primaryschool

Welcome to TAG!

The Technology Action Group in Qatar Academy's Primary School
TAG Members:

Mike Boulanger (Head Of Primary School Technology), Robyn Hardy (Technology), Sean Davis (Grade 5), Paul Rimmer (Grade 4), Jill Boulanger (Grade 3), Dima Sughayyar (Grade 2), Gail Nelmes (Grade 1), Rens Bradford (KG), Sara Shadravan (Pre4), Shelagh Stafford (Pre3), Nerine Chalmers Library, Harish Kanabar (ESL), Reem Salam (Arabic).

Meeting Minutes:

May 14th

The meeting was planned to be a discussion session on the TIF FRAMEWORK, but the TAG members came mostly with questions about how facilitation will work next year with the TIF's instead of the framework itself. An informal discussion, Q & A, was held discussing team comments brought by the group representatives. Members were asked to send their team questions to Mike via email and he would attempt to answer and summarize them as best as possible.

Action: Below is a summary of those questions received from P3, P4, K, G1,G2,G3 & G5. Only a couple of teams identified possible units for facilitation for next year and this will be placed in a whole school calendar that will be developed.Specific schedules for teachers have just been released so planning /scheduling for September facilitated lessons will take place that first week everyone is back. Unless teams have indicated otherwise to me, or Robyn, then the first set of facilitated lessons will revolve around routine start of the year structures for using the computers. Specific details will be worked out with teams when all TIFs are back and officially in their positions in August. Of course Julie and I will be busy throughout the summer setting up structures and planning for this shift in technology implementation. We understand that this is new to many and will push some out of their comfort zones because it requires some adjustments in pedagogy. Your patience, openness, willingness to do what's best for the kids at QA, and support for for this new change is always appreciated.

Next year will be a learning year for all; teachers, TIF’s, coordinators and administration. The expectation to authentically use and embed technology tools may be intimidating for some, but as educators we can no longer ignore this shift in development since the bottom line is that it is what’s best for students and is essential for their needs within an evolving 21st century classroom. Even though it will take some of us out of our comfort zones, as Kim Cofino showed in one of her slides; our heads must come up out of the sand. No longer can we ignore the changes occurring around us. The school, together with Qatar Foundation, is supporting teachers and students by providing the necessary tools and a renewed focus towards providing more relevant PD to help us all.

In no particular order...

Q: How will report cards be handled?
A: In a recent meeting with Diana, Kirsten, Julie and Mike it was decided that technology would be treated in the same way as science and social studies. There will be no technology section or grade on the report card next year. All facilitated units will be focused and assessed around curriculum objectives which will be technology supported in some way through planning with the TIF. As such a comment may be made on the classroom report card by the teacher on that particular project. The teacher and TIF will team up to create a comment. The TIF could also provide a sentence leader or generalized comment related specifically to the technology part of the facilitated activity.

Q: Do the classroom teachers have to report on IT competence in the reports?
A: NO! There will probably be a comment specific to a 'classroom' curricular objective or project achieved by using some technology to meet it. This would be a normal comment that teachers are probably already commenting on in their reports. See previous question.

Q: Can we still have a class or a regular time in the computer room.
A: Of course, just keep in mind that unless the activity is planned together with the TIF; the classroom teacher will be instructing with their class in the computer room. We also will need to be flexible with the timetable and understand that TIF facilitated lessons will have priority on times in the computer rooms.

Q: Who leads a facilitated class?
A: Any technology infused lessons will be planned in advance with the team/teacher and structured around a classroom curricular objective. Since the lessons are curricular outcome based the teacher will be most likely take the lead in implementing the lesson. The TIF will team with teachers and facilitate the use of any technology tools and would have already have suggested the best methods for implementing the technology infused lesson during the planning stages.

Q: What about skill building of technology by the children?
A: Developmentally appropriate skill development takes place within facilitated lessons. This represents current best practice within ICT. TIF’s will track and document where lessons address QA technology standards. Teachers will become more aware of, and learn about the QAP Technology standards throughout facilitated lessons, but are not expected to know or track everything. There may be times when specific basic skills; like keyboarding, or internet safety will be taught, but teachers will also be involved with these lessons so they learn and ensure the development continues whenever the computer is used. Again a form of PD for teachers to support their technology needs in conjunction with those of the student.

Q: Training for Assistants and Teachers?
A: Kirsten will be doing some PD with the assistants. Teacher PD will take place through the facilitation process; Get FIT, and the Wednesday sessions.

Q: When will the projectors and Laptops be ready?
A: The projector installations are scheduled to occur over the summer. Laptops are expected to be here when we return from summer break. Everything is in the hands of QF now.

Q: Can there be a competency test so that an understanding of ability exists to assist planning?
A: A great idea that can be development next year. The TIF’s will know what students have done and are expected to be able to do. The QAP IT standards and benchmark document also shows this.

