Action Plan Draft Andrew C. Samuels, Information Technology Specialist Trainer c/o Ministry of Education, Jamaica Mona High School Presented at the Japan.

• Slide 1

Slide 2 Action Plan Draft Andrew C. Samuels, Information Technology Specialist Trainer c/o Ministry of Education, Jamaica Mona High School Presented at the Japan International Cooperation Agency (JICA) Training in Sapporo, Hokkaido, at the Information Technology Engineering Training for Public Educational Institutions For year 2012/2013 1 Slide 3 Overview Presentation of Core Problem Identify causes of the problem Identify effects of the problem Object Analysis Application of Knowledge Expectations from JICA Training in IT Engineering for Public Educational Institutions Use of Training Content in Jamaica Evaluation and Means of Verification Impact Future Plans After the Project Summary of Activities and Costings Challenges/Inhibitors 2 Slide 4 Organizational Chart Business Education Department Head of Department (Doc. Preparation Teacher) Head of Department (Doc. Preparation Teacher) Principles of Accounts Teacher Principles of Business Teacher Office Administration Teacher IT Specialist Trainers IT System Administrator Department Composition: 4 Females, 3 Males Bachelors Degree /Dip. In Education Department Composition: 4 Females, 3 Males Bachelors Degree /Dip. In Education Dept. Org. Chart 3 Slide 5 Core Problem Lack of (effective) use of Web Integration and e-Learning Management tools for instructional teaching and records management. 4 Slide 6 Lack of (effective) use of Web Integration and e-Learning Management tools for instructional teaching and records management. Poor application of ICT skills acquired to higher ICT application of technology for instructional teaching and records management. Resistance to change in traditional teaching ways to be replaced or complimented by modern teaching strategies improved by technology. Insufficient training to the introduction of e-Learning Management tools and Web Applications for classroom environment for teachers and students. Lack of access to computer room facilities and use of e- Labs with software and hardware tools. Lack of access to computer room facilities and use of e- Labs with software and hardware tools. CORE PROBLEM CAUSES Students and teachers are not challenged to use ICT tools in their every day practice and information presentation. Teachers insists on using manual methods to record performance of students versus using online registers. Students encouraged/allowed to provide assignments on paper form and not using ICT skills. N o incentive provided to teachers who uses modern technologies to teach and do their job functions. Y ounger teachers who are technology-know-how'ers do not entice and show older teachers new ways of doing their job. O lder teachers are not properly trained by caring and understanding trainers to effectively acquire new skills of ICT. Existing lab facilities are not sufficient to manage the demand of teachers to use for classroom instructional teaching. Equipment provided are not properly serviced/maintained and often fall to disrepair or scaled down usage. Alternative use of e-Lab is limited in its use due to accessibility and know -how. Improved e-Learning tools are not being provided readily for use by Ministry of Education and its associated agencies (ELJ). Lack of workshops on e- Learning strategies on a regular basis across the nation to encourage teacher adaptation of new technologies. Lack of user support and after training support for those trained in e-Learning Management tools. Slide 7 6 Lack of (effective) use of Web Integration and e-Learning Management tools for instructional teaching and records management. Poor human resource development of Trainers of Trainers (TOT) concept that allows for reciprocal training of others in various schools/units/departments. Poor development of students' education with advance technology to increase greater attention and retention of greater lesson content. Inefficient use of ICT skills learnt by students in their learning development and classroom preparation activities,.i.e. completing assignments, submission, test completion. Inefficient use of ICT tools including e-Labs to teacher- student instructional learning. Lack of use of Internet applications and services to foster effective teaching and teacher support to students. Poor teacher capacity development to harness ICT skills to increase skillful manipulation of existing known ICT tools and application of modern ICT tools. CORE PROBLEM EFFECTS OF PROBLEM Slide 8 7 OBJECTIVE ANALYSIS Effective use of Web Integration and e-Learning Management tools for instructional teaching and records management. Education of students are improved with advance technology increasing greater attention and retention of greater lesson content. Improved teacher capacity - harnessing ICT skills thereby increasing skillful manipulation of existing known ICT tools and application of modern ICT tools. Better use of ICT tools including e-Labs for teacher- student instructional learning. Students ICT skills are engaged in the learning and classroom preparation activities,.i.e. completing assignments, submission, test completion. Students ICT skills are engaged in the learning and classroom preparation activities,.i.e. completing assignments, submission, test completion. Better Internet applications and services used fostering effective teaching and teacher support to students. Human Resource development of Trainers of Trainers (TOT) concept allows for reciprocal training of others in various schools/units/departments. Direct Ends: Application of ICT skills/technology improves instructional teaching and records management. Teachers convert traditional teaching ways to modern teaching strategies improved by use technology (parallel conversion). Teachers convert traditional teaching ways to modern teaching strategies improved by use technology (parallel conversion). Greater access to computer room facilities and use of e-Labs with appropriate software and hardware tools by more teachers. Increased training to the introduction of e-Learning Management tools and Web Applications for classroom environment for teachers and students. Means: Slide 9 8 Overall Goal Education of students are improved with advance technology increasing greater attention and retention of greater lesson content. Improved teacher capacity - harnessing ICT skills thereby increasing skillful manipulation of existing known ICT tools and application of modern