1. mind-set change workshop
VISIONARY LEADERSHIP FOR ICT INTEGRATION
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mind-set change workshop
Unit 1
DECEMBER 2017

2. objectives By the end of the unit, Principals will be able to:
Recognise the link between mind-set and personal change
Demonstrate an understanding of the digital revolution as a part of the evolution of education in Jamaica.
Develop a draft ICT action plan.
Objectives
By the end of the unit, Principals will be able to:
Develop a draft ICT action plan.
Apply the elements of change theory to practice.
Intended Learning Outcomes:
After completing the activities in this unit, it is recommended that Principals work with the Regional Education Officers and e-Learning Jamaica officers to achieve the following learning outcomes:
Inculcate among staff and other stakeholders a desire for effective technology integration in all aspects of the school’s life in order to achieve learning goals and support instructional and administrative practices.
Demonstrate and account for the inclusion of e-Learning in the School Improvement Plan (SIP) – encompassing a shared vision.
Advocate on local, regional and national levels for initiatives and funding to support implementation of an e-Learning action plan.

3. INTENDED LEARNING OUTCOMES
After completing the activities in this unit, it is recommended that Principals work with the Regional Education Officers and e-Learning Jamaica officers to achieve the following learning outcomes:
Objectives
By the end of the unit, Principals will be able to:
Develop a draft ICT action plan.
Apply the elements of change theory to practice.
Intended Learning Outcomes:
After completing the activities in this unit, it is recommended that Principals work with the Regional Education Officers and e-Learning Jamaica officers to achieve the following learning outcomes:
Inculcate among staff and other stakeholders a desire for effective technology integration in all aspects of the school’s life in order to achieve learning goals and support instructional and administrative practices.
Demonstrate and account for the inclusion of e-Learning in the School Improvement Plan (SIP) – encompassing a shared vision.
Advocate on local, regional and national levels for initiatives and funding to support implementation of an e-Learning action plan.

4. INTENDED LEARNING OUTCOMES
Inculcate among staff and other stakeholders a desire for effective technology integration in all aspects of the school’s life in order to achieve learning goals and support instructional and administrative practices.
Create a culture for ICT integration in all aspects of the life of the school among staff, students, parents and other stakeholders.
Objectives
By the end of the unit, Principals will be able to:
Develop a draft ICT action plan.
Apply the elements of change theory to practice.
Intended Learning Outcomes:
After completing the activities in this unit, it is recommended that Principals work with the Regional Education Officers and e-Learning Jamaica officers to achieve the following learning outcomes:
Inculcate among staff and other stakeholders a desire for effective technology integration in all aspects of the school’s life in order to achieve learning goals and support instructional and administrative practices.
Demonstrate and account for the inclusion of e-Learning in the School Improvement Plan (SIP) – encompassing a shared vision.
Advocate on local, regional and national levels for initiatives and funding to support implementation of an e-Learning action plan.

5. INTENDED LEARNING OUTCOMES
Demonstrate and account for the inclusion of e-Learning in the School Improvement Plan (SIP) – encompassing a shared vision.
Advocate on local, regional and national levels for initiatives and funding to support implementation of an e-Learning action plan.
Objectives
By the end of the unit, Principals will be able to:
Develop a draft ICT action plan.
Apply the elements of change theory to practice.
Intended Learning Outcomes:
After completing the activities in this unit, it is recommended that Principals work with the Regional Education Officers and e-Learning Jamaica officers to achieve the following learning outcomes:
Inculcate among staff and other stakeholders a desire for effective technology integration in all aspects of the school’s life in order to achieve learning goals and support instructional and administrative practices.
Demonstrate and account for the inclusion of e-Learning in the School Improvement Plan (SIP) – encompassing a shared vision.
Advocate on local, regional and national levels for initiatives and funding to support implementation of an e-Learning action plan.

6. Unit material

7. Learning Activity 1.1 Mind-set Change
What are your views on the upcoming Tablets in Schools (TIS) Initiative for your school? Share your views in the Facilitator’s Forum at
Use the questions below to guide your response.
Will TIS initiative be successful? If yes, give reasons.
Do you foresee obstacles to ICT Integration in your school? How will you overcome the obstacles?

