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How can grasshoppers change ICT practices?. July 5 th – 7 th 2011, ICT in the Classroom Conference, Johannesburg, South Africa. By Lieve Leroy, VVOB Zambia. Case. You attend a workshop, but upon returning to your own workplace, you fail to implement the lessons learned.

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how can grasshoppers change ict practices

How can grasshoppers change ICT practices?

July 5th – 7th 2011, ICT in the Classroom Conference, Johannesburg, South Africa

By Lieve Leroy, VVOB Zambia

  • You attend a workshop, but upon returning to your own workplace, you fail to implement the lessons learned.
  • Your colleague just got his ICDL certificate, but still has a classroom full of chalk and talk.

Ever experienced something like this?


By the end of the session delegates will:

  • Have reflected on capacity building in ICT, inclusive of integration in class/work practices.
  • Have exchanged good ideas and go home with a basket of tips and tricks.
  • Have a good understanding of the Grassroots approach and have reflected on the duplicability of it.
getting started
Getting started
  • Think of an ICT tool (Web 2.0) which inspired you during the last year.
  • What was the trigger that made you start using it?
  • Speed dating set up
  • Plenary
more questions
More questions
  • Have you ever succeeded in motivating a/some colleague(s) to use an ICT tool?
  • What was the key to success?
  • Think
  • Pair
  • Share
our tool box to success
Our tool box to success
  • Let’s make an inventory
some guidelines
Some guidelines
  • ICT application in the classroom:
    • requires staff development
    • implies change, which might trigger resistance
  • Highly effective ways of staff development are: discussing, coaching, mentoring, observing and developing others are highly effective
  • comfort  risk  danger:
    • Feasible but challenge
    • Support (time, materials, coach)
    • Confidence
our tool box to success1
Our tool box to success
  • Reflect on the guidelines and relate those to our tool box: how effective are our approaches
grassroots zambia
Grassroots Zambia

“Learn to use & Use to learn“

  • Based on Grassroots TU Delft, The Netherlands
  • Done in Zambia, community schools and colleges of education
  • Staff at all levels can submit a proposal for a small scale initiative to enhance the introduction of ICT, or innovative methods of teaching at school/college (bottom up)
  • Expert support/guidance over the duration of the project (technical and educational support)
  • Reward for a successful implementation
  • Dissemination in a good practices seminar and publication of good practices
why grassroots
Why grassroots?
  • Stimulate lecturers, with little or no experience with ICT, to get a feeling for using ICT
  • Increase the use of ICT in education in the institute

Why is it successful:

  • Lecturer is the owner of the idea; feels empowered
  • Stimulating creativity of lecturers
  • Enthusiasm and commitment
  • Stimulates peers; appealing concept
  • Students are immediately benefiting

Approval of proposals

in zambia two rounds
In Zambia: two rounds

5 thematic groups:

  • Find, search, collaborate
  • Audi, visual and video learning
  • Gadgets and tools
  • Language and Mathematics
  • Hands on ICT

“Those who make a

distinction between

education and


don't know the

first thing

about either.“

 -- Marshall McLuhan

agreement working together
Agreement Working Together

The role of the mentor in grassroots is:

  • Give feedback
  • Give advice on how to balance responsibilities, set professional priorities and action plans.
  • Help to find technical/subject matter inputs and resources.
  • Empower participants to take responsibility for their own project, experience and learning.
  • Organise meetings with the ‘peer group’.
  • Create linkages with colleagues from other institutions.
getting started1
Getting started
  • How would the concept of grassroots project be transferable to your situation?
  • Discuss your own challenges in the use of ICT in your organisation/class.

Come up with a grassroots proposal to solve this situation



With contributions from presentations by Kristin Smets (VVOB Brussels) and Leonie Meijerink e. a. (VVOB Zambia)

  • Bubb, S., Earley, P. (2007). Leading and managing continuing professional development (2nd ed.). London: Paul Chapman Publishing.
  • Bubb, S. Earley, P., Leading staff development for school improvement, School Leadership and Management, Vol 29, No 1, February 2009, pp. 23-37.
  • Fullan, M. (2007), The New Meaning of Educational Change (4th ed.), London: Routledge.
  • Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N. and Yashkina, A. (2007) Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6:1, pp.37-67.
  • Marzano, R.J. (2003), What Works in School: Translating Research into Action, Alexandria, VA: ASCD.
  • Marzano, R.J., Waters, T. and McNulty, B.A. (2005), School Leadership that Works: From Research to Results, Alexandria, VA: ASCD.
  • Meijerink, L., Dopper, S., Cornille, B., Duplicability of Grassroots concept to inspire educators to use ICT in education, eLearning Africa Conference, 26 May 2010, Zambia.
  • Pont, B., Nusche, D. and Moorman, H. (2008), Improving School Leadership, Volume 1: Policy and Practice, Paris: OECD.
  • Reeves, D. B. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.
  • Schollaert, R. and Leenheer, P. (Eds.) (2006), Spirals of Change. Educational change as a driving force for school improvement, Leuven: Lannoo Campus.