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Regolamento per l'uso dei telefoni cellulari e dispositivi mobili da parte degli alunni

APPROVATO DAL CONSIGLIO DI ISTITUTO con delibera n. 3 del 20/3/2014

Il presente regolamento si applica principalmente alle scuole secondarie di primo grado dell'Istituto, in particolare per quanto riguarda le sanzioni, ma è comunque utilizzabile anche nelle scuole primarie. In generale, per le scuole primarie, si suggerisce ai genitori di non consentire ai bambini di portare a scuola il telefono cellulare. L'uso dei dispositivi mobili può essere eventualmente consentito nella classe V, in particolari casi, secondo quanto descritto nel successivo caso 2).

Si distingue tra due casi d'uso principali:
1) uso del telefono cellulare per chiamate, sms, messaggistica in genere;
2) utilizzo delle altre funzioni, tipiche degli smartphone (foto, video, varie applicazioni), comuni anche a tablet e altri dispositivi mobili, che possono avere una rilevanza e un possibile impiego nella didattica.

Per quanto riguarda il caso 1), si ribadisce la puntuale applicazione della normativa vigente (DPR 249/1998, DPR 235/2007, Direttiva Ministeriale 15.03.2007), pertanto l'uso del cellulare in quanto tale non è consentito per ricevere/effettuare chiamate, SMS o altro tipo di messaggistica. Il divieto non si applica soltanto all'orario delle lezioni ma è vigente anche negli intervalli e nelle altre pause dell'attività didattica (ad es. mensa).
Per quanto riguarda uscite, visite guidate e viaggi di istruzione, l'uso è consentito al di fuori dei momenti dedicati a visite guidate e attività legate all'aspetto didattico dell'uscita.
La comunicazione con le famiglie, per qualsiasi urgenza, è sempre garantita attraverso il telefono della scuola. I docenti possono derogare a tale disposizioni, consentendo l'uso del cellulare, in caso di particolari situazioni non risolvibili in altro modo.
Le famiglie sono invitate a collaborare strettamente con l'Istituto, nello spirito della corresponsabilità educativa, evitando ad esempio di inviare messaggi o effettuare chiamate ai telefoni dei propri figli, durante l'orario scolastico. Gli alunni sono tenuti a mantenere i loro telefoni spenti durante l'intera permanenza a scuola, salvo quanto previsto nel caso 2). In ogni caso si deve evitare di essere raggiunti da qualsiasi notifica o segnalazione, eventi particolarmente distraenti e disturbanti durante l'attività didattica. L'estensione del divieto d'uso ai momenti di pausa risponde ad una esigenza prettamente educativa, tesa a favorire la socializzazione e le relazioni dirette tra le persone, dal momento che è piuttosto evidente la tendenza dei ragazzi ad "isolarsi", attraverso l'operatività sui propri dispositivi mobili (per giocare, ascoltare musica o per inviare/ricevere messaggi anche attraverso social network come Facebook, WhatsApp e altri). Le contravvenzioni alle prescrizioni e divieti di cui a questo punto 1) sono sanzionate secondo quanto previsto dalla tabella allegata.

Il caso 2) risponde ad esigenze e finalità totalmente diverse, per lo svolgimento di attività didattiche innovative e collaborative, che prevedano anche l'uso di dispositivi tecnologici e l'acquisizione da parte degli alunni di un elevato livello di competenza digitale, soprattutto per quanto riguarda l'uso consapevole e responsabile delle tecnologie. Si ricorda che la competenza digitale è una delle competenzechiave per l'apprendimento permanente, identificate dall'Unione Europea.
L'uso di smartphone, tablet e altri dispositivi mobili, o delle funzioni equivalenti presenti sui telefoni cellulari è pertanto consentito, ma unicamente su indicazione del docente, con esclusiva finalità didattica, in momenti ben definiti e con modalità prescritte dall'insegnante.
Secondo le recenti indicazioni del Garante della privacy, la registrazione delle lezioni è possibile, per usi strettamente personali. Qualora gli alunni intendessero avvalersi di tale possibilità, sono tenuti a informare l'insegnante prima di effettuare registrazioni audio/foto/video delle lezioni o di altre attività didattiche. In nessun caso le riprese potranno essere eseguite di nascosto, senza il consenso dell'insegnante.
Si ribadisce che registrazioni e riprese audio/foto/video sono consentite per uso personale, mentre la diffusione di tali contenuti è invece sempre subordinata al consenso da parte delle persone ritratte/riprese.
Si richiama l'attenzione degli alunni, dei docenti e delle famiglie sulle possibili conseguenze di eventuali riprese audio/video o fotografie effettuate all'interno degli ambienti scolastici, al di fuori dei casi consentiti, e successivamente diffuse con l'intento di ridicolizzare compagni o insegnanti o addirittura allo scopo di intraprendere azioni che sono spesso definite con il termine di cyberbullismo. Tali azioni possono configurare, nei casi più gravi, gli estremi di veri e propri reati.
Non sono consentiti altri usi (ad esempio giochi). In generale, ogni utilizzo non autorizzato, al di fuori di quanto previsto in precedenza, non è permesso e sarà sanzionato (vedi tabella).
Anche in questo caso si ravvisa la necessità di grande sintonia e collaborazione tra scuola e famiglia, nell'ottica di favorire negli alunni lo sviluppo della necessaria consapevolezza e maturità nell'uso dei potenti strumenti ai quali hanno accesso. In particolari casi, i Consigli di Classe o il Dirigente scolastico potranno disporre specifiche condizioni d'uso, sia individuali che collettive, sempre con l'intento di ricondurre le sanzioni ad un intento educativo e di ricercare attivamente forme di collaborazione con la famiglia (ad esempio: il divieto assoluto di portare gli apparecchi a scuola per un certo periodo, per alcuni alunni o per l'intera classe ).

