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Very big problem is to work with dificult coleugs. Fresh experience-great tech semi ar and free for all with lot of workshops and only 3 teachers visit seminar.

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The difficult are the unknowledge from teachers about the technology use, is very important close the generational gap in technology terms, between students and teachers because the students,can produces their them Knowledge with a good guidance from teachers they use the technology for other stuff and we need guide the students to use for learn.

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I would like to say that I helped and guided many colleagues to use ICTs. Some have learned harder, some easier. I used the example. At first I envied then thanked me because I helped.

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Resistance often results of insecurity towards the unknown. Informal discussions and showing concrete examples of the advantages of a certain technology will raise the need. Then, it is easier to have that person volunteer for a training session.

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The most difficult thing to face is the unwillingness of  most teachers to change the way they work! I am trying to show practically that it is for the better... but not a lot of success.

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The most difficult thing to face is the unwillingness of  most teachers to change the way they work! I am trying to show practically that it is for the better... but not a lot of success.

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The solution for many ICT problems would be :
BYOD
Formation
ICT administrators inside every school more qualified and avaible.

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The main problem I have at school as ICT administrator is  the slowness of the  actions undertaken by the institution. You have to overcome a lot of obstacles , and at the end you always need a permission by your municipality, the owner of the school...

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I suppose the biggest frustration is with changing the way things are done. IT will make the task easier, quicker and with less hassle but not at the start. Convincing is a part of the job too.

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The fundamental problem is a lack of communication between sysadmin and teachers, staff and directors. In order to ease and facilitate this communication, we formed a team of teachers, one per school of our district, that meets when needed and tries to plan, project and monitor all the ICT issues in a collaborative way.

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Many ICT administrators are under qualified, under paid and under supported.

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The tech resources are always evolving, so teachers need to have a good formation to be engaged in a new reality more or less appealing or difficult to them

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I work in a secondary school in Argentina and my role is that of technological referent. The biggest drawback that is presented in them is connectivity. The WI FI system is precarious so it is easily saturated. I also share with my colleagues the lack of ICT training for teachers in my country.

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There's no recepeis for that. Just keep calm and not try to convince them but show how technolology helps you and try to make it flow. Time will do the rest of the job

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1.- Ict him/herself. Many ICT administrators are under qualified, under paid and under supported. Being ICT adm. in "their free time" is not enough. Solution: empower their role by the educational administration. Make the job desiderable: reduction of teaching time, well paid and recognized.
2.- Teachers qualification in ICT. Most courses organized by educational authorities  are obsolete. Interesting courses are not rewarded in terms of money, or credits.
Solution: Recognise  teachers, recognize institutions  that invest their time in courses.
3.- Some teachers use Ict and some others don't.
Solution: A good planning in educational departments in the use of ICT in all subjects for all teachers.

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The biggest challenge is dealing with colleagues because the most of teacher are not interested  in ICT and so it is difficult to engage them in any activity.

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A regular issue comes down to the fact that some teachers have not been able to up-skills to use certain aspects of ICT.
I find that it is not the teachers fault, they are doing their best but they do not have the time to up-skill nor are they given it within school time.
This is frustrating as we are using more and more advanced systems .... and if the teachers cannot use the basic systems .... the how they advance to the trickier ones?

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My school is a secondary school and with the help of some European Project founds now we have many laboratories (9 labs/1400 students), but not enough to ensure the use of ICT to every student in every time it need. IWBs are installed in the second and third classrooms (becouse of a sperimentation on competencies teaching). Teachers, that accepted switching to new technologies, are enthusiastic and as a member of the ICT Administrator Team I support them in my spare hours. The real problem is the resistence of the other part of teachers that in a silent way ignore the argument, teaching in the old frontal way.
So with the school head-teacher we've introduced a unique platform for teaching (G-Suite for Education) and we have organized a series of afternoon meeting on its use and the integration with other educational apps.

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As most colleagues of this course I'm an ICT administrator and I'm a teacher too.

I daily face with common problems like the signal Wi-Fi not enough strong to support the teachers and the secretariat, not more pc labs with obsolete devices too, the colleagues resistance to use the ICT in their learning activities or to use sharing platform (first of all to share own educational material), the colleagues resistance to apply our ICT policy, and so on.