Q: What about teachers who do not see IT as their strength; won’t they marginalize it if they no longer have a scheduled weekly time slot? How will the teaching of IT be monitored?
A: Great question! I’d suggest they probably already marginalize it by not planning and regularly attending as it currently is scheduled. Witihin QAP there currently exists a growing gap between students’ ability on the computer and this has developed in part because of this marginalization and teachers differences in technology comfort and ability. One of the bigger reasons to switch to a facilitated model is to support those less confident teachers and provide them with one on one support through planning and implementation. Currently students only see the IT teacher once a week for 40 minutes and, depending on the grade level, that may be the students only focussed computer use time or they may be using the computers for 5 or more periods every week with their teachers. As you can imagine a huge growing gap occurs between students exposure and subsequent development.

Q: Teachers need to be made aware of ALL of the resources available to them: hardware / software / subscriptions and passwords to all websites
A: Yes they do. We have a standardized classroom that includes 3 computers, a ceiling mounted projector, a digital camera and access to a printer. Each teacher will also be provided a laptop by the school. Software is listed on the wiki, the QAP Technology standards document and teacher handbook. Any suggestions on other means of communication are always welcome.

Q: There is concern that basic skills will no longer be taught to the standard that they are at the moment as confident teachers may teach them better or more thoroughly than non-confident teachers. How will this be addressed?
A: Basic skills will continue to be developed within all facilitated lessons. All teachers will benefit because they will be planning and working directly with the TIF's. Not only should their confidence and ability increase, but we willl be able to maintain consistency across all classes. We will be working with each other to all be on the same page.

Q: Is there going to be some sort of easy to use guide / overview for each grade of what needs to be covered, when and how?
A: The overarching guide is the current standards and benchmarks. Of the 6 standards, only one is focussed on 'skills', the rest are based on and around use technology to support learning in the curriculum areas.

Q:Teachers need training so that they feel confident teaching. Where/when/how will this happen? Non-confident teacher would like help in “authentically embedding technology tools” into their program. Are we really going to get the professional development to implement this approach successfully? Will it be a blanket approach or will it take into account existing skill levels?
A: I absolutely agree! Training and PD will be addressed directly when planning and implementing facilitated lessons with the TIF's. This will probably be the most effective method of helping teachers learn more and be specific to each individual. There will also be Get FIT! continuing every week next year, and through our Wednesday PD sessions that David is organizing. Curricular use of technology and its corresponding tools is acknowledged as a school wide initiative for next year. There will be some initial PD at the beginning of the year, and plans are on process to bring in some more experts and presenters like Kim Cofino into the school.

Q: Can the TIF discuss with the team at the start of the year, her vision for the team – what will be covered and how, and goals for the team and the children.
A: Sure, remember that the use of technology tools is to support the curriculum, not be a separate subject. The TIF and the teaching team will work together to create a common vision for the overall development of the students.

Q: In our planning, we need to make more of a point of highlighting cross curricular links for everything, not just IT.
A: Sure, that 's integration and teaming. IT is not considered a separate subject like say PE, but rather a collection of tools to help us delivery and supplement student learning goals in all curricular areas.

Q: IT can obviously look different in every class. Are we allowed to do that or are we supposed to try to maintain some sort of uniformity within the grade?
A: What a great observation. Yes you can plan your own or TIF facilitated lessons differently. Just like no two children learn the same, no two teachers teach exactly the same way. Naturally there will be differences between classes and just like in our Units of Inquiry,Math or Language, we'll all need work to find a balance without impeding creativity or the different learning needs of the students. IT is just a tool to teach the school curriculum; the curriculum drives the use of technology not the other way around.

Q:There is concern that there will be long periods of time where the children will not have access to the lab and although having frequent access over a short period of time for specific things will be great, it is felt that the consistence of a weekly visit keeps IT fresh in the children’s minds.
A: I guess we'll all need to watch this, particularly the TIFs. We already know that at most of our grade levels in Primary once a week lessons are not working. Students have to be retaught the same steps over and over each week. I anticipate seeing a positive change in ability retention when students are able to practice the same techniques over a course of days rather than weeks or even months. They retain better over a 4 day consequential set of activities than the current 4 lessons taking 4 weeks to complete.

Q: Isn't this going to mean more planning time is needed?
A: Doesn't any good lesson need strong planning? Yes of course there will need to be time spent carefully planning lessons. Otherwise we remain where we are with haphazard and frustrating experiences using technology.

