the staff to help through the process despite any speed bumps that may appear in the way.

The ICT leader at the school must be a promoter of new software available for the benefit of the students and teacher.  One example would be promoting the use of Google Docs versus Microsoft Office.  The leader must be able to justify themselves and explain to others why this transition is better for all.  Cost can be alluded to first and foremost as the need for a site license is no longer needed and the money can then be allocated somewhere else helping with other areas of improvement in the school.  As well, the ability to bring work wherever you are without the need for a USB stick and the ability to access the cloud from any platform helps as well.  By doing so, one achieves the infrastructural change of school technology leaders as outlined by Seng-Chee Tan.  The other areas proposed by Tan include organizational and policy change, pedagogical and learning change, and cultural change.

ICT leaders inspire other members of staff to adopt new
methods of engaging and instructing students in their
educations relevant to todays' world and needs

Michael Fullan recently was interviewed on the role ICT leaders and their colleagues play in the development of integration in schools.  According to him, the leader must being a change of the culture and perception of ICT and 21st century education in schools.  The right people must be chosen as "their sense of making a contribution is activated because they become less focused on themselves and feel that they are part of a bigger enterprise, which is a good thing – provided the leader has set the tone for that."  The key therefore through all this is collaboration and keeping people in the loop.  Make members of a staff wanted and have them feel what they have to contribute is important to the task at hand.  If members feel they have a role in developing the direction of the school, they are more likely to be advocates for the cause.  At the centre of all this, is the ICT leader who makes themselves available, listens and works with others and created a sense of ownership for all.

At the district level, it is not much different that at the school level in terms of crating a plan and keeping teachers in the loop, but rather than inspiring a staff, the district ICT leader is working with other ICT leaders from schools and it can be a tougher crowd to work with.  The Ontario Leadership Framework does provide some help when it comes to developing a vision and inspiring other through it.  District leaders are required to create coherence and structure as well as providing learning opportunities for all staff, monitor students progress and approaches to teaching, and first and foremost promote a collaborative atmosphere where all stakeholders have a say in what happens.

Social media is a digital representation of the world teachers occupy.  There must be interaction, people must be involved and there must be a clear vision for all.  At the head of the pack inspiring and promoting change for all is the ICT leader.