Applying modern technologies in school

management

Subject: BA Project Work

PhD: Agil Valiyev

Prepared by:

Rauf Fatali
Ilaha Huseynli
 Table of contents

1. Project Abstract
2. Statement of Need
3. Project Description
4. Goals & Objectives
5. Methodology
5.1. PERT (Program Management and Review Technique)
5.2. CPM (Critical Path Method)
6. Budget
7. Conclusion
References
1. Project Abstract
Today, modern is considered as one of the main resources of social development and
modern systems and technologies are as a means to improve the performance and
efficiency of the people. Technology and in particular information technology have
involved in every step of the phase of the human life, the education system has also
affected from this change. The purpose of this project is to determine the opinions of
teachers on the use of technology in school management, and, relying on these opinions,
to discuss the application of modern technologies in school management. The objectives
of the project are to provide the education system in Azerbaijan with the necessary
equipment for the use of modern technology and to develop the ability of teachers and
students to use these technologies. The project is based on the latest research on effective
ways of using modern technologies in school management. Funding in the amount of
3,400,000.00 EUR is requested for staff and teachers training and to purchase the required
software and hardware for the schools.

2. Statement of Need
The main argument for applying modern technology in the classroom is that emerging
students should be able to apply classroom concepts to daily life, and a large part of daily
life revolves around technology. Understanding technology is becoming more and more
important in the workplace and other areas; competing with peers in the 21st-century
simply necessitates the need for technological finesse. But digital innovations can be a
source of problems for schools as well. There are also have some problems such as
distraction, different social dynamics, pace of change and cost, lack of alignment between
technology, curriculum, and instruction, lack of clarity about the purpose of ‘school’,
which we will try to solve during our project life-cycle.

3. Project Description
The project will enable to improve management skills in school management through
utilization of several technologies equipped with software and hardware. Students using
this innovative technology system will be able to utilize all their classroom materials,
including textbooks providing them access to the general curriculum. Applying modern
technology will make the teaching-learning process more efficient and process-oriented.
The teachers will now be able to take lessons more easily and quickly. Finally, as we
know, children are forced to bring a lot of books to the classroom. These books are one
of the most important factors that affect their physical structure. With modern technology,
children will be able to get rid of these heavy loads. Modern technology will improve the
learning process for students with the help of teaching aids and programmed instructional
material, etc.
4. Goals & Objectives
The objectives of project are process-oriented. The use of modern technology in school
management is not restricted to teaching and learning methodologies and theories, but to
provide in-depth assistance in the development of an individual’s personality. The main
objectives include:
1. To expand and support educational opportunities for people, especially the neglected
sections of the community.
2. To identify the nature of interaction of sub-systems like teachers, students, content of
instruction, teaching-learning material, and different methodologies.
3. To recognize the existing teaching-learning resources and materials.
4. To provide schools with modern technologies to improve the existing process of
teaching and learning.
5. To provide essential trainings to teachers and students for any modification in the
teaching-learning operation.

5. Methodology

Activities Starting Date End Date

1 Preparation 1 January, 2020 29 February, 2020
2 Building Human 1 March, 2020 30 April, 2020
Resource Capacity
3 Enhancing usage of 1 May, 2020 30 June, 2020
Technology in
development of school
management
4 Quality Assurance, 1 July, 2020 31 July, 2020
Control and
Monitoring
5 Dissemination 1 August, 2020 15 August, 2020
6 Sustainability 16 August, 2020 14 September, 2020
7 Project Management 15 September, 2020 -

