The document contains responses from teachers defining the terms "pedagogy" and "ICT". For pedagogy, teachers described it as the knowledge and strategies for teaching, including understanding how students learn best. They also defined it as reflective teaching practices that are adapted based on student needs. For ICT, the common response involved using technology for communication. Teachers defined ICT as using tools like computers and the internet to locate, share, and communicate information to enhance learning.
Taylor Luneau is an AmeriCorps intern at Teton Science Schools where he teaches outdoor education. He grew up exploring the outdoors of Vermont and has extensive experience as a guide. At TSS, his goals are to develop strong classroom management skills, build a curriculum with effective assessments, and learn their approach to promoting scientific literacy. He works to involve students in hands-on, experiential learning with reflection. Through feedback and experience, he has improved at designing lessons aligned to student abilities and keeping them engaged in science.
This document contains biographies of several teachers from Southeast Asia highlighting their journeys to becoming educators. It begins with the story of Dr. Nancy Pascual, who initially pursued special education on an impulse which led her to her passion for teaching students with disabilities. The next profile is of Dr. Elena Eleperia, who overcame her early fears of teaching male students to become principal of the only maritime high school in the Philippines. The document then briefly mentions other educators such as Felecitas Pado and Maria Utanes, and their experiences adapting to students and demonstrating discipline and perseverance in the profession.
This presentation discusses the importance of passion for teachers. It argues that teaching is a noble profession that people choose out of passion, not obligation. The only way for teachers to do their best work is to teach subjects they are passionate about. Passionate teachers love their field of knowledge and are driven to help students discover their own motivations for learning. For teachers to inspire passion in students, teachers must themselves be passionate learners who read, write, and learn in front of their students. Passion is more than a trainable skill - it requires commitment, curiosity, and a lifelong pursuit of knowledge.
Teacher Development & Engagement FrameworkBimal Raturi
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
1. The document discusses the author's perspectives on curriculum in different educational contexts they have worked in, including as a K-12 teacher, higher education instructor, graduate student, and instructor for a military transition program.
2. As a K-12 teacher, the author viewed curriculum as the body of knowledge and skills transmitted to students, with some flexibility in how it was taught. In higher education, the author had more flexibility to design their own curriculum.
3. As an instructor for a military transition program, the author must strictly follow the provided lesson plans and materials, but aims to facilitate learning through various models like transmission, process, and constructivism.
This document discusses innovating teaching methods from a psychological perspective. It outlines the psychological basis of teaching and learning activities, noting that teaching involves not just transmitting knowledge but helping learners acquire knowledge independently. It proposes several innovations for teachers, including understanding learners' cognitive abilities to design appropriate content and methods. For learners, it emphasizes the importance of motivation, identifying learning purposes, and developing study skills to learn effectively. Overall, the document argues innovating teaching methods requires understanding the psychological aspects of teaching and learning.
The document discusses the author's perspectives on curriculum in different educational contexts throughout their career. They see curriculum as tools to help learners progress in a specific direction. As a K-12 teacher, they viewed curriculum as prescribed knowledge to transmit to students. As an adult educator, curriculum involves designing lessons from a body of knowledge. When teaching military transition programs, the curriculum is standardized across locations but allows for flexibility in facilitation. The author evaluates curriculum using Kirkpatrick's model and incorporates various learning theories into their teaching practice.
The document outlines Mark Boatman's teaching philosophy. He believes that teachers should empower students with the tools needed to succeed in life and that all students have the potential to do great things given equal opportunity and access to learning. He wants to instill high expectations in his students and make a difference by helping students learn and think in new ways. His goals are to promote critical thinking, tailor instruction to meet diverse student needs, create a positive learning environment, make learning relevant to real life, and ensure student success.
Taylor Luneau is an AmeriCorps intern at Teton Science Schools where he teaches outdoor education. He grew up exploring the outdoors of Vermont and has extensive experience as a guide. At TSS, his goals are to develop strong classroom management skills, build a curriculum with effective assessments, and learn their approach to promoting scientific literacy. He works to involve students in hands-on, experiential learning with reflection. Through feedback and experience, he has improved at designing lessons aligned to student abilities and keeping them engaged in science.
