How can grasshoppers change ICT practices?

1. How can grasshoppers change ICT practices? July 5th – 7th 2011, ICT in the Classroom Conference, Johannesburg, South Africa By Lieve Leroy, VVOB Zambia

6. Case • 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?

7. Outcomes 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.

8. 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

9. 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

10. Our tool box to success • Let’s make an inventory

11. 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

12. Our tool box to success • Reflect on the guidelines and relate those to our tool box: how effective are our approaches

13. The reality: Zambia

14. The reality: Zambia

15. The reality: Zambia

16. Grassroots Zambia “Learn to use & Use to learn“ • Based on Grassroots TU Delft, The Netherlands • Done in Zambia, community schools and colleges of education

17. Grassroots • 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

18. 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

19. Process Approval of proposals

20. In Zambia: two rounds 5 thematic groups: • Find, search, collaborate • Audi, visual and video learning • Gadgets and tools • Language and Mathematics • Hands on ICT

22. “Those who make a distinction between education and entertainment don't know the first thing about either.“  -- Marshall McLuhan

23. Expert Groups

26. 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.

27. 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

28. http://www.icto.tudelft.nl/en/ongoing-projects/grassroots/tu-delft-grassroots/http://www.icto.tudelft.nl/en/ongoing-projects/grassroots/tu-delft-grassroots/ • http://grassrootszambia.webs.com/ • http://www.vvobzambia.blogspot.com/ • http://www.slideshare.net/bart.cornille/tab-1-tales-of-the-grasshoppers With contributions from presentations by Kristin Smets (VVOB Brussels) and Leonie Meijerink e. a. (VVOB Zambia)

29. literature • 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.