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Addition to<br />Assimilation:<br />The journey continues<br />Derek Wenmoth<br />
Addition<br />
Addition<br /><ul><li>Total or almost total focus on ICT, ICT skills, ICT planning.
Little or no connection to thinking, learning, cognitive challenge, philosophy etc.
Computer activity separated in time and place from other learning.
Emphasis on use per se.</li></li></ul><li>Incorporation<br />
Incorporation<br /><ul><li>ICT a significant aspect of focus
Some connection to curriculum, thinking, learning, cognitive challenge, philosophy etc.
Computer activity probably separated in time and place from other learning.
Emphasis on frequent use</li></li></ul><li>Integration<br />
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Addition to assimilation

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Overview of a maturity process that was developed in 2001 from the 3-year research of ICT PD clusters in New Zealand.

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  • Total or almost total focus on ICT, ICT skills, ICT planning. Little or no connection to thinking, learning, cognitive challenge, philosophy etc. Computer activity separated in time and place from other learning. Emphasis on use per se.
  • ICT a significant aspect of focusSome connection to curriculum, thinking, learning, cognitive challenge, philosophy etc.Computer activity probably separated in time and place from other learning.Emphasis on frequent use
  • Some ICT consciousness still presentHigh connectedness ICT activity with thinking, learning, challenge, philosophyComputer activity linked in time or place with other learning.Emphasis on appropriate use
  • Total or almost total focus on learning.High but subconscious connectedness between ICT activity and curriculum, philosophy, learning theory/styles, thinking etc.Computer activity embedded in long term structure for learning.Emphasis on spontaneous use and student choice
  • Transcript of "Addition to assimilation"

    1. 1. Addition to<br />Assimilation:<br />The journey continues<br />Derek Wenmoth<br />
    2. 2. Addition<br />
    3. 3. Addition<br /><ul><li>Total or almost total focus on ICT, ICT skills, ICT planning.
    4. 4. Little or no connection to thinking, learning, cognitive challenge, philosophy etc.
    5. 5. Computer activity separated in time and place from other learning.
    6. 6. Emphasis on use per se.</li></li></ul><li>Incorporation<br />
    7. 7. Incorporation<br /><ul><li>ICT a significant aspect of focus
    8. 8. Some connection to curriculum, thinking, learning, cognitive challenge, philosophy etc.
    9. 9. Computer activity probably separated in time and place from other learning.
    10. 10. Emphasis on frequent use</li></li></ul><li>Integration<br />
    11. 11. Integration<br /><ul><li>Some ICT consciousness still present
    12. 12. High connectedness ICT activity with thinking, learning, challenge, philosophy
    13. 13. Computer activity linked in time or place with other learning.
    14. 14. Emphasis on appropriate use</li></li></ul><li>Assimilation<br />
    15. 15. Assimilation<br /><ul><li>Total or almost total focus on learning.
    16. 16. High but subconscious connectedness between ICT activity and curriculum, philosophy, learning theory/styles, thinking etc.
    17. 17. Computer activity embedded in long term structure for learning.
    18. 18. Emphasis on spontaneous use and student choice</li></li></ul><li>
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