31 Days to Become a Better Ed Tech Leader -- Day 22: Organise In-Service Training

I am firmly of the belief that an ed tech leader is only as good as the team they're leading, and that good in-service training plays a large part in improving teachers' skills, knowledge and understanding.

A task a day for 31 daysLet's take that phrase 'good in-service training': what does 'good' mean? What is 'in-service training'?

Not all INSET has to involve PowerPoint

The meaning of 'good'

I think in-service training is good if it enables the teacher to do something s/he couldn't do before, or to be able to do it better. I'm using the word 'do' in a very broad sense. It could be that, having attended a course, you have a greater understanding of a particular issue than you did before, without necessarily having to actually do anything with your new-found knowledge.

(I'll explore this in another post, but I believe very strongly that there needs to be time and space set aside for teachers to explore issues as an intellectual endeavour, and not merely so that some pre-defined 'output' measure can be improved. But that's for another day.)

Ideally, in-service training should be useful for the individual teacher, the ICT team and the school as a whole.
Teachers should have a huge say into what training they will experience. I've seen instances of where teachers are sent on courses they don't want to attend, and denied permission to go on courses they do. That's a ridiculous way of trying to get the best out of your staff. Admittedly, there may be some things which everyone has to attend, such s information about a new curriculum, but there has to be give and take.

As far as what is good for the ICT team is concerned, that should be discussed by the ICT team. As team leader you will need to take some decisions, but they need to take into account your colleaues' concerns and ideas too.

Types of in-service training for ed tech specialists

But what is in-service training? Traditionally, it's a course. However, it could take a number of forms, such as:

• Attending a course.
• Running a training session.
• Attending a conference.
• Trying out something different.
• Writing a unit of work.
• Scrutinising students' work (not your own students, someone else's).
• Spending time reading.
• Spending time in discussion forums, Twitter and so on.
• Attending training sessions in bite-sized chunks, such as after school, and highly focused, eg Advanced Photoshop or Using Assessment for Learning techniques in ICT.
• Attending great team meetings.

Types of in-service training for non-specialists

Bear in mind that one of your jobs might be to organise training for non-specialist staff. Ideas that come to mind include:

• As you don't know what colleagues know or don't know, I'd suggest conducting a survey to find out what sort of things they would like training on.
• Running a regular ICT surgery. I'll be covering this in more depth soon.
• Running specific training for teaching assistants who help out in ICT lessons. I've always thought it best for all concerned for them to have at least a basic level of competence in using technology.
• Encouraging colleagues from other subjects to invite you to their team meetings to help them discover how technology could be used in their lessons.
• Making a video of the ICT going on around the school, and showing it at a staff meeting. (Students can take this on as a project.)

Your task for today

There's a lot to think about there, but here are a few issues which you might like to consider in your 15 minutes today:

• Who is going to deliver the training? It doesn't have to be you or an outside expert. One of your colleagues might be able and willing to do so. I've had pupils giving training, and the teachers loved it because it was so effective for them.
• Does training always have to take place as an extra-curricular activity? Doesn't that discriminate against colleagues who are paid by the hour? Since the training they enjoy will benefit the school (one hopes), should they not be paid to attend it?
• Does training always have to take place after school? After all, that discriminates against colleagues with family commitments. How about lunchtime sessions as well? I don't think there is an ideal time for training or a foolproof answer to this type of concern, but I think it's important to try and be as flexible as possible.
• Does all training have to take place 'live'? If you were to video your training sessions, the recordings could be made available on the school's VLE for colleagues to access in their own time.
• The same goes for screencasts. Why not create a series of short screencasts to cover the basic aspects of applications which are commonly used in the school?
• Does training have to take place in school or a teacher development centre? How about a team visit to an exhibition? I have organised some great visits for teachers to work places where technology is used.If such days are planned and organised well, they can be really effective professional development.
• Does all training or professional development have to be organised? What about taking part in online discussions? What about making the technology available and allowing people to use it how they see fit, or simply to explore it?
• Looking at your team as a whole (or yourself if you don't have a team), what are your most pressing training needs? Where are the gaps in your knowledge or skill set? How and when can you start to address this?

Further reading

You may also find the following articles useful:

5 Minute Tip: Keeping a Professional Development Record.
Web 2.0 For Rookies: Proving Professional Development.
                    

Update on 2010-05-21 10:18 by Terry Freedman, Educational ICT Consultant

A message from Doug Dickinson reminded me of the OU Vital Community. OU Vital is a recently-established online professional development community for ICT educators. Run as a collaboration between the Open University and e-Skills, it is providing a range of free professional development opportunities, both offline and online.

One thing it does which is especially relevant here is provide a range of 15-minute CPD activities -- ideal for the busy teacher (if they happen to be at the right time, of course).

Thanks for the reminder, Doug.

I also mentioned, in the comments, a forthcomin article about managing meetings. It has now been published here.

Connected Leadership Course

My friend Peggy George has sent me details of a Moodle course she is facilitating. Called 'Connected Leadership', the course is running this week (May 16-21), although all of the resources and the entire course will remain online indefinitely.Become a strong link in the leadership chain

Peggy tells me:

While Kim [Caise], Lorna [Costantini] and I created the course and organized all of the content, there are a number of co-facilitators behind the scenes who are there to contribute to the discussion forums and keep the conversation going which is a great help! They include Paul Stacey, Sharon Betts, Bruce Bearisto, Virginia Rego, Clint Surry, Randy Labonte, David LeBlanc and Wade Gemmell.

I've had a quick rummage around and it looks very good indeed, with lots of resources listed (including the 31 Days to Become a Better Ed Tech Leader series, which is most flattering) and some interesting discussions in progress. I'm looking forward to exploring further, and I suggest you might find it interesting and useful too. Here's the link:

Connected Leadership

31 Days to Become a Better Ed Tech Leader -- Day 19: Attend a Conference

A task a day for 31 daysIt's a great pity, in my view, that one of the first things to go when the budget is tight is training. You can understand why: allowing a teacher to go on a training day not only costs the event fee, but also the cost of hiring a substitute teacher. Plus there is the hidden cost in terms of the fact that substitute teachers, no matter how good they are, rarely fill the shoes of the regular teacher. (And that is one reason, incidentally, why creating a lesson bank is such a good idea.)

Nevertheless, it's a short-sighted measure because I think continuing professional development (CPD) in any job is essential. One especially good form of CPD is — or can be — a one day conference.

I've already written about what I look for in a conference. But how can going to a conference help you become a better ed tech leader?

Benefits of attending a conference

A conference presentation can give you useful insightsIf you choose the conference well, these are the potential benefits:

• Get the latest news and upcoming developments. Things move so fast in  both technology and education that this is a good enough reason in itself to get along to a conference. One thing I have often found is that if a representative of officialdom is giving a talk, they will give you off-the-cuff news and insights which will either never find their way into published reports or will take some time to do so.
  
  For example, they may give you interim results of some research they've been carrying out, or some options they've been considering plus a heads-up about a forthcoming consultation. All of these kind of things help you keep on top of your game and put you in a position to be able to advise the senior leadership of your team from an informed standpoint.

• Meet other ICT leaders. I do my best to keep up with the news, but even so I always manage to find something out from a fellow attendee that I didn't know before. In fact, just being able to, if necessary, have a good moan about the state of things can be very good. After all, being an ICT leader or co-ordinator is often a lonely job, and meeting others in a similar position can be therapeutic if nothing else.

• Another benefit of meeting colleagues in similar positions is that it enables people to exchange ideas. No matter how innovative you are, you can still learn something from talking to other people.

• If the conference has been good, you will not only come away full of new information and ideas, you will also have had a morale and energy boost.

Conference follow-up

One of the downsides of going to a conference is that the new information and ideas end up going to the bottom of the virtual in-tray. I think it's very important indeed that when you return from a conference you work to a simple rubric along the lines of:

1. What were the three key things I learnt at the conference?
2. What is one thing I can and should change immediately as a result of attending it?
3. What is one thing I should change, or advise the senior leadership to change, over the long term?