Practically is the most Italian school state!

So I convinced my head teacher to empowered the signal by new APs and to enlarge the bandwidth by switching to fiber link. New APs are now installed but unfortunately our provider is encountering difficulties to give us the fiber link. So the problem is not entirely solved.

To motivate resistant colleagues, with the support of head teacher, I involved most of them in practical courses on learning apps in order to became familiar with ICT applied on their teaching.

Every two weeks, one day in the afternoon, we meet in order to use learning apps both as students and as teachers.

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The biggest problem is that the teacher wants to update but it is not considered that this requires many hours of practice, so this effort without a good infrastructure in the school disappoints and most of them end up staying with what they already know and do not progress.

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the biggest problem I am facing now is convincing my colleagues to embrace ICT. Most of the teachers at my my school do not have ICT skills.

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I have no problems with people or staff. There were some situations when the ICT administrator had to solve some technical problems promptly , but he couldn't and this generated some delays in solving tasks.

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​I'm not the ICT administrator, but I collaborate with a LabTechnician who manages and develops the infrastructure. He is the "mind", I'm the "brawn".

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The bigger issue is convincing  part of my colleagues that technology is important and make them use what we learn in our peer to peer groups .

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I've tried to apply an open source document management system into my school and I had to convince the secretary to change the way she was working until then ... which finally I didn't. I'll have to wait until her retirement next year !!

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Paola Italy                   In my school there are different problems. There isn't wifi, there are old computers and most of the collegues are not interested in ICT.

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Paola Italy                   In my school there are different problems. There isn't wifi, there are old computers and most of the collegues are not interested in ICT.

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We have two computer labs and no wifi so there is always pressure on the rooms. Some staff can block the timetable but not use the given spots so we've tried to encourage more open sharing of the time slots to facilitate those who will make best use of the resource.

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As ICT administrator of my school (primary and secondary school), but principally as teacher, i try everyday to promote the technologies' in my colleagues daily practical.
I'm also the G-suite admin and i suggest to everybody this useful teaching instrument.
It's not easy because not everyone believes in this kind of support, nethertheless i'm still hoping that all school's stakeholders begin to understand that the only strategy to make our student ready for their future is to make them respomsi le and critical about the use of technologies in the "real" life. Many teachers normally use a lot of devices everyday, such as smartphones, tablet, and many app as whatsapp, fb and many others,but, nethertheless, they refuse to use ICT in their didactical practice. I can get that, sometimes, it's hard because of bad connection, devices too old etc, but we must be aware that our kids and girls face everyday a complex world, a lot of information and devices even evolved and hard to understand.
So our task is to give to our students as much skills as possible to face all the challenges of this "digital" world.

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The biggest challenge is dealing with colleagues because the most of teacher are not interested in ICT and so it is difficult to engage them in any activity. Another problem is the lack of funds to buy new computers

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The biggest problem is that most colleagues don't want to learn about ICT use, they want you to solve their problems but never want to learn to make it themselfs.

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Turkey/İstanbul

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A difficult situation happens daily - reluctance to engage with and use the equipment, complaining the log on process is too slow, having little or no patience regarding problems that need to be fixed. My experience is just like everyone else here. It's frustrating when many of of my colleagues want to learn and use IT more in their subject areas but their colleagues just cause a scene and make progress slow. Sometimes people are just rude and forget that I'm human and a teacher first! My colleagues are lucky they have a great infrastructure to work with in comparison to others posting here and no matter how often we run CPD in house there is little or no change of attitude.

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Like Rachael (from Spain), the worst thing for me is that most teachers don't want to learn about ICT use or administration. They just want their problems to be solver... but not by them: alway look for  help, but never look for training.
A lot of teachers think that their job has nothing to do with ICT, but in this 21st century we must open our classrooms to digital life, and good teachers have necessary to dominate their subjects, the pedagogycal science, and the technological part too.

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The biggest challenge is dealing with colleagues that are afraid to use ICT tools and always need assistance to do so.

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The biggest challenge at my school is, unquestionably, teachers reluctance to get trained on the ICT.
Lack of knowledge about the ICT in general is also a bigger problem. We teachers need a trouble-shooting practical course so we can face malfunctioning -gadget- situations at the moment.
It might be an Utopia but we may need a higher budget to purchase some more qualified equipment so every member of the faculty could own a device provided by the school.

