 First word, I'd like to say that we're delighted to be back working with the schools, the isartif guitar, at the SCC that are stakeholders this year. It's a fantastic project when we're looking forward to moving things forward. The journey so far, on the caneit, has been a really successful one. Star students and some parents have begun to realise the benefits of the technology. We have to continue that success this year, we have to continue to be innovative, ac mae'r ysgol mae'r cyfle i bod yn ystod ymlog i'ch gwaith yn gwybod a wneud o'r ffordd newydd. Yn ystod y bydd yma mae'n mynd i'w ymddangos ar y Llein. Mae'r ymddangos o'i gael ar y rhan o'r ymddiadau'r ymddiadau'r ymddiadau'r ymddiadau ymddiadau i'w gael ar y sgol yn ymddiadau'r ymddiadau'r ymddiadau'r ymddiadau'r hynny'n hynny. Rhaid i chi'n gwneud ymddangos o'r dweud o'r dweud? ac mae'n ddweud phobl sydd am gwneud ei fan ymryd yn y systemau. Ond wedi bod nhw'n dwi'n gallu dechrau ar gweithio'r ffordd. Mae'r ffordd i'n ddiddordeb yn gwneud o fenolion a'r ffordd i'r b grocerau. Dyma'r meddwl rhai ei ddysgu am ychwaneg ar y cyflef yma sydd yn ddiddordeb yn y ffordd, i ddim yn ddiddordeb yn gweithio ar gyflawn i'r ffordd. Felly yw'n cael ei wneud o'r projekty ar gyfer cyfnoddyn, mae'r cyfnoddyn i gyd yn fawr, mae'n cael ei fawr o'r cyfnoddyn yn gweithio'r FN, gyda'r bwysig i'r Lleinolol Gyrdeithasol yn Ynysgrifol. Maen nhw i'n bywyd i'ch gweithio'r bwysig i'r bwysig i'r fawr i'r penedigol gyda'r Lleinol Gyrdeithasol. Yn mynd i'n dweud, mae yn ystod i'n ddweud i'r Lleinol Gyrdeithasol, ... tape, ond we have to build is a blended learning environment. First of all, we're going to focus on good lesson planning and delivery. How do you structure a good lesson using the K-net? And then how would you deliver that lesson? We're then going to look at differentiation. For those of you who are at the ceremony at the end of the last academic year... ...you will remember that Moses School presented their project they worked on last year around differentiation. Felly, ydych chi'n gweithio unig i'r bwysigol, ac yn y gweithio gweithio y byddwch i'n gweithio gweithio gyda'r ffordd. Yn ymlaen i'n meddwl y bwysigol, y ffrosifio ar y gweithfawr, sy'n dweud ar gyfer yr ysgol fifyngau i'r gweithfawr, yw'r gweithfawr yn ysgol i'ch gwasanaeth y cadw gynnal iawn i'ch gweithio. Rydych chi'n gweithio i'r gweithfawr gyda'r gwybod yng ngylau gydaeith. So, yw cyfnogi y byddio yma, y byddwch chi gweithio i gyllid i gweithio i gweithio? Felly, ydw i'ch meddwl supplycher arodaeth a ffathodol. Ac y byddwch, y byddwch eich hyn yn dweud ar y byddwch wedi gwrthod cyfnodol. Eich eich ysgrifennol y fathodol yn ôl yn eich yma. So, y byddwch penderfyn, fyddwch ein byddwch'u cyrwllweidau, rwyno allan iddyn nhw, rwyno allan i gyllid, y byddwch chi'n meddwl y byddwch chi gweithio yn gweithio? a ydych chi'n ddigonwch tarea, a'w bwysig mor gweithio yr oeddenwch gyda'r Sgeol Merthys. Yrogell ddweud y Lleidwyr, yrogell Ddweud y Lleidwyr maen nhw'n bob i ddechrau'r Sgeol Merthys, a filioures Lleidwyr, a'r ddweud o'i dda'n dweud y Lleidwyr pan nhw'n bob i ddechrau'r Sgeol Merthys. Felly, ychydig yn siwr, rydych chi'n wedi'u llwyddoch yn rhan o'r oeddenwch. tyniadau hwnnw yma yn rhoi gyda'r fanyfodol, fel y bwysig hynny o'r cympaf o'r ddeunydd ar yfyryd yma. Mae'r mynd i meddwl y mynd i mid o'n cyffrifon yma ond hynny ychydigol sydd wedi r�fod mwyaf i ymgath ynghylch ac yn rhan o'r cyfryd y mae'r mynd i'n tregyffent o ffaneidau a phoblau cyfryd. Mae'n flaen gwych ymlaen i bwysig yma o hoffodol a oed mewn cyfarwydau i'n gwaith hwnnw. The project has seen many, many successes to date. Too many to list in a presentation. We're not going to focus on individual successes of schools, but just within the project as a whole. So first of all everybody in this room here today is a part of the KNet community. In some way they play a role in making this project a success. And as a community we share ideas, innovation and we support each other. ond rydych chi'n gwybod ar y dweud. Diolch i'n rhan i'r ddweud o gyfnodd y Proses Cymru sy'n rhan o'r ddweud o'r ddweud, sy'n hynny'n meddwl i'r ffordd o'r ysgol yn dweud o'r ddweud i'r holl ddeinigurau, a yn y dweud i'r ddweud i'r ddweud o'r ddweud o'r ddweud o'r ddweud. Felly, mae hynny'n dweud i'r ddweud o'r ddweud o'r ddweud o'r ddweud o'r holl ddeinigurau. mae'n ddigonio gan gyda'r unig yn ei ddadig, ac rydyn ni'n ddiddordeb gyda'r unig. Rydyn ni'n ddiddordeb yn clywed, yn ddiddordeb, oedd a'r ddiddordeb yn gyfnod â'i ddiddordeb, ac mae'n ddiddordeb yn gweithio gyrdd y brosig yn ei ddiddordeb yn ymddangos oes y tŷch yn ddiddordeb yma, i gyd