If you lead a team of teachers, feedback should be given at the next team meeting. That in itself can provide valuable CPD, not only in terms of disseminating the knowledge to colleagues, but also in terms of the ensuing discussion.

If the team meeting is not scheduled for a long time, the information and advice should be disseminated to the team in some way.

I also think that one of the conditions of being allowed to go to a conference is that the notes made are distributed as necessary. Otherwise the benefits of attending are confined to only the attendee and can soon disappear.

Clearly, most of the points made here can be applied to any form of training, not only conferences.
There are aso online conferences, perhaps the best known being the K12 Online Conference. Attending such a conference is often easier than attending a physical one because you can watch the presentations in your own time, and so do not need permission as such.

However, I think there are two principles and one practical issue involved here. The principles are that, firstly, I believe that teachers should be treated as professionals. That means being given time to go to events like conferences. Secondly, expecting people to attend a conference in their own time effectively discriminates against those teachers who have family commitments and for whom, therefore, attending an online conference is impractical at best and impossible at worst.

The practical issue is that attending an online conference in real time enables you to participate in the discussion and Twitter stream taking place at the time.

It may be possible to negotiate for members of your team and yourself to have guaranteed no cover while the online conference is going on, so that each of you could attend in their 'free' lessons. Obviously, that kind of arrangement won't be possible in the average primary school.

In any case, it's not an ideal situation because in my experience you still get constantly interrupted and even called upon to do an emergency cover anyway. In fact, the ideal arrangement is to attend the conference at home or at a colleague's house. I don't underestimate the difficulties of getting that approved though.

Bottom line: attending a conference at least once a year is essential. It should help you do your job better. Everyone knows that teacher expertise is one of the most important factors in securing student learning and progress; conferences can help you maintain and increase that expertise.

You may also find this article useful: All About BETT: What it is, 9 Reasons to Attend,4 Reasons You Should Be Allowed to Attend, and 4 Other Colleagues Who Should Go Too

31 Days to Become a Better Ed Tech Leader -- Day 18: Join a Group

A task a day for 31 daysWhy join a community? John Donne said ‘No man is an island’, and that sentiment is certainly true when it comes to education in general, and ICT in particular. Joining an organisation can reap benefits – I’ve identified 12 possible benefits below.

We work better togetherI’ve drawn a distinction between societies and communities. It’s a completely arbitrary approach on my part, which sees a society defined as a formal organisation, with a particular structure, entry requirements and so on, and a community as an informal organisation.  As I say, it’s pretty arbitrary: some communities also have membership approval and other formal elements. Nevertheless, I hope the distinction proves useful to you.

Why join anything?

• Remember the proverb, many hands make light work. I have often found that when I am looking for information, someone in one of my groups has already done some of the work of researching and collating. (Equally, I think it’s incumbent on each member of a group to contribute in some way now and again, and that would include you!)
• Belonging to a group affords networking opportunities, such as through discussion forums, a newsletter, or conferences.
• It’s very hard to keep up-to-date with news and still have time to do your day job. Belonging to a group is a good way of keeping in the know, such as through a society’s newsletter. Incidentally, on Day 20 I shall be looking at newsletters you might like to subscribe to.
• If the society has a magazine, you can be sure to find discursive articles which go into more depth than the average blog post or newsletter item. Note that my newsletter, Computers in Classrooms, often has discursive articles. See, for example, the April 2010 issue.
• Societies usually put on special events, eg talks, conferences, including expert speakers. Some communities do so too, in the form of ‘webinars’, ie web-based seminars. In fact, sometimes that is the only thing a community does. See, for example, Classroom 2.0 Live, which features a special guest speaker and discussion each week.
• Communities and societies often have online forums, blogs and podcasts.
• Belonging to a group may give you opportunities to get involved in projects. I know, you already have enough on your plate. But doing this can give you greater knowledge and insight into a particular area.
• There may be courses and other professional development opportunities.
• It’s a support network, not just for work-related stuff, but for emotional well-being too. See, for example, Elizabeth Potts Weinstein’s article and video. IN the video she states that after being told in effect that she was useless, she went to her Twitter community and asked for reassurance.
• Being exposed to group discussions and newsletters is likely to give you a wider spectrum of information sources than you might otherwise be aware of.
• There are opportunities to contribute own point of view. Not everyone wants to do so, of course. In fact, most people don’t. But the option is there should you want it.
• Some groups and/or levels of membership give you kudos. That may not be too important to you on a day-to-day basis, but it can help make your CV/resumé stand out from the crowd.

Examples of societies include:

• The British Computer Society http://www.bcs.org/. The magazine is good for in-depth articles which tends towards more technical topics.
• Royal Society of Arts http://www.thersa.org/ A very interesting organisation which has social good as its core aim. Lots of opportunities to get involved in projects and discussions.
• Naace http://www.naace.co.uk/ . This is, in effect, the subject association for ICT in the UK.
• Mirandanet http://www.mirandanet.ac.uk/ An academic society, but one which sets a lot of store by teacher/classroom research. Unlike the other societies listed here, Mirandanet is free to join.
• International Society for Technology in Education http://www.iste.org/ I’d describe this as the subject association for ICT (educational technology) in the USA. Lots of interest groups available.
• If none of these sound suitable, you can always form a local group, eg of fellow ICT leaders or of colleagues from neighbouring school districts or local authorities. Note that I have included only those societies which have a broad set of interests, not highly specialised ones.

Examples of communities include:

1. Social networking groups, eg Linked-In http://www.linkedin.com See, for example, http://uk.linkedin.com/in/terryfreedman This is a good networking community and a source of interesting discussion and news (if you join one or more of the groups available)
2. Social networking groups; use this as a starting point: http://www.educationalnetworking.com/List+of+Networks Note, though, that some of the URLs listed may change because Ning has announced that it is going to end its provision of free networks.
3. Discussion list: Safetynet http://lists.becta.org.uk/mailman/listinfo/safetynet Specialises in e-safety, as the name suggests. I’ve included it even though it is specialised because e-safety is such an important consideration in our work. Note that I have no idea whether this group will continue, because I don’t know what the new UK’s government’s plans are for Becta.
4. Discussion list: ITTE http://www.itte.org.uk/ This is a community of teacher-trainers, specialising in ICT.
5. Discussion list: Ed Tech: http://www.h-net.msu.edu/~edweb
6. http://www.classroom20.com/ Good all-round community with thousands of members.

I hope you find something there which ignites your interest. Your task today is to explore the links I’ve given you to determine which of these, if any, to join.



31 Days to Become a Better Ed Tech Leader -- Day 17: Visit an Exhibition

As an educational technology leader, one of the most important things you can do is to actively look for new ideas. One great source of ideas is an exhibition.

A task a day for 31 daysBut, you say, there are no educational exhibitions going on right now. Really? Well maybe there aren’t, but maybe there are – I’ll return to this in a moment. However, it’s not necessarily that relevant anyway. The point of attending an exhibition is not to just be spoon-fed ideas, but to kick-start your imagination.

So, your task for today is to try to identify, and possibly even visit, an interesting exhibition. Where are the best places to look? Here are 8 suggestions.

• If you live in the UK, have a look at the Exhibition and Trade Fair website. This is very comprehensive, and should enable you to plan ahead if you can’t get to an exhibition in the near future.
• On the subject of planning ahead, don’t forget to pencil in the BETT Show for next January. A cross between an exhibition and a conference, this is a must for any ed tech leader who is serious about keeping on top of their game. You can read my thoughts about it in my BETT Highlights articles.
• Museums, especially science museums, can be a great source of inspiration. They often also showcase very interesting applications of technology. Sometimes they house exhibitions of the development of technology over time. Perhaps you could take a look, and if it looks good arrange to take a group of students along.  Search for ‘museums and galleries’ online for lists of useful links.
• Another source of useful links is the tourist board for your country. Enter ‘tourist board’ into your search engine. For example, the English Tourist Board website lists lots of interesting exhibitions and similar attractions.
• Have a look at the website for your local area: there may be an interesting exhibition not a million miles from where you live.
• In fact, there may be an exhibition going on in the foyer of the Town Hall, or your local library.
• Perhaps a local school has put on an exhibition which you could attend.
• Maybe a colleague in your own school has mounted an exhibition you could get to in the next ten minutes.

