Master Plan: Part 2 - Integrated Implementation Plan
The following sections summarize the plans that have been generated by the Toolkit to implement the ICT-Intervention Program described above. For mare details about the plans, particularly as they relate to Program institutions, planners need to go back to the corresponding files in the Filing Cabinet of Toolbox 5 Tools and download them.
2.1 Geographic Areas and Institutions
Institutions List
Niue High School
Niue Primary School
2.2 Infrastructure Planning
2.2.1 Plans for Electric Power Infrastructure
ICT instruments (radios, TVs, VCRs, computers, etc.) need an electric power source. In some areas of the ICT Program, electricity may be unavailable, unreliable or costly. The following sections describe that status of electricity service in each area of the proposed ICT-intervention Program and in the buildings that will be used by the program, and the proposed plans to ensure adequate electric power in them.
Report on Electrical Power Needs at the Regional Level
2.2.2 Plans for Audio/Radio Infrastructure
Audio/Radio Infrastructure Needs
Report on Audio Infrastructure Needs
Form not submitted
Audio/Radio Infrastructure Plan
Report on Audio Infrastructure Plans
Form not submitted
2.2.3 Plans for Video/Television Infrastructure
Video/Television Infrastructure Needs
Report on Video Infrastructure Needs
Form not submitted
Video/Television Infrastructure Plan
Report on Video Infrastructure Plans
Form not submitted
2.2.4 Plans for Connectivity Infrastructure
Connectivity Needs
Program Connectivity Needs List
Connectivity Plan
Report on Connectivity Plans
2.3 Hardware
2.3.1 Plans for Audio/Radio Hardware
Report of Required Audio Hardware
Total Required Hardware Across Institutions
Radio
Electric
Battery
Crank
Crank/Solar
TOTAL
Audio Recording
Cassette Player
CD Player
TOTAL
Radio/Audio Combination
Radio/Cassette
Radio/CD
TOTAL
By Region/Institution
Institutions - Niue High School
# of Institutions:
1
Radio Type
Electric
Battery
Crank
Crank/Solar
Audio Recording
Cassette Player
CD Player
Radio/Audio Combination
Radio/Cassette
Radio/CD
Institutions - Niue Primary School
# of Institutions:
1
Radio Type
Electric
Battery
Crank
Crank/Solar
Audio Recording
Cassette Player
CD Player
Radio/Audio Combination
Radio/Cassette
Radio/CD
2.3.2 Plans for Video/TV Hardware
Report of Required Video Hardware
Total Required Video Hardware Across Institutions
TV Set
VCR
DVD Player
TV/VCR
TV/DVD
TV/VCR/DVD
TOTAL
By Region/Institution
Institutions - Niue High School
Institution:
# of Institutions:
1
TV Set
VCR
DVD player
TV/VCR
TV/DVD
TV/VCR/DVD
0
1
1
1
0
0
Institutions - Niue Primary School
Institution:
# of Institutions:
1
TV Set
VCR
DVD player
TV/VCR
TV/DVD
TV/VCR/DVD
0
0
0
-1
0
0
2.3.3 Plans for Computer Hardware
Report on Required Computer Hardware
Total Required Computer Hardware Across Institutions
Computer Hardware
Regular PC
Advanced PC
Thin-client
laptops
Server
Printer/Scanner
Connecting Hardware
LAN
Cable
Wireless
Power line
By Region/Institution
Requirements for Computer Hardware: Summary by Institution
Institution:
Computer Hardware
Regular PC
Advanced PC
Thin-client
laptops
Server
Printer/Scanner
Connecting Hardware
LAN
Cable
Wireless
Power line
2.3.4 Plan for Operating and Basic Application Software
This section covers plans for two categories of software that are essential elements of the computer hardware:
Operating system (OS) software for client and server computers;
Basic computer application software, including software for word processing, spreadsheets, presentations, and graphics.
