National Goal 2  - Capacity To Improve Student Outcomes
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

National Goal 2 - Capacity To Improve Student Outcomes

  • 1,618 views
Uploaded on

A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.

A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,618
On Slideshare
1,575
From Embeds
43
Number of Embeds
4

Actions

Shares
Downloads
17
Comments
0
Likes
0

Embeds 43

http://centre4.core-ed.net 24
http://cantyhg.wikispaces.com 9
http://www.slideshare.net 6
http://ahg.wikispaces.com 4

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide















Transcript

  • 1. Making a difference for students through e-learning Increase capability of teachers and principals to improve students’ learning and achievement through e-learning.
  • 2. Self-review rubric National Goal Two - Increase capability of teachers and principals to improve students’ learning and achievement through e-learning. Processes Level 1 Level 2 Level 3 Level 4 Level 5 Pedagogy – Teachers and Teachers and Teachers and Teachers and School personnel Focus on principal have no principal have principal have an principal have have successfully student knowledge or some understanding of developed implemented outcomes understanding of understanding of effective e- strategies and are programmes, how to put effective e- learning running effective informed by programmes in learning pedagogy pedagogy. Some PD which is current research, place to achieve and have PD has been focused on the that focus on better outcomes considered their undertaken to development of improved for students present position. achieve improved learning outcomes for through the use of Some staff are outcomes for programmes that students through e-learning. specifically teachers/ students use e-learning the use of attempting to through the use of pedagogy to effective e- achieve better e-learning. Most achieve improved learning outcomes for staff are actively outcomes for pedagogy. students through involved in students. Evidence has been the use of e- development. Personnel have captured that learning. decided on shows improved measurement outcomes for strategies to students. gauge success.
  • 3. Self-review rubric National Goal Two - Increase capability of teachers and principals to improve students’ learning and achievement through e-learning. Processes Level 1 Level 2 Level 3 Level 4 Level 5 ICT use for Any ICT use is ICT is mainly Many staff use Most staff use All, or nearly all, learning incidental rather used to replace ICT to engage ICT to enhance staff use ICT to and than planned traditional and motivate teaching and provide teaching and its use teaching students in their learning opportunities for results in little approaches, learning through experiences with creative and benefit to with a focus on more varied approaches not independent learning and superficial gains approaches and readily learning that teaching. such as resources, accessible extend presentation. leading to more through more Students’ active and traditional capacity to learn interactive methods. for themselves learning both within and experiences. beyond the school.
  • 4. Self-review rubric National Goal Two - Increase capability of teachers and principals to improve students’ learning and achievement through e-learning. Processes Level 1 Level 2 Level 3 Level 4 Level 5 Students’ Students make Some students Many students Most students All or nearly all learning no decisions of make decisions make informed make informed students make with ICT their own as to about when to decisions about decisions across regular informed when ICT may employ ICT in when to use ICT the curriculum decisions across be the most some subjects and are able to about when to the curriculum effective medium but often lack transfer their ICT use ICT and are about when to for any of their confidence to capability to new confident to use ICT and are work. transfer their ICT situations. transfer their ICT confident to capability to new capability to new transfer their They have no situations. They have situations. ICT capability to expectation growing new situations. about using ICT Some Students expectations They have clear as a natural part have little about using ICT expectations They have high of their learning. expectation to support their about using ICT expectations about using ICT learning. to support their about using ICT as a natural part learning. to support their of their learning. learning both within and beyond the school.
  • 5. Impact on student outcomes 323 comments in the ICT PD Annual Survey 09 Comment on how the cluster programme has impacted on learning outcomes for students within your cluster.
  • 6. Increase in opportunities through e-learning Students: are able to use e-learning to extend their opportunities for communication and collaboration (10) have more of a voice through using ICT tools (5) are able to communicate their learning in new ways (19) have access to expertise beyond the classroom (1) have opportunities share their learning with an authentic audience have access rich learning materials outside of the classroom (34) are able to work at their own level with learning personalised for them that addresses their specific needs (7) have opportunities to use ICT tools across all curriculum areas (25) Information taken from the ICT PD Annual Survey Responses 2009
