Olabide Ikastola - Euskalit

partnerships
& resources
4 PARTNERSHIPS & RESOURCES EFQM Excellence Award 2010 38
Improvements to infrastructures and ICT management are managed
through the Process for Drawing Up the Annual New Technology
Plan, covering:
• material resources, i.e. equipment, maintenance, classroom
management, the use of new technologies, replacement of
outdated technology, improved connectivity between buildings
and the external environment, etc.;
• the people required to deliver the annual plan; and
• the deployment of IT applications designed to improve
Olabide management, to process surveys (satisfaction surveys,
surveys on bullying, sociograms, etc.), to develop one
intranet platform to manage all the information contained in
the Olabide EMS, and another to improve communication
(real time news and information at all education stages), and
to develop an extranet platform with password access to disseminate
information among all cooperative members.
This effectiveness and efficiency of the process, systemised in
2007-08, is monitored using the following process indicators:
- Spam blocked
- Use of ICT rooms
- Investment in ICTs
- Number of news articles published on intranet and extranet
- Number of hours dedicated to developing the annual plan
- Ratio of computers/ teacher and computers/ pupil
Additionally, meetings involving the School Director, Head
of Teaching and process owner (ICT Coordinator) are held
regularly to monitor delivery of the plan.
Financial investment in the development of applications to
improve the all-round management of the school is a constant
in Olabide. For example:
• since 1994, specific rooms for language teaching at all education
stages;
• since 1990, technology workshops, art room and Physics,
Chemistry and Natural Science laboratories in secondary education;
• in 2006, migration to a new server (biltegia), where the EMS
and teachers’ personal folders are stored;
• in 2007, another server added to host intranet web services;
• in 2006, mail server renewed and deployment of global address
book;
• in 2008, development of extranet for improved communication
with pupils and parents;
• development of constantly updated and improved customised
software applications to complement the use of the existing office
IT system. In-house developments to manage canteen and
transport service, payroll management, academic management,
etc.;
• funds made available to use new technology in the classroom,
e.g. laptop computers, multimedia systems, video cameras,
beamers, internet connectivity, etc;
• gradual increase in the number of computers for use by pupils
in subjects other than IT itself. The first room was equipped
for teaching computer science to CSE pupils in 1990-91. In
2009-10, we have 1 computer room equipped with 25 computers
for CSE pupils (for which new hardware was bought in
2007), 1 multimedia room set up in 2003 and equipped with 27
computers for CSE pupils, 1 room equipped with 2 terminals
for the Social Science and Curricular Diversification Areas, 1
room equipped with 28 computers for PE pupils (for which
new hardware was bought in 2005, and which is systematically
used for foreign language learning and social sciences) and another
room equipped with 28 computers and also for PE pupils,
where the hardware was last renewed in 2002. These rooms are
subject to annual review and adapted to school needs. This academic
year (2009-10), we have started to change our approach
by taking IT material into the classroom and equipping the
classroom itself with new technology, rather than allocating
specific areas for the use of computers. This shift in our approach
is designed for better use of the existing hardware facilities
and to integrate new technology into the everyday reality
of the normal classroom;
• the subsidised purchase of 21 laptop computers for classroom
use by teachers;
• in 2008, the acquisition of a videoconference system; and
• in 2009, the implementation of a new IT systems plan, known
as PEIO, with the development of the ikasdat and ikasweb applications
for academic management.
Measurement, learning, refinement and improvement
The effectiveness of the decisions taken and the approach followed
with respect to this area of management is assessed by the
MT. To do so, several tools are used, including:
• pupil and parent satisfaction surveys;
• comparative data with other schools;
• general and specific satisfaction surveys filled in by teachers on
innovation programmes;
• meeting minutes from teachers’ meetings on the deployment of
innovation programmes;
• records containing data on satisfaction with and changes to be
made in tutorial programmes; and
• indicators of the Process for Drawing Up the Annual New
Technology Plan, such as:
Indicator 2007-08 2008-09
Number of news articles 66 339
published on the intranet
The respective leaders of the innovation, guidance, IT or management
programmes or projects are responsible for discussing the
relative success of the initiatives with those who have actually put
them into practice (teachers, administration and service staff, etc)
and with the end users themselves (teachers, parents and pupils),
depending on the characteristics of each project. Additionally,
alternative and emerging technology has also been identified
through benchmarking visits made to various schools recognised
as leaders in the area of technology management (Ayalde, Jakintza
Ikastola, Axular Lizeoa, Lauaxeta Ikastola, etc.), who have
inspired us to undertake new projects.
Learning and improvement activities are conducted in relation
to this area of our management as described in 5a, as well as
through specifically chosen learning activities. Improvement actions
taken as a result of measurement and learning in this area
of management include:
YEAR REVIEW AND LEARNING
IMPROVEMENT ACTION
2001-
07
Reflection by MT
Creation of a Programme for Customised Academic Management (report cards and files on
pupils), thus improving data management and monitoring of pupils.
2005 Reflection by MT Hiring of telecommunications engineer to run the Olabide ICT Area and to drive its use and
improvement. Since 2005, trainees from Vocational Training courses and graduates have also
been employed to reinforce this area.
2006-
10
Reflection by MT
Improved efficiency in the field of energy through;
Use of low consumption light bulbs in all classrooms
Solar panel installation
Use of sensor lights