La scuola promuove iniziative di informazione e formazione sui temi dell'uso consapevole dei dispositivi informatici, dei nuovi media, dei social network e in generale delle applicazioni web e mobili. Tali iniziative sono rivolte principalmente agli alunni ma anche, ove possibile, alle famiglie.

Tabella provvedimenti disciplinari connessi all'uso di cellulari e altri dispositivi elettronici mobili

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ISA18 - Istituto Comprensivo di Arcola/Ameglia

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APPROVATO DAL CONSIGLIO DI ISTITUTO con delibera n. 3 del 20/3/2014 Il presente regolamento si applica principalmente alle scuole secondarie di primo grado dell'Istituto, in particolare per quanto riguarda le sanzioni, ma è comunque utilizzabile anche nelle scuole primarie. In generale, per le scuole primarie, si suggerisce ai genitori di non consentire ai bambini di portare a scuola il telefono cellulare.

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http://www.istruzione.it/pon/ilpon.html#sec_pro

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Programma Operativo Nazionale Scuola 2014-2020

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BECAUSE I WORK IN TWO SCHOOLS IN THE OTHER WE HAVE A INTERNET CONNECTION BUT LOW 1,56 MBPS

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BECAUSE I WORK IN TWO SCHOOLS IN THE OTHER WE HAVE A INTERNET CONNECTION BUT LOW 1,56 MBPS

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THERE NOT A REAL PLAN AND FEW TEACHERS DON'T USE THIS SPACE FOR ICT, YES FOR COLLABORATIVE ACTIVITIES AND FOR TEACHER ADMINISTRATION /WORK
I'M LIKE TO USE IT BUT THE TROUBLES WITH THE NETWORK AND THE SYSTEM MAKES IT DIFFICULT TO USE IT WITH BIFG CLASSES. PERSONALLY I DON'T HAVE THE POSSIBILITY TO CONTACT THE ICT ADMINISTRATION / TEAM

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EVERYTHING SEEMS OK BUT THIER IS NO INTERNET SINCE MORE THAN A YEAR ONE THE PC FOR THE STUDENTS  THEIR WOULD BE EDUBUNTU THIS PROJECT STARTED TWO YEARS AGO AND THE OTHER SYSTEM IS WINDOWS 98

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EVERYTHING SEEMS OK BUT THIER IS NO INTERNET SINCE MORE THAN A YEAR ONE THE PC FOR THE STUDENTS  THEIR WOULD BE EDUBUNTU THIS PROJECT STARTED TWO YEARS AGO AND THE OTHER SYSTEM IS WINDOWS 98

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ACTUALLY NO ONE GOES IN HERE TO WORK WITH THE STUDENTS

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30 VIDEO LIBRARY

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Over three years, partners produced some 30 short video case studies, usually in English with sub-titles, covering the three topics in SENnet:

Tablets and inclusion (2014 topic)

Austria: Augmentative and Alternative Communication

Martin-Boos-Schule, a special school for children with severe disabilities, in Gallneukirchen (Upper Austria): using digital media for augmentative and alternative communication (AAC). There are many ways to do so, including technologies such as eye-tracking or devices such as the iPad. Julian, Marcel, Vanessa and Felix show some of the possibilities.

View the video without English sub-titles.

Belgium: iPad as an aid for students with visual disability in the classroom

Denmark: Using 'Write to read' at Specialskolen Tejbjerg

Estonia

Italy

Portugal

Use of a tablet by pupil with special needs in a school context - CRTIC Porto (2014): a child (1st grade) with psychomotor limitations, in a mainstream school.

Turkey

Berat ÇELİK, Mehmet ULUCAN SEN School for autistic children, Ankara.

Interview with the mother of one of the students.

Universal Design for Learning (2013 topic)

Video case studies produced by SENnet partners to illustrate case studies on Universal Design for Learning and Mainstreaming learners with special needs.

Belgium: Hansbeke school (sub-titled in English)

Integrating students with special needs into mainstream classrooms.

Belgium (Eureka): This is what I have: Dyslexia (link)

Denmark (UNI-C): The IT-Backpack (link)

Estonia: Jakob (link)

Italy (Indire): Paolo (English subtitles)

See also a video produced by a local television station and a video produced by Rai.

Portugal (DGE): Secondary school

Mirandela Secondary School, School practices on the use of digital tools and resources by/with SEN pupils and teachers, video with English and Portuguese subtitles, downloadable.

There is an e-book with all Portuguese case studies.

Turkey (Ministry of Education): Ozan

Otizm ve İpad-9 from Berat ÇELİK on Vimeo.

United Kingdom (Ace Centre North): Pearl Hyde Primary

See also Sam, Aroob, Patrick, Nathan, and London Grid for Learning video clips.

