INTEGRATED PROJECT 026
The Role of ICTs as a Support To Learning
form a network of schools which will work together to:
teachers technical skills in the use of ICTs
their understanding of the pedagogical value of ICTs for all
students, but with
particular emphasis on its potential as a motivational tool, and for building
the self-esteem of the weaker student
a model of professional peer support which will overcome the isolation
experienced by teachers in many smaller rural schools
models of classroom management by teachers in multiple class situations which
allow students to use ICTs in their learning as part of their everyday school
ICTs as a means of providing learning support and, in particular, in integrating
the role of the learning support (remedial) with the class teacher
the possibilities offered by ICTs for promoting individual, self-managed
learning, and move the focus in the classroom from teaching to learning
enable all students in each of the schools to explore the full range of
possibilities offered by ICTs as a learning medium to:
skills in co-operative learning
technical competence in the use of ICTs
the range of experiences available to students in small rural schools by taking
part in collaborative projects with other schools, locally and transnationally
provide the weaker student with an alternative means of motivation and learning
which will enable him/her to participate more fully with the rest of the class.
In particular, to enable these students to:
success, and develop confidence and pride in their work
pride in their school
develop the role of the learning support teacher by using ICTs as a means of:
individual learning programmes for students in conjunction with the class
teacher, which can be implemented by both
the value of specific software packages in remedial help
The actions proposed in this section have all been attempted by all schools. In this project it is envisaged that they will be further developed, and experienced by a wider range of students.
Every student in the all of the schools will took part in the project. The actions outlined below were engaged in by particular classes. In this way, the work of the project was shared by all teachers. This sharing enabled them to develop their own competence and to learn from each other.
Pupils collect local stories and e-mail them to each other.
All stories will be put into a book at the end of the year in both
Gaeilge and English. These books
will be shared with each of the schools as well as with parents and the local
community. (Tiobraid Árann ag
Labhairt will assist with translations).
Pupils in one or two junior classes will develop key pals with
corresponding pupils in partner schools, e-mailing simple profiles of
themselves and of their work.
Pupils from each school will share stories, poems, jokes, reports etc.
These they read and examine. Each
school then produces their own magazine by selecting the stories, poems,
jokes, etc. they liked best from the full collection.
Six magazines will thus be produced, e.g. “Portroe News”, “Ballina
Gazette” etc. These will be
sent to each of the schools and shared with parents and the community.
Start – Story End:
One class in a school starts a story (first few paragraphs) and this is
e-mailed to the corresponding class in each partner school, seeking endings.
A booklet made of all stories. Different
schools can produce the initial paragraphs in different terms.
One class in school e-mails a monthly newsletter re projects
progress/activities to partners. Each
school takes turn of being newsletter editor.
Newsletter sent to parents.
A class in each school does a research project using the web (different
classes my choose different topics, e.g. Titanic, Irish Presidents, etc).
Classes share possible sources of information with each other.
A hard copy of project then produced.
These projects are then shared with partner schools.
school web sites will be visited by teachers and pupils.
a school web site
partner school takes a piece of software and uses it in classroom extensively.
The teacher evaluates it and shares his/her experience at meetings
class takes a multimedia software package and makes a programme for a
specified class in a partner school, e.g. 5th class in Portroe uses
hyperstudio and creates a reading multimedia programme for 1st
class in a partner school – programme includes text, graphics, sounds, page
schools will take part in the European Net Days from October 1998 onwards
schools will make transnational links with schools in other countries.
This can be done in the first instance through the lead school’s
COMENIUS partners. LEARGAS should
also be able to assist in making contacts.
exchanges could include time limited projects on such topics as:
(e.g., Christmas, Halloween etc)
of local geographic and historical interest
exchanges – games, music etc.
e-mail and web sections above could be extended to include the transnational
benefitted from the project by having:
technical skills and class management techniques in using ICTs as a learning
medium for all students, and in particular for those for whom traditional
teaching methods fail.
pedagogical principles which will inform the use of ICTs as a learning medium
– their value and limitations
the value of professional peer support, both within their own school and in
co-operation with other schools, and will build on this after the life of the
information regarding resources and educational sites and shared these with
others through the school web site
of the internet as a support for teachers
Students have experienced a range of leaning opportunities which they would not
otherwise have had. These will
of horizons by exposure to ideas and sources of information not previously
available to small rural schools
for weaker students to produce hard-copy in which they can take pride.
(Many weaker students’ handwriting is a source of embarrassment to
them, and written work often requires many corrections.
These factors mean that many cannot experience success in traditional
classrooms. The use of
word-processing offers exciting possibilities for addressing these issues).
for co-operative learning
for developing skills in research and accessing information
competence in the use of ICTs; computer, scanner, digital camera etc.
conjunction with the Mol an Óige, the role of the Learning Support Teacher
has been re-conceptualised, and a model for the use of ICTs as a support to
learning has been iniatilised.
the project worked:
The project is primarily a means of promoting new learning and new methods of learning – for teachers and students. For this reason, the project used an Action Planning methodology. Action Planning is an ongoing process of planning, monitoring, evaluating and learning designed to:
the needs of students
the needs of teachers
whole school practice in relation to the target group
main elements of the process in this project was as follows:
project co-ordinator had responsibility for developing the project and
drawing out the learning. He was responsible for organising technical support for participants and also for
supporting the development of teaching and learning methodologies.
school had a co-ordinator who co-ordinated the project and
facilitated the learning within the school and helped develop the project in
conjunction with the project co-ordinator.
Meetings of school co-ordinators were held monthly to share ideas,
to detail the learning and to develop networking between the schools.
3. Participating teachers in each school formed an Action Planning team which met regularly to plan ahead, monitor and evaluate progress, identify the learning (for students and teachers) and explore how the lessons learned can be incorporated into the ongoing life of the school.
4. Mol an Óige supported this process by making time available for Action Planning in individual schools. The Mol an Óige personnel was also be available for support.
5. The lessons from the project were shared between the schools, and will also be disseminated nationally through NCTE and Mol an Óige.