Even if attending an exhibition does not, in the end, furnish you with any great insights, not to worry. In the words of the old adage: a change is as good as a rest!



31 Days to Become a Better Ed Tech Leader -- Day 16: Create a Lesson Plan Bank

I am very much a believer in certain principles, which to me are evidence of good leadership:

The WORM Principle

This acronym stands for Write Once Read Many, and originally applied to CDs I believe. I think the principle can be applied much more widely, though. Why the need to do the same thing several times? Why reinvent wheels? In the context of lesson preparation, I think it makes perfect sense to (a) use a lesson plan template, as discussed on Day 14, and (b) for everyone in the team to deposit a copy of each lesson plan they create to a common area.

The latter will happen naturally if units of work are delegated, as suggested on Day 2. But even if that doesn’t happen, it is sensible for the team to start building up a resource bank of lesson plans and associated resources.

It saves work because in many cases it’s easier to start with something than starting from scratch. So if I draft a lesson plan and you create another lesson plan based on it, there are now two lesson plans on the same topic from which others can choose, or from which we ourselves can choose when we come to teach the topic again.

Share and share alike

I don’t think people should work in silos, especially if they’re on the same team. Sharing lesson plans not only saves time, but also helps colleagues see different aspects of the same topic. You can look at a colleague’s lesson plan, compare it to your own, and see something you hadn’t thought of.

Sharing need not be confined to the finished product. Why not use a wiki to share the process of creating lessons? I don’t think this is always appropriate, because the process takes time, and you may not always have that luxury. But it’s certainly worth trying.

Contingency planning

When I was Head of ICT, I used to ask my colleagues to always prepare an extra lesson on the topic, which could be used in a contingency situation. The lesson had to be a stand-alone activity, so that it could be used by a cover teacher without her having to understand everything that had gone before.

My thinking was as follows. When a teacher is out of school, nine times out of ten the work set for the youngsters is irrelevant, and designed purely to keep them quiet. I wanted to build up a bank of activities which were meaningful, interesting, useful and which would not disrupt the flow of the work.

But I don’t have a team!

If, like many ICT Co-ordinators, you don’t have a team because you’re the sole teacher of ICT in your school, these principles still apply, but in a different way. I suggest the following:

• Build up your own lesson bank. You can do that by creating an area where copies of each of your lesson plans is stored, and even drafts of lesson plans: why lose those half-formed thoughts? They may come in handy in the future.
• Join a community of other teachers in a similar position. I’ll be saying more about this later in the series, but one thing you might do straight away is start collaborating with another local school or two.
• Have a trawl around the Teacher Resource Exchange, or any similar sites you’re aware of. It contains lots of great ideas, and everything there is for sharing. You may like to contribute your own.

What now?

As often is the case, none of this can be achieved in its entirety in the 15 minutes I’ve suggested you spend each day on the articles in this series. However, what you CAN do is the following:

• Have a common area set up as a repository for lesson plans.
• Have a look at the Teachers’ Resource Exchange to see if there is anything you can make use of immediately.
• Start talking to your colleagues about the feasibility of producing one extra lesson each for the sake of contingency planning.



Update on 2010-05-12 13:15 by Terry Freedman, Educational ICT Consultant

I knew there was something else I wanted to say! And reading Doug Woods' comments on the Day 15 post has reminded me. I think another important principle is consistency. That doesn't mean that everyone's lessons have to be the same, but should at least address certain issues or contain similar elements, and plans should be consistent in order to make it possible for people to use each other's.n Hence my advocating the use of templates, as long as adhering to the template doesn't become an end in itself: flexibility is always required.

31 Days to Become a Better Ed Tech Leader: Consolidation Day 2

A task a day for 31 daysIn a sense, most of what we've done so far is looking and listening, and not an awful lot of doing. That's not literally true, of course: looking and listening are activities, as is planning. However, the point I'm making here is that it's better to wait a little while before storming into a situation. As the old proverb says, Make haste slowly.

That can be very difficult to do, especially if you have just taken up the post of ICT leader in a school. You've seen some things which need addressing, and you want to make your mark. That's why Day 6 was concerned with identifying actions you could take that would gain some 'quick wins'. But more profound change, which becomes embedded in practice, takes longer.

So, Week 1 was concerned with gaining a few quick impressions of the state of educational technology in the school. In Week 2 we went a little deeper, looking for hard data and getting other people's opinions.

Next week we do more looking — at something which from my experience is not looked at often enough. Also, it's a time for action, where we look at things you can actually do in order to make the experience of educational technology better for the youngsters, your colleagues and yourself.

As they say in the media: Stay Tuned!

31 Days to Become a Better Ed Tech Leader -- Day 13: Arrange Visits

A task a day for 31 daysToday's suggestion is that you invite a teacher from another school to visit your school, and to try to arrange a visit to another school. Doug Woods suggested this back on Day 4 ('Get out and about') when he said:

I'd suggest walking around other schools to get a view of how they approach things. And also invite other teachers from other schools to visit yours and ask for their impressions.

There is no right and wrong about any of this, but the reason that I have deferred this until now is that I think you get more out of visits if you have done a lot of groundwork first, as I explain below.

Purpose of the visits

There are several good reasons to arrange such visits, for example:

• To help you see your ed tech provision through the eyes of a disinterested third party (note that I said DISinterested, not UNinterested). People tend to see things they want to see, and to get used to the things that perhaps are not quite right. Someone from outside, with no axe to grind, can ask the awkward questions like, "But why do you do it like THAT?", and to share their own experience with you.

• Visiting other schools can give you ideas. When I was involved in ICT inspections, on one or two occasions I suggested that the Head of e-Learning visit a few schools to see what was going on 'out there'. Without that injection of fresh ideas, it is really easy to become a bit stale.

• If you're thinking of investing in a particular type of network, or software, a visit by and to someone who has already done so can be invaluable in helping you avoid some of their mistakes.

• On a longer-term basis, it is often a good idea to forge 'vertical' links, ie with the schools that your pupils are coming from or going on to.

Who should you visit or invite?

If you're in the UK, it's easy to find schools worth a visit in your area. To find out which schools have been accredited with the ICT Mark, or even those which have committed themselves to going down that road, the Next Generation website is very good.

You can also go to the Becta ICT Mark site, but in my opinion that is not as good because it has only ICT Mark schools, not ones which have committed themselves to the Next Generation Charter (as it's called).

For a less 'official' list of schools, go to the SSAT's ICT Register — but bear in mind that schools nominate themselves as being worthy of inclusion on the Register.

You could also ask your Local Authority advisor (if there is one) or your School Improvement Officer.

You might also trawl through the Ofsted reports for schools in which ICT received a good mention, but as ICT is not always specifically mentioned the reports of good schools in that respect may be a few years old now.

Companies can also recommend schools. For example, an interactive whiteboard company will be able to recommend exemplar schools, ie ones which have done great things with that product. In a sense, that narrows the focus somewhat, but in my experience, and from the reading I've done and conversations I've had, doing great things as a whole school in one particular area is usually indicative of a much deeper and broader level of engagement with change management processes and that sort of thing. In other words, it would be highly unlikely, I think, to find a school that was working wonders in its use of interactive whiteboards throughout the school, but which was pretty awful in every other use of educational technology.