Thematic reports

I ntegrating Students with Special Needs into Mainstreaming Classrooms: the role of ICT (2012 thematic report, D2.1)

Universal Design for Learning (2013 thematic report, download pdf 2.3MB)

Tablet computers and learners with special needs (2014 report, download pdf)

Annual reports on innovation

2012 Edition - mainstreaming special needs ( download pdf, 0.7Mb)

2013 Edition - digital games ( download pdf)

2014 Edition - innovation ( download pdf)

Peer learning visits

Workshop and seminar reports

Transforming the Future Classroom: tablet computers as assistive technology, Brussels, 21 October 2014

Keynotes:

· Katja Engelhardt, European Schoolnet; watch Tablet computers in schools, and for students with special needs, video (9 minutes)

· Tablets for visually impaired students: early findings, Dr Sue Cranmer, University of Lancaster, UK; watch video (25 minutes)

· Italy ( Field evaluation of EdiTouch - the first tablet for SEN/SDL students , Marco Iannacone, presentation, study); watch video (36 minutes)

· Ta blets and Collaborative Learning, Darryl Bedford, Teacher of the Deaf and Apple Distinguished Educator, London, outlines projects making use of the iPad's accessibility functions ( Can you see sound? , Sensory Learning ) and group work assessment ( Skills for life )

Case studies (the related videos for each one are elsewhere on this page):

· Italy: ICT and inclusion: learning together with tablets , Patrizia Lotti

· Portugal : 1st year primary school student with special needs , Ida Brandão (Prezi)

· : Turkey Tablets in mainstream and special schools, Jale Akbas

· Austria: Tablets in an Upper Austrian special school with integration classes , Ursula Simmetsberger
· Belgium: A tablet used in mainstream lessons by a visually impaired pupil, Jochen Vrancken
· : Denmark Using Write to read for creating books at Specialskolen Tejbjerg , Leo Højsholt-Poulsen

· : Estonia Käo Basic School, Jaanika Aas and Pille Tina-Kuusik

Towards the Inclusive Future Classroom, May 2014

Roger Blamire's presentation
Workshop report
David Sabaté's presentation and website accessibility checklist (David Sabate, ToThom, Spain)

Sal McKeown's reflections on the day

Is your classroom really inclusive? 29th April 2014, eTwinning webinar recording

Serious Games and Inclusion , June 2013: Workshop report

Interview with Prof. David Brown (2 minutes)

ICT for inclusion : Research literature review is a comprehensive overview of the findings of studies into ICT and inclusion in schools that identifies some important issues and gaps. It arises from the ICT4i project and is published by the European Agency for Development in Sepcial Needs Education.

A UK Classroom acoustics: study highlights how optimising classroom environments for Hearing Impaired students benefits and teachers and all students as well. Results (featured in OECD Best Practices for Educational environments) indicated a strong correlation between reverberation (ie echo) and the perceived quality of the teaching environment for speech adn listening.

1:1 computing: SEN-themed ' postcards' (downloadable Word doc) from the EUN-Acer project on the use of tablets in schools

A series of short video case studies of assistive technologies in UK schools, from Inclusive Technology.

Inclusion in primary schools: A Danish report shows for the first time in many years that fewer children are sent from the regular public school class and in a special class.

For the first time since the late 1990s schools have succeeded in reducing the number of children being sent away from the regular public school class into a special class.

In 2010, 93.1% of all school children attended a regular class in compulsory school. In 2013 this number was 94.9%, which represents an increase of 1.8%. The results are based on 12 representatively selected municipalities.

We have tried to crack this curve since the late 1990s . We have talked about inclusiveness and inclusion, and nothing happened And then bang! We did it", one of the researchers Niels Egelund reported to the newspaper Politiken.

The revised rate is due to mainly two things: a change in the law, which means that since August 2012, special education is targeted to only those students who have extensive needs for support, and the fact that many municipalities use economic incentives for schools to keep students with special needs.

At the same time the interim report refutes that municipalities use inclusion as a saving exercise. According to Niels Egelund experience so far shows that the economy follows with students when you start introducing inclusive measures.

So this means that the money that otherwise would previously have been earmarked for a particular student to a particular special class or special school, is being channelled to the school leader's office in the ordinary school," says Niels Egelund, who co-authored the report.

The interim report by the Institute of Education, University of Aarhus, made in collaboration with the National Centre for Social Research. Download the report (PDF in Danish)

A UK report on the impact of virtual schools on reducing the gap between the educational achievement of children in care and their peers: promoting communication between professionals and increasing the involvement of carers in children's education, and helping to improve attendance and reduce exclusions. However, there is little evidence that they are able to reduce the attainment gap between looked after children and their peers. More information in this article.

Identifying Vulnerable Children Online and What Strategies can help them (PDF, 1.3Mb) includes a section on young people with disabilities. Other UK Council for Child Internet Safety reports are here.

Assistive Technology and Universal Design for Learning: Two Sides of the Same Coin, by David Rose et al.

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Over three years, partners produced some 30 short video case studies, usually in English with sub-titles, covering the three topics in SENnet: Martin-Boos-Schule, a special school for children with severe disabilities, in Gallneukirchen (Upper Austria): using digital media for augmentative and alternative communication (AAC).

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SENnet is the Special Educational Needs Network, originally a project and now an active Facebook Group. On the website you can find a library of some 30 video case studies showing the particular, life-changing, value of ICT for the one in five students with SEN in our schools.

Optional: here are four SENnet videos particularly relevant to ICT administrators:

Denmark - IT Backpack 5’24”

Estonia – a student with SEN and his tools 4’06”

Italy - tablet and SEN student 7’

Portugal - tablet

For Italian readers, this paper from INDIRE on assistive technologies will be useful: Tecnologie assistive e software per l’inclusion.

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MODULE 6.4 Supporting students with Special Educational Needs

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MODULE 6.4 Supporting students with Special Educational Needs

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‘Universal Design for Learning’

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Nuno regadasNuno outlines some inclusive strategies, methods and tools that all teachers can use, showing how to make images, documents and presentations accessible.

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Accessibility and universal design for learning

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Nuno Regadas talks about accessibility and 'Universal Design for Learning'. Nuno examines what is meant by accessibility and UDL and aims his messages at all teachers, not only ICT coordinators and those SEN specialists.

