OSAAMISTAVOITTEET
Is familiar with the main components of an organizational level Digital Strategy.
THEMES
Digital Strategy as a tool in developing teachers' competencies.
SKILLS DEMONSTRATION
Select two components of an existing Digital Strategy and explain how they are linked to your professional development plan. Share the explanation text linked or attached to badge application.
I took the opportunity to check some different perspectives to the Digital Strategy and spent with the task much more time than planned. That's why I've chosen non-Finnish strategies found via Google search "digital strategy education".
For the most of the badges I've shown existing skills and had been glad to show it for myself (and via badges for the ohters).
With this task I found myself learning new useful things - this was the most useful badge in the point of view increasing my skills. In the end of next year we'll start updating Tavastia Vocational College Digital strategy. Therefore, new aspects are more than wellcome.
1- Ireland has published in Oct 2015 a national strategy:
It's themes are
Theme 1: Teaching, Learning and Assessment Using ICT
Theme 2: Teacher Professional Learning
Theme 3: Leadership, Research and Policy
Theme 4: ICT Infrastructure
The majority of Irish teachers hold a constructivist views of teaching which are thougth lead to critical thinking, and to motivated and indepenent learners. Still the dominant pedagogical orientation were teacher-directed practicies. The indicators for success of chance are:
* digital skills inclusion in new curriculum
* teachers competences determined
* updated eLearnging planning resources
* advice, guidance and examples of good practice on the use of ICT
* high-quality digital content available to support learning and teaching
The actions for teacher professional learning are:
- Ensure that ICT is embedded in
the planning, design and delivery
of all teacher education courses
and programmes.
- Ensure that all professional
development support services
collaborate on the planning,
design and delivery of Continued Professional Development (CPD) modules to support teachers
to embed ICT in their practice
across the curriculum.
- Cooperate with initial teacher
education providers to ensure
that pre-service teachers
acquire the skills, knowledge
and confidence to use digital
technologies to support learning
and teaching.
Cooperate with National Induction Programmes for Teachers so that
Newly Qualified Teachers (NQTs)
receive appropriate guidance
and support to integrate ICT
into teaching, learning and
assessment.
- Map all teacher CPD involving
the use of ICT in learning
and teaching to the Teaching
Council’s national framework for
CPD when available.
- Develop and promote
differentiated CPD models to
embed ICT in teaching, learning
and assessment.
- Enhance the access to and
impact of CPD for teachers
through extending CPD delivery
formats to include online and
blended learning programmes.
- Facilitate school-based, individual
and whole-staff professional
learning through online and
blended learning support
packages.
- Promote the sharing of examples
of good practice among teachers
so that they can design more
active learning activities for their
students using ICT.
- Provide advice and guidance to
teachers on new technologies
relevant to teaching, learning and
assessment.
- Provide and facilitate the sharing
of examples of good classroom
practice on the effective use of
ICT in teaching, learning and
assessment.
- Support the capacity building
objectives of the Digital Schools
of Distinction initiative as part of
the Digital Strategy.
- Introduce and implement
the School Digital Champion
initiative (introduce as a pilot in
2015/2016).- - Provide continued support for teachers and principals in the use of digital learning tools for students with additional learning needs.
- Develop and share case studies on the effective use of ICT in special educational needs settings
- Collaborate with the Teaching Council, and other relevant professional bodies for teachers, in the use of ePortfolios in teacher CPD provision.
- Provide advice and guidance on digital tools to support teacher professional communities of practice within schools or other teacher networks.
I found three things (bolded and red) we could learn from the Irish actions: I find the initiation of new teachers could be performed more systematically in Finland. A good competition like "School Digital Champion" could enhance the dissemination of good practicies as well as systematic using of ePortfolios in continuing education.
2- Oxford university is naturally very interesting organization:
"To meet the vision and strategic aims above, the University will invest in:
1. Creating an Innovative Digital Community, focussed on significant innovations, cutting-edge thinking, and sharing and implementation of best practice e.g. through the creation of a university-wide conversation on digital innovation.
2. Training and skills for staff and students to broaden and deepen the capability of all members of the University to embrace digital.
3. IT infrastructure to support the digital enhancement of teaching, research and widening engagement that includes a digitization platform, digital collections management (including research data), and digital curation.
4. Facilitating access to research outputs and data, in order to support open, rapid and broad dissemination and take-up of the fruits of our research.
5. Rapid as well as slow experimentation to explore new ways to enable departments, colleges and collections to support teaching and research and to identify ways of utilising digital technologies and resources to enable the University’s mission." Cited 29.11.2015
I think they have a big challenge to renovate a very traditional organization which is very hierarchial. Maybe that's why the strategy is on quite general level. They seem to have some good practice, just like us, but there's still need to sharpen it and make it work throughout the organization. This requires training and skills for both staff and students. I'm very interested on digital curation at the university level mentioned as a part of IT infrastructure. The aspect of open, rapid and broad dissemination and take-up of the fruits of the research sounds similar to discussion of Finnish university efficiency. Rapid and slow experimentation to explore new ways of supporting teaching and identifying ways of utilising digital technologies and resources to enable the mission sounds like our "Sähköinen Tavastia" discussion at our departments: what are the typical digital enviroments in the future work of the students and what are the best ways to support their learning with the digital tools. We check also that the teaching is organized so that all students are able to get all the digital competence defined in curriculum.
3- Also it was interesting to have a look at Harvard Busines School's program for companies developing their digital strategies:
The main focus is to get the customer network to perform some work that's traditionally the (marketing) work of the company. This reminds me of our aim to use videos captured and edited by studend.