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I think that the two most difficult situations I faced in our school are the outdated computers/lack of equipment and the reluctancy of my colleagues regarding Cloud. I didn't really manage to solve these problems because the head teacher doesn't afford to invest a higher budget in school equipment, although in the last months he made some changes but they are only for one part of the school. As far as the Cloud is concerned, my colleagues are very hard to persuade. There are indeed some of them who became aware of its importance, but most of them are not, so this still remains a big problem.

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Teachers reluctant to move to the cloud (gsuite) so I organised practical presentation workshop for staff

Lack of equipment for junior end of school - I researched best options for spending ICT grant to change this situation. I also plan to put in place a kind of curriculum for ICT to help teachers think of ideas for how best to use equipment and software available.

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Gabriela, Oradea

In my school a big problem is the lack of connection and few resources

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The simplest but most often requested thing I get is to reset pupils' passwords following the phrase "My password isn't working"! I have a time each morning set aside for this task. I will do this once for free and then a very small donation is required which is passed on to the school's chosen charity (usually 50c) .  Irecord  the pupil's name and donation on an excel sheet to keep the finances traceable!

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The main problem I face sometimes is that people don't use the information channel they have to report ICT incidences. They have a notebook where they can write the date, name, place and describe the problem. They tell me the problem in the corridor, instead of writing it.
I have decided not to do anything is not in paper, but I recognize that sometimes, if it sounds really serious, I go to fix it and probably I shouldn't.
Other difficulty is that I use emails to send  interesting and necessary information about ICT, but part of my colleagues systematically don't open their mails. As someone told previously, training the end users is the key point of everything. I try to write very simple emails, no more than 5 or 6 lines, to make easier to read them.

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One of the biggest difficulties I face in relation to staff is the diversity of ICT ability in staff.  This is not always age based, the young teachers can also be techno-phobic as well.  I have in this tried to lead by example.  Being patient with all users and spending the time I can to help them to develop their skills.  I have seen this pay off in the way that those that were helped more and more help those that still need it.
Being approachable, so that there is no fear of asking for help has helped to create an atmosphere where collegial support is the norm helps to being the overall standard up.

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Well, some colleagues in my school are't very familiar with technology, so it happends that they didn't understand meaning of the word "clouding" of their folders and files.
It's so hard to work in two schools and to be ICT administrator in both schools. Luckily, we have a younger colleague who started to work in our scholl several years ago so he helps me.

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Internet connectivity used to be the biggest problem for me as I see it is too for many other contributors. Luckily we got a new system installed so after initial teething problems it is all going well.
Problems with installing Active Inspire  & calibrating can take up quite some time. Once I find out what the problem is and solve it I print out the solution and hand it to the teacher so that if it happens again they will be able to fix it themselves.
Many other contributors mention a lack of interest amongst teachers to use new technology and I would agree with this. People don't wish to take on what they perceive as more work than they already do.

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I agree with Marilena, Italy that wrote:

One of the biggest problems in my school is the teachers lack of interest in ICT. It is very difficult to engage them in any activity concerning the use of ICT”

The problem is that the colleagues are afraid of technologies because the computers are very old and often they doesn't work.

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I speak of the situation in kindergarten, the school structure, because they know the situation better. We each have a computer in the classroom. The unit has two printers, one of which the administrator (that we can and we use), and one with multiple functions (copying, printing, scanning). Unfortunately, if the cartridge is over, wait until someone comes home from school to change it because of us, no one teaches us to change. The computer, however, each repair it on their own budget. I wish that at least one of us to know at least toners to change, not to remain off work. But colleagues are not very interested to learn .... I left the role to me, and then intervene talks envy (unfortunately there is this), and I better not get involved.

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As many of my collegues, I complain of the lack of time and of the many fears of teachers about ICT.  During my school morning I have to teach and after that I have to go in at least two or three of our 23 classrooms to fix many different things (the connection, the  electrical cables, install softwares, remove malwares etc.). I come back home so tired!!
I thing a good solution could be the training of a team, as Paul suggested in the previous video. But I think that many of our pupils are too young (11 y) or "too confident"...
Anyway most important above all is a good communication, a good relationship among teachers and, of course, good resources (in terms of budget, professional develpment and technical assistance).

