Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
This presentation kicks off by discussing the need for change in the business model of traditional universities. Subsequently several signs/examples of disruption within the educational system are highlighted. The presentation is wrapped up by introducing three opportunities that universities can utilize as a starting point to innovate their business model.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
This presentation kicks off by discussing the need for change in the business model of traditional universities. Subsequently several signs/examples of disruption within the educational system are highlighted. The presentation is wrapped up by introducing three opportunities that universities can utilize as a starting point to innovate their business model.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
THE FUTURE OF EDUCATION
We are observing “a revolution in education.” We know that improving technology play a distinctive role in the evolution, and traditional foundations will face challenges in the future.
In my presentation, I discuss some initial findings on the future of the 21st-century education.
As a passionate teacher, I am interested how do I best educate my students?
It is not about what I teach, but about how I teach them.
According to the recent literature, on the subject, today’s education is behind new requirements and technologies.
There is a vibrant debate about preparing teachers to use new techniques as well as how up-to-date educators might become more “future-oriented” and familiar with new skills.
I am interested in discussing these thoughts with others.
Certainly, we should take into account the wide-ranging nature of education, which is especially significant, in developing countries.
I do not try to search for a universal remedy of worldwide education. It would be unrealistic.
It is certain that the future education will become more technologically driven, and will function in an environment where success depends on the use of new technology, development and improvements.
It is important to underline that from my perspective; new technology is not going to substitute students in a classroom.
More than that, it will neither replace the social life, nor the transformational experience of progress learners whereby they will go through as part of their study.
Halina Ostańkowicz- Bazan
July 2015
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Frog 13 - Microsoft - Innovative teaching and learning with BYODFrogEducation
Education continues to be the bell weather for innovation and opportunity to do things differently with technology. Consumerisation is driving change and consequently there is a demand for new ways of working, from BYOD to Flipped Classroom to MOOCs (Massive Open Online Courses).
Amongst this opportunity we need to ensure that technology is indeed going to serve teaching and learning appropriately; Teachers need to be trained on how to apply these innovations in and outside the classroom.
In this session, we will share our observations on what it means to introduce BYOD to your school, the challenges, the opportunities and how to bring this all together in a well formed teaching and learning package, where you are using Microsoft technologies and services (such as Windows 8 and Office 365).
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Final keynote presentation at the ULearn23 conference held in Manukau, October 2023. Begins by telling the story of the beginning of CORE Education, then reflecting on the boundaries we need to be pushing in order to make educational experiences for our young people authentic, equitable and future focused. Ends with a challenge for all educators to become future makers in the work they do.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
3. Overview
1. Changing role of teachers and learners
2. Internet capable, mobile devices for learning
3. Globalised learning
4. Ubiquitous compuGng
5. Cyber ciGzenship
6. Digital literacy
7. Open educaGon resources
8. Cloud compuGng
9. Advanced networks and school ‘loops’
10. Assessment pracGces
5. Changing role of learners
Once they were… Now they are…
• Consumers • Creators
• Contributors
• Communicators
• Collaborators
• Coordinators
In an “architecture of
par0cipa0on”
6. Competing philosophies
Philosophy A Philosophy B
EducaGon Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be fixed Supported professionals
Learners The future workforce More than just the future
workforce
InnovaGon Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and aXainment Wider long‐term benefits
Curriculum Don’t trust teachers ‐ Guidance and support for
‘package’ it up teachers
7. Instructional coherence
“…teachers’ success in
making coherent
instrucGonal decisions
depends on developing a
posiGon or stance on six
dimensions :
1.knowledge,
2. professionalism,
3. collaboraGon,
4. instrucGon,
5. agency,
6. authority,
‐ that is focused on
learning and the learner.”
8. Teacher roles in a networked learning
environment
1. Amplifying
2. CuraGng
3. Wayfinding and socially‐driven sensemaking
4. AggregaGng
5. Filtering
6. Modelling
7. Persistent presence
http://www.connectivism.ca/?p=220
9. Take-aways
• social and technological networks subvert the
classroom‐based role of the teacher ‐ How can we
achieve clear outcomes through distributed
means?