8. Mind-set Change
Watch the PowerPoint Show titled “Changing mind-sets” and then answer the following question:
What is meant by mind-set?
mind-set: The New Psychology of Success Paperback – December 26, 2007
by Carol Dweck (Author)
mind-set PowerPoint

9. What is mind-set?
Watch the PowerPoint Show titled “Changing mind-sets” and then answer the following question:
What is meant by mind-set?
Mind-set: a particular way of thinking : a person's attitude or set of opinions about something
mind-set: The New Psychology of Success Paperback – December 26, 2007
by Carol Dweck (Author)
mind-set PowerPoint
mind-sets are beliefs—beliefs about yourself and your most basic qualities. (Carol Dweck)

10. The view you adopt for yourself profoundly affects how you will lead your life!
Carol Dweck

12. Types of mind-sets (Carol Dweck)
Read -

14. Two mind-sets Growth mind-set Fixed mind-set
Intelligence is static
Growth mind-set
Intelligence can be developed
Two mind-sets
Leads to a desire to look smart and therefore a tendency to …
Leads to a desire to learn and therefore a tendency to …
CHALLENGES
Avoid challenges
Embrace challenges
OBSTACLES
Give up easily
Persist in the face of setbacks
EFFORT
See effort as useless
See effort as the path to mastery
CRITICISM
Ignore useful negative feed-back
Learn from criticism
SUCCESSES OF OTHERS
Feel threatened by success of others
Find lessons & inspiration in the success of others
As a result, they plateau early and achieve less than their full potential.
As a result, they reach higher levels of achievement.

15. ACTIVITY: Test your mind-set
Click set/step1.php to open and test your mind-set.
Discuss the results with your facilitator.

16. REFLECT: WHAT IS your mind-set?
What type of mind-set do you and your staff have for the Tablets in Schools Project.

17. Activity: Which mind-set do you have?
Read each statement and decide whether you mostly agree with it or disagree with it.
Your intelligence is something very basic about you that you can’t change very much.
You can learn new things, but you can’t really change how intelligent you are.
No matter how much intelligence you have, you can always change it quite a bit.
You can always substantially change how intelligent you are.

18. feed-back TO Activity: Which mind-set do you have?
Questions 1 and 2 are the fixed mind-set questions. Questions 3 and 4 reflect the growth mind-set questions.
Your intelligence is something very basic about you that you can’t change very much.
You can learn new things, but you can’t really change how intelligent you are.
No matter how much intelligence you have, you can always change it quite a bit.
You can always substantially change how intelligent you are.
Which mind-set did you agree with more? You can be a mixture, but most people lean toward one or the other.
Source -

19. Activity: Which mind-set do you have?
Look at these statements about personality and character and decide whether you mostly agree or mostly disagree with each one.
You are a certain kind of person, and there is not much that can be done to really change that.
No matter what kind of person you are, you can always change substantially.
You can do things differently, but the important parts of who you are can’t really be changed.
You can always change basic things about the kind of person you are.
Source -

20. feed-back to Activity: Which mind-set do you have?
Here, questions 1 & 3 are the fixed-mind-set questions and questions 2 and 4 reflect the growth mind-set. Which did you agree with more?
You are a certain kind of person, and there is not much that can be done to really change that.
No matter what kind of person you are, you can always change substantially.
You can do things differently, but the important parts of who you are can’t really be changed.
You can always change basic things about the kind of person you are.
Source -

21. The primary concern is …
FIXED MIND-SET
GROWTH MIND-SET
Normal view!
Intelligence is …
Failure demonstrates a lack of ability, unworthiness.
Life is …
Challenge creates excitement, eagerness for learning.
The primary concern is …
Failure presents an opportunity for feedback.
Failure …
Effort is THE key to improving ourselves.
Other’s success lifts up, offers a chance to learn and grow from greatness.
Challenge…
Challenge generates fear.
Immutable = unchanging over time or unable to be changed.
Mutable = able or likely to change often
Effort …
Other’s success diminishes, exposes, or shames.
Other’s success …
Effort shouldn’t be needed.
The end result is …