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As Dimitris from Peiraias wrote, they do keep asking help for everything. I think that their refusal derives from the fact that they (we) are loaded with a lot more tasks beyond our teaching.

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Like Maria Pietra, "my biggest problem is to have time for all" :(
I teach mathematics and science too and I need time to prepare, teach, correct....
And like Maria Pietra too, "Another problem is the difficulty to involve my colleagues to change their way of looking at technology"
So we have the same problems!! :)

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My biggest problem is time. In addition to playing the role of digital animator at my school, I teach mathematics and science, and, therefore, I can not give my approval when problems arise. Another problem is the difficulty to involve my colleagues to change their way of looking at technology, since not everyone is convinced that they are a means, not the end to be attained.

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As other people say the big challenge is the teachers’ training, not only in digital competences but also in methodologies… And being a public school, every year we have around 20 new teachers, and along the year substitutes. In the school strategic plan one of the main points is digital, so, hopefully, I have I have the manager’s support. When our students leave the school to start working in companies, they’d have to be digital competent, but to reach this goal teachers have to be also. So we have to push and push, adapting the training to different needs and offering different resources.

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There are several problems to face in my school
1) many colleagues are reluctant to use ITC in their daily teaching practice
2) not enough budget for computers
3)fear to use Open source software
4) slow wi fi

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In my school we have some difficulties with ICT: a slow Wi-Fi. No LIM in all the classrooms. Many teachers are not open mind forward the new technology

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In my school there are several problems: First convince all my colleagues to take advantage of technology for teaching, sharing and collaborating, attend training courses, etc ... another big problem is not to have a good Wi-Fi connection.
And another important problem is to not have enough funds.

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The commonest difficulty I face on an almost weekly basis is to concince my colleagues try to use innovative tools in their teaching.

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My challenge is  trying to support students and colleagues in the use of innovating tools; I faced many difficult situations described as follows.

In my school there is not a policy about the use of smartphone (BYOD methodology ) which would allow students to learn to use in a correct way their own device respecting the school rules. .

Moreover many teachers don’t have basic skills to use technology (they exibit many problems with wifi connection, computer maintenance, basic applications such as Word or Powerpoint).

In the end there are many problems in the wifi connection in the different buildings of the school.

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We have BYOD and tried to give students responsibility regarding their devices. We set up an I-team where two students have been selected as members of the I team who will complete technology work both for teachers in class and to complete checks on devices etc.. it allows students to take responsibility and gives them a sense of ownership to their class. Often they can help teachers who might not be as efficient regarding ICT

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I'm not an ICT administrator, but the problems I saw were: difficulty for the teachers to use ICT , viruses in pc , have fund to replace old devices and problems with the printers .

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One problem is that there are young teachers who are more proficient at new technologies and at the same time there are teachers who have more time and who do not know so much about new technologies.

Even though teachers have computer skills, they are only about the most basic programs like Word, Power Point, etc.

In Module 3 we saw a series of applications (and there are many more) that we can use with students in our classes. But in my school there are few teachers who use them

We use an online platform to manage student grades, communication with parents, tutorials, etc. It has cost us a year until it works at full capacity. It is necessary to have patience and to show how each option works although it seems that it is very intuitive

Another problem is, some times, resistance to change. When we know how to do something in a way and find that it can be done in a more efficient or striking or technology way.

But it takes an effort and a while to learn how to handle the new tool. Throughout the course we have spoken several times about the need for training. This is not a stagnant science. It is constantly changing. That's why we need to be updated with the latest trends. In our school hours we should consider hours for training.

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The main problem is that many of the teachers have no enough knowledge on ICT. So they require our help on “everything”. We have to connect the video-projector with the laptop for a presentation, we load paper in a printer or to plug-in the computer. Many of them refuse to learn the basics of ICT.

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Two problems I have in my school are: to lead all my colleagues to use G Suite for edu to share and collaborate and the other is to have a better Wifi connection in the afternoon. I think the best solution to the use of the cloud is training and tutoring. The problem with the Wifi connection must be solved by the external experts being in charge of its functioning.