Also, if you attend conferences or training days, get chatting to people and, if feasible, contact them subsequently to arrange reciprocal visits.

It doesn't have to be another school. It could be a college or even a company. It all depends on what you're mainly hoping to gain from the exercise.

Getting the most out of visits

If you have invited someone to visit your school, I would suggest asking them to do what you did on Day 4, ie walk about and gain a general impression of what's going on. Unless, of course, you'd like their opinion on a particular thing the school has been doing.

When visiting other schools I think you gain much more from it by doing even a small amount of research. What was their last inspection report like (if you're in the UK)? Are they on the ICT Register, or have they achieved the ICT Mark? What does their website tell you.

For me, part of the research is being done whilst you're attending to your own affairs, which is why I am suggesting visits now rather than on Day 4. I think it's important to have have done some deep thinking first, so that you can ask relevant questions or look for particular aspects at the time: nothing is more frustrating than wishing you'd asked to look at a particular thing when it's too late.

Your task for today

So your task for today is not to visit a school, obviously, as you can't do that in 15 minutes, but to think about what you'd like to get out of a visit to another school, or from someone else visiting your schol. Then have a think about whom to approach.

If you lead a team of ICT teachers, put this topic on the agenda for your next team meeting. Perhaps your colleagues can suggest schools to visit or teachers to invite, and why. If they are nervous about the idea of having visitors, try to explore why. Why is it that they are not 100% confident in what the school is doing in that regard, and what can be done about it?

You can see that even if the discussion results in a decision to not invite others in, that in itself can provide a rich source of data about what needs to be addressed and prioritised as far as educational technology in your school is concerned.


31 Days to Become a Better Ed Tech Leader -- Day 12: Look At Some Work

A task a day for 31 daysAs well as talking to students and observing lessons, a good way of getting a feel for what educational technology standards are like — and therefore whether you need to do anything about them — is to look at students' work.  There's nothing to stop you talking to students about their work; indeed, that's what a good head of ICT would do. However, you can get through a lot more student work without having to talk about it. Therefore 'work scrutiny', as this is sometimes called, can be a useful supplement to the other things you're doing.

Without the student there to discuss it with you it can be hard to drwa and hard and fast conclusions. The way I think of work scrutiny is that it's a means of gaining enough of an overall impression to be able to ask some pertinent questions. The kind of things I would be thinking about as I looked through the work include:

• Are attainment levels appropriate?   
• Is the amount of work adequate?   
• Is there a good range of subject coverage?   
• Is there a range of contexts?
• Does the work show progress over the year?   
• Are literacy skills being developed?   
• Are numeracy skills being developed?   
• Are ICT skills being developed? Which ones?
• Are ICT skills being applied?   
• Is work marked regularly and is the marking diagnostic?   
• Is there evidence of extension work?   
• Are pupils’ special educational needs being addressed?
• Are there differences in the work according to gender or ethnicity?   
• Does the quality of the resources used enhance learning?      
• Is there evidence of homework?   

   
Many of these would be more appropriate if you have recently taken up the post of leader of the educational technology team, or if ICT is taught or used mainly across the curriculum. Otherwise one would assume that you already know the answers to questions like 'is there a range of contexts?'
Note that some of the questions are appropriate if you are trying to judge the standards attained by individual students. However, in the context of work scrutiny the main purpose is to look at the big picture.

I think this sort of exercise can work quite well if entered into in the same spirit as the lesson observations discussed on Day 11. The purpose is not to catch people out, but to see what things are like. In my opinion, it's a good idea to discuss as a team what sort of things to look for, and then for the whole team to look at the same samples of work.

The exercise can be quite revealing. Let's take that contexts question again. On scrutinising the work it may become clear that the range of contexts is very narrow, which means that you and your colleagues can start to address that right away. Similarly with marking: if most of it is of the 'tick, good' variety then there probably needs to be some discussion of assessment for learning approaches to marking. Often it is only when you step back and look at the thing as a whole that you can start to see such issues.

Ideally, take samples of work from a wide range of students. Also, bear in mind that you need to look at a substantial range of work from each student. If you don't, it's impossible to even begin to answer questions like 'Does the work show progress over the year?' or 'Is the amount of work adequate?'

Also, it's worth bearing in mind that context is important. Take the question 'Is there evidence of homework?' When I was last Head of ICT, my scheme of work involved mainly extended project work, and so the homework each week was 'Do whatever you need to do in order to be able to get on with your project work in the next lesson.' I regarded that as perfectly adequate, because it was entirely appropriate. But there was no hard evidence in students' portfolios of homework having been done: you'd have to infer it.

You also need to know about context from the point of view of knowing what the student was required to do and how much help they had, when trying to infer their level of understanding.

Together with talking to students, looking at the data, observing lessons, and having an external person's opinion (covered on Day 13), work scrutiny can give you a real insight into the state of educational technology in your school. That knowledge can help you concentrate resources of people, time and money most effectively.

31 Days to Become a Better Ed Tech Leader -- Day 11: Observe Some Lessons

A task a day for 31 daysLooking at data is all very well but doesn't tell the whole story. In my opinion you also need to see what goes on in a lesson.

The observer and the observed

This is potentially a sensitive subject: nobody likes to feel they're being monitored. I think it is therefore quite important that everyone in your team, including yourself, has at least one lesson observed. If possible, arrange it internally, that is to say, have members of your team observing each other rather than bring in an outside colleague, unless that is unavoidable.

Recording the lesson on video can be useful -- although a pocket camcorder will do!If possible, have the lesson recorded on video. That can obviate the need for any elaborate cover arrangements and has the added advantage that the observer and the observed can look at the lesson together. This is quite useful because, done properly, it leads to a good discussion that can benefit both parties. Indeed, if people are brave enough, and trust each other enough, all such videos can be discussed by everyone in the team on a training day, or as part of a special team meeting (other ideas for team meetings will be covered on another Day).

What to look for

This has to be a matter of mutual agreement to some extent. For example, the person being observed might ask the observer to pay special attention to the way they use the whiteboard. The greater part of the observation has to be on whether or not the students are learning, or learning quickly enough. That means that it's fine, in my book, for the observer to ask students questions in order to ascertain their understanding, as long as, obviously, that they don't disrupt the lesson by doing so.

If you're going to assign a grading system to different aspects of the lesson, you will need to ensure that everyone in the team understands and uses the same system in the same way as each other.

The sort of things you might wish to focus on include the following, which I have placed in alphabetical order:

• Ability of students to use manual or on-screen Help
• Addressing of equality and diversity in planning
• Attendance of learners
• Attitudes, values, personal qualities
• Care, guidance and support
• Course suitability
• Health & Safety awareness
• How well does teaching match individual students’ needs?
• Learners’ understanding of purpose of session
• Learning outcomes
• Pace and challenge of session
• Partnership
• Punctuality of learners
• Quality of accommodation
• Quality of activities set
• Quality of answers given by students
• Quality of help and guidance given
• Quality of marking/feedback
• Quality of planning and preparation
• Quality of Resources
• Quality of students’ presentation
• Quality of teaching & learning
• Relating of work to previous sessions
• Software skills
• Standards of work seen in session
• Students’ achievement in session
• Students’ motivation & involvement in session
• Students’ self-esteem
• Students’ understanding of own progress and how to improve
• Teacher’s knowledge
• Teacher’s control of session (not just behaviour, but pace, change in activities, use of plenaries and so on)
• Teacher’s evaluation and review of the teaching and learning in session
• Teacher’s time management
• Use of resources

This is not a definitive list, of course. Obviously, I should not advise trying to observe all of these in a single lesson!

What can you learn from this?

As team leader, you are concerned with the quality of the educational technology as a whole, and lesson observations across the board can be really helpful in this regard. You may, for example, pick up on the fact that colleagues don't use the interactive whiteboard much. Is that because they have not received adequate training?