• In what ways do we regard teachers and students
as learners in a dynamic system?
• Is school reform possible without a change in the
role of teachers?
• What sort of conGnuing professional development
is most effecGve for teachers to adapt?
11. Pockets of Potential
More than half of the world’s
populaGon now owns a cell
phone and children under 12
consGtute one of the fastest
growing segments of mobile
technology users in the U.S.
“It is no longer a ques0on of
whether we should use these
devices to support learning, but
how and when, to use them.”
Michael H. Levine
http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
12. More than a phone…
• Phone (obviously)
• Appointments Calendar
• Alarm Clock
• Game device
• Music player
• SGll Camera
• Video Camera
• Video player
• Address Book
• To Do List Reminder
• Voice Recorder
• Calculator
• Email Tool
• Text Messenger
• Satellite NavigaGon System
13. • Gartner prediction that mobiles will overtake
PCs as the most common web browsing
device within 3 years -
http://lisadawley.wordpress.com/2010/01/16/
thoughts-about-mobile-learning/
17. Take aways…
• Do you know what the ownership of mobile
technologies is by students at your school?
• What policies do you have in place regarding
the use of mobile technologies in your
school?
• Is your school network prepared to
accommodate student‐owned mobile
devices being connected?
19. Their future?
• Growing up in a world that is
increasingly globalised
• Where interacGons with other
cultures, other languages and other
ways of doing things will be the
norm
• Where the ability to move
smoothly between and among
these contexts will differenGate
those who are successful.
20. Connected
– Able to relate well to others
– EffecGve users of communicaGons tools
– Connected to the land and environment
– Members of communiGes
– InternaGonal ciGzens
Source: NZ Curriculum, 2007
21. Global communications
Modern technologies have reduced, and in
some cases removed the boundaries for
learning.
We now live in a 'globalised' world of
communications, news feeds, interaction
etc. where our actions at a local level have
implications at a global level.
22. Borderless learning
Our education is no longer confined to the
school we live in - we can access
courses/subjects from almost anywhere
and at any time. The world is our
classroom! Global connectivity now
enables student driven niche learning
projects - if schools and teachers allow
and enable them to happen.
23. Global awareness
Putting learning in a global context
involves supporting young people to make
sense of their lives by understanding the
global interconnections we all have. It
helps pupils understand how they are
affected by events around the world and
to recognise that what they do affects
people and the environment in other
countries. This learning can help counter a
sense of helplessness in the face of ‘global
forces’.
24. Take-aways
• How are the issues of being a part of a global
village reflected in your school; in the student
body, in the programmes of learning?
• In what ways are ICTs being used in your school to
enable parGcipaGon in the global classroom?
• Do you agree that global learning can help counter
the sense of helplessness in the face of ‘global
forces’.
28. Take-aways…
• How do your programmes of learning enable
students to conGnue learning outside of the
classroom and school hours?
• To what extent are staff and students able to go
online anywhere in your school environment?
• What expectaGon do you, your staff, your students
have of being able to connect to the internet at
any Gme, from anywhere, with any device?
30. What’s it all about?
• Digital CiGzens will adapt
their exisGng knowledge to
face new challenges.
• Digital CiGzens make their
own decisions on how much
risk they will expose
themselves to.
• Digital CiGzens contribute
to the safety of their fellow
ciGzens.
http://blog.netsafe.org.nz/2010/02/22/is-digital-citizenship-just-marketing-spin/
31. What are the issues?
• Sharing personal • FuncGoning effecGvely in
informaGon a digital world
– Skills
• Online predators
– Knowledge
• Inappropriate content – Integrity
• Piracy • Being discriminaGng
• Social networks • Social parGcipaGon
• Cyber‐bullying • Social responsibility
35. Take-aways…
• Are your school cyber safety policies based
on ignorance and fear, or understanding?