  • 7. Increase in opportunities through e-learning Students: learning is enriched and enhanced by the use of ICT (17) are more aware of ICT tools that are available for them to use (18) Information taken from the ICT PD Annual Survey Responses 2009
  • 8. Change in student learning behaviours, attributes and skills Students: have higher levels of engagement (58) have increased confidence in their learning (14) are more motivated and enthusiastic (50) have increased ownership of their own learning (25) are developing higher order thinking skills (30) and are developing key competencies in line with the new curriculum (11) have improved their questioning skills (5) and are involved in inquiry processes enriched by e-learning (43) which is developing their information literacy/ research skills. are more independent and self-managing (5) can articulate why they use various ICT tools and what they are learning (6) Information taken from the ICT PD Annual Survey Responses 2009
  • 9. Change in student learning behaviours, attributes and skills Students: show more creativity in their work (5) are more aware of ICT tools that are available for them to use (18) use ICT tools effectively to reflect on their learning (6) are more productive when not directly supervised by a teacher (5) improve their time management skills when using ICT tools (1) are able to make links between learning across all curriculum areas (1) develop life long learning skills (2) are less likely to be truant from school when ICT is integrated into learning (1) can use a range of ICT tools more effectively (36) are able to support others in their learning of ICT tools (10) have shown increases in numeracy skills (4) Information taken from the ICT PD Annual Survey Responses 2009
  • 10. Change in student learning behaviours, attributes and skills Students: have shown increases in literacy skills (11) have shown increases in numeracy skills (4) considered to be gifted and talented benefit from working with ICT tools (2) Information taken from the ICT PD Annual Survey Responses 2009
  • 11. Teacher changes leading to better student outcomes Teachers: are more confident and enthusiastic about e-learning and therefore provide richer classroom experiences which impacts on students (45) are transferring what they have learned while part of the cluster directly into classroom practice (46) have shifted their thinking and have focused more on the pedagogy of learning as a result of being in the cluster leading to improved outcomes (24) build ICT authentically into learning tasks rather than as an add on (49) share ideas around e-learning leading to better programmes for students (9) and more consistency for students across the school (9) Information taken from the ICT PD Annual Survey Responses 2009
  • 12. Teacher changes leading to better student outcomes Teachers: are presenting lesson materials in a variety of ways that cater for different students in the classroom (13) are using ICT tools to reinforce the learning process for students (1) have changed the way they develop learning outcomes with students so that students are more focused (3) are presenting materials to students in a media format that they are familiar with outside of school (10) making the learning more relevant. have begun to use ICT tools for assessment leading to more informed planning for students’ needs (5) Information taken from the ICT PD Annual Survey Responses 2009
  • 13. Improvements across the school Classroom environments are enhanced through the use of ICT making them a more stimulating and attractive place to work for students (5) Schools have invested more in infrastructure and hardware giving students greater access to these technologies (14) Issues around judging impacts on students It is extremely difficult to state that changes to student outcomes are solely a result of the use of ICT tools. The impact of these tools can not easily be isolated from other factors (28). There can be a inconsistencies between classrooms in a school (4) Clusters may be focusing more on teacher development than classroom results at this point (18) Information taken from the ICT PD Annual Survey Responses 2009
  • 14. “The marketing of education sees schools (and their principals, directors and facilitators) using a briccolage of technologies to broadcast/advertise their individual successes - the cult of me - but at the same time schools fail to share valid or reliable data on how well they are adding value to student learning outcomes across their school / cluster or area. It is challenging for ICT PD facilitators to be expected to hone their practice - to claim effectiveness - claim to improve outcomes - when "engagement" remains an acceptable measure of success - when we in truth have limited valid and reliable measure of the shifts in learning outcome that result from our industry or interventions.” Comment by ICT PD facilitator for discussion
  • 15. Questions for discussion Where can you source the latest research on e-learning to inform your programme development? How do you evaluate the success of the cluster programme in relation to student outcomes? How can you capture evidence to demonstrate the impact on students to inform next steps and to use in reporting? How do you work towards whole school change rather than pockets of innovation? What are examples of creative and independent learning opportunities for students? How do you empower students to make decisions about the use of e-learning tools?