Educational software for computer systems is discussed in Section 2.4
Institutions - Niue High School
Form not submitted
Institutions - Niue Primary School
Form not submitted
2.4 Plans for Contentware
2.4.1 Required Contentware for This Program
This section summarizes the type of contentware required by the ICT Program for enhancing the teaching/learning of the different curricular units for learners at different levels. The summary also includes for each contentware item the modality of usage as well as the learning and instructional objectives behind the use of such item. The contentware items also exist in a database that may be accessed through the Filing Cabinet – Tool 4.1
Lower Secondary
English
Required ICT-Enhanced Content Item
ICT-Enhanced Content Item Title:
Creative writing
Learner Level:
Lower Secondary
Curricular Subject:
English
Curricular Unit:
Essay
Type of ICT-Enhanced Content:
Web-based multimedia program
Usage Modality
Integrated into Curriculum
Learning Objectives
Foster exploration of materials and ideas, Enable the application of understanding, Organize materials or ideas to foster analysis
Teaching Objectives
Research
Last updated on 28 September 2006
Upper Secondary
Required ICT-Enhanced Content Item
ICT-Enhanced Content Item Title:
Creative writing
Learner Level:
Upper Secondary
Curricular Subject:
English
Curricular Unit:
Essay
Type of ICT-Enhanced Content:
Web-based multimedia program
Usage Modality
Integrated into Curriculum
Learning Objectives
Foster exploration of materials and ideas, Enable the application of understanding, Organize materials or ideas to foster analysis
Teaching Objectives
Research
Last updated on 28 September 2006
2.4.2 Providing for the Required Contentware
Should we acquire existing educational radio and TV programs and educational software, or should we develop new ones in accordance with its curricular and instructional framework? Acquisition saves time but not necessarily money. In most cases, a country has to buy the material or pay a licensing fee. There are also important suitability issues both from the point of view of learning objectives and acceptability of the means of communication. On the other hand, creating new materials requires sophisticated expertise, substantive time, and significant up-front financing. Depending on the number of schools using the materials, the unit utilization cost may be very high.
The deliberate of this issue has been guided by the decision flowchart (Figure 2.4.2.)
The Sections 2.4.3 – 2.4.6 summarize the Team’s search for existing contentware and autorware to allow for the acwuisistion and adaptation of existing materials. Section 2.4.6 summarized guidelines for contentware and web-based instructional resources.
Figure 2.4.2. Decision Flow Chart for Provision of Contentware
2.4.3 Generated Database of Suitable Existing Contentware
A search of existing guides and portals has led to the identification of existing contentware that satisfy the characteristics of the required ones listed in Section 2.4.1. Some of these items have already been evaluated externally and deemed of good quality. Also some of these items were evaluated by a local expert team.
The results of this process are in a database searchable by a set of criteria. To search this database, go the Filing Cabinet –Tool 4.2. You can also download a full or partial list by specifying learners’ level, curriculum subject, and curricular unit.
2.4.4 Generated Database of Web-Based Educational Content
A search of designated web sites has led to the identification of suitable educational content that satisfy some aspects of the required contentware listed in Section 2.4.1.
The results of this process are in a database searchable by a set of criteria. To access this database, go the Filing Cabinet –Tool 4.3. The database is searchable by curriculum subject, curricular unit, type of content (lesson plan, simulation, animation, exploration, museums and exhibitions, games and activities, and reference materials), and learners’ level.
2.4.5 Identified Suitable authoring and Learning Management Systems
A search and evaluation of designated authoring and Learning Management Systems has led to the identification of suitable types of systems defined below:
An authoring system is not an automated instrument that authors contentware. It is a software package that assists developers in the “process” of producing contentware and gives them the means to create e-learning materials more efficiently and in a standardized manner. The authoring system is particularly helpful in creating multimedia modules that bring together different components: text presentations, graphics, interactive questions, simulation, video and audio clips, and animation.
A Learning Management System (LMS) is a software program that streamlines the management of course offerings and learners. Typical features include:
Student register
Course register
Facility for tracking learners' progress
Systematic reporting
Scheduling
Most LMSs also include additional features such as
Communication features such as email, chat rooms and bulletin boards
Bookmarking, so that users can restart a module at the point where they left it last time they used it.
Combined authorship and LMS. Many instruments on the market combine features of authorship and learning management. They are sometimes referred to as LCMSs (Learning Content management Systems). They normally contain the following components: authoring application, data repository, delivery interface, and administration tools. In addition, some LCMSs offer collaboration tools including chat rooms, integrated email, and discussion groups.
Below is a list of systems judged to be suitable for this ICT-Program.
Report of Identified Authorware/LMS
2.4.6 Development of Curricular Contentware
Detailed guidelines for the design, development of ICT-enhanced curricular materials may be downloaded from Tool 4.5
This Section contains only the parts that constitute elements of a master implementation plan.
Composition of Development Teams
Team Member
Role
Specialization
Qualifications
Content Specialist
Writes content text and scripts; injects into team discussion nature of "discipline" and of learning.