• How are the pracGces of cyber ciGzens being
modelled in your school?
• What would be the response of your staff to
a breakdown in this area?
38. 21st Century learners need to…
• Develop proficiency with the tools of technology
• Build relaGonships with others to pose and solve problems
collaboraGvely and cross‐culturally
• Design and share informaGon for global communiGes to
meet a variety of purposes
• Manage, analyze and synthesize mulGple streams of
simultaneous informaGon
• Create, criGque, analyze, and evaluate mulG‐media texts
• AXend to the ethical responsibiliGes required by these
complex environments
41. General Principals - OER
• free, or very nearly free,
• easy to use, get and pass around,
• editable so teachers can customize content,
• cross-platform compatible,
• printable,
• and accessible so it works with adaptive technology.
44. Take-aways…
• What use do your and your staff currently
make of open educaGon resources
• Do you have policies and pracGces in place
regarding the use of resources obtained
online?
• Do you have policies and pracGce in place
regarding the development and sharing of
student and teacher created resources?
50. Advantages to schools
• Reduced capital outlay
• Reduced support costs
• Expert support
• AutomaGc sorware updates
• Addresses licensing issues
• Back‐up and fail‐over
• Ubiquitous access
• CollaboraGon potenGal
51. Take aways
• How would you describe the concept of the
cloud to your staff or board of trustees?
• What do you understand to be the
advantages and risks of storing school data
in the cloud?
• What services currently owned and
managed by your school would most easily
be provided in the cloud?
53. What is an advanced network?
• An Advanced Network is a very high speed communicaGons
network of regional “meet me” points (referred to as
GigaPoPs) that are in turn linked to internaGonal networks.
• They typically use opGcal fibre infrastructure as opposed to
copper wire telephone network systems such as those used
by ADSL (Asymmetric Digital Subscriber Line).
• Advanced Networks are also know as Next GeneraGon
Internet (NGI) networks and, in the USA, as Internet2.
54. What makes an AN different?
• An Advanced Network offers significantly greater
access speed:
– Dial up connecGon ‐ around 50kbit/sec (50,000 bits per
second)
– 'High Speed' internet ‐ typically 2.5Mbit/sec (2.5 million
bits per second)
– Advanced Network ‐ from 1Gigabit/sec (1000 million
bits per second) forecast to rise to around 40Gbit/sec
within the next few years.
59. Take-aways…
• Do you know how much your current ICT
systems actually cost (including staff Gme
for support and maintenance etc?)
• Are you acGvely seeking to work with
local/regional councils and business groups
to find soluGons in your area?
• Who in your school/community is charged
with understanding and leading this?
62. Methods of assessment
All assessment involves making comparisons:
• Standards‐based assessment
– Compares with an established standard
• Achievement‐based assessment
– Uses progressively more demanding descriptors
• Competency‐based assessment
– Must meet pre‐determined level of competency
• Norm‐reference assessment
– Compares achievement of a specified group of learners
63. Key Principles
• Purpose should always be explicit
• Best interests and progress of students paramount
• Should be an integral part of the learning process
• InformaGon should be shared with the student at the Gme
of the event – or shortly arerwards
• Form of assessment should be appropriate for the
knowledge, skills, attudes to be assessed
• Takes into account learning styles and cultural expectaGons
64. Planning for assessment
• Purpose – diagnosGc, formaGve, summaGve?
• ObjecGves – what objecGves are being assessed?
• Methods – how can the evidence be obtained?
• Task – what will the learner do to demonstrate?
• Recording – how will the informaGon be collected, analysed, recorded?
• ReporGng – how/when will feedback be given?
67. Take-aways
• What are the range of diagnosGc, formaGve
and summaGve assessment pracGces you
currently use in your school?
• Which of these could be or are enabled by
the smart use of ICTs?
• How are you using data to support reporGng
of student progress against naGonal
benchmarks?