1) During the preparation stage of the project, our company will conduct the need analysis
to understand the current situation of each partner's schools. The organizer must provide
the report to give information to all partners.
2) Capacity building includes training and developing staff, teachers, and support staff,
providing them with necessary equipment, information and other resources. Major
learning and experience-sharing activities will take place in EU organizations during the
study visits. Members will take part in the study tours organized by the EU Partners’
Organizations in order to learn from their experiences. During the study tours they will
have a chance to observe the process, to explore innovative education technologies,
including mobile learning, participation in training, and reviewing of documents. Training
will be delivered using various approaches: lectures, case studies, teamwork, and other
methods of interactive teaching. Advanced facilities will be used for the appropriate
information presentation, including computers, multimedia projectors, Internet access,
smart boards, etc. Each trainee will receive courses and supplementary materials in
advance. Youth, women and disabled people attended trainings will be involved in
assisting trainings.
3) Making the teaching and learning process more technologically advanced, supported
by on-going innovative ideas, interactive methods and learning opportunities is also part
of the foundation of this project. The increasing use of media and technologies for
enhancing teaching and learning is an important current trend to overcome the challenges
of schooling and teacher training in the changing world. Though some recent research
shows impacts of using technologies for enhancing teaching and learning in technology-
poor contexts, no research actually addresses the challenges and difficulties associated
with using the technologies in those specific contexts. In a pilot project, Apple iPods were
introduced in 2009 to explore the challenges and consequences of using technology in
schools. The data reveal the implications for the teachers’ professional development when
they used the iPod as a multimedia player to access educational resources made available
to support teaching and learning.
4) We will establish surveys during seminaries, trainings and workshops in order to
measure the quality of the project and the involvement of students in the activities.
5) Using digital technology effectively in schools requires profound changes in traditional
teaching and learning activities. Pedagogical innovations often start small-scale and
developing good ideas into shared practice across schools is challenging in many ways,
i.e. challenges to fundamental beliefs about teaching and learning. Our project
investigates how a validated pedagogical method requiring integrated Information and
Communication Technology (ICT) use. We will organize survey among primary school
teachers who at different times over a 5-year period participated in a training course
designed to implement an innovative technology-supported teaching method, Write to
Learn, across an entire city. We think that organized teacher development programs can
drive a big change, but this requires considerable, active, and sustained effort from leaders
at both school and district level. Additional factors include immediate and extended social
systems and handling diversity among teachers. The results are useful for both
practitioners and researchers since they contribute to a deeper understanding of the
opportunities and challenges involved in disseminating effective ICT-based methods that
requires profound changes of thinking about teaching and learning to guide the
transformation of teaching practice.
For this activity our project supervisor will organize a national dissemination conference
and the final conference will take place in Baku (Azerbaijan). Our aim will be to spread
the information about innovative learning methods in all areas and encourage students
and teachers living in rural areas to join the project and get benefited from project team
and international experts. Project will be disseminated also by following activities:

- 5000 + total follower in Facebook, Twitter, LinkedIn, Instagram, YouTube

- awareness of 3000 Technological & Information tools
- impacts in social media
- realization of 60+ media expressions
6) Sustainable implementation of new pedagogical methods is difficult. Five years is
found to be a critical survival time in this and ICTs adoption is most effective when
closely linked to clear pedagogical objectives formulated within an overarching
framework where focus is on pedagogical rather than technological issues. Researches
showed that ICT use without integration with a pedagogical method can yield worse
results than not using ICT at all. This means that it is important to develop and disseminate
effective innovative methods with the goal to make them a standard practice.
Integration also requires activities at school and municipality/district levels. The success
of innovation depends “on the way changes are managed, especially the balance between
leadership and joint participation in the innovation process”. Teachers can develop
individually by themselves, but in order to make large-scale use of effective ICT-
supported teaching methods there is a need to find ways of disseminating them and
leading the change. Principals’ leadership has been shown to have a direct impact on the
success of a technology initiative. A review shows that organizational structures in school
directly affect the possibility for teachers to adopt and develop new competence, but that
most research neglect influences of broader contextual conditions limiting the focus to
specific competencies needed by teachers.
Researchers have identified several reasons explaining why some teachers integrate ICT
in their teaching practice and others do not, with a key distinction between external and
internal factors. Whereas supplementary ICT use often only requires relatively small
changes in the pedagogy or organizational strategies, integrated use of ICT places greater
demands on classroom culture, teachers’ ways of instructing students, and their
adaptability to new conditions. Change requires belief among teachers that the proposed
new methods will bring improvements. The most recent investigations show that less than
 1/3 of the teachers were positive to integrating ICT in education. Twenty percent felt ICT
interferes with their pedagogical work rather than supports it. This leaves us with a double
trouble: a need to design pedagogical methods where ICT is effectively integrated and a
need for finding effective approaches to disseminating these methods and making them
commonly shared practices.
5.1. PERT (Program Management and Review Technique)
PERT is a project management technique, used to manage uncertain activities of a project.

Activities Immediate Optimistic Most Pessimistic

Predecessors time (a) Likely time (b)
time (m)
1 A - 4 8 12
2 B - 2 8 8
3 C A, B 6 8 16
4 D C 2 4 6
5 E C, D 2 2 8
6 F D, E 2 4 6

D
A
Start C F

B E

𝑎+4𝑚+𝑏
Expected time (t) =
6
𝑏−𝑎 2
Variance (σ) = ( )
6
Standard deviation = √𝜎
 Optimistic Most Pessimistic Expected Variances
time (a) Likely time (b) times (t)
time
(m)
1 4 8 12 8 1.78
2 2 8 8 7 1
3 6 8 16 9 2.78
4 2 4 6 4 0.45
5 2 2 8 3 1
6 2 4 6 4 0.45

Variance = 1.78+2.78+0.45+1 = 6.01

Standard Deviation = √6.01≈ 2.452

5.2. CPM (Critical Path Method)

CPM is a statistical technique of project management that manages well defined
activities of a project.