ychydig o'r ddiddordeb sy'n gwybod yma i ddiddordeb yma. Mae'n hi ddiddordeb oedd y tŷch yn y cyd-dredig yn y cyd-dredig. Dylai'r ddّciaeth ymlaesiaeth tîmhwytoeth a'r ddweud ymlaen iawn i'r regard a fyddai i'r ddwybr iawn, fel y tectonori ac ysgolwch. A hynny rydw i'w gweithi'n gwellio i gweithio'r rhan y dod gan gambios iawn iきwch gwych ar y sgol, ac mae'n fagorol i'r viwch i gael gweithio arall gyffredin, ysgrifenni'r gweithio'r gael. Diolch, dyna ddim? Dwi'n gweithio'r tectonori? Dy nesaf i'r ddechrau. that's the focus. So who is the learner? I'd like to introduce you to my daughter, Iona. She's two and a half, and she's a learner, like everybody else in this room here. Doesn't matter what age you are, you know we are all learners. And if we think about how do we learn and think about young people, for those of you who have children, for those of you who spend time around young children, they are constantly learning and they show us how we learn naturally. Rwy'n stymlau ar hyn o'r rhaid i fyny i fyny. Rwy'n ei wneud i weltyniadau a roeddwn yn dweud o ddweud i fyny, yn credu osai a'n dwon yr ddweud. Rwy'n ei wneud i'ch sfeithio llawer, bawb, cerdwch, mewn, mae'r maen nhw. Rydw i'n maen nhw xin, rydw i'n wneud-wythwyny i newyddau i fyny, a roeddwn i'n bod Newfordi yn cyfrifiad tîl, rydw i'ch meddwl Llywodraeth i gwrthod wedi'n edrych yn y perddwyr mewn gwirionedd. Fe byddwch cyhoedd yn fawr yn fawr am dweud hwnnw. Os ydych chi'n gweithio'r holl bapiau effaith yn fawr i'n llun i iddo? Fe byddwch chi'n gweithio y holl bapiau effaith hynny? Fe byddwch chi'nえる i'r holl bapiau allan i hefyd? Fe byddwch chi'n gweithio sy'n gweithio'n bapiauieni a gwybod atreu y byddwch nifer? Mae'n ha sausagei ddim ym fathersu i gallu iawn i'r holl bapiau a'n dweud eu hynny? ..di gael, llawer, gwahanol a'r ydyddol a'r rhain. Felly roedd gwneud yn cyfnod, y ddyn nhw'n gwneud. Mae'r cyfnod yn cael y ddweud o'r ystafell, mae'r ddodol yn ei ddweud. Felly mae'r rhain yn ei ddweud yn y clyfrinol? Felly yw'r ystafell yn y 1900? Felly yw'r ystafell yn y clyfrinol? Mae'r ôl yn y gallu defnyddio'r slicedig yng nghymru, a'i fath yw'r mwynt appreciatell. Rwy'n cael raddwl am y dweud, roedd ychydig ym gweithes â'r beth, rydych yn ddechrau'n lysy nid i'ch gweld. Ac rydych yn ddechrau'n ddweud, rydw i ddim yn ei arferwyd, roedd yn ddod i gael y dyfodol yn dychydig ym gŷnol. Rwy'n cael bod yn y ddrif sy'n i'n gweithwch gyddi'r cyd-dig, hynny'n ei ddod mewn fitrfyniadau yng Nghymru, Hefyd yn y byddol yn ymddiol. Mae'n gweld chi'n gweithio i'r proses sy'n gweithio i'r project, ond nid i'n ceisio'r mersgol Abertaoi, ac rwy'n gweithio'n gweithio i'r ffordd i'r ffrindig ar y ffyllfa ym môl i'n ymgyrch. Rwy'n gweithio i'r ffordd i'r myfyddiol. Mae'r dweud yn wneud o'r ymwneud. Ym 1922, ydych i'r uned, yw'r reilu ffordd ac y canhwyd yma, a'r ystyried rwy ar-athuol should manage learning, a byddai wasio iawn yw eu cyfrifod ar unrhyw ar endod ti, sgwrs ynghylch iddyn nhw'n rhoi llyfr, ac ydych chi'r ysgyrt yw'r dice pr�o'n rhaedden, chyn ysgyrs heb yn un ddod i'r rhaid ein sgwrs hefyd o'r rhaid anod. A mae ذeimg i'r ffawr hwn, rwy'r cyfrifod ar gyfer bos, dyw'i ganddo i'r hoffiwch, dyw'r hoffiwch ar gyfer ffactor, dyw'i ganddo i'r hoffiwch. Rwy'n meddwl 80% o'r modd ychydig yw'r ffordd ychydig ar gyfer y ddweud, ond yn ymgyrch yn ymgyrch yn ymddiol. Felly, rydyn ni'n cael ei wneud yma, yma'r gweithio ymddangos, yn ymgyrch yn ymgyrch, ond mae'n ymgyrch ymddiadau'r yma'r gwahodau'r ymddiadau'r ymddangos i'r hynny'n ei wneud ar 1922, Frederick Taylor. Rwy'n meddwl i'r ymddangos i'r ymddangos i'r ymddangos, My work is with schools. Recently, I was in a private school that made a good claim that they were the highest performing test score school in the country. Fully one third of their students go to Ivy League schools on graduation. They have a phenomenal track record on the AP exam. I met with 25 students who only take AP courses for breakfast when I was at that school. And I asked the 25 students, how often do you walk out of a teacher's classroom and you have to ask yourself what just happened? And the answer was, every class. And I said, well, you're getting these high test scores and you have the best teachers in the country and your parents are paying $20,000 plus for tuition. If you didn't learn in class, how do you learn? And then I said, you go to your teachers for extra help. And a young man raised his hand and said, Mr. November, all 25 of us just told you we don't understand every class. We have figured out we can't go ask our teachers for extra help. It would be the whole class every day for every teacher. It's not possible. What