Or perhaps the pace tends to be too fast, leaving some students behind. Is that because they're concerned about covering the whole scheme of work in time? If so, does that suggest that the scheme of work is too crowded, or that more teaching time is needed?

Perhaps now that you come to look at it, the quality of your accommodation isn't wonderful. Is it possible to make a case for some refurbishment in the next financial year?

Of course, the bottom line is that as team leader you need to know what's going on in actual lessons. You can't rely on reports or statistical data. You have to actually see it for yourself. That doesn't have to be done in a draconian way. It doesn't even have to be done too often, especially if you have cultivated an ethos of nobody minding other people wandering into their lessons unannounced. But it does need to be done as it is a good means of finding out useful information and gaining an overview of learning and teaching in your area of the curriculum.

Practicalities

If you recall, each Day in the series is intended to include an activity that takes no more than 15 minutes. Clearly, you can't observe everyone's lessons in 15 minutes -- although you may wish to suggest that nobody's lesson is observed for more than 15 or 20 minutes, which makes the process more manageable. You may even wish to focus on the start or end of each lesson rather than all of it.

So I suggest that you spend your 15 minutes today reflecting on what's been written here, and perhas drawing up a rudimentary timetable of which lessons could be observed when -- starting with your own.

31 Days to Become a Better Ed Tech Leader -- Day 10: Know the Data

A task a day for 31 daysOne of the things you absolutely must be able to do as an educational technology leader is know and understand what is actually going on in your domain. You need to know the facts, or at least be able to put the facts up on a computer screen straight away. Sometimes I've gone into schools and asked the Head of ICT, "Why are the boys here doing better than the girls in ICT, and what are you doing about it?", to which they have replied, "Are they?"

That is not the correct answer.

I don't want to get tied down to one particular country's rubric here, so what I'm going to do is suggest some generic questions you should be asking. You will want to add a few of your own that are pertinent to your own school or country.

Understand the data, and no cheating

First, though, a word about the data. I don't think you need to be a statistical genius to be able to see what's going on at a glance, as it were. For example, if 70% of the boys attained Level 5 last year, and only 40% of the girls, that would seem to suggest that the boys are doing better than the girls.
However, perhaps the girls are making faster progress over time than the boys. If the gender balance isn't split more or less 50-50 that could be skewing the figures. I think it's worth enlisting the help of someone who does understand this sort of thing — perhaps a mathematics teacher or the person responsible for data returns in the school.

But if you do know how to delve into the data, no cheating by using an obscure type of calculation to make the results favourable. I recall an inspection I was on in which the Headteacher sought to prove there was nothing amiss in the school because the examination results of the six students (out of around 300) who were taking a course in Advanced Physics had improved by half a percentage point over last year, using the chi-squared distribution technique.

No, I don't think so.

You may be tempted to adopt the blues singer Bessie Smith's attitude:

If you don't like my potatoes, why did you dig so deep?

(although I'm not convinced she was referring to exam results), but in the long run you're more likely to do best by your students by facing the facts rather than trying to avoid them.

OK, with no more ado, let's consider the sort of questions you ought to be able to answer. Bear in mind that members of your team need to know this too, or know about it and where to find it. You will need to involve them in the data-gathering process so that they don't feel 'done to', and you will need to share the results with them. Also, you will have to go through the process every year: it's not a one-off exercise.

Questions

Questions, questionsWhat ICT is being taught, and where?      For example, do they teach control technology in the Design and Technology department (if you're in a secondary school)? Are they using electronic keyboards and a composition program in music lessons? Where do the students get opportunities to use educational technology, and apply their knowledge of ICT, in their daily school lives?

Is ICT taught to all students in every Year or Grade? Are they getting their statutory entitlement (in countries where there is one)? How is it organised? For example, a two hour lesson every two weeks is not usually as effective as a one hour lesson each week, even though the total amount of time comes out the same.

What was the percentage of students who attained each Level at the end of the last school year? How do these results compare with the previous year? Was there a difference between boys and girls, or different ethnic groups? If so, what are you doing about it?

What do you do for youngsters with special educational needs? How do you stretch the high fliers? How do you cater for students who are unable to get into school, or who have just returned after being absent?

Do you have attainment targets in place for next year, eg "At least 50% of our students will achieve Level 4"? How are the targets being set, eg is it based on discussion with colleagues, handed down from 'on high' or did you roll some dice?    

How is students' knowledge and understanding of educational technology assessed? Do they know what Level they're on, and how to get to the next one up? Do you and your team know about, and make effective use of, assessment for learning techniques?   

What are the accommodation and resources like? For example, how many computer labs are there? How many class sets of laptops are available on loan? Is there an interactive whiteboard in each classroom? What is the student:computer ratio?Can the students bring their own devices in? Do you have a scheme to tackle the 'digital divide'?

How much use is made of the facilities?, For example, how often are the computer labs used? How often are the banks of laptops borrowed?

Are students taught how to keep themselves safe online? Not only from sexual predators, but from financial scams, misleading information, or from potentially damaging their own future prospects?   

Staffing: are the members of your team well-qualified? Not necessarily academically, but in the sense of being knowledgeable enough to teach the subject. If not, shouldn't you be sending them on courses? What about your colleagues: are you providing professional development opportunities for them too? Have there been any issues of staffing which have had an impact on students' attainment in the subject, such as high staff turnover?

What strategic planning takes place, in terms of both targets (see above) and budget, taking into account the total costs of ownership? How are the interests of educational technology represented in the senior leadership team?

Is technical support adequate?

How far is technology used, both by you and your team and the school in general, for administration and management?

And your homework is...

As you can see, these questions are not trivial, and you do need to be able to answer them. But the good news is that you don't have to answer them all today, and you don't have to find out all the answers yourself. (For example, if proper records have been kept, a lot of the hard data like examination results and number of laptops should already be available, but not necessarily all in one place.)

Knowing the answers to questions like these gives you an excellent basis for planning, and for being able to talk knowledgeably with others about the educational technology in your school.

Leading and Managing ICT Keynote

At 2pm British Summer Time (the word 'summer' being used somewhat loosely, given the deluge we had today and yesterday) on 5th May 2010 I'm giving a keynote talk on leading and managing ICT in schools, in the OU Vital Community. OU Vital is a recently-established online professional development community for ICT educators. Run as a collaboration between the Open University and e-Skills, it is providing a range of free professional development opportunities, both offline and online. Several people whose websites I enjoy reading have run, or are about to run, sessions, including Doug Woods and Andy Hutt, to name but two. Everyone is welcome to join, even if you don't live in the UK.

I'm not getting paid to plug it, by the way. It's a genuinely exciting initiative and a vibrant-looking community. The nice thing is the absence of rivalry. For example, Peter Twining, the head honcho, kindly offered to have The Amazing Web 2.0 Projects Book converted into HTML format free of charge -- the only 'price' being that I let Vital host it within their own site as well as on my own. Must have taken me all of three nanoseconds to think about that.

Anyway, back to the present. I was approached by Malcolm Moss, of Core-Ed, to present a session on ICT leadership. (See this articleto get details about OU Vital and how Core-Ed fits in). The terms 'present' and 'keynote' are strange ones to use in this context, because there is as yet no audio or video facility, unless one creates it and links to it. Instead, what I've done is to write a short stimulus article suggesting five broad strategies for leading and managing ICT in a school.

If you log in and go to that session, you can read the article and also take part in a live discussion via a chat room. That should be fun, and will hopefully lead to some good ideas being exchanged. I've made a short audio (less than three minutes long) to give it a bit more of a context, and you can listen to that by clicking on the play button below. The session lasts for an hour. Hope to 'see' you there.

Leading ICT Keynote Preview

31 Days to Become a Better Ed Tech Leader-- Day 9: Ask the Pupils

A task a day for 31 daysWhen all is said and done, the whole point of being in school is to provide a good education for young people, so we need to ask them whether we're doing a reasonable job. However, exactly how you ask them will depend on their age, and also what you wish to find out.

