# data[].attributes.body
Policy Making
Inclusiveness and Equity Policy

Our group focused on examining Policy Making: Inclusiveness and Equity.
We refined the proposed ICT policy presented to us by the Ministry of Education to read as follows:

Students from Low-income, Rural and other Marginalized Communities:

The Ministry of Education will promote equity and inclusion in the development of strategies to reach the most vulnerable and marginalized through:

Making every effort to provide students from financially or socially disadvantaged circumstances access to devices via: School computer lab facilities or school laptop (other devices) initiatives and community ‘ICT’* pods’ initiatives.

Implementing curricula within specialised schools which are relevant to all students, including students from financially, socially, academically or geographically disadvantaged circumstances.

.*ICT Pods- Kiosks situated in strategic locations within individual communities housing devices that are ICT relevant for use by students who can access e-learning and other educational tools.  The site will be monitored and maintained by IT professionals.

2.Students with Special Needs and Learning Difficulties/Disabilities

Provide specially trained teachers to execute the specially adapted curriculum to students with special needs.

Possible challenges I came up with include:

Finances:
Considering present economic situation of the country, it might not be feasible to provide school lab facilities, community ICT pods, training for necessary personnel, regular maintenance, storage facilities for ICT devices.

Specialised schools that focus on the interests, strengths and are relevant to their particular circumstances will require indepth planning, finances, development and training. Does the Ministry of Education have the necessary trained personnel and facilities?

# data[].attributes.body
Based on class today, we had to choose an area of the proposed ICT policy and refine it. We then had to reflect on the changes we made and critique them, pointing out possible challengestht might be faced in trying to put our changes into action.

We were supposed to arrive at the challenges as a group, but I'm not sure if my group  got off on a rocky start. To be honest, I was excited before attending the class, but I soon felt stressed. Stressed, harrassed and disappointed.

Everyone was sharing about the facilities that existed at their school that enabled them in varying degrees, to practise and use ICT in their classrooms and that made me feel at once at a great disadvantage. I was not confident that I could complete this training session in a satisfactory manner or be able to impart or use anything that I would be exposed to.

I operate in an environment where the basic framework such as internet access,  readily available and functioning computers/ laptops, and an ICT technician  do not exist. The school environment is extremely noisy and disruptive, especially as we have an issue with poor teacher attendance and student misbehaviour, and the lack of a sound- proof room to block out outside disturbances, makes it even more of a challenge. These are some of the issues that arise if one were to attempt ICT policies in my school.

However, Mr. Dolly appears to be an optimist, as he has stated that every time he attended workshops or training, the required infrastructure or tools were always sent to his school afterwards. I'm guessing he believes the same will happen at my school. I hope this is true.

On a positive note,  we were exposed to Edmodo, a learning management system, and Google Docs which enabled us to work as a group on an agreed aspect of policy making, to type, edit and provide feedback and collaboration - all in real time. Talk about Star Trek. I found this was real cool. It saved a lot of time and it was fun. We did not have to wait for feedback from each other- that was instantaneous and happening right before our eyes. It also eliminated the need for paper or constant emailing back and forth. Did I mention this was cool? I can see myself using Gooogle Docs with teachers in my department, especially for lesson-planning and preparation purposes

Edmodo- I wasn't too keen using this LMSit as it made me feel like a student and not a teacher. However, I do recognise that students can benefit from this LMS, as they can receive feedback from the teacher and classmates.. The teacher can set assignments, attach submission deadlines, grade the assignments, make the grades available in a timely manner, and keep track of students' progress. Parents can also be part of the process as they can be kept up--to--date on their children's performance.

I think I would need to explore Edmodo further to fully appreciate it as a tool in the classroom.

