Enhancing Special Character through I.C.T.

Researched by:-

Andy Thompson

& Paul Engles

What we did….• Visited the Melbourne Catholic Education Office

• E-Learning co-ordinators Clare and Donna

• Collected resources to support our research

• Visited schools …

• St Monica’s Footscray

• St Vincent’s Strathmore

• Apollo Parkways Primary Greensborough

Our Questions1. How E-Learning affects Catholic schools in the

Melbourne Archdiocese and the effect on teaching and learning and in particular in Religious Education?

2. How has E-Learning improved the delivery of a Catholic education at a management level in Melbourne?

3. What resources has this E-Learning been given/required in order to keep operating successfully?

4. Is the Australian model successful?

Definition of E-Learning

Learning that is enabled or supported by the use of digital tools and/or content. M.O.E. 2004

•Internet

•Interactivity

•CD Rom

•Multimedia

The Effect on Catholic Schools

•Strategic Plan of the Diocese

Improve E-Learning through professional development for teachers on using ICT’s as a pedagogical tool. Encourage innovative educational programmes and iiniatives based on research and best practice

•Research Partnerships

Navigator Schools Consortium (NavCon) Ref; Ryba, K & Brown, M (1994). The teacher as researcher: Studying new approaches to teaching and learning.

Federation Inniatives (Australia N.Z. Govt’s)

How E-Learning affects Catholic schools in the Melbourne Archdiocese and the effect on teaching

and learning and in particular in Religious Education?

How E-Learning affects Catholic schools in the Melbourne Archdiocese and the effect on teaching

and learning and in particular in Religious Education?

The Effect on Catholic Schools (cont.)

Services to Schools

Learning and teaching technologies in Catholic Schools – Research schools

Professional Development

Regional Support for Learning Technologies

The Effect on Catholic Schools

•Building capacity for school innovation & improvement

•National Quality Schooling Framework (NQSF)

•Online support – website & teleconferences

•Productive pedagogy & assessment

•Learning Communities … Ref; Lave & Wagner (1991)

•Designing effective learning spaces

•Changing school design … Ref; Ministry of Education. (2004). Primary Schools Building Code. Wellington, NZ: Ministry of Education

How E-Learning affects Catholic schools in the Melbourne Archdiocese and the effect on teaching

and learning and in particular in Religious Education?

The Effect on Catholic Schools

•Learning beyond the classroom

•EOTC & Pastoral Care Programmes

•Pushing the Thinking

•Changes to culture, embedding processes

•Maintaining diversity in the environment

•Collaboration and co-operation

How E-Learning affects Catholic schools in the Melbourne Archdiocese and the effect on teaching

and learning and in particular in Religious Education?

Understanding the Brain

Using Multiple Intelligences

WONDERINGS

TOOLS & RESOURCES

DISCOVERIES

SO WHAT

Hats off to Literacy

How has E-Learning improved the delivery of a Catholic education at a management level in

Melbourne?

Catholic Education Victoria Network (CEVN)

•Online records, documents

•Education Channel

•Planning (shared among all schools E-Learning Tool)

•Technical support•Ministry of Education. (2002). Digital horizons: Learning through ICT. Wellington, NZ: Ministry of Education

What resources has this E-Learning been given/required in order to keep operating

successfully?

Diocesan support for:

•Lattice Schools Project

•Professional Development

•Technical staff of .5 day per fortnight to schools

•Zone key people CEVN initiativies

•E-Learning (4 dedicated advisors)

Is the Australian model successful?

(P) Positives (M) Minuses (I) Interesting

Sharing of information Cost of ISP for the schools

Across all deciles

Sharing of expertise Equitable access to experts

Expansion of resource base

In school tech. support sometimes frustrating

Economy of scale

Summary•Effect on Teaching and learning has been positive

•Religious Education teaching resources shared across the Diocese (e.g. prepared by teachers for teachers) See Recommendations

•Intranet and Internet management and communication solutions used.

•Resources include:-

•Managed Servers and network infrastructure

•Professional Support – Advisors E learning

•The model goes a long way to providing effective resources and management in a 21st Century E Learning environment.

Recommendations

1. Investigate the Telecom ‘School Zone’ option to provide the infrastructure to link all 200 Catholic Primary Schools (VPN)

2. Investigate interactive (computer based) resources such as web quests etc. to supplement the R.E. Curriculum

3. Attach E Learning co-ordinators to each diocesan R.E. advisory team to assist with the development of interactive ICT resources for the RE Curriculum.

4. Lobby NZCEO to provide a budget for specific curriculum resources (ICT) and technical resources.