Message+from+Headmaster+on+Technology

=An Introduction to the ICT plan for Chadwick International School=

Information and Communications Technologies (ICT) are fast becoming an area of interest throughout schools today. The Internet, ubiquitous connectivity, low cost digital storage devices, robust hardware, engaging interfaces and the social aspect of online life are all forces driving schools to consider ICT at differing levels for most of the students today. Arguably, the most important aspect of ICT in the classroom is the plethora of low cost, instantaneously accessible digital resources available for all subject areas in the curricula. Additionally, Korea is considered one of the most advanced countries in regards to connectivity and Internet usage. Therefore, ICT is an area of concern that any school needs to address appropriately.

Many issues arise when ICT is introduced into a school environment. Some immediately come to mind: student safety, privacy, network security, filtering, distractions, cost/benefit, Internet addiction, cyber-bullying, electricity consumption and availability, theft prevention, appropriate usage, breakage, faculty training, etc. These issues need to be fully addressed for leadership, faculty, students and parents to have a clearer understanding of how ICT will impact a school. This impact needs to be executed in positive ways versus become something that doesn’t work out. If the ICT roll out is less than ideal, then frustration sets in and the hardware sits on the shelf – yet another good idea gone bad through inappropriate use and/or lack of formal and proper training and support.

The most important aspect of a good ICT program is professional development for the faculty. Schools that give great training opportunities and further support faculty with help along the way show great strides in making ICT a great resource for all. Faculty who feel confident in using ICT show usage increases across the curriculum and throughout the campus. Schools that do little to support the faculty take the risk of developing issues with both follow through and buy in all around the campus. The concept of on-going, thorough professional development opportunities in ICT needs to be considered one of the most important aspects in planning for any level of ICT program in schools.

Schools that use multi-platforms in their ICT programs tend to have more built-in complexity across the campus and, therefore, more need for additional professional development to counter the complexity of additional operating systems and the ensuing differences in hardware/software packages. Schools that have a Standard Operating Environment (SOE) – one agreed-upon platform - for all faculty and students find the simplicity of such an approach helps to lower training costs, and increase productivity across the school. The school maintains a common vocabulary and the increases in common knowledge grows exponentially as everyone works on the SOE together, sharing information with anyone they meet. The question of which machine to buy – Linux, Windows, Macintosh - is not as compelling as the decision of sticking to one platform and supporting it fully, including professional development.

Beginning the implementation of an integrated ICT program in a new school environment has many challenges before fruition. Three areas of concern need to be dealt with before any ICT program becomes institutionalized: 1). appropriate use, 2). professional development, and 3). choice of platform. Chadwick International is working towards a comprehensive ICT plan that will address all of these concerns to everyone’s satisfaction. We look forward to an on-going conversation with everyone moving forward.

Most sincerely,

Jorge Nelson Jorge Nelson, Headmaster Chadwick International