This document contains biographies of several teachers from Southeast Asia highlighting their journeys to becoming educators. It begins with the story of Dr. Nancy Pascual, who initially pursued special education on an impulse which led her to her passion for teaching students with disabilities. The next profile is of Dr. Elena Eleperia, who overcame her early fears of teaching male students to become principal of the only maritime high school in the Philippines. The document then briefly mentions other educators such as Felecitas Pado and Maria Utanes, and their experiences adapting to students and demonstrating discipline and perseverance in the profession.
This presentation discusses the importance of passion for teachers. It argues that teaching is a noble profession that people choose out of passion, not obligation. The only way for teachers to do their best work is to teach subjects they are passionate about. Passionate teachers love their field of knowledge and are driven to help students discover their own motivations for learning. For teachers to inspire passion in students, teachers must themselves be passionate learners who read, write, and learn in front of their students. Passion is more than a trainable skill - it requires commitment, curiosity, and a lifelong pursuit of knowledge.
Teacher Development & Engagement FrameworkBimal Raturi
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
1. The document discusses the author's perspectives on curriculum in different educational contexts they have worked in, including as a K-12 teacher, higher education instructor, graduate student, and instructor for a military transition program.
2. As a K-12 teacher, the author viewed curriculum as the body of knowledge and skills transmitted to students, with some flexibility in how it was taught. In higher education, the author had more flexibility to design their own curriculum.
3. As an instructor for a military transition program, the author must strictly follow the provided lesson plans and materials, but aims to facilitate learning through various models like transmission, process, and constructivism.
This document discusses innovating teaching methods from a psychological perspective. It outlines the psychological basis of teaching and learning activities, noting that teaching involves not just transmitting knowledge but helping learners acquire knowledge independently. It proposes several innovations for teachers, including understanding learners' cognitive abilities to design appropriate content and methods. For learners, it emphasizes the importance of motivation, identifying learning purposes, and developing study skills to learn effectively. Overall, the document argues innovating teaching methods requires understanding the psychological aspects of teaching and learning.
The document discusses the author's perspectives on curriculum in different educational contexts throughout their career. They see curriculum as tools to help learners progress in a specific direction. As a K-12 teacher, they viewed curriculum as prescribed knowledge to transmit to students. As an adult educator, curriculum involves designing lessons from a body of knowledge. When teaching military transition programs, the curriculum is standardized across locations but allows for flexibility in facilitation. The author evaluates curriculum using Kirkpatrick's model and incorporates various learning theories into their teaching practice.
The document outlines Mark Boatman's teaching philosophy. He believes that teachers should empower students with the tools needed to succeed in life and that all students have the potential to do great things given equal opportunity and access to learning. He wants to instill high expectations in his students and make a difference by helping students learn and think in new ways. His goals are to promote critical thinking, tailor instruction to meet diverse student needs, create a positive learning environment, make learning relevant to real life, and ensure student success.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
The author's teaching philosophy aligns with constructivism, where students construct knowledge through personal experiences and previous learning. As an educator, the author aims to encourage discovery, give opportunities for student discussion, and present age-appropriate information. They also believe in continually building upon prior learning through a spiral curriculum, modifying teaching based on student responses, and promoting thinking skills, relationships, creativity and problem solving. The author views technology as a tool to enhance instruction and expose students to real-world skills.
This document contains Marci McKinney's education portfolio from Ivy Tech Community College. The portfolio includes sections on her resume, teaching philosophy, letter of recommendation, endeavors and awards, and descriptions of how she meets the INTASC teaching standards. It provides information on her education, qualifications, coursework, activities and leadership experience, as well as samples of her work from her early childhood education preschool practicum. The portfolio is intended to showcase Marci's experience and abilities as she pursues a degree in early childhood education.
Strategies to Make Online Learning More Effective - By Mrs. Pooja RathiPoojaIRathi
This presentation will brief about following points:
E-Learning
Online Learning
Electronically Supported Learning
Cyber Learning
Cybergogy
Online Teaching
Benefits of Online Teaching Learning
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
The document is a curriculum vitae for Dr. Yolanda S. Peay that outlines her education, teaching experience, professional experience, community involvement, and publications. It details that she has over 13 years of K-12 teaching experience in subjects such as math, science, English language arts, and writing. She holds a PhD in Curriculum and Instruction from Capella University and is certified to teach in New York and Georgia.