In a subject-matter area. All specializations should be represented.
Solid background in subject area; training in instructional methodology desirable (e.g. science education, TEFL); experience in development of multimedia materials highly desirable
Master Teacher
Provides the classroom perspective for the development of modules, e.g., how to select effective teaching/learning activities, how students react to specific approaches, what difficulties teachers and students may face in presenting specific topics, etc.
In a subject-matter area. All specializations should be represented.
Solid background in subject area; distinguished teaching career; experience in development or use of multimedia materials highly desirable; open to innovations.
Instructional Design Specialist
The "architect" of the team; helps translate the curricular content into specific teaching-learning activities and then into instructional options; provides crucial input into the design of the learning module.
Does not need to be an expert in a curriculum subject; specialization in Instructional Design; in case no such specialization exists, the alternative would be a candidate with either background training in curriculum development or solid experience in instructional materials development.
Experience in instructional design, curriculum development and design of multimedia materials; creativity and innovation.
ICT Specialist/
Programmer
Brings to the discussion the potential of different technology options and translates the instructional design of a module into a multimedia product electronically and artistically.
In one or more media applications depending on contentware needs; knowledge of authoring tools.
Experience in developing multimedia materials.
Graphic designer/
Media Producer
Responsible - with the ICT specialist - for creating module ICT assets (audio, video, graphics, simulations, etc)
Competency in relevant skills such as graphics and animation design such as Photoshop, Illustrator, Flash and Fireworks and other common graphic packages
Experience in developing educational software is highly desirable.
Training Program of Development Teams
The above specialists need to be oriented/trained in:
The process of design, development and testing of modules
The actual production
Testing of modules
Application of authoring and learning management systems (if this option is chosen)
The scope of the orientation/training program depends on the level of qualifications and experience of the team members. A typical program may include the following
Initial Orientation/Training – about a week
Practicum- Development of experimental modules – Two months
Feedback and evaluation workshop - One week
The program of Initial Orientation/Training includes the following topics (including hands-on workshops):
Process of Production of Multimedia Modules
Overview of steps and modalities of work
Production instruments
Timetable of development and testing
Blueprint/Design of a module
Principles and Guidelines
Review of samples
Surfing for educational objects/assets
Development of Blueprint/Design of a module Version 1 ( Each subject-matter team will develop a corresponding design/blueprint with the help of the technical team members)
Review and critique of module Design Version 1
Revision of Design, and Presentation of Version 2
Review and critique of Version 2
Introduction to module production
Tools and Technology review
Presentation of examples
Analysis of examples
Production of elements of modules
Each subject-matter team, with the assistance of the technical staff, will develop three elements from the Design/Blueprint Version 2 that was developed in the previous segment. The elements will demonstrate incorporation of available ICT assets, incorporation of adapted ICT assets, and creation of new elements and assets. The exercise covers technical development of the module elements, educational scenario for the student, and instructions for the teachers on how to use the elements.
Review and critique of elements Version A
Revision of elements into Version B
Presentation of revisions
Presentation and discussion of general guidelines
Necessary Facilities
Depending on the kind of technologies to be used in the development of contentware, the Development team needs to have access to appropriate high quality facilities. These facilities include:
Audio recording (either access to a studio, or setting up one)
Computer Workstations
Sufficient number of high power desktop computers and multimedia capabilities.
Flat screen monitors
UPS/surge suppressor
Common software: productivity tools, Web development tools, Email & Internet connectivity software, image processing tools, text editing & layout software, graphics and paint programs.
Other software: programming tools, database development tools, statistical packages, graphing packages, miscellaneous
Video Editing Suite
Professional quality digital video camera
One non-linear video editing board for workstation, with software
Two professional quality television monitors
Miscellaneous software
Portable Computers
Portable LCD projection system
Computer Related Hardware
Flat Bed Color Scanner
Slide Scanner
Color Printer
Computer furniture
Related Needs
Satellite downlink (KU, C, & other bands), television, analog & digital VCRs
Plain Paper
Copier
2.5 Plan for Personnel Orientation and Training
This Section addresses the orientation and training needs of personnel involved in the implementation of the ICT-intervention Program. It does not address the professional development of teachers. If this is a priority area, its treatment would have been a part of the proposed ICT-intervention program. Also the training of Contentware developers is outlined in Section 2.4.6 above.
