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Ict Progress Report July 2009 Council
 

Ict Progress Report July 2009 Council

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an analysis of rowville SC e-potential data

an analysis of rowville SC e-potential data

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    Ict Progress Report July 2009 Council Ict Progress Report July 2009 Council Presentation Transcript

    • ICT Report
    • School eLearning Vision: ICT will be a fundamental component of the curriculum, where technology, pedagogy, professional development and technical support will enable students to become innovative and confident users of ICT.
    • ePotential Data 2009
    • What do the results indicate?
      College results indicate where ICT is being used
      Ongoing PD to support increased ICT skills
      Professional Learning & Awareness
      Indicators on hardware required eg more mobile solutions like PDA’s, IPODS, notebooks, netbooks
      What technologies need to be investigated
      Changes to Acceptable Use Policies
      Drives the e-learning plan –ICT linked to curriculum
      Develop a Professional Learning Strategy that supports the ePotentials results
      Aim: To progress teachers towards the next level of their ICT skills
    • Teaching & Learning
      Support of ICT activity in the classroom
    • Teaching & Learning
      Frequency of ICT activity in the classroom
    • Learning & Teaching
      Frequency of ICT activity in the classroom
    • Teaching and Learning
      In the key area of Learning and Teaching, teachers are using ICT to address the standards of all 3 dimensions within the Interdisciplinary Domain of ICT.
      The challenge will be for teachers to increase the frequency of ICT activities in the classroom to a level that matches their reflected confidence in supporting student’s use of ICT.
      At the moment, students are not global users of ICT
    • Teaching and Learning
      Develop awareness of ICT tools. Ongoing PD to support increased skill with ICT
      Meeting time for staff to utilise the ePotentials continuum and bank of resources
      Add further resources to Scholaris: consistent use by all learning areas
      Audit of learning areas’ current & potential ICT usage & needs
      Peer coaches to work with teachers
    • Teaching & Learning
      Provide greater access to computers (1:1 ) for students performing self study in areas such as the library and senior centre
      Access on at least 1:2 basis for computers in classrooms
      Provide students with access to technologies such as ipods, tablets, netbooks, notebooks which allow then to interface with data and information on new ways
      The desire to use ICT is there: all ICT avenues of access booked solid every day, all day
    • Assessment & Reporting
    • Assessment & Reporting
      Across the key area of Assessment and Reporting the strongest use of ICT is for the assessment OF learning.
      Considering the potential and availability of ICT resources to facilitate assessment AS learning and assessment FOR learning (particularly reflection and feedback) there is a high capacity for improvement to address the low benchmark of this area
    • Assessment & Reporting
      Staff PD in new and innovative electronic techniques for teaching, record keeping, research, contents management
      Staff to make greater use of assessment tools such as blogs, rubrics, eportfolios and multimedia
      Internet access – low % of students who have “internet credit” make it difficult to pursue online assessment FOR and AS
      Wide use of student digital portfolios
    • Class Blog
      http://7eenglish.globalstudent.org.au/
    • Classroom Organisation
    • Classroom Organisation
      Classrooms are beginning to change as teachers incorporate ICT into their learning and teaching.
      The next challenge is to use ICT to extend learning beyond the classroom and to provide opportunities for effective personalised learning.
    • Classroom Organisation
      Greater use of class Wikis and blogs to promote collaborative learning
      Interactive whiteboards in all learning spaces to facilitate changes in teacher instruction
      1:1 computing – students can develop more personalised learning
      Availability of ICT for learning anywhere, anytime
      Continuing learning beyond school hours
      Online collaborative activities
      School to home communications
    • Web 2.0 Ning
      http://rscweb2.ning.com/
    • Resources
      What resources are used in the classroom
    • Resources
      What resources are available but not used in the classroom
    • Resources
      Teachers are good at utilising technology that they are familiar with, such as online resources.
      Improvement in the uptake of emerging technologies, such as Web 2.0 tools and mobile devices, is required.
      Embed ICT into course documentation and practice. Specific links in each course to ICT tools and pedagogy
      Foster the use of e-learning resources with the school via SharePoint
    • Professional Learning
    • Professional Learning
      The responses in the key area of Professional Learning indicate that teachers prefer to undertake professional learning of ICT within their school and from their colleagues.
      The use of digital professional portfolios should be encouraged as an effective method of showcasing teacher’s professional learning in ICT.
    • Professional Learning
      Staff to set one ICT PD goal
      Development of teacher mentors (e-learning coaches)
      Establish formal & informal avenues for staff to share, model and train their colleagues
      Adopt a “just in time” approach to professional learning; short, focussed opportunities to explore and reflect on new pedagogy with maximum opportunities for students to learn from other students. Eg before school skills PD
    • http://rscdigitaleducation.ning.com/
    • Where to Now?
    • Acceptable Use Policies
      Evaluate current policies
      • Use of mobile phones and Ipods for Learning
      • Opening access to sites like Youtube and Flickr
    • eLearning Plan