Activities A B C D E F A ES EF
Immediate -- -- A, B C C, D D, E t LS LF
Predecessors
Expected 8 7 9 4 3 4 EF = ES + t
times (t)
LS = LF - t

D 17 21
A 0 8
4 17 21
8 0 8
C 8 17 F 21 25
Start
9 8 17 4 21 25
B 0 7 E 17 20

7 1 8 3 18 21

Critical Path: A-C-D-F

6. Budget
6. Budget Proposal

Budget Category Type of Costs Unit Number Unit Price in Total Costs in
of Units EUR EUR
Projectors 405 80.00 32,400.00
Digital boards 405 150.00 60,750.00
Interactive Projectors 405 100.00 40,500.00
Tablets 6,075 100.00 607,500.00
1. Material, Laptops 6,075 250.00 1,518,750.00
Goods, Equipment Interactive Panel systems 405 85.00 34,425.00
Smart tables 405 100.00 40,500.00
Digital textbooks 6,075 50.00 303,750.00
Audio enhancements 405 65 26,325.00
Total of Material, Goods, Equipment in EUR 2,664,900.00

Staff 15 800.00 12,000.00

Trainers 5 1,000.00 5,000.00
Teachers 5 750.00 3,750.00
Educational Assistants 10 500.00 5,000.00
0.00
2. Contracted
0.00
Personal Costs
0.00
0.00
0.00
0.00
Total of Contracted Personal Costs in EUR 25,750.00

Baku-Ganja 10 25.00 250.00

Baku-Sumgayit 10 5.00 50.00
Baku-Shirvan 10 20.00 200.00
Baku-Shaki 10 30.00 300.00
Baku-Zagatala 10 30.00 300.00
3. Travel Costs
Baku-Guba 10 20.00 200.00
Baku-Barda 10 25.00 250.00
Baku-Nakhchivan 10 100.00 1,000.00
Baku-Masalli 250.00
10 25.00
Total of Travel Costs in EUR 2,800.00
 E-books 10,000 20.00 200,000.00
Applications 10,000 20.00 200,000.00
Formatting Laptops 7,000 8.00 56,000.00
Microsoft services 7,000 15.00 105,000.00
PDF Files 10,000 10.00 100,000.00
0.00
4. Other
Contracted 0.00
Services 0.00
0.00
0.00
0.00
0.00
Total of Other Contracted Services in EUR 661,000.00
Grand Total in EUR 3,354,450.00

7. Conclusion
The aim of this project is to investigate the technological influences in school
management in all areas of our country. Using technology in the classroom enable teacher
and students to find a new conclusion of daily life problems. Technology helps in
education to create better educational syllabus, learning material, and future products and
services. It’s really important to integrate technology into classrooms.
Managing the use of ICT is both challenging and rewarding. The arrival of digital
technologies in schools has impacted the roles and responsibilities of school leaders in
significant ways. ICT has triggered demands for systematic changes in schools. Inevitably
school leaders and teachers feel the pressure to change and must find ways of
implementing and sustaining technological innovation.
Technology is very important in education to create a new and innovative practical
syllabus, improve the security of students, students’ data management and analysis and
performance reporting and teacher training programs. Technology is inspiring kids to
become creative and innovative. Creativity and innovation will make students successful
in their careers and life. Classroom Technologies help students and teachers in the process
of receiving and giving education systematically. Technology helps in facilitating the
syllabus, acquisition of knowledge and skills. Educators and learners around the world
can connect with each other on various Internet platforms. For such benefits, it’s
important to use technology in education.
References
1. https://www.nap.edu/read/10054/chapter/6
2. http://teachthought.com/technology/5-problems-with-technology-in-classrooms/
3. http://kurzweiledu.com/files/proof_resources_grant1.pdf
4. https://leverageedu.com/blog/objectives-of-educational-technology/
5. https://europa.eu/european-union/about-eu/funding-grants_en
6. https://keydifferences.com/difference-between-pert-and-cpm.html
7. https://files.eric.ed.gov/fulltext/ED520220.pdf