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MODULE 6.2  New tools, apps and services

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MODULE 6.2  New tools, apps and services

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MY TOOLS

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Il mio astuccio digitale con tutto quello che mi serve in classe per imparare, giocare e creare con i miei piccoli studenti. My favourite tool & tutorials in one page.

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SOFTWARE

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Sito del CTS di Basilicata sulle nuove tecnologie applicate all'handicap.

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For myself in this moment Online learning because it makes longlinfe learning more easy. Virtual Reality ( Cospaces - very simple) because I see it's very stimulating for children and it helps me to immagine future learning.

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MODULE 6.6 Reading/activities for the completion of your Development Plan

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MODULE 6.6 Reading/activities for the completion of your Development Plan

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Here are some school development plans with an ICT focus to help you:

Sample ICT Action Plan - neelb, Northern Ireland, UK

ICTeachers development plan (pdf)

Lam Tai Fai College School Development Plan, Hong Kong

Rainey Endowed School's ICT development plan, UK (pdf)

Hertfordshire Grid for Learning, UK: Primary school development plan example

Whitchurch High School ICT development plan (2008-2010) (pdf)

School ICT Development Plan – Planning Sheet 1

Times Educational Supplement ICT development plan (requires registration, but worth it to access thousands of resources and communities, and it's free!).

More about ICT planning

Digital school self-evaluation, Ireland. Irish teachers can apply to be a Digital School of Distinction and there is a European project

Investing in ed tech: a step-by-step process to help education leaders and technology developers run successful educational technology pilots

The Italian PDST initiative video and presentation, in Italian

School ICT planning (Victoria, Australia); a good booklet, highly recommended but unfortunately not downloadable (Issu only)

The National Educational Technology Plan (2017), USA, in particular the Future Ready Infrastructure guide and How future ready are you?, a self-assessment tool.

Activity

1. Add to your ICT development plan notes about new tools and services to be introduced (why and how), showing how you will ensure access for all.

2. OPTIONAL: Self-assess how near you are to the future classroom using the EUN FCL toolkit, section 2 in particular.

3. OPTIONAL : Enrol for free courses in the School Education Gateway Teacher Academy, notably the MOOC on Future Classroom Scenarios.

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SENnet connects, informs and supports those using technology to improve access to learning for young people with special educational needs. SENnet, established with European Commission funding between 2011 and 2014, is co-ordinated by European Schoolnet.

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Stop motion animation

A robot responding to speech

Programming a mini-robot

A programmable Lego buggy

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In this module:

Discover trends in educational technology and key emerging technologiesLearn about the Internet of Things from a leading expert

Share and explore new tools and services appearing in leading edge classrooms, e.g. Virutal Reality, robotics, MakerSpaces, coding, wearables, and implications for ICT administrationFind out about apps that enable students with special needs and disabilities to access learningGet advice on completing the course assessment – a school ICT development plan.

There is no quiz at the end of this module because the priority is now to complete the course assessment. A badge is earned by working through the sub-sections.

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Terry Freedman: ‘What skills does an ICT Coordinator need?’. His list starts with 'an ability to do hundreds of things at once', and extends to assertiveness, a good organiser, and the ability to see the big picture, and more.

CoSN (Consortium for School Networking): Framework of Essential Skills of the K–12 CTO, suggesting that the job title should be changed to Chief Technology Officer to better reflect the changing role of the ICT administrator: to manage technology, understand the education environment, and provide leadership and vision.

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This badge shows that you understand the importance of effective procurement, including total costs and value for money, in a learning context. To earn this badge, you will have to carry out some ...

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A new-look Advancing Education journal, summer edition, covering expert views on the Computing curriculum. Some of our authors talk about the politics of introducing the Computing curriculum and implications for school policy and staffing. Others concentrate on what has been happening in classrooms and look to the future.

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MODULE 5.5 Your own professional development

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MODULE 5.5 Your own professional development

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Staffing costs aside, ICT represents one of the largest elements of a school's budget, so it is no surprise that when savings need to be made, spending on both equipment and software comes under scrutiny.

But with the role of technology as a teaching tool and in society at large growing all the time, the trick is delivering savings without damaging pupils' education or putting them at a disadvantage in the world outside school.

One solution is open source software, moving away from proprietorial systems where users pay for a licence. This is the route taken by Pool Academy in Cornwall, which has moved four of its six servers to the free CentOS Linux platforms. Windows is still in place on end-users' screens, ensuring pupils are familiar with systems they will encounter outside school.

The change is saving around £3,000 a year in licensing costs, according to the schools' ICT manager Phil Jones. This was not the principal motivation, however. Rather than a one-size-fits-all system, going for open source means the school can adapt it to its own needs. It has also proved more stable. "We don't have down-time with these servers," Jones says.

Moving to a system that does not have the back-up of a multinational corporation could have been a risk, but a worldwide community of users ensures there is technical support on tap via online forums. "If you have a question, chances are somebody has already asked it," says Jones. "We have never found ourselves stuck for a solution."

The school has also moved to open source for its virtual learning environment (VLE), now run through Moodle. Again, this allows the creation of a bespoke system, in addition to saving thousands, if not tens of thousands, according to Jones. Pool's adaptations include a reward system, where teachers use mobile barcode scanners to record good work or behaviour.

While open source has brought benefits in terms of flexibility, there is no doubt that the reduced cost is a major attraction, however. "ICT is always a big drain on a school budget, and any way we can save money is a massive help," Jones adds.

But open source software is just one of a range of ways schools can save money on ICT, according to Paul Hynes, vice principal of the George Spencer Academy in Stapleford, Nottinghamshire. As a consultant with the Specialist Schools and Academies Trust (SSAT), Hynes helped put together a project called Save me a million, which promised to help schools do just that over three years.