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Five years ago, as I was the webmaster of the school's website, I tried to transform the site into something more interactive. Better, I tried to convince my colleagues that the cloud was a very good solution to foster new type of pedagogical activities. So I set up a Moodle for the school and I proposed the first online courses for my pupils, and a system of communication based on online forums and messages.
I was convinced that every teacher would embrace my cause since it was all easy, zero cost, fantastic.
As I presented this idea to my colleagues, they said OK  but... I was surprised of how many of them didn't even achieve to create a personal profile.
Since then, I have published tutorials, presented our Moodle to other schools, I have integrated our LMS in other projects, with many praising on the part of other schools, but still many of my colleagues do not manage to log in with a simple password.
I think the problem is not only a negative attitude or a lack of basic knowledge of IT (which is also a real problem) but also the fact that innovation and its vision has to implemented according to the context and according to time needed by the school population.

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I'm not having so many problems with people...I'm enthusiastic about digital learning and I always try to show how useful and interesting are the proposed tools, so the most part of my collegues are following me with a mix of interest and fear. The only trouble I'm facing is about the ones who are not able to respect any kind of deadline (about surveys, products and work to be done)

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I don`t have many problems. Maybe some dificulties with new teachers.

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Two examples of problems related to ICT in my school are to improve alle the teacher in the use of shared platform. I think it's important to have more meetings about it. And the use of BYOD, using also social network in learning activities.

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I'm not even an ICT administror nor an IT expert, but I like work and face new challenge. One of the biggest obstacle I found are the collegues. Most of them are afraid of technology. One biggest problem I faced three year ago when I started teaching was the use of LIM. We were only 3/4 persons using it, all the othersre fused. So I decided together with headmaster to organize an internal course. The course was taken by me and was a success.It was a success because was not boring. I was focusing my lesson on subject (Italian, Math, Scienze ...) and not in explaining how the LIM works. Each teacher was able to understand what to and which benefit they could get in using the LIM. Now most of the teacher are using it.

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Although I am not a solely an ICT admin, but as I am an IT expert in the Technical School that I teach I face some problems. E.g. Sometimes a usb memory stick of a teacher is infected with a virus (windows platform). Then I have setup a Virtual Machine where I have installed Ubuntu and I take a backup of his/her file. I run Antivirus etc but sometimes Memory Stick's data are not readble under Windows, so I get them via Linux Ubuntu OS.

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I must to involve my colleagues to use BYOD in class. I will present them some examples of activities at our meetings.

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To convice my collegeaus the ICT is more that tecnical issues I started to changed to position of the ICT LAB  ( without any extra money we only asked to changed  some electrical outlets and we buyed by ourselves some red paint. In this way I could also convince a bit more our headteacher... LINUX / Edubuntu because the new windows systems where to heavy for our pc's. I put istrutions about how to use by example the videoproiectors. I proposed G SUITE

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Preschool Toddler Teach Kids Learn Colors

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Doll House & Barn Nick Jr Paw Patrol Peppa Pig Best Kids Learning Videos

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Uploaded by astridmaestra on 2015-04-16.

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As I said I 'm not the ict administrator in my school so I can tell the difficult situation I and my collegues had in the past and sometimes now. For examples, we have problems with viruses infecting the computers connected to the white board, problems using active inspire software , internet connections, lack of computer training of teachers. Even if the ict administrator has organized courses for teachers and pytoon for students, the lack of a ict responsible in every school of my institute and the lack of esafety rules shared with students are two important disadvantages.

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A very common problem in Italian school is the school policy about the use of smartphone at school. The solution is to use the BYOD methodology which allows students to learn to use in a correct way their own device respecting the school rules.

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Teachers are afraid of letting students use ICT too much, in days when they have smartphones and now smartwatches, and use their own connectivity to access the Internet (no real need to use the school's wifi network).
I think the solution would be to let them use their own devices (BYOD), but with higher-level assignments.

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In my school for the first time we have a plan about ICT, we have to apply it in three years and I started this year to train teachers to use ICT in their teaching. It's very difficult to work with people that willing not change their methods. In fact, during training my colleagues were enthusiastic to learn a different way to teach, but after nobody of them used what they learned with their students. So I changed approach, I involved teachers in a small groups in a project to realize with students (e.g. etwinning projects) and I have to say it works!!!