What should you ask?

The kind of questions I  ask when visiting a secondary (high) school are as follows:

• What you think is the school’s vision for ICT, ie why is it providing lots of kit etc?
• Are students asked to contribute to the school's vision and ideas?
• Are there lots of (high-quality) opportunities to use ICT?
• Do you find the things you're asked to do with educational technology challenging? 
• Are you making progress?
• What opportunities are there for students to contribute to the school’s use and choice of ICT?
• What is the value of learning about and using ICT, especially as many people consider young people to be experts anyway?
• What Level are you at in ICT, how do you know, and what do you have to do to get up to the next Level?
• Anything you’d like to add?

Ask the right questionsThese are not all the questions I like to ask, and I ask slightly different ones, in a very different way, when visiting primary (elementary) schools, but hopefully this selection will give you an idea of what works. Breaking these down what they seek to find out from the students is:

• What do you think the school is trying to do?
• Are you 'done to', or are you consulted, as far as ICT is concerned?
• Do youb get to do hard things with the technology, as opposed to stuff you could do anyway?
• How are you doing in ICT, and how do you know?

There are other ways of finding out useful information from a student's perspective, as you'll see on Days 10, 11 and 12. However, asking them directly is a useful — actually, essential — part of the process.

How to do it

I should recommend taking a random-ish group of youngsters from different age groups, eg 2 from each Year or Grade, and of both genders. Ideally, limit the size of the group to no more than six, and do it with two groups if necessary. Obviously, try to draw everyone into the discussion. The whole thing need take no longer than 15 or 20 minutes — half an hour at the outside.

You can either conduct the session in a lunch period, say, or during lessons whilst project work is going on, or online. If you do it online, I think it's important to ensure that students cannot make anonymous contributions. The reason is that there is always a danger that some students will use the exercise as a means of moaning about their teachers. If they wish to make such complaints, they or their parents should do so in a proper manner, not hijack your survey.

On the other hand, most students, most of the time, are eager to please, and therefore can be tempted to say things that they think you'd like to hear, or which won't get anyone into trouble. For that reason I do think that the best person to ask these questions is someone who is, and can be seen to be, independent. On Day 13 we'll look at the idea of inviting a teacher from another school to visit; the visitor would be an ideal person to conduct the interviews. Alternatively, a member of the Governing Body or a parent might be approached. A teaching assistant is also a possibility, as indeed is a colleague from another curriculum area altogether.

Then what?

The information you glean from asking the students directly about their educational technology experience in the school can prove very useful to you in planning. If, for example, the school has invested lots of money in state-of-the-art equipment, but the students aren't using it, is that because teachers don't have the knowledge or confidence to make it available? Perhaps you should put on some staff training sessions in those areas?

Or suppose the students are using the technology a lot, and are really enjoying it, but don't know how they're doing or how to improve (an answer such as "I must work harder" is not specific enough). In that case, perhaps you need to make sure that people have a good idea of how to assess students' ICT capability and, crucially, how to convey useful information about it to their students.

So how would all this knowledge help you to become a better ed tech leader? The youngsters are your final customer, if you wish to think of it in commercial terms. It's not necessarily the case that the customer is always right, of course. But by making sure you know how things are from their perspective you can adjust what you're doing, repriotising if necessary, in order to bring about an improvement in the educational technology 'service' being offered.


31 Days to Become a Better Ed Tech Leader -- Day 8: Set Up a Committee

A task a day for 31 daysThey say that a camel is a horse designed by a committee. There's a certain amount of truth in the message being conveyed: committees often start by arguing, and end up compromising. The result is something that nobody in the room had in mind at the outset.

And, let's face it, committees may add another level of bureaucracy to an already bureaucracy-burdened profession. So why am I suggesting that organising one could help you become a better ed tech leader?

A committee can actually be a good thing — if the reason for its establishment is clearly to further the use of technology in the school, and the people invited to sit on it do not regard it as a forum for arguing in favour of having more funding lavished on their own curriculum area. Organised and managed properly, an ICT committee can be beneficial in a number of ways.

The benefits of an ICT committee

The members of the committee can be your eyes and ears around the school. We've already seen how walking around the school can be quite useful, but you can't necessarily do that every day, or even every week. You certainly can't be in other teachers' lessons all the time. A committee can provide useful information about how the technology is being used — or not being used — in different areas of the school. And, crucially, why or why not.

A committee can provide a watching brief on developments in technology. I'm mindful of the comments Doug Woods made about my suggestion of delegating a unit of work, to the effect that alleviating some of your own workload is not a good reason for it as other people are busy too, and I agree. But if people are on the committee they can be asked to keep an eye on things in an area they're passionate about, which they probably will do anyway. If they also happen to be non-specialist geeks, so much the better.

In any case, if you're in a secondary school they will be specialists in their own curriculum area. I think it's quite reasonable to expect them to provide feedback on the way technology is being used there, and new software applications. If nothing else, it should help to avoid duplication. For example, in one school I worked in, three subject departments had each bought exactly the same software — before I arrived on the scene, I hasten to add: one of the first things I did was to co-ordinate all software purchasing in order to both avoid that situation and to be in a position to enjoy price discounts.

Notwithstanding the camel comment at the start, colleagues on the committee are likely to come up with ideas you wouldn't have thought of. They have friends in other schools, for example, and belong to subject associations and read different magazines to the ones you do. They have different experiences from you. They're different people, for heaven's sake! They're bound to come up with different ideas.

Who should be on the committee?

In a secondary school, it makes sense to have a representative from each subject specialism. It's interesting to see who is chosen by the team leader. It's often the youngest teacher in the department, but is that because they're brimming with ideas and understand technology, or is it because they're the most junior members of the department and being on the ICT committee is seen as trivial but necessary? It shouldn't make you treat the teacher concerned any differently one way or the other, but this kind of knowledge can give you an insight into how important the use of technology is seen by their subject leader.

An alternative approach, if your school is organised like this, is to invite people from each faculty or learning area. That has the distinct advantage of keeping the numbers down, which makes the committee easier to manage. On the other hand, there are a fewer people to contribute to the work of the committee.

Primary schools are structured differently, of course, but you may still want to invite people based on their specialisms, eg literacy, special educational needs and so on. But the big problem is that, in the UK at any rate, primary schools are often so small that the same person is literacy co-ordinator and special educational needs co-ordinator, with several other roles thrown in for good measure.

So you have to be sensible and judge your particular situation on its merits. Should the committee comprise colleagues who have volunteered? Do you even need a committee at all? Perhaps it would be best simply to ask colleagues' opinions about things from time to time, or set up a means whereby it's easy for them to make suggestions and voice their opinions whenever they like.

Maybe the ICT committee should be an ad hoc one, ie set up for one particular purpose, with the intention of disbanding it once it has done its job. A good example would be where the school is thinking about implementing a new VLE, or a new set of portable computers.

Practical matters

Some thought needs to be given at the outset about when the committee will meet. In England, for example, there is a work time directive in place that teachers should work 1265 hours a year. This comprises both teaching time and 'directed time', and is often regarded as an upper limit (see this example, which I don't think is atypical). In such circumstances, if you're going to set up a committee, try to ensure that its meetings are counted as 'directed time'.

Even if you don't have to worry about the 1265 hours or similar, I think it's good practice to recognise that sitting on a committee like this takes up time which could have been spent on lesson preparation or with one's family. It shouldn't be taken for granted.

Also, it should go without saying that the meetings should be conducted in a businesslike way, ie with an agenda, and with notes of the meetings afterwards. People shouldn't be expected to have their time wasted whilst you consult the back of an envelope or, worst still, ask if anyone in the room has anything to discuss.

And a nice selection of cakes and some fresh coffee wouldn't go amiss either.