Ideas included cutting printing costs by 20% through switching fonts and shopping around for a better deal on broadband to switching to cloud-based servers, which has the added attraction of significantly cutting electricity bills. One school, St Ursula's Primary Academy in Bristol, has moved to an entirely cloud-based system, but this was only possible with a level of technical support that will be out of reach for most schools, says Hynes.

A key plank in the effort to save money at St Edmund Arrowsmith Catholic High in Wigan has been moving to a 'thin client solution', where banks of servers and base units are replaced by a virtual desktop.

While base units typically last no more than three or four years, under a thin client approach all of the processing takes place at the server rather than the students' device - in this case a flat screen monitor - and with no moving parts the devices last longer.

As well as vastly reducing replacement costs, not to mention avoiding the hassle of regularly going through the procurement process, it also means students can work at home exactly as they would in school, according to deputy head Mark Dumican. "The desktop they see at home is identical to the one they see in school," he says.

Over a 10-year period, when the school might have expected to replace its base units at least twice, savings at St Edmund Arrowsmith could be in the order of a quarter of a million pounds. It has not all been plain-sailing: the school is still working on a solution to some issues, such as the computers occasionally freezing when new programs are introduced, but Dumican is in no doubt that it was worth it.

"It has got us out of the cycle of constantly having to go through procurement and buying new equipment," he says. "We're predicting we won't have to change anything for at least 10 years."

Open source is also one of the solutions adopted at Notre Dame High in Sheffield, where it is used for email and management systems, as well as the school's VLE, again on Moodle. One of the advantages of open source is its flexibility, but this is only appealing if the school has the technical know-how to tweak it according to its needs, according to Paul Haigh, director of the Hallam Teaching School Alliance at Notre Dame.

Ironically, schools that stand to benefit most from the savings are also the least likely to have the required in-house expertise to move away from proprietorial systems.

"The success of implementing open source depends on the level of technical support," Haigh says. "Often it is primary schools that have the least access to that support, but they also have less money to spend on ICT."

Changes in the educational landscape, such as the emergence and growth of federations, academy chains and clusters of headteachers working together, may resolve this in the future, but in the meantime the benefits of the external support that come from a proprietorial system may outweigh the savings of free software.

For schools reluctant to move to open source, harnessing collecting buying power could be an alternative. Joyce Martin, director of JCS Online Resources, says they are able to gain discounts on educational resources of up to 80 per cent by negotiating with publishers on behalf of consortia of schools. The more schools involved, the greater the discount.

There is also a potential pitfall awaiting schools that rely on adapting free software to their needs, Haigh warns. "One of the risks is schools that go very heavily into open source end up with a system that is so bespoke only the school's technical manager can understand it," he says. "If they happen to leave then it can be a labyrinth to unravel."

This content is brought to you by Guardian Professional. To get articles direct to your inbox, and to access thousands of free resources, sign up to the Guardian Teacher Network here. Looking for your next role? See our Guardian jobs for schools site for thousands of the latest teaching, leadership and support jobs

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Technology in schools: saving money with cloud, open source and consortia

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Staffing costs aside, ICT represents one of the largest elements of a school's budget, so it is no surprise that when savings need to be made, spending on both equipment and software comes under scrutiny.

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MODULE 5.4 Ways to reduce ICT costs in your school

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MODULE 5.4 Ways to reduce ICT costs in your school

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Paul Hynes is a member of the leadership team at George Spencer Academy in Stapleford, UK. He helped put together a project called Save me a million, which promised to help schools do just that over three years. Ideas included cutting printing costs by 20% through switching fonts and shopping around for a better deal on broadband.

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n the following interview with Paul Hynes we discuss about how his school keeps ICT costs down. This video is part of the Administering School ICT infrastructure: developing your knowledge and skills course of the European Schoolnet Academy. For more information, please visit the following website:http://www.europeanschoolnetacademy.eu/web/guest/home

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The challenges of an ICT administrator (working with limited resources)Please, comment on the three videos and let us know what would you advise Gergana, Riccardo and Tiziana, and others in their situation?

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The challenges of an ICT administrator (working with limited resources)Please, comment on the three videos and let us know what would you advise Gergana, Riccardo and Tiziana, and others in their situation?

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A good working network and ICT Tools a very important without these you will surely risk that people to stop working with ICT but the most important in my opinion is a good team STAFF & TEACHERS with a smart plan be able to motivate teachers to integrate ICT in their dialy pratice. Therefore
I appreciated Riccardo's video involve other is fundamental.

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The context of the ICT administrator: Italy

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Tiziana Buonocore has been teaching in the Ceccano II Istituto Comprensivo primary school for many years, in the province of Frosinone. She teaches all the mandatory subjects, including English and has been involved in many activities regarding technology and multimedia.

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The challenges of an ICT administrator (working with limited resources)

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Gergana Petrova works in the Acad. Boyan Petkanchin, Haskovo, Bulgaria, with 719 students aged 12 to 19. This video is part of the Administering School ICT infrastructure: developing your knowledge and skills course of the European Schoolnet Academy. For more information, please visit the following website :http://www.europeanschoolnetacademy.e...

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5.3 The challenges of an ICT administrator (working with limited resources)

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5.3 The challenges of an ICT administrator (working with limited resources)

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The challenges of an ICT administrator (working with limited resources)

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Riccardo Ricceri describes his work in Antonio Curina primary school in Arezzo, Italy. He teaches mathematics, science, computer science, music and art in addition to his role as ICT administrator and manager of the school IT lab. This video is part of the Administering School ICT infrastructure: developing your knowledge and skills course of the European Schoolnet Academy.