This document outlines the author's philosophy of teaching. The philosophy emphasizes: [1] having in-depth knowledge of the subject area being taught; [2] understanding how individual students learn best; and [3] facilitating learning through active involvement and collaboration. The goal is to instill a love of learning and critical thinking in students. The author believes teachers should continually improve their skills through research and reflection to ensure high-quality, meaningful instruction.
1) The author discusses how their view of education changed from seeing it as something forced upon them to get good grades, to understanding it encompasses developing knowledge of God and his creation.
2) The author believes that in biblical education, students are made in God's image but are fallen, so learning has become corrupt at times. Teachers must model Jesus, teach God's word, and be prophets, priests and kings.
3) The purpose of education, according to the author, is to develop knowledge of God and his creation in order to glorify and enjoy him. Teachers should teach because they love God and want to extend that love to students.
Self-regulated learning involves three stages: forethought and planning, performance monitoring, and reflection on performance. It teaches students strategies like goal setting, self-monitoring, and self-evaluation to take control of their own learning. Research shows self-regulated learning improves student achievement and helps students develop skills for lifelong learning. Teachers can foster self-regulated learning through modeling, practice, feedback, and creating an environment that encourages reflection and motivation. While outside influences may hinder development, self-regulated learning benefits students of all ages.
This document contains Catalina Lawsin's teaching portfolio, including her teaching statement and a sample lecture on health disparities. Her teaching statement outlines her extensive teaching experience at both the undergraduate and postgraduate levels. She emphasizes creating an interactive learning environment and tailoring her teaching style to different audiences and levels of students. The sample lecture focuses on defining health and healthcare inequalities, assessing evidence of health disparities worldwide, and factors that contribute to disparities.
This document discusses facilitating learning in psychoeducational groups using a constructivist approach. It defines key concepts like information versus knowledge, and the two phases of learning: assimilation and accommodation. The constructivist view is that learners build knowledge by integrating new information into their existing mental models. As a facilitator, the role shifts from teaching to facilitating learning by allowing participants to do most of the talking. In assimilation, the facilitator provides information, while in accommodation, they help participants integrate the new ideas.
This document is Brooke Muccio's capstone experience paper for her graduate program. It summarizes artifacts from her coursework, including analyses, applications, and reflections that demonstrate her competency in educational leadership. It discusses how she has grown in her knowledge, confidence, and outlook through the program. Specifically, she has increased understanding of research, assessment strategies, and ethical issues. She has also developed confidence in public speaking and sharing leadership. While still committed to her goals, she recognizes how much more she has to learn to be an effective principal. The paper concludes by discussing how two educational leaders, a college professor and current principal, have inspired her through example and investment in her growth.
This portfolio reflects my student teaching and entry level skills. It outlines my personal information, and professional teaching skills as mandated in the state of Michigan, and my personal beliefs about teaching.
When it comes to learning strategies for modern pedagogy, most people talk about it but not yet had a complete influence on education.
Let’s explore these few innovative learning strategies with Parag Fatehpuria.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
The document introduces educators to a variety of collaborative online tools for educational use. It discusses objectives like introducing tools, practicing tool use to address instructional needs, and considering teaching strategies. Educators will collaborate using a wiki and explore tools like documents, spreadsheets, presentations and blogs. They will create and share content using various tools and consider implications for classroom instruction.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
The author's teaching philosophy aligns with constructivism, where students construct knowledge through personal experiences and previous learning. As an educator, the author aims to encourage discovery, give opportunities for student discussion, and present age-appropriate information. They also believe in continually building upon prior learning through a spiral curriculum, modifying teaching based on student responses, and promoting thinking skills, relationships, creativity and problem solving. The author views technology as a tool to enhance instruction and expose students to real-world skills.
This document contains Marci McKinney's education portfolio from Ivy Tech Community College. The portfolio includes sections on her resume, teaching philosophy, letter of recommendation, endeavors and awards, and descriptions of how she meets the INTASC teaching standards. It provides information on her education, qualifications, coursework, activities and leadership experience, as well as samples of her work from her early childhood education preschool practicum. The portfolio is intended to showcase Marci's experience and abilities as she pursues a degree in early childhood education.
