ICT Plan Template (DOC)

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					                    Template ICT Post Primary School Policy/Plan


St. Mary’s Secondary School aims to give all children, irrespective of race or gender, or
disability, confidence in the use of Information Communication Technology. St. Mary’s has
served the families of the local community for over a century. Its inspiration, direction and ethos
are drawn from Christ’s teachings, expressed in Scripture and witnessed in the Catholic
Christian tradition of Church life.

Information Communication Technology will be used within the framework of an integrated and
cross-curricular approach, with an awareness of our multi-cultural society. Management and
teachers are aware that Information Communication Technology should not be used for its own
sake, but should be used to provide children with the opportunity to take responsibility for their
own learning and provide opportunities for them, to decide when it is appropriate to use
Information Communication Technology in their work. The staff aim to acquaint all children with
all aspects of Information Communication Technology and see its relevance and importance in
everyday life. The national economy, international finance and employment patterns are
profoundly affected by ICT. It is important that pupils are made aware of the ways computerised
information can be made to work for them. They must also gain an insight into the ways that
computers can intrude on our private lives. This document was developed during the Summer
of 2002 through a process of consultation with teaching staff and it will be reviewed in the
Summer of 2003.

Our aims in using Information Communication Technology are:

 to utilise the ICT Planning and Advice ‘Pack’ to strategically plan future ICT use in the school;

 to use ICT to enhance teaching and learning and the delivery of curricular objectives

 to develop practical skills in the use of ICT and the ability to apply these skills to the solving
  of relevant and worthwhile problems;

 to understand the capabilities and limitations of ICT and the implication and consequences of
  ICT use.

The four main areas of Information Communication Technology are defined as follows: -

Microsoft Works, Apple Works 6, Wordpad, and Word Versions enable the children to present
their working an attractive way, regardless of handwriting ability. Word-processing enhances
the children’s self esteem, enables them to re-draft their work, amending, adjusting and altering
whenever necessary. It is an application, which will lend itself to any topic.
This is an area of Information Communication Technology, which enables children to become
familiar with databases. A database called Excel uses the power of the computer to search for
and sort information and display it graphically. Children collect information and put it in a
computer. They can then ask questions of the computer, using it to test their hypothesis. The
children retain the questioning power, with the computer being used for speed. There are
strong links with mathematics in this area of Information Communication Technology.
Hypermedia combines aspects of hypertext and a variety of multimedia (text, graphic, animation, video
and sound). CD ROMS hold 650 mega bytes of information and are ideal for modelling. Some
types of CD-ROMS can be content free, such as Hyperstudio, Opus Illuminatus, and Mediator 7
are valuable multimedia resource tools for cross-curricular project work.
An essential pre-requisite to Control Technology is the experience of practical activities
associated with simple circuits, buzzers, lights, switches and motors. Working with Logo
naturally leads pupils directly into Control Technology where procedures need to be structured
and is thus another pre-requisite to Control Technology. Logo can be used initially and as the
pupils become more familiar with this technology, electronic activities should concentrate on the
use of a buffer boxes and recommended software.
Control Technology involves the use of a computer to a pupil's owns model and this is achieved
through the use of a buffer box, which sits between the model and the computer.

       OUTPUT-Using a computer program, instructions are given to a computer. The computer
       converts these instructions to electrical signals, which activates signals inside the buffer
       box. The computer can store a sequence of instructions far use at a later date. Such a
       sequence might operate a set of traffic lights.

       INPUT-Just as the computer can send signals out to the buffer box, so it can sense
       signals coming in. Such signals might come from an external switch or pad linked
       through wire to the buffer box. Thus the computer would be able to sense the presence
       of a car waiting at a traffic light. The computer might be told to activate the traffic light
       change sequence in response to a car-waiting signal.

       FEEDBACK-This is the process whereby a signal received from a sensor activates a
       predetermined routine which in turn might trigger another sensor......and so on. Through
       Control Technology we can introduce pupils to these processes in a progressive and
       structured way.

       Logo: - It is a programming language, which enables children to programme a computer
       to move a floor or screen turtle. It responds to instructions to move forwards, backwards,
       left and right. It encourages children to think logically and builds on previous knowledge.

       It is a vital area of Information Communication Technology and one, which has many
       links with other areas of the curriculum.

ICT Resources and Infrastructure
Our school has 20 Dell Dimension 4400 in our Computer Room, 2 in the Resource Room, and
1 in the library. We also have possession of an Apple iCart, which has Airport wireless
technology. This is especially important for pupils with special educational needs, as ICT can
enable them to access the curriculum and compensate for difficulties.

Whole Class Teaching
Occasionally the computers are used for whole class teaching. This is achieved by connecting
the computer to a dataprojector.. This is a valuable resource as it allows the teacher to impart
key ICT skills to the pupils, so that they can use ICT more effectively to access all aspects of
the curriculum. We eventually hope to purchase an Interactive Whiteboard.

We are fortunate to have a spare room that we hope to have designated as a 2nd Computer
Room. We anticipate that this room will be used creatively in a curriculum context to develop
subject specific presentations, to research and publish projects. Our ICT Sub-Committee is,
currently researching the feasibility of this idea. Internet access is available in the Computer
Room, Staff Room and Library.
23 Dell Dimension 4400
Intel Pentium 4 Processor 1.8 GHz
40GB Hard Drive
17” Colour Monitor
SoundBlaster Compatible On-Board Sound
20/48x Max CD-ROM Drive
Microsoft Windows XP
Microsoft Works 6.0

Icart containing 20 iBooks with wireless technology.