31 Days to Become a Better Ed Tech Leader: Consolidation Day 1

A task a day for 31 daysThere is always a danger with any series like this that, with a new task or challenge being presented each day, it can all become somewhat relentless. For that reason I decided at the outset that I would insert some 'consolidation days'.I suppose technically that's cheating a bit, because it will make the series longer than 31 days — but I never said anything about the days being consecutive!

Reflection is a good thing, so let's cogitate on what's been achieved over the first seven days.

In fact, reflection is a good word to use in this context, because what this week has been mainly about is metaphorically sitting back and watching and listening. The exception was Day 2, of course, which was designed to both satisfy leaders' innate predilection to actually do something, and to set events in motion that would have long-term benefits without being too disruptive in the short-term. As I've suggested before,one of the worst things you can do, if you're new to the job, is to go around changing everything before you really know what's what. You want to make your mark as a new leader, but hopefully you'd prefer to be known for being incisive and doing what's needed, than for being impetuous and self-obsessed (which in my opinion is a characteristic of people who act without doing some fact-finding first).

If you've been rising to the challenge every day, what you should have by now is a kind of shopping list of issues to address, and some ways to address them. You will have found out what, in your opinion, needs looking at through the exercises on Day 1 (SWOT analysis), Day 4 (getting out and about) and Day 7 (wall displays). You will also have started to think about ways of dealing with these issues, whether in the short term (Day 6, quick wins) or the longer-term (Day 3, find a non-specialist geek, and Day 5, draw up a wish list). Remember, the whole focus of this series is to stimulate some thinking, not necessarily to solve all the problems straight away.

If you haven't had time to look at one or two of these tasks, well, today's a good day for catching up!

The next seven days will involve further looking, but at a deeper level, and will also involve other people.

31 Days to Become a Better Ed Tech Leader -- Day 7: Wall Displays

A task a day for 31 daysTake a look around you. I don't mean around the school, as suggested on Day 4, but around you. What are the walls of your classroom like? If your school has computer labs, what's on the walls? How about the walls in the general area itself, outside the rooms?

Walls are not there simply to separate rooms or hold the roof up. Well, they are, but you can use them for so much more. And if you're not allowed to put anything on the walls then investigate the possibility of having digital displays, in the form of mobile 'walls', plasma screens or, if it comes down to it, a computer station or two at the back of the room running an automated PowerPoint show. I'm not saying that's ideal, and I recognise there may be practical drawbacks, but I am just trying to convey the idea that there is no need to, and nothing to be gained by, taking a defeatist attitude in that kind of situation.

What's it all for?

Before we go any further we need to stand back and ask the big question “why?”. To put it another way: what is going to be the impact on teaching and, especially, learning, of your classroom display? If the answer is “not much”, then there’s little point in bothering.

That may seem a little uncompromising, but schools are about learning. Anything which does not contribute to that goal, whether directly or, perhaps by creating a safe, stimulating and pleasant environment, indirectly, is simply a waste of time and energy.

The same goes for notices in a computer lab. All too often they are full of what you must not do. After three minutes you start to feel as though you've entered a prison. What's on the walls should enhance your desire to learn and do stuff, not make you wish the end of the lesson had arrived.

How effective is the display in your classroom? Try this as an experiment to find out how much notice your class takes of the wall displays. Ask them to tell you, without turning round to look, what country is shown on the map at the back of the classroom. The best situation in which to do this is one in which there is no map, nor ever has been, in the back of the classroom. The pupils will almost certainly come up with all sorts of answers except the correct one.

If that happens then you will know that your display has been less than successful!

Types of display

Nothing, nada, zilch

The most basic type of display is no display at all. In other words, there are just plain walls and doors. You may think it is frivolous to count this as a display at all, but bear in mind that the environment the pupils have to work in conveys a message to them. In this case, the silent message could be that they are not important enough to worry about. Even if this is stretching the significance of the so-called ‘hidden curriculum’ a little too far, it has to be admitted that the complete absence of anything at all on the walls cannot exactly produce a stimulating learning environment.

It may be, of course, that the school has been built, and is being maintained, through a private finance initiative (PFI) or similar arrangement, and that one of the conditions of use is that nothing is put on the walls, or other restrictions. That is something that should have been spotted, and negotiated out of the contract altogether, at the planning stage, so it is too late to do anything about it immediately - although it may be possible to find ways to work around it, as suggested earlier.

Posters

Another type of display is created by putting posters on the walls. These can be obtained from companies, in which case they contain advertising, or educational periodicals. The main function these serve in practice appears to be to brighten up the room. In some cases they serve a second function as well: that of covering up unsightly marks or cracks. Ideally, they should help to provide information or points for discussion that can be brought into lessons.

Showcase

A third type of display is intended to showcase children’s work. The walls are festooned with print-outs - sometimes annotated in colourful felt tip - and extracts from pupils’ folders. If you have someone on your team who is great at putting things on walls in a way that makes people burst with pride at seeing their work on them, ask them if they'd be kind enough to be in charge of all that sort of thing.

Perhaps in return you could negotiate some sort of quid pro quo with the powers-that-be, something useful like having one or two guaranteed free periods a week in which to manage it. If that's not an option or not applicable, then take away some aspect of administration, or even try to obtain a small salary increase for them, although that is both unlikely to happen and is not without its difficulties if it does happen. If the person is a teaching or classroom assistant, then build in display duties as part of their timetable if you can.

The point is simply that although many staff in school do extra things and go above and beyond the call of duty, that's no reason to expect it and take it for granted.

Guides…

Another type of display consists of sets of instructions. Information on the walls tells users how to achieve something, like printing to the colour printer.

… and Guidance

A related type of display is sets of rules, intended as guidance on how to behave near the computers or how to make sure the equipment stays working. I have always applied Freedman's 5 Minute Rule: Someone should be able to come into my computer suite, log on, do some work, print it out and save it and log off, all in the space of 5 minutes even if they had never set foot in the school before. See 7 Rules For Teachers and ICT Co-ordinators for more on this plus six other great rules.

Terminology

Finally, the display may consist of sets of technical terms, or key words, which the pupils are expected to learn. These can and ought to change to some extent to reflect the topics currently being considered.

Issues

There are a number of important issues to bear in mind:

• All of these types of display may be important, but possibly not equally important.
• The different types of display are not mutually exclusive.
• You, the teacher, don’t have to actually do the work for the display necessarily - but you do have to manage it.

Action

So, how might you improve your immediate learning environment by addressing the wall displays? Could this be another 'quick win', as discussed on Day 6?

I am currently in the process of updating and expanding my book about the importance of display. Look out for announcements about that.

31 Days to Become a Better Ed Tech Leader -- Day 6: Find Quick Wins

A task a day for 31 daysIf you have been reading and carrying out, or at least thinking about, the tasks so far, you're now in a position to think about quick wins.

I said on Day 1 that the last thing you want to do is go in changing everything before you've had a chance to see what's going on. In fact, I read some advice for new Heads of Department to the effect that you should make no suggestions in senior management meetings until you've been in post for at least half a term. That may not be entirely feasible, but there's a grain of common sense there, and the same applies here. A major change, like getting rid of the computer labs altogether, may fly in the face of everything the school holds dear and has been working towards for years, in which case you'd have a hard time even getting the idea off the ground. Big changes need time and ground work.

But quick wins, as the term suggests, are different. They are small changes which you can bring about immediately, or almost immediately, but which have a profound effect. The key thing is that they are often incredibly simple. Here are some examples from my own experience:

Putting a printer in each computer lab

In the school I joined as Head of ICT, there were two and a half computer labs (one was really a Business Studies room), but only one really expensive printer, which was locked away in the server room. Indeed, it was so expensive that when it went wrong the call-out charge for a service engineer cost £60 (approximately $90) — and that was before they even did anything. And hardly anyone used it anyway, because it was locked away.

At that time, new inkjet printers cost around £70, so it made perfect economic sense to buy three of them and install one in each room. Suddenly, printing out your work was easy and natural instead of the dreadful hassle it had been. Bringing about this change took just a week, from placing the order to having the new printers up and running on the school network.