Strategies to Make Online Learning More Effective - By Mrs. Pooja RathiPoojaIRathi
This presentation will brief about following points:
E-Learning
Online Learning
Electronically Supported Learning
Cyber Learning
Cybergogy
Online Teaching
Benefits of Online Teaching Learning
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
The document is a curriculum vitae for Dr. Yolanda S. Peay that outlines her education, teaching experience, professional experience, community involvement, and publications. It details that she has over 13 years of K-12 teaching experience in subjects such as math, science, English language arts, and writing. She holds a PhD in Curriculum and Instruction from Capella University and is certified to teach in New York and Georgia.
This document outlines the author's philosophy of teaching. The philosophy emphasizes: [1] having in-depth knowledge of the subject area being taught; [2] understanding how individual students learn best; and [3] facilitating learning through active involvement and collaboration. The goal is to instill a love of learning and critical thinking in students. The author believes teachers should continually improve their skills through research and reflection to ensure high-quality, meaningful instruction.
1) The author discusses how their view of education changed from seeing it as something forced upon them to get good grades, to understanding it encompasses developing knowledge of God and his creation.
2) The author believes that in biblical education, students are made in God's image but are fallen, so learning has become corrupt at times. Teachers must model Jesus, teach God's word, and be prophets, priests and kings.
3) The purpose of education, according to the author, is to develop knowledge of God and his creation in order to glorify and enjoy him. Teachers should teach because they love God and want to extend that love to students.
Self-regulated learning involves three stages: forethought and planning, performance monitoring, and reflection on performance. It teaches students strategies like goal setting, self-monitoring, and self-evaluation to take control of their own learning. Research shows self-regulated learning improves student achievement and helps students develop skills for lifelong learning. Teachers can foster self-regulated learning through modeling, practice, feedback, and creating an environment that encourages reflection and motivation. While outside influences may hinder development, self-regulated learning benefits students of all ages.
This document contains Catalina Lawsin's teaching portfolio, including her teaching statement and a sample lecture on health disparities. Her teaching statement outlines her extensive teaching experience at both the undergraduate and postgraduate levels. She emphasizes creating an interactive learning environment and tailoring her teaching style to different audiences and levels of students. The sample lecture focuses on defining health and healthcare inequalities, assessing evidence of health disparities worldwide, and factors that contribute to disparities.
This document discusses facilitating learning in psychoeducational groups using a constructivist approach. It defines key concepts like information versus knowledge, and the two phases of learning: assimilation and accommodation. The constructivist view is that learners build knowledge by integrating new information into their existing mental models. As a facilitator, the role shifts from teaching to facilitating learning by allowing participants to do most of the talking. In assimilation, the facilitator provides information, while in accommodation, they help participants integrate the new ideas.
This document is Brooke Muccio's capstone experience paper for her graduate program. It summarizes artifacts from her coursework, including analyses, applications, and reflections that demonstrate her competency in educational leadership. It discusses how she has grown in her knowledge, confidence, and outlook through the program. Specifically, she has increased understanding of research, assessment strategies, and ethical issues. She has also developed confidence in public speaking and sharing leadership. While still committed to her goals, she recognizes how much more she has to learn to be an effective principal. The paper concludes by discussing how two educational leaders, a college professor and current principal, have inspired her through example and investment in her growth.
This portfolio reflects my student teaching and entry level skills. It outlines my personal information, and professional teaching skills as mandated in the state of Michigan, and my personal beliefs about teaching.
When it comes to learning strategies for modern pedagogy, most people talk about it but not yet had a complete influence on education.
Let’s explore these few innovative learning strategies with Parag Fatehpuria.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
The document introduces educators to a variety of collaborative online tools for educational use. It discusses objectives like introducing tools, practicing tool use to address instructional needs, and considering teaching strategies. Educators will collaborate using a wiki and explore tools like documents, spreadsheets, presentations and blogs. They will create and share content using various tools and consider implications for classroom instruction.