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I haven't solved difficult problems. But it happens every day to help colleagues in trouble with less of my skills to solve simple everyday problems

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I often had to help my colleagues: for example, when someone has problems to open the presentation, print complicated tables, archive the data or have problems with their computers. In my computer class any particular problems with the software or hardware has not been. Overall, our school's IT system - which is very wide - maintained by the external service provider - so the network problems outside of my class are not in my competence.

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At my school, the introduction of new technologies across a bit of difficulty because many of my colleagues do not gladly accept the changes. My manager is not very motivated by technology and therefore, innovation proceeds very slowly and with difficulty. In general, the biggest problem is the medium level skills possessed by teachers. I plan intensive training for my colleagues; I organized courses for the achievement of ECDL.

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I have created a shared network monitoring of environments by the first aid team and by the firefighting team.

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In my school we had a lot of malicious programs, so I decide to install and run anti-malware and firewall software. When I select software, I choose a program that offers tools for detecting, quarantining, and removing multiple types of malware.

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In my school some colleagues have not basic skills to use technology. These teachers have a lot of problems with wifi connection, computer maintenance, even using Word or Powerpoint. This is very stressful and I think it is a damage for students. All classrooms have a smartboard, wifi connection and material resources, but these colleagues can't use this equipment because they have no training.

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We have been trainnning in technologies during a lot of years, because Extremadura has invested in it. My colleagues and me have done many courses in digital board, linex....They understand technologies are very important to the teaching.
I also have to say that we have digital board in all the classrooms,40 tablet and a computer classroom since 8 years. Therefore we have trained in the technologies for this reason.
The big problem is that I have not time to attend so much technologies, because I am only a simple teacher.

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Many colleagues have lost their data from USB. Actually they carry it and insert it without scanning it and the USB gets infected. Sometimes it is impossible to return the files and their hard work is lost. I always encourage my colleagues to use the cloud for storing data or scan the USB before using it.

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Being repeatedly asked to solve the same problem for the same teacher. AS I said in an earlier post I record all "Incident" and what I do is bring up the spreadsheet, filter on teacher name and , lets say, "Speakers" or "Projector" and see what solution I recommended. I then execute the same solution, illustrating I have done this several times before. Teachers have a laugh and soon get the message.

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We faced serious problems mainly with colleagues with viruses and their USB flash drives, so i had to install deep freeze in order to avoid all these problems

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We faced serious problems mainly with colleagues with viruses and their USB flash drives, so i had to install deep freeze in order to avoid all these problems

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They do not want to learn anything new, but they want something to be done. Small example, they do not want to learn excel, but they want to use excel for school contest. And they all think that is my job to do that, just because it is something with computers

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I try to help as much as possible, but sometime I would need more information or studies about technology. I'm just a Primary teacher not a Informatic or Engineer. As much I know is learning by courses or practising. But the worse part is when you find teacher that tell you they are not ready and they don't care much about technologies in class. I get annoyed.

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In my school many colleagues are still not wanting to use technology, but I can't blame them.
Lots of computers lack maintenance and, worse, the Internet connection is almost never working when you need it, so how can people be wanting to leave their old-style fully working tools? Until the quality of a school can be judged just by counting the total number of computers, and not the working ones; until the school can be considered fully connected because it has a fast Internet connection, but nobody cares whether the connection is working or not, I hardly expect we'll experience real improvements.
Problems with colleagues are secondary in my opinion, as long as everybody plays even a small role. Anyway, colleagues couldn't be of any help even if they wanted, because they're not skilled enough.
The main problem is, in my opinion, that management is often too far from real problems: in fact it often happens that basic tech problems take ages to be fixed. If in our environment a non-fully operationalinfrastructure meant less income for all, then everything would be fixed within minutes.

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The challenge for people, teachers, has always been important. It is difficult for teachers to use new technologies to school, to do duty. Instead, they use new technologies at home. The problem is just that great teachers for junior faculty, few often work with new technologies in the classroom. In this situation the role of the coordinator is difficult.

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In my opinion, Romans were right in saying 'res non verba' . Colleagues know what you do for school and to improve their daily work. However, being the  digital responsible (or ICT referent) is very hard. As an example, there was a problem with our e-registry this week before the intermediate evaluation and everybody contacted me to resolve the issue (that I resolved in my free-day...) Another problem is communication: I always ask them to send their questions/requests by mail (in order to remember them and to resolve the issue, when possible, while I am in front of my laptop). They almost never do it. Further problem: website management and innovation. And, and, and.... Agree with many of my Italian colleagues posts here

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Fortunately i don't have any situation

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I am a full time teacher but I like to help my colleagues when a problem occurs.

