Server Project and Moodle Installation

I have written at the bottom of this introductory page that I felt I had failed due to not getting my server online. Amusingly, and rather frustratingly, I had my server online the whole time! I was trying to view my server from inside/behind my own router firewall, which doesn't work.

After contacting an IT forum and receiving the advice that loopbacks don't work within a LAN, I used my phone on 3G and not my wifi and discovered that everything was working; I wasted so much time!

Server Project and Error Log

While building a system, keeping a log of what went wrong and how it was fixed is an important part of the process. I need to be able to build this system again in the future; knowing how I solved the problems and helping others recreate my work is what the error log is for.

Evaluation: Types of Data

Evaluation: Request for Proposal

Evaluation: Choosing an evaluation model

Evaluation: Evaluator's program description

Evaluation: Do we need one?

Staff IT Induction and IT Training Program

I am involved in the coordination and delivery of IT skills training for new, and all, staff at my school.

One of the biggest issues new staff face when they arrive is that we have several systems that new staff need training on before they can teach. This year, 135 minutes were assigned for me to deliver a tech induction to 22 new staff members; I went with the theme of "Your First Day", and focused on covering what the staff would need. I chose this theme as staff in the past have complained of overload and I did not want to contribute further to that.

Since a full program of training has not been built into the term 1 induction, new staff are required to acquire further skills from the Head of Department/Faculty/ or Learning Technology Innovator for the department/faculty, in their own time. Since many of these positions have just been filled by new staff, there has been a real need for IT support; our teachers are expected to provide this as our tech support team only deal with the systems.

I also have a role in providing our Learning Technology Innovators (LTI) with opportunities to learn how to integrate technology into their classroom. These individuals are very important in disseminating tech skills, and the experience they gain from me, to their faculty teams. These roles are voluntary and based on the good will of the LTIs to give their non-contact time.

This year the LTIs, as a team, have chosen a model of "Group-Ups" where they have identified a lesson in their timetable to get together and work on their technology focus (they do not want to have to stay after school, and this has been ineffective in the past as many of the LTIs have other activities they need to attend). Since I cannot attend all of these as I teach 18 of 24 lessons per week, I have developed skills video demos for the LTIs to use in an independent study style. LTIs can post questions and highlight their own good practice through my G+ Learning Tech community for the school.

They have also decided to hold "Lunchtime Drop-ins" for new and all staff. These drop-ins are manned by all of the LTIs when they can, and staff can visit with their issues on a needs basis any day of the week.

My evaluation will look at the effectiveness of the video demos, the Group-Ups, the Drop-Ins, department IT sessions, management organised IT training, the induction program for IT, and other IT sessions I coordinate.

I have already taken a pre-training self-assessment of the new staff on the their skills; upcoming sessions will specifically target those that need that content. New and all staff will complete the self-assessment again later this term and I will request an attitudinal response to the effectiveness of the various training initiatives.

I want to be able to identify and report on the most and least effective strategies and develop suggestions for improvement. This will be in context of our going 1-to-1 in 2015. The hope is that a more comprehensive training plan will be developed for Term 1 2015 that takes account of both skills acquisition and incorporation of the T-PaCK model.

Evaluation: Gap analysis and Program Cycle