A brief history
Mag-Net Virtual Science and Technology Centre
When a small group of enthusiasts (Practising science teachers, technology teachers, and science educators) approached the Directorate of School Education (Victoria) in 1996 with a proposal for a low-cost virtual science and technology centre: comprising of a volunteer Board, four part-time project officers, and an office with Internet access, An alternative model emerged for assisting schools incorporate information and communications technology (ICT) and, science and technology, into the school’s Curriculum, which became known as the Mag-Net Virtual Science and Technology Centre. (Widmer, 1996)
Interested schools joined the Centre for a year: working on their project and sharing their knowledge and skills with other schools.
The Mag-Net Virtual Science and Technology Centre used a two-phase professional development model:
• Phase One - hands-on training sessions in the use of email, web authoring and video-conferencing, conducted at Mag-Net schools.
• Phase Two - skills gained in Phase One were used to implement a project requiring the use of ICTs (including team teaching with project officers and other teachers to gain confidence).
Virtual Science and Technology Centre represented a different approach to professional development, one where visiting practicing teachers would mentor other practicing teachers in their classrooms. The Mag-Net project officers would encourage collaborative and innovative use of the technology, and provide face-to-face or cyber support through mobile phone contact or via the Mag-Net web site and email discussion lists. The Mag-Net project officers encouraged the development of the school’s vision for the use of Learning Technologies. They assisted school communities explore, plan and implement their curriculum initiatives, within a single classroom, a Year level, or across all the Year levels.
Virtual Science and Technology Centre was a consultancy based professional development activity, providing schools and teachers with technical assistance, curriculum advice and pedagogical strategies. Visiting practicing teachers mentored other practicing teachers in their classrooms. These Mag-Net consultants encouraged collaborative and innovative use of the technology, and provided face-to-face or online support through mobile phone contact or via the Mag-Net web site and email discussion lists. The Mag-Net project assisted school communities explore, plan and implement their technology-based curriculum initiatives.
Robert Roe ( September 2013)
Mag-Net Virtual Science and Technology Centre
When a small group of enthusiasts (Practising science teachers, technology teachers, and science educators) approached the Directorate of School Education (Victoria) in 1996 with a proposal for a low-cost virtual science and technology centre: comprising of a volunteer Board, four part-time project officers, and an office with Internet access, An alternative model emerged for assisting schools incorporate information and communications technology (ICT) and, science and technology, into the school’s Curriculum, which became known as the Mag-Net Virtual Science and Technology Centre. (Widmer, 1996)
Interested schools joined the Centre for a year: working on their project and sharing their knowledge and skills with other schools.
The Mag-Net Virtual Science and Technology Centre used a two-phase professional development model:
• Phase One - hands-on training sessions in the use of email, web authoring and video-conferencing, conducted at Mag-Net schools.
• Phase Two - skills gained in Phase One were used to implement a project requiring the use of ICTs (including team teaching with project officers and other teachers to gain confidence).
Virtual Science and Technology Centre represented a different approach to professional development, one where visiting practicing teachers would mentor other practicing teachers in their classrooms. The Mag-Net project officers would encourage collaborative and innovative use of the technology, and provide face-to-face or cyber support through mobile phone contact or via the Mag-Net web site and email discussion lists. The Mag-Net project officers encouraged the development of the school’s vision for the use of Learning Technologies. They assisted school communities explore, plan and implement their curriculum initiatives, within a single classroom, a Year level, or across all the Year levels.
Virtual Science and Technology Centre was a consultancy based professional development activity, providing schools and teachers with technical assistance, curriculum advice and pedagogical strategies. Visiting practicing teachers mentored other practicing teachers in their classrooms. These Mag-Net consultants encouraged collaborative and innovative use of the technology, and provided face-to-face or online support through mobile phone contact or via the Mag-Net web site and email discussion lists. The Mag-Net project assisted school communities explore, plan and implement their technology-based curriculum initiatives.
Robert Roe ( September 2013)