22. The primary concern is …
FIXED MIND-SET
GROWTH MIND-SET
Intelligence is …
Life is …
The primary concern is …
Failure …
Failure demonstrates a lack of ability, unworthiness.
Failure presents an opportunity for feedback.
Challenge…
Challenge generates fear.
Challenge creates excitement, eagerness for learning.
Immutable = unchanging over time or unable to be changed.
Mutable = able or likely to change often
Effort …
Effort shouldn’t be needed.
Effort is THE key to improving ourselves.
Other’s success …
Other’s success diminishes, exposes, or shames.
Other’s success lifts up, offers a chance to learn and grow from greatness.
The end result is …

23. Growth mind-set vs fixed mind-set
Immutable = unchanging over time or unable to be changed.
Mutable = able or likely to change often

24. Discussion on mind-set
Myrko Thum suggests that your mind-set has certain defining parts:
For more information -
Limiting
Empowering
Self-image
Values
Beliefs
World-view
You can help to change your mind-set by changing limiting beliefs
mind-set

25. Discussion on mind-set
Myrko Thum suggests that your mind-set has certain defining parts:
Limiting
Empowering
Self-image
Values
Beliefs
World-view
Do you have any limiting beliefs about tablet integration in schools?
mind-set

26. Activity: Identifying limiting beliefs
Read
In the box below, type the most limiting belief you have about teaching, learning, learning with tablets, teaching with tablets. Share and discuss your responses with the group. You will be asked to review your response later.
Leadership
Learning with ICT tools
Administration tasks with ICT tools
Teaching with ICT tools

27. Unit one: Understanding the digital revolution An Interactive Presentation
Listen to and participate in the interactive presentation.

28. Activity 1: cultural changes in learning systems
Learning systems need to be relevant to present and future needs of learners. Curriculum offerings must be aligned to market needs. Approaches consistent with the plantation, post-slavery colonial and industrial eras can therefore be obstacles in the way of students who are already in the Digital Age.
Chart 1 on page 7 shows the extent of cultural changes required to enable schools to progress from past to present as students are prepared for their future.
Discuss the assigned parts of the learning systems and explain in your own words the sections of the learning system assigned to you.

29. Learning Activity 1.2 – Exploring Cultural Changes in Learning Systems
Chart 1 shows the extent of cultural changes required to enable schools to progress from past to present as students are prepared for their future. Examine Chart 1.
Which assumptions about schooling still prevail in our culture today?
Do you agree that Digital Age learning turns these assumptions upside down? Give reasons to support your answer.
Discuss your responses with the whole group..

30. Developing an ICT Integration Action Plan

31. Where are we now? (Audit the current situation)
Visit 1.html to download file “Assess your School”.
Use this tool to help you audit your current school situation in four areas:
Learning
Technology
Infrastructure
Management

32. Where are we now? (Audit the current situation)
LEARNING
Levels of engagement: Learners and teachers are committed to their task and engage with each other and learning in a responsible, positive and constructive way.
Context of learning: Learners actively engage with real-world issues while developing 21t Century information management and communication skills.
Assessment: Assessment is ongoing, diverse and formative. Thinking, information and communication skills are assessed in addition to curriculum outcomes.
Grouping: Learning situations are often collaborative and learner-centred. Groups are diverse and grouping is flexible.
Role of the teacher: Teachers are facilitators and co-learners. Teachers mediate learning in strategic ways, model thinking and provide suitable learner support.
Role of the learner: Learners are enquirers and engage in discovery, interaction and discussion. Learners are reflective and engage in thinking. Learners produce knowledge.
Academic achievement: The school produces excellent academic results and learners with good 21st Century skills

33. Where are we now? (Audit the current situation)
TECHNOLOGY
Access for curricular use: The learners and teachers are able easily and regularly to access diverse ICT and educational technology resources.
Maintenance: Your school is able to generate funds so that maintaining additional technology such as ICT is possible in a sustainable way.
Organization: The use of and access to educational technology is controlled, orderly and equitable, making it possible for all teachers to use it without disruption.
User support: The school is able to employ an ICT coordinator who can support staff, explore new innovation with them and coordinate curriculum integration of ICT.
Previous experience: Most staff members are well trained in the educational application of technology such as ICT.
Connectivity: The school has a permanent connection to the Internet from networked computers.