2.5.1 Personnel Involved in ICT Program by Institution
Institutions - Niue High School
Institution Administrator
ICT Coordinator
Teacher
Media Technician
Computer Technician
5
1
25
0
1
Institutions - Niue Primary School
Institution Administrator
ICT Coordinator
Teacher
Media Technician
Computer Technician
4
2
16
0
1
2.5.2 Personnel Involved in ICT Program by Region
2.5.3 Personnel Involved in ICT Program at Central Level
Personnel Involved in the ICT Project at Central Level
Training Needs at Central Level
Personnel
Department Head
Education Officer
Supervisor
ICT Coordinator
Other
Other Role (describe)
Last updated on 27 September 2006
2.5.4 Attitudes of Personnel Regarding ICTs for Education
School personnel’s attitudes about ICTs in education are strongly negative and understanding is minimal.
20-29
School personnel’s attitudes about ICTs in education tend to be negative but may change as misconceptions regarding technology are explained
30-49
School personnel’s attitudes about ICTs in education are mostly positive; misconceptions can be easily explained
50-69
School personnel’s attitudes about ICTs are strongly positive and understanding of the potential and limitations of ICTs is clear
70-80
List
Attitude Toward ICT-in-Education: Regional and Central Survey Aggregate Report
Percentage of Respondents
Attitude
Score
Decision makers and planners’ attitudes about ICTs in education are strongly negative and understanding is minimal.
15-22
Decision makers and planners’ attitudes about ICTs in education tend to be negative but may change as misconceptions regarding technology are explained
23-37
Decision makers and planners’ attitudes about ICTs in education are mostly positive; misconceptions can be easily explained
38-52
Decision makers and planners’ attitudes about ICTs are strongly positive and understanding of the potential and limitations of ICTs is clear
53-60
2.5.5 Skills of Personnel in the Use of Technology for Education
Mapping of Technology Skills: Aggregate Report
Familarity With
Totally Unfamiliar
Familiar
Fluent
Use of Radio/TV
Computer Systems
Software Packages
Internet
ICT in Education
2.5.6 Orientation/training Programs
Orientation/training Programs
1. Orientation of Central and Regional Staff
Target:
This program targets the personnel identified in Sections 2.5.2 - 2.5.3, and takes into consideration their attitudes as measured in Section 2.5.4.
Program:
The Orientation Programs should cover the following topics.
Objectives and elements of the ICT Project as articulated in Tool 2.2
3.
Elements of the implementation plan as outlined in Tool 5.2 (Master Plan) and corresponding Toolboxes under "Planning for Implementation."
4.
How to plan for acquisition and maintenance of ICT infrastructure, equipment and contentware.
5.
If ICT for management is included in the ICT Project, training in the use of this component.
Duration :
Topics 1-4 may require 2-3 days; Topic 5 may require 3-4 days
Orientation/training Programs
3.Training of teachers/facilitators and ICT coordinators
Target:
This program targets the teachers/facilitators identified in Section 2.5.1, and takes into consideration their attitudes as measured in Step 2.5.3 and their skills as measured in Step 2.5.4.
Objectives and elements of the ICT Project as articulated in Tool 2.2
3.
Elements of the implementation plan as outlined in Tool 5.2 (Master Plan) and corresponding Toolboxes under "Planning for Implementation."
Skill Training in:
1.
Use of equipment and software selected for the Project, including learning management systems
2.
Technical and pedagogical use of contentware acquired and/or developed for the Project
3.
Surfing the web for education resources, objects and assets, guided by Tool 4.3 (where connectivity is possible)
4.
Using collaborative instruments where feasible, such as email, chat rooms, etc.
Duration:
The orientation segment may require 2-3 days; the skill training program may require 5-10 days
Orientation/training Programs
4. Training of Media and Computer Technicians
Target: This program targets the technicians and designated students identified in Step 1.2.
Program: Normally technicians have a satisfactory background in technical skills. However, they need to become well acquainted with the specific features of the ICT Project to be of value to the administrators, instructors and learners in the Project institutions.
They should therefore, join the program for administrators, for the following topics:
How to plan for acquisition and maintenance of ICT infrastructure, equipment and contentware.
If ICT for management is included in the ICT Project, training in the use of this component.
Similarly, they should join the program for teachers/facilitators, for the following topics:
Use of equipment and software selected for the Project, including learning management systems
Technical and pedagogical use of contentware acquired and/or developed for the Project