we do is we get together in social groups and we share notes and we work together. We have strategies for, on the weekend especially, our friends. Do you believe that if I were to tell you teenagers are social by nature? Social. But I have to tell you that in a lot of schools kids don't have the strategy. They don't get together, they walk out, they don't know what just happened and it's over. They're behind already. Now I know this is hard to accept that there are some students who walk out every day in almost every class who do not understand what just happened. What's the number one barrier to innovation in your school? Here let me give you the answers we've come up with. Time, there isn't enough time. Learning is out of date in the context of a global economy. The way that we work and the industries that we now serve, we need skills as well as knowledge. Students are collaborative by nature. They are social learners. So we have to support a social learning culture. And change must be driven from within. Let's not wait for a crisis, which is how our liver feels that change will ultimately happen once the crisis is big enough and will be forced to change. Everybody here in this room can contribute to the change in schools in Qatar and the KNA is a powerful tool to support that process. So what's the opportunity with the knowledge there? You've got a technology platform that can take learning beyond a classroom and motivate different types of learning. That technology supports a lot of those aspects of learning that we were referred to earlier. Teamwork in collaboration. Examples you have to hustle and discussion boards. Exploration and experience. Appeal to the visual audio with an aesthetic learner. They can use rich media and have access to web-based resources and the Britannica encyclopedia. Independent learning. Being able to work alone. Being able to be self-paced in your learning. We can do this through assigning resources to students. Being able to demonstrate that as well as skills you have the application of knowledge through assigning tests and quizzes an exam expert. Supporting peer-to-peer learning. The social learning. Students have shared documents library that they can share their resources with other students. And life-long learning. Extend online learning to the community. Invite your parents to take part in courses such as ECBL. And play. Make it fun. When we enjoy what we're doing we learn more. And when we learn we develop skills that are skills for life. Now this is a slide which many of you in the room will have seen before and some of you won't but nonetheless when you've seen it before or not it's one that you should look at and you should ask yourself some tough questions. Do I have my vision for the K-Net project in place? Hopefully it will answer yes. It's in my e-plan. Do I have the skills and am I building the skills within my staff to be able to use the technology effectively? Do I have incentives in place? And that's not necessarily more money. It could be time, recognition and support for the people involved at the leading end of this project. Do I have resources? Do I have computers for my teacher-chafkins to access to deliver e-lessons for example? And is there an action plan? Your e-plan has an action plan in it providing you're using it and it's up to date you have an action plan. And if you put all of those things in place you will be able to achieve the change that is that we're going through in this project. And again, the emotional side as it starts the academic year are probably your feeling quite motivated. Some people will be on the steep learning curve some of the new teacher-chafkins that we have in the project. But you will face challenges. We faced them last year we will face challenges again this year. There will always be challenges. And at that point we have a choice. We can ignore them, we can blame the technology we can blame the people that we're working with and blame ourselves. But we need to see the support from the people around us. And when we see that support we can change that journey and achieve success and reward. So I just want to share with you a little bit about the project plan this year and how we're going to know that we're going to be supporting the project. First of all in the strategic level we'll be working with ICT Guitar very closely. We're going to be delivering a think tank team and through the think tank team we'll develop plans that focus on a stakeholder engagement strategy knowledge transfer how are we going to roll this project out beyond 37 schools and how do we make this sustainable how do we ensure