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The role of an ICT administrator in Iceland

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In the following video Kolbrún Hjaltadóttir talks about her work as an ICT consultant at Flataskóli school, Garðabær, near Reykjavik. This video is part of the Administering School ICT infrastructure: developing your knowledge and skills course of the European Schoolnet Academy. For more information, please visit the following website :http://www.europeanschoolnetacademy.e...

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The role of an ICT administrator in Ireland

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Peter Barry works at St. Joseph's School, Lucan, Ireland, teaching the European Computer Driving Licence and other subjects. This video is part of the Administering School ICT infrastructure: developing your knowledge and skills course of the European Schoolnet Academy. For more information, please visit the following website :http://www.europeanschoolnetacademy.e...

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MODULE  5.2 The role of an ICT administrator  Please, comment on the two videos. What surprised you? What did you learn? What ideas can you apply in your school?

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MODULE  5.2 The role of an ICT administrator  Please, comment on the two videos. What surprised you? What did you learn? What ideas can you apply in your school?

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Both ICT manager know what they are talkIng about and shared simple but very useful tips. I think every school deserves to have a schoolbroadband like NCTE.
Good tips:

GIGABIT SWITCHER

Plan the replacement of your notebooks

G SUITE

VSWARE

MERAKI

and most of all Kolbrun and Peter seems very be able to motify teachers and students. Both of them have excellent communcation skills and this is such important as systems like G SUIT, fibre optical etc.

Many Thanks  Kolbrun and Peter !

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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MODULE FOUR SECURITY & SAFETY

The module objectives are:

To learn more about the technical aspects of security

To discover how to develop safe behaviours

To share and solve problems related to security and safety in schools.

The topics covered include:

Technical issues: securing the school ICT environment and protecting it from threats

The human factor: policies and practices

Could your school be awarded an eSafety Label?

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4.7 RISORSE EXTRA

Orientamento, formazione e informazioni sui problemi di sicurezza e di sicurezza della rete.

Aspetti tecnici:

A proposito di ransomware (NEN, UK): http://www.nen.gov.uk/ransomware/

Vedere Modulo 2.3: registrazione webinar di Eugene 6 dicembre 2016, in particolare, la sicurezza delle WLAN (slides 1-49)

Introduzione alla sicurezza informatica , un corso certificato online gratuito da FutureLearn (in inglese):

IT Security: come essere preparati per attacchi informatici (pdf)

Dieci passi per Cybersecurity

Modulo sulla sicurezza: https://www.openbadgeacademy.com/badge/326

Un webinar Cisco registrato su ransomware:

YouTube: https://www.youtube.com/watch?v=BGEKZfOXB_I

WebEx: https://grs.cisco.com/grsx/cust/grsEventSite.html?EventCode=14514&LanguageId=1&KeyCode=001288785 . Gli esperti di sicurezza Joseph Muniz, Cisco Security Architect & ricercatore e Matthew Gibbs, architetto Cisco Security discutere le sfide alla sicurezza comune in K-12 scuole ambienti IT; Le ultime minacce visto dagli esperti di sicurezza Cisco; Ransomware quali SamSam, Locky / Zepto, e CryptoWall 4.0; Le migliori pratiche per garantire la sua rete e sistemi informatici.

Problemi umani

Problemi SEN in sicurezza, il cyber-bullismo , Katja Engelhardt

' Più rischi online per i genitori di cui preoccuparsi, dice la ricerca nuovo Safer Internet Day ' (Sonia Livingstone)

eSafety schede etichette e liste di controllo , il tutto in 17 lingue ( da tutto ). Alcuni esempi in inglese:

L'utilizzo di dispositivi rimovibili

password sicure

Scattare foto e video

Scuole sui social network

gestione degli incidenti

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MODULE 4.4 Using mobile phones in schools and AUPHave you encountered any security or safety related incidents with students’ smartphones? How did you handle them? Do you have an example of an AUP to share? What / who should be included in an AUP? How do you encourage safe digital practices by not only students but also teachers? 

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MODULE 4.4 Using mobile phones in schools and AUPHave you encountered any security or safety related incidents with students’ smartphones? How did you handle them? Do you have an example of an AUP to share? What / who should be included in an AUP? How do you encourage safe digital practices by not only students but also teachers? 

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Our students are not allowed to use smartphones, but I have in mind, according with parents and Staff to create some little experiences in the class. Before we will make clear rules and share / accord them with the parents. It's not official but it's a way we can understand better how to handle, and see what kind of problems need to be risolved before extending this to the whole school.

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Very good Dutch project about E-Safety

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MODULE 4.3 DEALING WITH THREATS  What top tip/s would you give other ICT administrators to protect their schools’ ICT infrastructure from attacks?

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MODULE 4.3 DEALING WITH THREATS  What top tip/s would you give other ICT administrators to protect their schools’ ICT infrastructure from attacks?

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First simple step Start to partecipate to the E_SAFETY DAY
Discuss with your team and try to find out TOGETHER what could be the best way to promote E-Safety, does there acrually are problems, how can we prevent and at the same time increase critical thinking skills.
The second step could be test your school on the
E-Safety Label site
Third Step create an action plan with includes teacher/ student training , posters with information in the classes where people are connected, an info-corn about E-Safety on the school website
Fourth Step  Check if your plan is working?

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Four years ago I started to create a project including a lot of suggestions of Kennisnet, This project was my first approach as a teacher with internet. Unfortunetely in my own school, my headteacher wasn't very interested. The project was blocced and alone it was to difficult to me to go on. So I let it a part. Here is the link : https://patentinonavigosicuro.blogspot.it/

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An article I wrote for BRICKS  to share this great resources with other Italian Teachers

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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MODULE FIVE  THE EFFECTIVE ICT AMINISTRATOR

Wide-ranging module includes interviews with ICT administrators about their school, role and daily tasks, saving money, ICT development planning, and your own personal development. In this module you will:

Hear ICT administrators talking about their school setting, role and responsibilities

Discuss with others your own role

Take part in problem-solving activities

Think about your own professional development

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IF YOU WANT SOMETHING YOU CAN DO IT!