       The following is a list of our software under the appropriate Information
       Communication Technology categories:
       (Please add extra rows and list your software)

       Communication           Information            Modelling           Measurement and Control
                               Handling               CD ROMS
        Microsoft Word         Excel                  Ancient Lands (2)   Logo

                               Microsoft Access       Mediator 7          Light, heat and sound
                                                                          measuring devices

School ICT Culture
Our aim is to develop links with schools abroad and work on collaborative Summer
environmental projects. We also wish to re-vamp our school Website next Autumn. Ms.
Angela Kennedy intends to participate in a Web Design Course this Summer, in order to
facilitate this initiative. We also have a number of parents who work in the computer industry
who are actively involved in fundraising and give us technical support, when needed.
As well as informing children of the great benefits accruing from ICT use, we constantly
question the content of CR-ROMS and the suitability of particular websites.

Acceptable Use Policy (AUP).
The School has a policy of not allowing children access to the Internet, unless they are
supervised by a teacher. We are in the process of formulating a school Acceptable Use Policy.

Staff Professional Development
All of our teachers have completed Post-Primary Phase 1& 2.
This Autumn Mr. Murphy completed the Post-Primary Intel Teach to the Future Course, while
Ms Ann Egan completed ICT and Special Educational Needs-Basics.
This Summer, Ms. Angela Kennedy intends to attend the Creating a School Website & Internet
course in Dungarvan. All ICT Courses are organised and run under the auspices of Waterford
Teachers’ Centre.

Software Licenses
During the annual ICT Audit all our software is checked to ensure that it is being used legally.

ICT Audit
The ICT Co-ordinator will conduct an audit during the year to ascertain the number of hardware
and software items that are in the school. All computers and peripheral devices will be listed in
the ICT Log Book, including the names of the companies from whom they were purchased, the
date, price and their respective serial numbers. The ICT Co-ordinator will also audit the
implementation of the ICT Action Plan and ICT Plan.

ICT and the Curriculum

This academic year the school intends to buy the following software packages:

   Opus Illuminatus (Multimedia Authoring tool for project work)

 World War 11 (Flagtower)

 Norton Anti-Virus 2003.

This academic year, we will work in Subject Groups to prepare termly curriculum plans.

5TH YEAR CLASS AUTUMN PLAN 2004-Information Communication Technology
Aim: To enable the pupils to use their ICT skills when writing narrative and non narrative texts in English; producing historical
accounts which draw on sources in history, clarifying and developing ideas.

 To use Microsoft Word to create newspaper articles related to aspects of life during the 2 World War

Cross Curricular Activities
These objectives to be realised using any cross-curricular writing activities that facilitate computer use.

Possible Teaching Activities
Newspaper articles (expressive language; clear sequence; different style headings)/ Poetry and Limericks.
Ask the pupils to imagine that they are war correspondents during the 2 nd World War. Encourage them to write articles on topics
such as:

      Facets of the war, such as the life of a typical soldier, naval officer, factory worker,
      Aircraft/Ships/tanks and other weapons
      Progress of the war
      Breaking News

Aim: To enable the pupils to use hypermedia (CD-ROM) resources to enhance their knowledge of World War 11
To use the hypermedia links in World War 11 to research our history topic, World War 11.

 To use the index to conduct research on the activities listed above.
SOURCES: National Curriculum Documents. DIFFERENTIATION: By task, outcome, time allowed
ORGANISATION: Working in Groups/ Whole Class Teaching
ASSESSMENT: Class list (ticked); comment on child’s ability to achieve objectives; work produced.

Management and Planning
The ICT Co-ordinator will co-ordinate the preparation of curriculum plans, in compliance with
the Action Plan for the Spring term, paying particular attention to our Whole School Plan, and
the ICT Planning and Advice for Schools Pack. The ICT Co-ordinator will work closely with the
Principal and the ICT Steering Committee, to examine the feasibility of our school having a
second Computer Room.

Budgetary Provision
 We will ensure that provision is made for purchasing, developing and maintaining ICT
hardware, peripherals and software. We will also have to tailor our budget to meet the
requirements of our Action Plan. We will endeavour to ascertain the operational costs of
sustaining technology after installation. These operational costs will cover the following items:
   Maintenance and Technical Support
   Consumables, such as printer ink jet cartridges, paper and disks
   Charges for Internet Access
   System upgrades and equipment renewal
ICT Steering Committee
Our committee involves teachers, parents and Members of the Board of Management, so that
the needs and aspirations of the whole school and local community are reflected.
ICT Co-ordinating Teacher
The role of the ICT Co-ordinator, defined by the Board of Management is as follows:
 Co-ordinating and compiling the ICT Plan.
 Identifying training needs and facilitating staff training.
 Development of ICT integration within all aspects of the curriculum.
 Liasing with the Principal and members of staff in relation to ICT development.
 Evaluating the use of ICT in the school and encouraging greater use by teachers and pupils.
 Developing a means by which the ICT structure can be maintained and upgraded.


 Previous ICT Policy
 ICT Planning and Advice for Schools Pack (DES/NCTE)
 Waterford Teachers’ Centre Website

This document was written by the ICT Co-ordinator in July 2003, following a process of
consultation with the Principal, teaching staff, and the ICT Steering Committee.
The Board of Management approved this document on..............................................
It will be reviewed in the Summer of 2004.

Joe Bloggs
ICT Co-ordinator


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