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I C T And Assessment For Learning
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I C T And Assessment For Learning

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  • 1. The ICTPD Project 1n 2005 Whangaparaoa ICTPD Cluster 2005
  • 2. Aims of the project
    • This project is all about promoting effective teaching and learning using ICT as a tool to enhance learning
    • Teachers will have opportunities to explore new ways of learning through our ICTPD project with the ultimate aim of providing optimum learning opportunities for their students
  • 3. Assessment for Learning
    • There are two strands within this cluster project – ICT with ICT facilitators and AFL with Evaluation Associates facilitators cascading to Lead AFL teachers
    • AFL will provide lead teachers with strategies to promote constructivist learning principles and guidance for formative assessment in the classroom. This is linked to improving teaching practice while using the computer as a tool to enhance learning.
  • 4. What is the AFL Programme?
    • The Assessment for Learning programme is based on the premise that formative assessment guides and facilitates the learner to achieve to their optimum potential
    • It is run at our school by Evaluation Associates who are funded by the MOE to provide a contract to schools, our commitment is to provide the funding for release for teachers to take part in the programme
  • 5. Key Features of AFL
    • Clarity of learning intentions
    • Sharing learning intentions and success criteria with students (partnership in the learning)
    • Providing clear feedback and strategies for promoting further learning
    • Active and collaborative reflection – using assessment info to improve and recognise the next steps to take in learning
  • 6. How does AFL and ICT link?
    • The AFL programme is linked to the ICTPD project as the basis for “best practice” teaching
    • ICT facilitators have knowledge and expertise in AFL concepts and promote ICT embedded in the AFL methodology
    • AFL is the cornerstone or foundation of the teaching and learning aspect of the project
    • ICT is used to enhance the learning intentions
  • 7. Why have we decided to link ICT and AFL
    • Because we believe that ICT needs to be linked to quality learning and AFL offers teachers a methodology to achieve this.
    • Extensive research by John Hattie (Auckland University) revealed that of all the factors in effective learning feedback was the greatest single moderator.
  • 8. AFL and ICT linked in planning
    • Unit planning based on the principles of the AFL programme with links to effective ICT integration
    • Use of rubrics for peer and self assessment see www.teach-nology.com/rubrics/
  • 9. How does it work for us?
    • Each school in our cluster has different PD learning needs. Two schools are running the AFL and ICT facilitation side by side with different teachers on each programme. Teachers will all complete both programmes. One school has opted to run the ICT programme one year and the AFL the next year. The remaining school is very small and runs both programmes concurrently.
  • 10. Teachers on the ICT contract
    • Each teacher has two terms of ICT training – starts with a PGP (personal growth plan)
    • Facilitators works directly with lead teachers on a 1-1 basis and follow up with in class support
    • Facilitators also lead workshops
    • Current lead teachers will after PD be available as mentors for other teachers in the school
    • The aim is to have everyone using ICT effectively linked to AFL teaching methodology
  • 11. ICT PGP- Personal Growth Plan
    • Current research supports the view that PD needs to be situated in the context of the classroom – also that teachers need opportunities to participate “in a professional community that discusses new teacher material and strategies and also supports the risk taking and struggle entailed in transforming practice” (McLaughlin & Talbert, 1993)
    • “ Teachers should be involved in planning their own learning experiences rather than being passive recipients of knowledge” (Lai, KW 1999)
    • Learners have control and ownership of the learning process
  • 12. ICT is about teaching and learning
    • The constructivist teaching and learning model underpins integration of ICT into the curriculum
    • This encourages:
    • Student-centred learning
    • Active, exploratory, inquiry-based learning
    • Collaborative work
    • Creativity, critical thinking and informed decision making
  • 13. Enhancing learning with ICT
    • Fit within the framework of the learning intentions/curriculum objectives
    • Choosing the best technology application for the learning situation
    • The role of the teacher as a planner, manager and facilitator