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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MODULE THREE MOVING TO THE CLOUD

In this module, you will:

Improve and deepen your knowledge and understanding of cloud principles, opportunities and pitfalls, models, and platforms

Hear from your colleagues why and how they decided to move to the Cloud

Elaborate a first draft of a IT development plan for your school

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 Jean-Noël Colin describes the key issues in BYOD

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 Jean-Noël Colin describes the key issues in BYOD

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IT Administrators Learning Event: BYOD @ School

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IT Administrators Learning Event: BYOD @ School

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MODULE 2.4 Activity: Share your experiences with wifi set up and BYOD Based on what you have heard from the various activities so far, please report in your learning diary ideas about:

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MODULE 2.4 Activity: Share your experiences with wifi set up and BYOD Based on what you have heard from the various activities so far, please report in your learning diary ideas about:

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Your current setup and how to improve it?
For the moment we have no internet on our computers, only one white board is connected to the internet and a PC for teachers. In the past we had bad internet but every computer was connected. We have a firewall controlled by an administrator (parent). We have Google Apps for Education, I have an account but my students and other teachers doen't have one.
In this moment my school is seeking to spend less money as possibile...
Do you have wifi?
Yes but not a stabile connecting and I fear that if more and more people connect in the future the actual connection will result to weak
Do you support BYOD? No
Do you consider them as opportunities or threats?
Of course, I agree with every word of Giullermo and Sergio
What technical adaptations would be required, if any?
A PLAN with a pedogogical few which is beable to understand and meet students and teacher's needs. I suggested

Share your ideas in the dedicated forum section here and of course do not forget to note your answers in your learning diary; this will be useful at a later stage when you work on your course assignment to draw up a school ICT development plan.

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TRANSCRIPT VIDEO 2.1

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MODULE 2.3 WEBINAR: Network aspects of School infrastructure

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MODULE 2.3 WEBINAR: Network aspects of School infrastructure

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Network aspects of School infrastructure webinar

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This video is part of the course Administering School ICT infrastructure: developing your knowledge and skills at the European Schoolnet Academy. For more information, please visit the following website:http://www.europeanschoolnetacademy.eu/web/administering-school-ict-infrastructure-developing-your-knowledge-and-skills/course

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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MODULE TWO: WIRELESS NETWORKING AND BRING YOUR OWN DEVICE

In this module, you will:

1. Hear from your colleagues about how they deployed wifi network in their own school

2. Improve and deepen your knowledge and understanding of wireless networking principles (network design, sizing, and coverage security)

3. Hear about the general principles behind BYOD, the challenges, and the technical solutions,

4. Hear from your colleagues about how they introduced the BYOD approach, the difficulties they faced, the solutions they came up with.

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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AMDMINISTRATERING SCHOOL ICT INFRASTRUCTURE: DEVELOPING YOUR KNOWLEDGE AND SKILLS 

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MODULE ONE: OPTIMISING YOUR SCHOOL NETWORK

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An article I wrote fo r BRICKS  to share this great resources with other Italian Teachers

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MODULE 1.7 Activity 2: UPGRADING SCHOOL INFRASTRUCTURE /// MY PERSONAL ANSWERS

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MODULE 1.7 Activity 2: UPGRADING SCHOOL INFRASTRUCTURE /// MY PERSONAL ANSWERS

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Ways to improve the performance of your current infrastructure?

1. Better information/communication, with ICT lab responsabils and teachers who daily access to network.

BY EXAMPLE: Last month all my internet resources I made during the last years for my pupils where blocked.

2. Optical fiber connection to Internet to improve the browsing experience.

How you could expand the school network?

More Wireless Access Points are needed to avoid bad connection areas.

Ways to make it more secure?

E SAFETY LABEL , follow suggestions and work them out

http://www.esafetylabel.eu/web/guest;jsessionid=294B4ED96934643331901C47CAA46F29

New types of devices or services you could put in place?

Right now, I don't think of any new device or service. We should learn how to use the ones we have now.

How to provide technical support and ensure the network performs reliably?

There should be some technicians for these tasks, maybe responsible for two or three schools if they are small. Some teachers could help but just for the easy and daily problems.

Ways to improve the performance of your current infrastructure?

More concrete support of the Governance like in Hermann's situation. Teachers should be teacher and not sistem adminstrators.

Possibility  for every teacher to contact the administrator / sistem technician

Separate the school network to smaller subnet neworks instead of having one central router and a panel where all computers are connected.

How you could expand the school network?

Better communication/ information, using better routers and by using wifi network.
LEAVE SIMPLE INSTRUCTIONS

Ways to make it more secure?

ESAFETY PROJECT: http://www.esafetylabel.eu/web/guest;jsessionid=F046B40CAEBED68E139E047BFCB46D1A

New types of devices or services you could put in place?

New computers  are needed, and maybe some projectors. Thinking about the nearly future, I would suggest to think about BYOD, and create a good network, organize policy in schools ( in a democratic way), GOOGLE APPS.
In my ISTITUTE nowone for the moment cares about the pedicogical part of ICT, and I think this is a very big problem. It could make that in the future networks aren't functional for dialy using. It's already happening.

Teacher Courses to learn how to use Google Apps fo Education.

