Activity 1.4.2 (Core) 'Supporting teachers'

Assess your priorities for teachers’ and leaders’ needs as they plan the integration of ICT, using Section 1.5 ‘The lessons learned’ from the document you downloaded in Activity 1.2.5, Chapter 1: Setting the Context. 
Record them in your Course Journal in the 'Supporting teachers' section

Key (levels of priority after assessment excercise)

(1)= immediate
(2)= medium term
(3)= long term

Notice: Since this is not my institution but the school my children are attending I am doing the exercise based on what I have seen could be done in there from the position toward ICT from the institution.  

Leadership issues

(1) Recruitment is important, so aim to attract teachers who can work like with
learning technologies.
(2) Remove external constraints on the teaching where possible, to enable innovation to be carried through more easily.
(1) Set out to learn from the successes in other schools.
(1) Unlock sites like YouTube, Facebook, Google, as otherwise it is not possible to teach a consciousness of appropriate ICT use to the students.
(2) Put ICT devices in the library and access halls because it is important for everyone to see the children working on computers.
(3) Instead of a one-off large entrance fee to pay for ICT at the school there should be a lower cost annual fee per student, to allow more mobility in the application of funds. This would enable them to serve the distinctive needs of classes over time.
(2) Give a greater role to ICT in development and assessment, as it is very motivating for learners to get immediate feedback.
(2) Provide more mobile devices with wifi. Fixed equipment is expensive and their scope of use is limited, while mobile devices plus wifi allow more flexible use of ICT.

Lessons learned about what teachers need

(3) Give teachers and students one-to-one access as soon as possible.
(3) Teachers should have received much more attention: they should have received Notebooks prior to engaging them at school with pupils.
(1) We should have inspired teachers more, by helping them understand that ICT is not necessarily evil, but one of many opportunities to enable the growth of the child’s mind and soul.
(2) From the earliest opportunity, provide consistent and frequent technology training sessions for staff members, so that they feel comfortable incorporating the technology, which can be uncomfortable or overwhelming, making some teachers hesitant to use the technology.
(2) Provide professional development for teachers to be better trained by external trainers.
(2) A technician oriented towards pedagogic innovation is needed more regularly in the school.
(1) Recognise teacher leaders for their contribution to the training of their colleagues.
Give teaching staff:
(2) good conditions for their work,
(1) open, public acknowledgement of their activities,
(3) a special financial bonus,
(2) opportunities to take part in conferences.