This document summarizes information about the Horizon 2020 program and upcoming funding calls related to content technologies, information management, big data, and creative industries. It provides an outline of the topics to be covered, including an overview of Horizon 2020, descriptions of the ICT 16-2015 and ICT 19-2015 calls, eligibility requirements, example related projects funded by FP7, and additional context about big data and technologies for creative industries.
The document outlines 6 key principles for making web designs look good: balance, color, graphics, typography, white space, and connection. It discusses each principle in detail, emphasizing the importance of balance, using color effectively, incorporating high-quality graphics, effective typography, strategic use of white space, and ensuring all design elements are unified and consistent to achieve a sense of connection. The most important principle is connection, as it is what ties all the other design elements together to create a cohesive design. Mastering web design requires understanding and applying these principles as well as other considerations like accessibility, readability and usability.
The document discusses project management frameworks and the components of managing an ICT project. It begins with defining what a project and project management are. It then discusses two prominent project management frameworks: PRINCE2 and PMBOK. The sessions cover the project management cycle including initiation, planning, execution, and closure. It also demonstrates project management software for documentation and work planning.
It describes the 10 simple ICT tools that can be utilized in Education. It can be helpful video for beginners who are about to use ICT / Social Media tools in Education.
This document summarizes a teacher's philosophy and teaching principles. It discusses developing teaching techniques through reflection on practice and theoretical knowledge. The teacher emphasizes creating a friendly learning environment and involving students in the learning process. Blended learning approaches are discussed, including using technology and online resources to customize learning to individual students and allow digital assignment submissions.
The document discusses the seven elements of teaching and learning in schools: 1) Institutional culture 2) Department culture 3) Teachers 4) Students 5) Resource materials 6) Methodology/pedagogy 7) Setting. It explains how each element contributes to quality education, such as teachers influencing students, students providing feedback, culture fostering belonging, technology motivating students, resources enabling learning, and setting boosting success. The document notes that methodologies need improvement, as different learners have different demands, and teachers must understand dynamics and adjust behaviors and approaches accordingly.
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Professional Ethics is all about the moral commitment of a profession involving moral reflection that extends and enhances the personal morality of the practitioners which they bring to their work and is also concerned with actions of right and wrong that help individuals resolve moral dilemmas they encounter at their workplace.
Teachers and their responsibilities:
An individual opting for teaching as a profession assumes the obligation to conduct him/her in accordance with the ideals of the profession and that includes the following aspects primarily:
1. They way we dress (Appearance)
2. The way we speak and address (Language)
3. The way we conduct (Body Language & Mannerism)
4. The way we address (Knowledge)
5. The way we behave (Professionalism & Emotional Stability)
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
The document discusses instructional leadership and the role of the principal. It outlines several key concepts of instructional leadership including being principal-centered, having a high focus on curriculum and instruction, setting clear goals, allocating resources, and monitoring teaching and learning. It also discusses qualities of instructional leaders including knowledge, confidence, and enthusiasm. The principal must be an expert in teaching and learning, provide resources and support to teachers, and act as an instructional resource through open communication and visible classroom presence.
learning strategies for senior childre.pptxKulwantKaur16
This document discusses effective teaching strategies and learning environments. It recommends teachers know their students, set clear objectives aligned with activities, have explicit expectations and policies, prioritize student learning, overcome expert blind spots, play appropriate teaching roles, and provide feedback and reflection. Teaching involves acquiring student knowledge and using it for course design and instruction. Effective teachers set high standards, articulate clear goals, and help students understand relevance. Assessment should encourage demonstrating mastery in different ways and provide motivating feedback.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
Teaching priciples fatima lourdes duran vasquezfatima Duran
1) The document outlines the teaching philosophy and practices of Jorge Elmer Guardado. It discusses developing students' knowledge through vocational training and writing assignments.
2) Guardado believes in creating a friendly learning environment where students are motivated and have good commitment to education. He uses methods like questioning and feedback to help students reflect on concepts.
3) Guardado aims to inspire independent learning through stimulating different learning styles, creative lesson planning, and guiding students in their exploration of topics. He assesses student learning regularly to provide feedback and guide discussions.
