Networking: sharing ideas about pedagogy

The classroom can be an isolated work environment with discussion about pedagogy confined to the neatly packaged timeslots created by recesses, lunch times and after-school meetings. If a network is defined as any method of sharing information, the challenge for leadership is to make sure diffusion of ideas that are innovative and impact on learning and teaching happens. Unfortunately, in many schools, the networking opportunities for engaging in depthful dialogue are often impacted on by supervision duties, administration or student related issues.

At Glen Iris Primary School (www.glenirisps.vic.edu.au) our aim was to raise teacher confidence in, and use of, e-learning technologies within classrooms by creating a supportive three-stage learning network: using ‘in-school’ experts; observing other schools’ use of digital peripherals and inviting outside expertise from business or education.

Creating space in our busy week for sharing ideas, creating opportunities for classroom observation and time to challenge the way we used technologies to support learning was our first priority. Our small professional development budget discouraged us from attending expensive ICT Conferences and consequently, our first step was to concentrate on ‘in-house’ solutions including ‘Power PD’ that consisted of 15-minute timeslots at the beginning of staff meetings. Each fortnight, a staff member volunteers to share a new program or website that they have used successfully in their classroom. Teachers began by demonstrating programs such as PowerPoint or Photostory or introducing us to websites that support our inquiry approach, such as www.goodmorningchildren.com and have progressed to sharing strategies used in their classrooms. There is no shortage of volunteers!

Placing new technologies such as our first interactive whiteboard in the classroom of an ‘experienced’ interactive whiteboard teacher. Part of the ‘deal’ was the responsibility to share.  Kate posted a timetable each week of specific sessions demonstrating how an interactive whiteboard could be used to its full potential.  Despite the interactive whiteboard being in a senior classroom, teachers from all levels visited regularly, taking time to observe, discuss and analyse both the benefits and challenges before we committed ourselves to more expensive purchases.

A building program that provided an intriguing six-month opportunity: a spare classroom with an interactive whiteboard. Teacher teams were encouraged to plan for inquiry-based activities, rotating classes through the room and able to share student learning responses at team meetings. This was beneficial as those who were skilled created the activities and supported those who were less ICT confident.

A commitment by year/level teams to create an ICT task that would authentically support the key understandings of their integrated unit. These skill-based learning experiences were chosen from the Digital Excellence Awards (DEA) Program. Within each team, teachers supported each other to make sure in each classroom; student achievement in digital excellence would not be dependant on teacher expertise and confidence. The DEA program can be explored on http://digitaledgeltd.com/uk/index.html.

Parent ICT classes were offered weekly. These classes focused on programs being used currently and at the end of the semester a team of parents were available to support student learning, working in classes.

As teacher understanding and enthusiasm grew, we looked outside Glen Iris Primary School. We appreciated that colleagues were always willing to share their knowledge.

To save Casual Relief Teacher (CRT) costs, we designated one of our four pupil-free days as a school visit day. All teachers had the opportunity to visit schools within the region and investigate the way technologies were used to improve student learning outcomes. Although teachers primarily looked at specific programs, the opportunity to wander through another school and talk to colleagues was both inspiring and energising.

Attending ‘grass roots’ school conferences was another money saving idea. Manchester Primary School www.manchesterps.vic.edu.au organised an ‘in-school’ conference, with workshops on a plethora of ICT programs held in their classrooms.  Over 150 local teachers participated at a fraction of the cost of conferences organised by external providers. Teachers appreciated hearing from those ‘at the coal face’ with practical solutions to planning, resourcing and assessing ICT.

Educational businesses were also keen to provide free professional development. As many sales people are former teachers, most were happy to demonstrate products in our classrooms as an alternative to speaking at staff meetings.

At the beginning of 2007, Glen Iris Primary School had two data projectors and one digital microscope gathering dust in a storeroom. As we swapped and shared ideas we began to understand, formulate, plan, evaluate student data and made purchasing decisions based on the needs of our student cohort.

It’s now half-way through 2008, and as a result of our networking plan, there is constant teacher/student use of our four interactive whiteboards (three portable – which zip between classrooms), an Aver Document projector, Digital Blue cameras, motion sensors and a video camera. Teachers support and challenge each other and even if many discussions still occur ‘on-the-run’ in corridors, they happen more frequently. We’ve created, animated, digitally photographed, and videoed and have just begun to podcast. Just imagine where we’ll be in 2009!

ABOUT THE AUTHOR

Ms Robyn Floyd is Assistant Principal - Curriculum of Glen Iris Primary School, in Melbourne, Victoria, Australia.

 

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