34. Where are we now? (Audit the current situation)
INFRASTRUCTURE
Telephone: The school has a permanent data connection for telecommunications.
Electricity: The school has electricity that is designed to protect circuits bearing educational technology.
Location: The school is able to construct additional classrooms making it possible for computer rooms to be located in optimal areas.
Security: The computer room and classrooms containing technology are secure and protected from theft.

35. Where are we now? (Audit the current situation)
MANAGEMENT
Organisational climate: The organizational climate is characterized by full participation and support from all staff and learners in a well-organised and well- managed school.
Information leadership style: The principals plays a leading role as an information leader. ICT flourishes and makes a major impact in all spheres of school activity.
Knowledge management: All characteristics of good knowledge management are evident at the school.
Professional development: A whole school professional ethos embraces all staff in on- going and well-supported gaining and sharing of knowledge.
Budget for resources: Use of educational technology is fully sustainable and able to support it own budget.
Financial management: School is able to generate funding from the community for additional capital projects.
School and Community: School and community are closely linked with strong community involvement in use of the premises and management of projects.

36. DEVELOPING AN ICT INTEGRATION ACTION PLAN

37. Where are we now? (Audit the current situation)
Analysis
Where are we now? (Audit the current situation)
Critical Points for the Design and Development an ICT action plan
When preparing a plan, consider the procedures and decide on the strategies and activities for all four phases of programme design and implementation. In order to do this effectively, there are eight key questions, to which the plan will respond. These are:
Analysis
Where are we now? (Audit the current situation)
Design and Development
Where do we want to be? (Setting mission and goals)
How are we going to get the desired results? (Strategies and tasks)
What are the costs and other resource requirements? (Prepare a budget and sources of financing, and other resource requirements.)
How will we know that we have gotten there? (Determine success criteria, indicators, and targets for monitoring & evaluation.)
Implementation
When and how do we start the actions? (Develop a time frame for implementation.)
Evaluation & Review
Have we gotten there? (Decide review periods; apply success criteria.)
What do we have to change or adjust?

38. Design and Development
Where do we want to be? (Setting mission and goals)
How are we going to get the desired results? (Strategies and tasks)
What are the costs and other resource requirements? (Prepare a budget and sources of financing, and other resource requirements.)
How will we know that we have gotten there? (Determine success criteria, indicators, and targets for monitoring & evaluation.)
Critical Points for the Design and Development an ICT action plan
When preparing a plan, consider the procedures and decide on the strategies and activities for all four phases of programme design and implementation. In order to do this effectively, there are eight key questions, to which the plan will respond. These are:
Analysis
Where are we now? (Audit the current situation)
Design and Development
Where do we want to be? (Setting mission and goals)
How are we going to get the desired results? (Strategies and tasks)
What are the costs and other resource requirements? (Prepare a budget and sources of financing, and other resource requirements.)
How will we know that we have gotten there? (Determine success criteria, indicators, and targets for monitoring & evaluation.)
Implementation
When and how do we start the actions? (Develop a time frame for implementation.)
Evaluation & Review
Have we gotten there? (Decide review periods; apply success criteria.)
What do we have to change or adjust?

39. Implementation
When and how do we start the actions? (Develop a time frame for implementation.)
Critical Points for the Design and Development an ICT action plan
When preparing a plan, consider the procedures and decide on the strategies and activities for all four phases of programme design and implementation. In order to do this effectively, there are eight key questions, to which the plan will respond. These are:
Analysis
Where are we now? (Audit the current situation)
Design and Development
Where do we want to be? (Setting mission and goals)
How are we going to get the desired results? (Strategies and tasks)
What are the costs and other resource requirements? (Prepare a budget and sources of financing, and other resource requirements.)
How will we know that we have gotten there? (Determine success criteria, indicators, and targets for monitoring & evaluation.)
Implementation
When and how do we start the actions? (Develop a time frame for implementation.)
Evaluation & Review
Have we gotten there? (Decide review periods; apply success criteria.)
What do we have to change or adjust?