that edge known books will need Qatar and the country and the schools and the project will continue on and continue to grow and develop and importantly ICT Guitar have a strategic vision themselves about technology and about immaturity and we need to work with this solution to ensure that it supports the vision. At the school leadership level we will work with the school leadership teams this year so you will be getting information about a leadership programme that we will be delivering and we're going to work with you to understand the wider dynamics of ICT to support a project like this. So for example do you have enough computers in your school to enable 15% of your lessons to be utilising the Knet at any one time if that's the vision that you have if that's something that you want to achieve and if you don't what are you putting in place what are you doing, how are you planning to consider other areas that impact the Knet such as infrastructure and ICT equipment. We're continuing the project manager's mentoring programme this year it's a big success last year and it's a fantastic job and we need to continue that working with the project managers and we're doing that through the clustering in communities and practice. We'll be developing a school training programme which supports the wider role out of the project so how's the current 37 schools here today support new schools that haven't had access to the technology yet and we're also going to look at an E20 programme around partnering some of the schools with schools in other countries that are using these technologies and finally we're looking at leadership sustainability having a succession plan what happens if the project manager in your school leaves at the end of this academic year who will carry on managing the project in your school the leadership team have to know about the project and the direction it's taking in order to be able to continue on its success at an operational level we'll work with the teacher champions and this should be extending the programme to other subject areas. We're doing our best practice and implementing teaching and learning using ICT and we talked about the areas of educational focus earlier in the presentation. Access to resources is something that needs to continue we have approximately 2,000 teachers in this project imagine that every teacher created just one resource and uploaded that to Torsall that would add to the current number by the end of the year 1,000 resources available to Torsall for all 37 schools can access and finally engaging parents we need to engage parents in the technology because they can become more involved in their child's learning and evidence shows that the parents and the support outside the school has a huge impact on the child's learning and also we can improve the communication between the school and the parents other opportunities for the K-Net and I just want to share some examples of things that have happened in the UK for some of our local authorities which would be equivalent of the Supreme Education and Council local authorities would use K-Net technologies to support challenge to support our challenge schools to improve they would use something like the K-Net to communicate policies and standards like curriculum standards to schools they would provide examples of best practice through uploading video footage and sharing case studies they would gather school performance data but they would do this only once often in schools we have to provide data to different institutions and to different people in different organisations and if we can do this through the technology like the K-Net we only have to do it once and lots of people can access it they would use it to create professional development environment for teachers so providing teachers with resources to support them in maintaining and achieving their teaching standards and we would support clusters of schools in Qatar we have clusters like our iron complex and the old mine complex and clusters have an opportunity to be collaborative and to benefit from economies of scale so technologies like the K-Net can support in that process and those are opportunities that we have in Qatar we hope to be able to start to explore some of these in the future and finally I just want to finish by saying one of the corporate balance that we hold in Engin Over is choosing to be responsible and so long as we all choose to be responsible as individuals as teams as schools and as a project community then we will have a lot of success in this project at the end of this year more success ok I'd like to thank you for your time