March 12th:

Sharing - Mike to show photos of and video clips from ASB - Unplugged. More information on the Unplugged can be found here -- http://professionaldevelopment.qataracademy.wikispaces.net/ASB Unplugged 2008
Review previous minutes: no updates to previous minutes. Mike suggested everyone needed to reply to Diana's email if they have some comments regarding PD. Unless people reply there may be no need to change the ways and means of QA-PD.
Action item update - Meeting with Sandy and Kirsten: No move to facilitators beginning now and assisting teachers rather than waiting to Sept. Beginning next Sunday, March 23rd, Mike and Robyn will host a weekly session in the computer room for teachers and assistants. Format to be decided, but the topics will be staff generated. A good beginning will probably be a review of wikis, RSS, blogs and the Ning
Laptops for teachers and capital order update:
- The first batch of Dell xps laptops should be arriving any day. The distribution process will likely be the same as the Macbooks, Julie will update.
- An email will be forthcoming asking teachers to reply with their preference from either a Mac, Dell notebook, or tablet PC notebook. All will have nearly identical specifications and features (built in web cam, built in speakers). Please discuss with your team the implications of their choice. Should teams have the same kind, or not? How will different models affect planning and teaching? There are no plans for Macs to be purchased for Primary School students. We are hopeful that the rest of the laptops for teachers will be in everyones hands by the end of June. Supposedly next years funds are to be released from QF early April.
- That the school will begin slowly moving towards a more Internet based source for software tools, rather than preloaded network purchases.
- How will Grade levels teams working together, planning and teaching, be affected if teams have different models of laptops. Should teams all have the same model, or not? Is it a concern? Teachers helping teachers, sharing work, etc.
- People need to realize that using a MAC naturally implies a steeper learning curve as one needs to 're-learn' some software as well as how to use the operating system and its differing features. That there will be initial 'teething' problems using a MAC on the network and with printers at the school; that although support for MACs will be available it will may not be as robust as that for the PC since IT Support and our current infrastructure is designed for a PC environment. That there are no plans to have MACs for students.
- Chancery and Atlas can't be accessed on the MAC
- That due to higher costs there may be a limited amount of Tablet PC's available. Who would like to pilot their use? Should a team pilot or individuals?
- The technology capital orders are being reviewed and update and will soon go to Greg for final approval. For the Primary School we are prioritizing a standardized set up for classrooms. This means that after laptops for teachers the next priorities are digital video/still cameras, and projectors mounted in the ceilings for classes, then laptops for students. There may not be enough funds available for interactive whiteboards in all classes down to K.
Facilitators and Technology integration in QAP for 2008-2009 school year. Please review and share this draft working document with your team. Curricular Integration - What are the roles of staff and expectations beginning September 2008? Please comment and add to the wiki page content or changes that may be helpful.

February 20th:

A feedback session and focus for moving forward. There was an Informal sharing of what we as teachers, the administrators and school can do to keep the energy from Kim Cofino's PD moving forward.

During team meetings -- 20 minutes let's talk 21st century learning and how we can implement in the classroom. Grade level team sets technology embedding topic
School Administration acknowledges 21st Century learning and embedding/integration of technology into the curriculum as a priority. Statements and leadership have more meaningful impact when administration take some other items off teacher plates ex: scholastic book orders -- someone; not teachers could be doing this.
Implement one technology goal or tool in a Unit of Inquiry
Focus on one child centered and one Teacher centered tech tool during teaching
More focussed technology help instead of whole school PD -- individualized and Just in Time delivery; take advantage of the experts knowledge in the school -- Mike, Julie, Robyn; as well as those teachers more comfortable embedding technology into their teaching lessons. Teachers supporting and learning from each other.
Technology infrastructure not working, technical support lacking. IT support not responsive to school needs.
Communication among staff to find help within the school; we have the knowledge how can we take advantage of this.
Use Wednesday PD for smaller group sessions - differentiated topics, group together for a period/term to focus on a new tool/topic.
Teacher assistants involved -adequate training would help relieve some of the teacher burden.
Mike suggested a move to Technology Integration Facilitators now, rather than waiting until next year. One person said great, others expressed concern that this is just 'one more thing.' Seems to be a polarization in the group feedback;Those comfortable with using technology tools said let's go for it, while those not so confident preferred not to wait until next year. The load on teachers plate cited as the rational for this view... just one more thing.

Action Items: Mike to meet with Sandy and Kirsten to discuss ways and means to keep the excitement and momentum moving from the Kim Cofino PD.

Resources

Social Bookmarking with Delicious - by Alan November

Why use a wiki?

Wiki Wisdom: Lessons for Educators

You can use wikis in classrooms for:

Without knowing any HTML, wiki's allow students and teachers to create web pages. These pages can be edited anywhere and, if you choose, by anyone.
A wiki allows for world wide collaboration.
Class Notes
Content is easy to edit/update
New/updated content is available immediately
Organise and collaborate outside of meetings
Is engaging and empowering for students.
Parental / Student Communication
Lesson Summaries
Handouts
Course Syllabus
Course Links and Resource Notes
School or class calendar
Collaboration of Notes
Concept Introduction and Exploratory Projects
Dissemination of Important Classroom Learning Beyond the Classroom
Teacher Information Page