Pedagogy refers to the method and practice of teaching. It is shaped by educators' beliefs and understanding of culture and learning styles. An effective pedagogy builds on prior learning through meaningful classroom relationships. It enables students to thoroughly understand subjects and apply learning outside the classroom. Pedagogy demands classroom interactions that impact learners and allows teachers to understand how students learn differently. Implementing pedagogy can improve teaching quality, encourage cooperation, make learning less monotonous, allow different learning styles, support all students including those with special needs, and enhance teacher-student communication.
LEARNING PRINCIPLES and Modern TeachingsShaMagondacan
Here are some key points regarding teaching methods, strategies and learning principles:
- Learning principles outline important concepts about how students learn best. Some key principles include: prior knowledge impacts new learning, how knowledge is organized affects application, motivation drives learning, mastery requires skills integration and application, practice and feedback enhance learning, development level and environment impact learning.
- Modern teaching methods being adopted in schools include technology-enabled classrooms, formative evaluations, cross-curricular learning, conceptual understanding focus, skill/values emphasis, interactive whiteboards, collaboration, practical/applied knowledge, gamification, research/inquiry, internet/web usage, flipped classrooms, problem-based learning, learner-centered approaches, and visual/auditory
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
Training workshop for teachers on participatory teaching methodsAyoub Kafyulilo
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. It outlines the key features of each approach. The learner-centered approach focuses on the needs, interests, and abilities of learners. The subject-centered approach emphasizes separate subjects and bits of information detached from life. The problem-centered approach assumes learners experience problems and enables problem solving and independent learning.
This document discusses how technology can be used to support effective teaching. It argues that while technology has mainly focused on supporting students, there is a need to develop tools that help teachers as well. Some key areas that could be supported include student self-assessment, providing effective feedback, and monitoring student progress. The document also examines frameworks for understanding classroom dynamics and outlines a potential learning management system called "My Learning" that aims to keep stakeholders informed and help teachers make data-driven decisions to improve instruction.
The document discusses pedagogy in teaching, which refers to a teacher's methods, practices, theories, feedback, and assessments used to deliver curriculum to students. Effective pedagogy considers the subject context and students' ages to provide the best possible learning experience. There are various pedagogical approaches that aim to support learners throughout their journey so they can achieve maximum outcomes and reach their full potential, laying a strong foundation for learning and increasing self-confidence, motivation, and likelihood of achievement.
Mae Guerra's teaching philosophy focuses on creating a positive learning environment, setting clear expectations and standards, using differentiated instruction, ongoing assessment, lifelong learning, and presenting varied materials. She believes in taking a neutral stance on controversial issues to promote respect and intellectual diversity. Standards and goals should be set clearly from the start and adhered to consistently. Assessment allows the teacher to modify instruction to individual student needs. Teachers must continue learning to strengthen their abilities and use new knowledge and technology to benefit students. The overall goal is giving all students equal opportunities to develop critical thinking.
This very short document only contains the phrase "visual art" repeated twice. It does not provide much meaningful information that can be summarized in 3 sentences or less. The document seems to simply state the term "visual art" but does not elaborate on or discuss this term further.
The family went on a trip to Taupo where they saw power pylons that looked like robots, mountains including Mount Ruapehu and Mount Ngarahoe, and visited Huka Prawn Park where they went prawn fishing and the honey hive to see bees. They stayed at their holiday house, went mini golfing until the 9th hole, and stopped at a cafe in an airplane on their way home where they had popsicles.
This document provides an overview of strategies and tools for developing creative and critical thinking skills. It discusses key thinking frameworks like Bloom's Taxonomy, which categorizes different thinking skills. Tools for opening the "thinking toolbox" are presented, including brainstorming, questioning techniques, and goal setting. The document also provides examples and templates for lesson planning using these thinking strategies and how to incorporate them into teaching and learning.
Paragraphs help organize writing by introducing new places, people, speakers, times, events, or problems. The document recommends changing paragraphs for these shifts and advises keeping paragraphs short to aid readability. It also outlines a 5-paragraph story structure with an opening, build up, dilemma, resolution, and ending to provide organization.