Changing the room-booking procedure

Another small change, which was big really, was changing the way the computer labs could be booked by non-ICT classes. It took me about an hour to change the procedure such that it would now take someone two or three minutes to book a room instead of an hour or more. I'll be saying more about what I did on another Day.

If you've just joined the school, or if you followed Doug Woods' advice, namely:

Try looking around your school as if you were a visitor and see what perception it gives.

you're in a great position to look at the situation with fresh eyes — a situation which most people have become so used to that they never question it.

Making small changes can have a big effect on what you might call 'the user experience'. The benefit usually far outweighs the effort involved. So now that you've carried out a SWOT analysis (Day 1), walked around the school (Day 4) and thought about what you'd do if you had bucketfuls of cash (Day 5), have a think about what you could change or put into place today or tomorrow that would make a huge difference to the way your colleagues, and the students, perceive and use educational technology in the school.

31 Days to Become a Better Ed Tech Leader -- Day 5: Draw Up a Wish List

A task a day for 31 daysLet's take a break from looking around — a break, mind you: we haven't finished yet — and do a spot of introspection and daydreaming. I've always thought it a good idea to draw up a wish list of stuff you'd like to see in the school as far as educational technology hardware and software is concerned.

I think this is an important thing to do for two reasons. One is that I think every good leader has dreams. Maybe your particular vision seems impossible right now, but it's important to dream about it nonetheless. Thinking of what could be has, I think, a subtle aspirational effect, and that rubs off onto others. Another is quite simply that if you suddenly find yourself with a windfall to spend on educational technology, or are asked to bid for some funding with very short notice, it's as well to have a sort of shopping list up your sleeve.

And I should say here that, whilst I like to think of myself as both a practical and pragmatic person, there is absolutely nothing wrong with daydreaming. Indeed, I think it is necessary. Where it all goes wrong is where someone has a dream, and does nothing whatsoever to bring it to reality. Dreaming is necessary, as I said; it is not sufficient.

Without a vision, how could you even start to draw up a wish list? A wish list should not be a ragbag of random items thrown together, but should reflect what you'd like learning and teaching with technology in your school to look like. That's the starting point: not "How many pocket camcorders would I like?", but "How can we help youngsters express themselves without having to speak it or write it?".

I suggest the following 'rules' for drawing up a wish list:

• Base it on a vision for learning and teaching, as already mentioned.
• Discuss it with colleagues and students. Perhaps your wish list could start as the 'seed funding' for an ideas bank. Why not set up a wiki for this?
• Organise it into price bands. The reason for this is that I think it's good to have an instant answer to each of these questions, and all the ones in between: "How would you spend £100 if I gave it you now?"; "How would you spend £5m if I gave it to you now?" Sometimes you may find yourself in a situation in which you have to come up with an answer very quickly (in one case for me it was instantly) in order to acquire the money. Therefore it's a good idea to adopt the Boy Scouts' motto, Be Prepared.
• Keep reading magazines, educational news, and blogs. You need to keep abreast of what's 'out there' in order to be able to include it in a wish list. I'll cover this in more detail at a later date. But it's another reason to make sure others may contribute to your wish list, since they may know things that you don't.

Above all, keep your wish list up-to-date. Is a new dot matrix printer really the pinacle of your aspirations?

31 Days to Become a Better Ed Tech Leader -- Day 4: Get Out and About

A task a day for 31 daysA really useful thing to do is to get out of your own learning area and walk around the school. It's hard to find the time to do, because you're either teaching a full timetable or you need to use your non-teaching periods for lesson preparation and marking and so on. But if you can arrange it you will almost certainly find it quite enlightening.

The point of the exercise is to quickly get an idea of how embedded is the use of educational technology in the curriculum. Checklists and surveys often tell you what people would like to see happening, but not necessarily what IS happening. Walking around the school can give you a rough and ready idea. It's not scientific, but it may help you to pinpoint areas to focus on — either because they seem especially strong, or particularly weak.

Things to look out for include:

• What is the signage like on the display boards in the different parts of the school?
• Are there photos up of kids using technology?
• How many lessons are actually using technology, or at least include some children using it, as you walk around?

One thing you need to try and avoid is walking around the school at the same time every week, because it stands to reason that you're likely to keep seeing, or not seeing, the same thing. So a variation of this is to ask members of your team to do this as well. If they don't have time, then keeping their eyes open on the way to and from the staffroom and when they're walking around the school anyway can be very useful.

And as you walk around, think to yourself: does this feel like a school which has technology at its heart? Remember: it's the general impression, not the nitty-gritty detail, that you're supposed to be aware of.

31 Days to Become a Better Ed Tech Leader -- Day 3: Find a Non-Specialist Geek

A task a day for 31 daysEconomists have a concept called 'Comparative Advantage', which runs like this. Suppose I'm really good at painting, but lousy at plastering, and you're a wizard at plastering but don't know one end of a paintbrush from the other. It doesn't take too much mental effort to work out that you and I should come to an arrangement: I'll do your painting if you do my plastering.

So far, so obvious. But here's the surprise: it turns out that even if I'm better than you at both painting and plastering it could still be worthwhile us coming to exactly the same sort of arrangement. It all depends on one thing: are you relatively, ie comparatively, better at one of the skills than I am, and vice-versa? If so, it makes sense for each of us to focus on our strengths.

So what does all this have to do with being an ed tech leader? Quite simply that even if you're the acknowledged ICT expert in the school, there may still be colleagues who could teach some aspects of ICT much better than you can for the same amount of effort.

For example, I know a Teaching Assistant who is an artist and poet, and a visual thinker. The consequence of this is that he will often think about using animation, video, or photo story-telling techniques to get the point across. If I worked in the same school as him, it would make perfect sense to try and arrange for him to work in the ed tech lessons teaching the kids all about using those approaches. Even if that were not feasible, at the very least I would try and cajole him into running a training session for staff, or even only my team, so that we could start using those techniques effectively too. I could do all this myself, but even if I know more about all this than he does (which I'm sure is not the case anyway), in the time it takes me to prepare one animation lesson and all the resources I need, I could have prepared two or three lessons centred on spreadsheets. Using this fellow would be a much better use of resources.

When I was Head of ICT, there was a science teacher in the school who knew a database I'd just purchased inside out. I knew it well too, but I asked her if she'd be good enough to run a training session for my team and me. It seemed to me that, having used it for longer than I had, and having used it with students in the classroom, she'd be much better than me at pointing out pitfalls, workarounds, extra resources and so on. I was right.

So this is what I mean by 'non-specialist geek': someone who isn't a specialist in educational technology as such, but has an in-depth knowledge of one particular field that has a place in the ICT curriculum.

There are lots of examples once you start looking and listening. They may even be in your own team. Perhaps one of them has been delving into their family history, which makes them a geek of sorts on research and databases. Maybe one of them works as a DJ at weekends, in which case they know about compiling playlists and mixing sounds.

Who do you know in your team, or in the school as a whole, who has expertise in one particular niche of educational technology? Who has such a passion for it that they can make it come alive in a way that you cannot?

Once you've identified such people, it probably won't take too much effort persuading them to talk about something they're passionate about, but you have to think of practical issues, like:

• Are they able to help out in your lessons, ie does the timetable permit it?
• If they do help out, can you negotiate a quid pro quo with whoever arranges cover for absent staff, eg that they're not called on to cover for those lessons?
• If they give up an hour after school to run some training for your team, what can you offer in return? Training their team in some other aspect of educational technology perhaps?

Whatever arrangement you come to, even if they don't actually want anything in return, I think it's important to send an email to their own team leader saying what a great help they've been, and thanking him or her for allowing it to go ahead. Thanking someone is both good manners and costless, and by doing it in writing you ensure that the fact that they helped out isn't lost in the fullness of time.