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Although I’m not an ICT admin. I’m a full time teacher as many other colleagues of this course. I collaborate in my school as a member of the so called  “digital team for innovation” introduced by the national planning (piano nazionale scuola digitale) and I try to support students and colleaugues in the use of innovating tools . For our last Erasmus + projects we organized  with  strict collaboration with the ICTAdm. supportive activities to introduce colleagues to the use of the eTwinning platform and computer programs which could be useful to perform the several activities the projects included. I supported my colleagues in the use of GAFE envinronment or other tools such as think link powtoon storymaps learning apps and so on . We invested a lot of time in the training of colleagues and supporting them in developing aninnovating methodological approach through a creative and involving use of technologies . As Andera says  a crucial aspect  is that teachers students and sometimes also parents don’t have the right perception of what a correct use of public devices does mean. Through our Erasmus+ and eTwinning projects we organized ad hoc activities helping students and teacher to understand better the importance of a responsible use of both devices and internet as well ; this also by sharing good practices  and ideas with  project partners  from all over Europe.. The training plan I mentioned above involved also students during dedicated workshops we realized on Fridays afternoon from November to may . We have also clear internal rules we share with students and teacher and which are a fundamental part of the internal regulation of our school.At the beginning of each school year the responsible teachers of the labs  sensitize both students and teacher to a proper use of devices  and net  and about safety issues as  well.

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I cannot remember a specific incident. I do remember explaining again and again that I am not the person to turn to when a printer gets stuck or a connection fails. I do not have that kind of training and luckily there is a technician at school. I am a teacher trainer for the use of ICT in education, that is, next to useless, from somebody's perspective... How do I change this deep-seated conviction?

School directors fall in love with grand projects, while teaching staff hope they will be able to teach the way they taught 30 years ago till the day before retirement. I am exactly in the middle, satisfying neither.

I am aware I am not answering the question, but this is indeed my biggest challenge at the moment and reminds me of Marilena's post.

In everyday practice, my situation is very much like Carla's. At the same time, I envy Emiliana for the possibility she had to make decisions.

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The main issue is that teachers (and consequently pupils) do not mind about a correct and safe use of technology, so that the (little) resources always need assistance. As a second point, we have quite old stuff. How I try to deal with them? For the first point a strong training plan, and some new internal rules. Also now we have a "digital team" of teachers to expand in a simpler way good practices. For the second, use online services (GSuite) and lighter OS and softwares.
As Kieran said, I am a full time teacher, so there is a great problem in finding time to deal with each issue, even smallest...

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most difficult situation is that the teachers all have different skill-levels. and it seems to be impossible to get them all on the same level. even you teachers coming from university do not have the ict skills they would need, to leverage all the advantages that it could bring to students.

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Staff using video cameras and digital cameras and leaving them memory full for next teacher.  Solution each teacher has own SD card.
Repairs and fixes. Have a wiki with repairs and fixes for simple stuff with "How to fix this" added and updated by staff and ICT coordinator. Helps with new buys and old equipmentThis is firs port of call. Handy for printer, IWB setup and network connections.

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Problem: Staff not putting IT equipment back in order!
Solution: Tear hair out. Kick the dog. Remember that it is likely karma.
:)

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The biggest problem is to not have within the institution a teacher with computer skills who can solve hardware problems occur. For this task the school uses an outside company that has its not always compatible with those of the institute intervention times. The solution to this problem is to do specific training courses for the staff that requires it.

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The main issues I have to deal with are. 1. We have a lot of network issues, the internet keeps dropping during the day. 2. I am a full time teacher and I find it difficult to deal with all the ICT issues as well as teach. I use up all my free time dealing with resolving issues.

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At our school we pay a company that does the management and configuration of computer services. We do not have any effective teachers who realize enough of computer to manage the network.
At the level of settings, in the classroom network, sometimes appear some simple problems, which are solved by one or two teachers who have some computer skills.
At the level of the administrative network, the management / configuration is carried out exclusively by the computer company.