Having worked with over 6000 teachers worldwide, Digital Diversity has extensive knowledge of assisting educators to understand, develop and implement ICTs across the curriculum.

Specifically, we have helped literally thousands of educators adopt and integrate technologies, such as digital video editing, animation, multimedia design and web development, into and across all key learning areas and grade levels.

In 2001, Mike Addicott, founder of Digital Diversity, developed a program for teachers - 'Multimedia Boot Camp' -  designed to provide educators with an understanding of the processes and fundamental building blocks of delivering and managing a successful ICT project within the classroom.

This Federally funded program was an immediate success as it addressed the specific need of educators – real world action learning relevant to their classroom.

Since 2001, we have continued to enhance the ‘Multimedia Boot Camp’ concept and have developed a wide range of additional professional development and action learning programs based upon ‘real world’ interaction with a wide range of educators both across Australia and worldwide.

RECENT MILESTONES INCLUDE:

• Key partner in the development and delivery of the Queensland "New Basics" program - a rich task program designed to encourage and support cross curriculum ICT integration within Social Studies at Grade 9 level.
• Development, management and delivery of ‘The Create and Communicate Road show’ throughout Australia sponsored by Intel, Ulead, Pinnacle Systems, Macromedia, Creative Technologies and Sony.
• Author of Ulead’s Teacher and Student Guides for Ulead Video Studio and Photo Impact for use within the UK, Europe, U.S.A and Australia.  
• Selection as key training partner for the Queensland Society of I.T within Education (Q.S.I.T.E) 2002-2005
• Selection as training partner for the Ipswich Region Action Learning Program
• Selection as key training partner for the Australian Teachers Of Media (A.T.O.M)
• Selection as a provider of e-learning content for Queensland Department of Education
• Selection as training provider for G.I.D.G.I.T.S – Girls Into Doing Great Information Technology Society – an association aimed at encouraging girls into ICTs.

Action Learning vs. Professional Development

The need for a minimum benchmark for ICT skills amongst Educators is essential to the success of any ICT Integration Plan.

However, ICT Skills acquired without immediate relevance are often wasted and do not, in their own right, necessarily contribute to the successful implementation of a sustainable plan of action.

Professional Development, when treated as a stand-alone training vehicle for the development of staff, is often a waste of time, resources and money.

It is imperative that any professional development be directly linked to actual work units and lesson plans in order for it to be immediately relevant.

Effective Integrated ICT activities should be relatively ‘invisible’ to the teaching and learning process, and should be student centred and engaging. Poorly planned ICT activities often eat into actual curriculum time and are more about I.T skills than the curriculum being taught.

Action Learning is the key to bridging ICT Skills with the desired curriculum outcomes.

A successful Action Learning Program typically involves four key stages.

1. CONSULTATION
Initial and on-going consultation with Teachers involved relating to:

• Planned work units for the school year
• Assessable outcomes
• Existing understanding and hands-on knowledge of ICTs
• Resources readily available to them
• Actual ICT time available within the specified work unit.

2. DESIGN
Design of a range of specific ICT activities that can be seamless integrated into the existing curriculum including hands-on training for all teachers and teacher aides involved.

3. DEVELOPMENT OF CLASSROOM SUPPORT MATERIALS
Development of training materials for use by both teachers and students. This often includes a range of short training videos, activity sheets and assessment rubrics.

4. CLASSROOM SUPPORT
Initial on-site or on-line hands-on support and assistance in the initial deployment of the ICT Activities including student workshops.

Summary

Without a systemic ICT Integration Strategy involving all stakeholders, true ICT integration both in within and across the curriculum is difficult.

Used appropriately, ICT can bring many benefits to the classroom. The challenge therefore is to develop an environment whereby the tools available are used to their maximum potential.

The immediate benefits of such a strategy and support structure include:

Teaching Staff

·      Improved professional development opportunities for teaching professionals

·      More effective use of the resources available

·      Greater understanding of how ICT may be seamlessly integrated into the existing curriculum

·      The sharing of knowledge and resources between schools will further encourage greater acceptance of ICT

·      Improved understanding of how ICTs can be used across the curriculum (in areas such as special needs etc).

·      Greater in-house development of tools and resources that meet the needs of students and improve the teaching process

Students

·      Greater opportunities for student centred teaching

·      Greater opportunities for students to access tools and resources that are relevant to their environment, both at school and at home

·      Creating greater enthusiasm for learning amongst students

·      Greater exposure to vocational and workforce skills for students

·      Access to a wider range of courses (both by subject, level and lifestyle choices)

·      Access to additional resources that assist learning 

Your School

·      Greater return on investment on teaching and learning resources

·      Improved and more effective communication between schools

·      Opportunities for expanded educational services using e-learning