40. Have we gotten there? (Decide review periods; apply success criteria.)
Evaluation & Review
Have we gotten there? (Decide review periods; apply success criteria.)
What do we have to change or adjust?
Critical Points for the Design and Development an ICT action plan
When preparing a plan, consider the procedures and decide on the strategies and activities for all four phases of programme design and implementation. In order to do this effectively, there are eight key questions, to which the plan will respond. These are:
Analysis
Where are we now? (Audit the current situation)
Design and Development
Where do we want to be? (Setting mission and goals)
How are we going to get the desired results? (Strategies and tasks)
What are the costs and other resource requirements? (Prepare a budget and sources of financing, and other resource requirements.)
How will we know that we have gotten there? (Determine success criteria, indicators, and targets for monitoring & evaluation.)
Implementation
When and how do we start the actions? (Develop a time frame for implementation.)
Evaluation & Review
Have we gotten there? (Decide review periods; apply success criteria.)
What do we have to change or adjust?

41. Learning Activity 1.4 - Reviewing an Action Plan for ICT integration
The content for this activity was adapted from the “ICT Leadership: Managing the use of ICT in your school” module which was developed as one of the deliverables of the USAID/Jamaica Basic Education Project in 2013.
Participate in the discussion on “Developing an action plan for ICT Integration”.
Working in a small group, review the action plan for ICT Integration in Planning Sheet #1 on the next page and then answer the questions.
Examine the strategy. Is this strategy appropriate? Suggest another ICT integration strategy that could be used.
What other indicators could be used? (See Chart 4 for possible indicators and measures.)
What other tasks could be added to this plan?
How would you determine the content of the teacher training?
Are the timelines realistic? If no, what adjustments would you make?

42. Learning Activity 1.5 – Developing an ICT Integration Action Plan
For this activity, you are going to have the opportunity to start developing an ICT Integration Action Plan to address areas in need of improvement in your school. Use Worksheet #1 to write your plan.
When you return to your school, together with a team of teachers and other stakeholders, continue working on the ICT action plan.
Learning Activity Reviewing an Action Plan for ICT integration
The content for this activity was adapted from the “ICT Leadership: Managing the use of ICT in your school” module which was developed as one of the deliverables of the USAID/Jamaica Basic Education Project in 2013.
Participate in the discussion on “Developing an action plan for ICT Integration”.
Working in a small group, review the action plan for ICT Integration in Planning Sheet #1 on the next page and then answer the questions.
Examine the strategy. Is this strategy appropriate? Suggest another ICT integration strategy that could be used.
What other indicators could be used? (See Chart 4 for possible indicators and measures.)
What other tasks could be added to this plan?
How would you determine the content of the teacher training?
Are the timelines realistic? If no, what adjustments would you make?

43. Changing your mind-set
Reflection
Changing your mind-set
From Fixed mind-set to Growth mind-set
From Limiting Beliefs to Empowering Beliefs

44. FOUR STEPS TO CHANgING YOUR mind-set (CAROL DWECK)
Learn to hear your fixed mind-set voice.
Recognise that you a choice.
Talk back to it with a growth mind-set voice.
Take the growth mind-set action.

45. Six steps to changing your mind-set (MYRKO THUM)
For more information, visit:
Get The Best Information Only
Role Model The Best People
Examine Your Current Beliefs
Shape Your mind-set With Vision And Goals
Find Your Voice
Protect YOUR mind-set 1 2 3 4 5 6

46. Unit two: e-learning and teacher professionalism An Interactive Presentation
Listen to and participate in the interactive presentation.

47. Activity: From Limiting Beliefs to Empowering Beliefs
Now, take the limiting beliefs you shared earlier and turn them into beliefs that empower you. “Install” that new belief, until it has replaced the limiting belief.
Teaching
Learning
Learning with tablets
Teaching with tablets
Source -

48. Further reading - Myrko thum’s personal development system
Limiting
Empowering
Beliefs
Self-image
Values
World-view
mind-set
Change Your mind-set by Changing Limiting Beliefs