CNRJ Trendsetters_Prospectus Brief outline of the project selected: PRONETT - Professionally Networking Education and Teacher Training The

PRONETT project was initiated by Archimedes Lerarenopleiding, the department of the Faculty of Education in Utrecht, the Netherlands. The idea of PRONETT is to provide an international networked community of shared professional practice, which supports teaching practice placement. Its key objective was to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators, supported by web-based resources, to collaborate and to construct shared understandings of teaching and learning in a networked classroom. It was designed to establish an Internet portal site that will professionally service and provide access to lesson and curriculum databases, which incorporate on ICT methodology. The PRONETT design principles include: empowerment of individual (student) teachers; enabling the production of innovative and customized learning materials and environments; support for communication and collaboration by professionals and and re-use of learning objects. Established Problem Based on a study done with over 15 countries within the Caribbean, (Edmond Gaible,2009), teachers do have some computer skills, but rarely have sufficient access to make use of ICT to improve teaching and learning. Studies have also shown that until recently the majority of courses offered in the training of teachers in the use of ICT have focused on the technical aspects of ICT, rather than the pedagogical practices required and how to incorporate ICT in the curriculum. In many ICT professional development courses, teachers are not often taught how to revise their pedagogical practices, and how to replace other traditional practices without affecting the curriculum coverage. The end result teachers, having attended professional development session, still did not learn the best practices in using ICT for teaching pupils. Target Audience: The target audience is the 60 staff members of two Government Primary Schools within the Diego Martin area of Trinidad and Tobago and St. Ann of Jamaica. The schools have a similar access to

structure that , comprise Principal, Vice Principal, Heads of Department and teachers whose ages range from 23 to 59 years. Some members of staff are trained teachers having either a Teachers Diploma or Bachelor of Education or Bachelor of Science degree. Teachers at both schools value collaborative teaching, thus, regular meetings are held to plan course work and schemes of work at the different levels. They participate in several professional workshops during the year e.g. Differentiated Learning, Emotional Intelligences. Every member was mandated by the Ministry of Education to undergo basic computer training. Though the teachers can navigate through programmes such as Microsoft office, their computer skills are limited. Many use the computer lab to do reinforcement exercises and research but do not incorporate same in the delivery of the curriculum. Possible Solutions for a smooth integration of the ICTs in the Primary School Curriculum The group recommends the following solutions: 1. Increase availability of laptops, computers through wireless networks to provide ICT access to teachers(Edmond Gaible 2009). The use of wireless networks can lower costs and increase flexibility. 2. A maintenance plan should be in place along with appropriate planning and budgetary allocations. The use of licensed software should be used that would reduce the need for repairs due to unsecured devices. 3. There is a need for a support system for teachers to encourage innovative methods and the incorporation of ICTs in their teaching. The team therefore proposes the implementation of Pronett- A network learning community for teachers- web based resources and tele-learning tools. 4. The identification and adoption of policies and standards regarding the integration and use of ICT for teaching technology. 5. Incentives such as events that highlight ICT innovations in schools can go a long way to bring about a change to full adaptation where principals are also tasked to support the appropriate use of ICTs. 6. Curriculum Reform to include the integration of ICT. 7. On going training of teachers to use ICT to develop their own teaching support materials. This approach assures ownership by teachers and instructors and enhances the usability

of products. Many projects still focus on using materials for teachers and students that have been developed externally; however, such materials often fall short of providing appropriate or relevant content for the local situation. 8. Establishment of professional development by having exchange of teachers from ICT inept environment to an opposite one so teachers can have first-hand experience. Challenges to the Project: Lack of teacher confidence Lack of effective training Lack of accessibility Procurement issues Realistic solutions A further development of policies and standards regarding the integration and use of ICT in the classroom. Training of teachers, principals and other officers. Establishment of professional development by having exchange of teachers from ICT inept environment to an opposite one so teachers can have first-hand experience. Generating funds to purchase equipment through PTA/PSA activities/events. Creating an inter-school database of lesson plans/activities that incorporate ICT. Resistance by teachers to change Time constraints Lack of technical support High Costs

References 1. Gaible, E. ( 2009). Survey of ICT and Education in the Caribbean. Volume 1:Regional Trends and Analysis, retrieved from, http://www.infodev.org/infodevfiles/resource/InfodevDocuments_441.pdf 2. Ilomki, L. (2008). The effects of ICT on school: Teachers and students perspectives. Retrieved from: http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=17990&name=DLFE1550.pdf

3. Vrasidas,C., Pattis, I., Panaou, P., Antonaki, M., Aravi, C., Avraamidou, L., Theodoridou, K. (2010). Teacher use of ICT: Challenges and opportunities. Retrieved from: https://www.google.com.jm/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDYQFjA A&url=http%3A%2F%2Fwww.lancaster.ac.uk%2Ffss%2Forganisations%2Fnetlc%2Fpast%2Fn lc2010%2Fabstracts%2FPDFs%2FVrasidas.pdf&ei=QS1QUribMIXm9gTMxYHIBg&usg=AFQ jCNFj6XWrQPbrNo5sNf-CTr3MPr6R1w