# data[].attributes.body
The role of Techhnology in Assessment
Enjoyed the class today. Learnt a lot from the presentation by the VAPA Curriculum Officer, Mr. Massy.
He presented ways to make the classes more exciting to both the students and myself, as well as revved up my love and interest in art.
In the past, as a teacher, I used my background in art to get the lessons across to the students. As time went along however, as the classes got larger, the children more challenging to control and teach, the facilities more lacking, I think I settled into a groove of "chalk and talk". This is embarrassing enough to recognise and admit, considering I come from a background in art.
I think along the way, I lost my creativity both in and out of the classroom.
I would love to attempt some of the ideas I was exposed to today in   ICT class, but the technology is lacking at my school. So much has to be set in place to bring us up to some semblance of ICT readiness. In a way, I'm a bit envious of the other schools that seem to be ICT ready and practising what they have learnt.
Mr Dolly seems to know so much and is eager to share it all. But I wonder if it is all wasted on me. How can I attempt the use of all the knowledge he is imparting when creating the right teaching- learning environment at my school seems impossible?
On a brighter note, I was excited when he mentioned that we could mark multiple choice papers in less time using the technology such as Quickkey and I think I'll try that this term. I'll also introduce it to my teachers and hopefully they will be willing to try.
I also liked the app irubric as I can see this being easily used by myself and my teachers. So many times they submit students' work or exam papers and the grading is not standardized. I can see an app like this assisting us in ensuring that all students are marked fairly and equally. I like that.
I also learnt today that there are so many apps that can be used in preparing lessons, assessing performance. A bit daunting or overwhelming, but I think the key is to just take my time and try a few at a time. I'm already familiar with and have used quiz maker and quizlet. I'm going to explore go formative this week and see how it goes. Quickkeybbalso allows temization in that you as the teacher can see which questions students did well at or poorly at. In that way, the teacher can have a better idea what area or topic the students generally understand and which they might need more revision in.

# data[].attributes.body
Pedagogy and ICT
Today the class was introduced to Google Classroom, which is a learning management system. This system allows teachers to design assessments for students in different formats, distribute them with students, who then attempt the assessments, and then the teacher grades them. This is a great thing about Google Classrooms as it is all done online- it eliminates the need for paper. The classroom becomes a "paperless" classroom.

I find this concept very exciting to contemplate and to be honest it sounds almost like one of those Star Trek stories, especially where I presently work. Faced with no internet at work, not enough computers that actually work, students who generally score below 50 at SEA and who continuously challenge us with their behavioural issues, I'm not sure if we will actually get the opportunity to put this learning management system into action. Added to this, on any given day, my school is short of 20+ teachers and our free periods are used doing class or block supervision for the absent teachers.

The other neat thing about Google Classrooms is that you can determmine the structure of the assessment, be it multiple choice, true/false, pparagraph etc. You can also allocate points for each question given.

In class we were asked to work in groups and create a lesson that facilitates group work amongst students. Our lesson had to be designed so as to prove that the technology was necessary for the objectives of the lesson to be achieved. In other words, we had to look at technology as a tool and to ask ourselves the question, "How does the technology allow us to go beyond the tools we already have or are accustomed using?"

Our group created a lesson plan that incorporated both Social Sciences and VAPA disciplines. We believed that the use of the technology in the completion of the assignment enabled students to not only critique each group's assignment, but
It provides the opportunity for each student to work at their pace in observing what was done and how effective or Â ineffective to the audience.

This lesson plan incorporates both Social Studies and VAPA disciplines. The use of the technology such as Powtoon allows for immediate editing and refining of the visual presentation. Â It reduces costs as students will not be required to purchase props and costumes and thus elevate the presentation. Â It saves time as students will not be required to have rehearsal and multiple days of presentation.

# data[].attributes.body
ICT Tools
I left today's class on a high. Finally! I didn't feel like I was bumbling along trying to keep up with the others. Not only was I able to keep up, but I was also able to participate fully. I enjoyed the class today.

I have been exposed to Excel spreadsheets several times in the past and have used it to assist my Form 5 students with their SBAs. Unfortunately however, since it has been some years that I have taught Upper School classes, I have not put that tool into effect nor I have I actually used it to benefit me as a teacher.

Today, I was  given another opportunity to experience firsthand how spreadsheets can help me save time and energy in the recording of important data about  my students, their performance in their various assessments, as well as their overall performance in the class, and to easily use that data to gauge how much teaching and learning actually occurs.

In reality, I feel that this is a tool that I can and will definitely use. No longer do I have to manually enter and calculate totals and percentages, but I can use Excel of Google Sheets to create an online markbook, which will auomatically upgrade as entries are made or adjusted.

As an HOD, I can also use spreadsheets to assist my colleagues by preparing and presenting data that can assist us in improving as a department and better meeting the needs of our students.
Another valuable bit of knowledge that we were exposed to today was how to use and get our students to use search engines to carryout more refined, focused research.