***PAID SERVICES BECAUSE SERVICES BASED ON VOLENTEERS CAN'T GUARENTEE A DIALY SERVICE. UNFORNTUNATELY IN ITALY TO MUCH SERVICES ARE DONE BY PEOPLE WHO LOW PIAD OR NOT PAID AND THIS IS A PROBLEM!!!

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1.7 Activity 2: Upgrading the school infrastructure

Based on what you have learnt so far, reflect on your current setup and start thinking of possible areas of improvement. Nothing too formal at this stage, but can you think of:

Ways to improve the performance of your current infrastructure?

How you could expand the school network?

Ways to make it more secure?

New types of devices or services you could put in place?

How to provide technical support and ensure the network performs reliably?

Share your ideas in the dedicated forum section here and of course do not forget to note your answers in your learning diary; this will be useful at a later stage when you work on your course assignment to draw up a school ICT development plan.

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What is your school using ICT for?Is there a school vision for ICT?How are projects designed?Through individual initiatives?Through a more general school policy?Why is ICT not being used in some subjects? Which ones?New pedagogical uses of technology?How do you give access to technology to your students?Computer lab?Computers in classroom?Individual devices?Is your network capacity sufficient to meet current and future needs?

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What is your school using ICT for?Is there a school vision for ICT?How are projects designed?Through individual initiatives?Through a more general school policy?Why is ICT not being used in some subjects? Which ones?New pedagogical uses of technology?How do you give access to technology to your students?Computer lab?Computers in classroom?Individual devices?Is your network capacity sufficient to meet current and future needs?

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W e have ICT but if there is no clear vision. It could be an good idea to decide what our our basic needs/ priorities like:

ORGANIZE AND PROMOTE A BETTER COMMUNICATION

POLICY

PROMOTE ICT SKILLS FOR STUDENTS AND TEACHERS

ESAFETY

INCREASE CREATIVY AND THINKING SKILLS WITH ICT

INTERGRATE ICT IN THE CLASSROOM

I use ICT a lot  during my lesson in a interatice way with a few Teacher BYOD devices and a whiteboard, because when I go to the ICT lab I risk to meet a lot of problems which makes that I lost the control of my class and I don't want this to be happing to often.
My students can find resources on my teacher blog at home. When we need more connecting they simply work at home and at school we discuss about the process. It's a pity but this is our realty.

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School case study 2: A more extensive setupHow does your school network connect to the internet? What connectivity speed? How do you protect access to the school network from outside? What is the main challenge you face in dealing with network connectivity? Share your answers to these questions as well as any other reflections linked to the video here in the Padlet.

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School case study 2: A more extensive setupHow does your school network connect to the internet? What connectivity speed? How do you protect access to the school network from outside? What is the main challenge you face in dealing with network connectivity? Share your answers to these questions as well as any other reflections linked to the video here in the Padlet.

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We have two First Secondary schools, five Primary schools 151 teachers and 1500 students.
Our connectivity speed is low and not always availeble. We have a security filter  managed by 'professional' parents but teacher  have many restritions. I supposed different solutions but  this is what we have for the moment. For me the main challenge is VISION!  I think it's important to introduce new tecnologies in democratic way, to discuss with teachers and create solutions together and to increase a sense a partecipation and responsability at diffrent levels.  Our staff prefers to impose and wants to be 'sure'..

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School case study 1: "Start simple"Like Elena, are you teaching at the same time as managing the school IT infrastructure? Is your cabling labelled? Does your LAN have a patch panel? Last but not least, what subject do you teach, and what are the challenges in mixing the two roles? Share your answers to these questions as well as any other reflections linked to the video here in the Padlet.

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School case study 1: "Start simple"Like Elena, are you teaching at the same time as managing the school IT infrastructure? Is your cabling labelled? Does your LAN have a patch panel? Last but not least, what subject do you teach, and what are the challenges in mixing the two roles? Share your answers to these questions as well as any other reflections linked to the video here in the Padlet.

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I was an ICT teacher for a couple of years and adminstrated different ICT lab. I managed these functions at same time when I was teaching.
Nowardays I let it to other teacher for several reasons. Most of different points of few about democracy and AUP and onesty. He put his name on some big projects I created in my school and was paid more than I was. It was not a question of money to me but of respect.
Our cabling is labelled, we have LAN and a patch panel. I teach Religion and my interest for new tecnologies is most of all round and about digital citzenship.

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Between Immagination, Reality and Future Dreams

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I'm Astrid Hulsebosch, I'm 50 years old and I was born in Haarlem / Netherlands. Since 1989 I live and work in Italy. I live near Venice with my family. I'm curious and like to invent every day something new. The video shows you the Istitute Primay and First grade Secondary School in Trebaseleghe where I work since 2006

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Klsrc - Filosofia Ubuntu - Intervista a Nelson Mandela (tradotta)

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http://www.klsrc.eu La famosa intervista a Nelson Mandela ("sottotitolata" in italiano) nella quale spiega il significato della parola Ubuntu.

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THESE ARE THE FUNDAMENTAL IDEAS AND FIRST STEP OF HOW WE STARTED TO RENEW OUR COMPUTER LABS 

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THESE ARE THE FUNDAMENTAL IDEAS AND FIRST STEP OF HOW WE STARTED TO RENEW OUR COMPUTER LABS 

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When I was a ICT coordinator 4 years ago, after my first MOOC the FUTUR CLASSROOM, I proposed in our Istitute to renew the organization of the ICT LAB. We choose EDUBUNTU we changed the disposition of tables and tcreated a setting to stimolate group working. I involved some parents ( because I not a very tecnical person). And the end we needed a more faster and secure internet connecting. This was the most difficult part. If you are interested take a look at the Padlet.