ICT tools. Better use of ICT tools including e-Labs for teacher-student instructional learning. Better Internet applications and services used fostering effective teaching and teacher support to students. Students ICT skills are engaged in the learning and classroom preparation activities,.i.e. completing assignments, submission, test completion. Human Resource development of Trainers of Trainers (TOT) concept allows for reciprocal training of others in various schools/units/departments. Project Purpose Effective use of Web Integration and e-Learning Management tools for instructional teaching and records management. Outputs Application of ICT skills/technology improves instructional teaching and records management. Teachers convert traditional teaching ways to modern teaching strategies improved by use technology (parallel conversion). Greater access to computer room facilities and use of e-Labs with appropriate software and hardware tools by more teachers. Increased training to the introduction of e-Learning Management tools and Web Applications for classroom environment for teachers and students. APPLICATION PLAN OVERVIEW Slide 10 9 APPLICABLE KNOWLEDGE The use of e-Learning Moodle Learning Management System to effect teacher-student integration and use for classroom learning, assignment tracking and submissions along with Records Management and feedback. From the Information Technology Engineering course of study in Japan, effective November 2012 - February 2013, the following applicable modular components will be used to effectively administer my action plan: Web Page creation and management. Slide 11 Expectations from JICA Training in IT Engineering for Public Educational Institutions Acquire knowledge of more advanced use of IT in education and training suitable for secondary and post secondary level learners. Skills to develop Action Plan to empower Jamaicas teaching contingency to greater use ICT skills in their daily interaction with students. Improved knowledge of Web Design to facilitate teaching training for regional CXC CSEC and CAPE examinations. 10 Slide 12 Use of Training Content in Jamaica 30 days after return Dissemination of Action Plan and presentation of Training Report to Mona High School and Ministry of Education (MOE), Jamaica Teaching Council (JTC) & e- Learning Jamaica. & Letters sent to Mona High, JICA Jamaica, Ministry of Education and e-Learning Jamaica to have a meeting to discuss implementation of Action Plan and Training Report. 11 Slide 13 Use of Training Content in Jamaica 60 - 90 days after return Implement Cluster Training 1 for six high schools nearest Mona High Schools (1-2 mile radius) [2 workshops]. 1 with Satellite Training facilitation using e-Learning tools and posted. & Upload workshop videos and training manuals along with materials and share with schools in anticipation for Phase 2 6 Cluster Trainings in Regions 1 6 schools across Jamaica. 12 Workshops proposed. Do a Student Workshop for CAPE Advanced IT Students with participants from 14 High Schools at a Weekend Residential Training programme (April 2012) with enhanced ICT/e-Learning tools 12 Slide 14 Means of Verification 1.The number of teachers trained and successfully complete workshops. 2.The number of teachers and schools applying use of technologies such as e-Learning Learning Management Systems in their environment. 3.The percentage of lessons that includes increased ICT applications and tools. 4.Number of training materials, e- Learning videos and student materials produced and submitted for review and share with others. 5.Number of students enrolled in e- Learning courses by grade/level. Register of attendance from workshops. Action Plan Feedback reports 30, 90, 60, 120 days. Survey Questionnaire on Application of training concepts. Review of lesson plans and sample videos and materials produced. Review of submitted materials for e- Learning; Review of Grade sheet from Moodle. Review of registers of Moodle and record of student time online. 13 Evaluation Slide 15 Impact Future Plans 14 Project expanded and further implemented with more institutions with help from e-Learning Jamaica Company, Ministry of Education & Jamaica Teaching Council. Project will be continued to a wider pilot programme after 9 months and review. JICA Seminar for ICT Teachers and Non-IT Teachers in Technology Transfer. Jamaica Teaching Council Expand project to as many high schools as possible with the assistance of related agencies. Slide 16 After the Project, the situation will be. 1.Improved understanding of use of ICT applications to delivery curriculums in the Secondary Schools in Jamaica. 2.Increased # of Trainers within the 6 Regions of the Min. of Ed. 3.Increased Cluster familiarization and partnership amongst schools in particular geographical area. 4.Promoting the sharing of materials developed using e- Learning amongst schools. 5. Increased use of Learning Management Systems by students and teachers. 6. Better performance of students in leaning and teachers in delivering or subject facilitation. 7. Increased use of e-Learning tools to drive the demand for a better organization. 15 Slide 17 16 SUMMARY OF ACTIVITIES AND COSTINGS Most of the cost is to be born by participants and if possible, claim for reimbursement from local schools. Efforts to get MOE to pay for training will be sought. Estimated Cost for workshop per person is $1500 Estimates in JA$ @ 92 to 1 US$ Slide 18 ExternalChallenges/Inhibitors 1.System Administrators not able to install and configure the Servers to be used. 2.System Administrators not able to configure Global Server Access for Moodle over the Internet so that students and teachers have access away from the physical school. 3.Equipment needed are not in proper working order. 4.Low training retention due to challenges of working with equipment that are faulty. 17 Internal 1.Participants not wanting to be trained. 2.Participants attending training not being able to use Moodle LMS in their own schools due to technical problems. 3.Participants fail to implement concepts learnt for e-Learning LMS and also fail to use enhanced lesson development and techniques of e-Learning. 4.Schools may delay in provide cost to teachers to train and therefore teachers may have to stand the cost and claim reimbursement after. Slide 19 Marcus Banton Web Developer or Software Specialist Meet Marcus Banton, a 17 y.o. Student doing advanced studies in IT. Dream to become a Web Developer or Software Specialist. He was the top performing IT student for year 2011/12. 18