The document discusses the results of a study on the impact of climate change on global wheat production. Researchers found that rising temperatures will significantly reduce wheat yields across different regions of the world by the end of the century. Under a high emissions scenario, the study projects a global average decrease in wheat production of 6% by 2050, and a 17% decrease by 2100, threatening global food security.
The document discusses setting up blogs or wikis for educational purposes. It covers several key areas to consider including whether to use a blog or wiki, creating an action plan with learning outcomes, developing an engaged community, using appropriate web tools, managing accounts and ownership, and addressing other issues such as commenting appropriately, dealing with inappropriate content, avoiding plagiarism, understanding digital footprints, and respecting oneself online.
The document discusses forced perspective and how perspective can make things appear different than how they truly are. It covers topics such as looking down, across, or over objects from different angles; pavement art and giant objects that use forced perspective; and examples of photos that play tricks on the eyes through unusual perspectives. The overall agenda is to explore how forced perspective can make things seem not as they normally would from other points of view.
The document outlines key issues to consider when setting up blogs and wikis for educational purposes. It discusses establishing an action plan with clear purposes and success criteria. It also addresses managing the online community, using appropriate web tools, ownership and privacy of student accounts and work, and teaching students responsible digital citizenship skills like commenting appropriately, avoiding plagiarism, and dealing with inappropriate content or cyberbullying.
This document discusses a cluster of schools in the Manawatu/Tararua region that received funding for ICT professional development between 2010-2012. It provides information on the goals of the cluster funding, which included integrating ICT, increasing teacher capability with e-learning, and strengthening professional learning communities. It also discusses what the funding will cover, including a facilitator, mentor, conferences, and teacher release time. The document addresses how the professional development will be implemented, focusing on areas like inquiry learning, information literacy, and online learning tools. It explains that the changes aim to benefit both students and teachers by better preparing students for their futures and helping teachers develop skills for contemporary classrooms.
The document provides biographical information about Mary Rivers, including her education credentials in teaching and a focus on e-learning, as well as her extensive teaching experience implementing innovative ICT practices and a strong focus on inquiry, thinking, and leadership in professional development. It also outlines her role as an ICT facilitator delivering professional development to help teachers implement effective pedagogy using ICT for 21st century learners.
The document provides the results of a needs analysis survey of teachers regarding their use of and needs for information and communication technologies (ICT) in the classroom. The key findings include:
- 41.1% of teachers are not confident or only beginning to feel confident using ICT.
- 61.8% of teachers allow students to use ICT for less than 10% of the school week.
- Only 11.4% of teachers feel fully prepared to plan and measure successful ICT integration in their classrooms.
- The top barriers to successful ICT implementation are access to equipment, time, and teacher ICT skills.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
6. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
7. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
8. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
9. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
10. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
11. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
12. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
13. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
14. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
15. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
16. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
17. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
18. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
19. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
THE WAY WE TEACH
20. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
THE WAY WE TEACH
* The principles of teaching
21. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
THE WAY WE TEACH
* The principles of teaching
* Teacher practice and knowledge
22. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
THE WAY WE TEACH
* The principles of teaching
* Teacher practice and knowledge
* ‘Code’ of teaching
23. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
THE WAY WE TEACH
* The principles of teaching
* Teacher practice and knowledge
* ‘Code’ of teaching
* The way we do things
24. What does the term ‘pedagogy’ mean to you?
Thinking about learning, knowledge that underpins how to teach
Educational knowledge and understanding to impact student learning
Strategies and styles of instruction
Deciding what children’s needs are and how best to teach that
Students achieving the best they can with the resources available to them
The science of teaching - the beliefs and importance a teacher places on their profession both when learning to become a teacher
and in practice
The foundations of what we believe and our learning at our school
Knowledge and understanding of the curriculum, process, theories etc
Best teaching practice promoting student learning
The way we teach and to be prepared to change, depends on the needs of your class or school
A way of looking at my teaching style - reflective, my teacher philosophy and my approach to my learning and in turn teaching
Teaching approaches that impact positively on learning
THE WAY WE TEACH
* The principles of teaching
* Teacher practice and knowledge
* ‘Code’ of teaching
* The way we do things
27. What do you understand the term ‘ICT’ to mean?
28. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
29. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
30. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
31. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
32. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
33. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
34. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
35. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
36. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
37. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
38. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
Is a way of communicating in the digital age. To enhance our learning and further our discovery.
39. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
Is a way of communicating in the digital age. To enhance our learning and further our discovery.
Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
40. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
Is a way of communicating in the digital age. To enhance our learning and further our discovery.
Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
41. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
Is a way of communicating in the digital age. To enhance our learning and further our discovery.
Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
Key points - Not touched on often enough:
42. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
Is a way of communicating in the digital age. To enhance our learning and further our discovery.
Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
Key points - Not touched on often enough:
The integration of these tools into the classroom programme consistently
43. What do you understand the term ‘ICT’ to mean?
Common word in nearly all responses: Communicate
16 of the 35 respondents could only describe ICT as being ‘Information Communication Technology’
Using a variety of technologies for information and communication
Using technology eg, computer tools - internet, networking, fax, telephone etc to find information, convey
information and communicate with others locally, nationally and globally
Locate, gather, analyse, share, disseminate and communicate information
Integrating computers and other forms of technology into all aspects of the classroom programme
A digital way to communicate information
As a tool to enhance general learning
The various tools and ways of communicating, obtaining, storing etc information through electronic means
Making sure that the children are up to date with computer skills and knowledge
Is a way of communicating in the digital age. To enhance our learning and further our discovery.
Integrating technology into the whole of the school curriculum in a manner which is meaningful and efficient
Key points - Not touched on often enough:
The integration of these tools into the classroom programme consistently
ICT is a tool that is designed to motivate, engage and excite students with the ultimate goal of raising student
achievement
47. ICT Confidence
41.1% of our teachers are
not confident or are only
beginning to feel confident
in using ICT...
48. Give an example of how you use ICT to deliver the
NZ Curriculum
49. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
50. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
51. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
52. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
53. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
54. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
55. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
56. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
57. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
58. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
59. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
Social Networks
60. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
Social Networks
Maths and Reading - to practice and develop skills
61. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
Social Networks
Maths and Reading - to practice and develop skills
Computer/Laptops, camera, microphone, interactive white boards
62. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
Social Networks
Maths and Reading - to practice and develop skills
Computer/Laptops, camera, microphone, interactive white boards
Web 2.0 tools
63. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
Social Networks
Maths and Reading - to practice and develop skills
Computer/Laptops, camera, microphone, interactive white boards
Web 2.0 tools
64. Give an example of how you use ICT to deliver the
NZ Curriculum
Blogs, websites, intranet, email, wikis
Research and organisation of ideas - to provide hands on experiences - researching, planning, recording,
communicating
Presentations - publish work, but not JUST publishing work - to inform others and communicate ideas
Interactive sites (eg NZ Maths, Mathletics) - numeracy
Internet based reading programmes - phonics and literacy
Planning and teaching of learning programmes
You Tube
Search Engines - eg Google
Teleconferencing
Fax, OHP, Telephone
Social Networks
Maths and Reading - to practice and develop skills
Computer/Laptops, camera, microphone, interactive white boards
Web 2.0 tools
A variety of tools - including more ‘traditional’ forms of communication. This shows a very wide variety of
ICT usage and knowledge but there are many, many more ‘tools’ that could be utilised - this is an area our
current ICT ‘gurus’ need to be investigating and sharing.
68. Current use of ICT Tools in learning
61.8% of our teachers are only allowing
their students to use ICT, as part of
their learning, less than 10% of the
school week.
69. Current use of ICT Tools in learning
61.8% of our teachers are only allowing
their students to use ICT, as part of
their learning, less than 10% of the
school week.
What is our goal for this?
70. How do you think you can incorporate ICT into the
following areas:
71. How do you think you can incorporate ICT into the
following areas:
Literacy
72. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
73. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
74. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
75. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
76. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
77. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
78. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
79. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
80. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
81. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
82. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
83. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
Digital camera (eg geometry)
84. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
Digital camera (eg geometry)
Games *practicing *IWB games
85. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
Digital camera (eg geometry)
Games *practicing *IWB games
Interactive/displays
86. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
Digital camera (eg geometry)
Games *practicing *IWB games
Interactive/displays
Pricing with labels
87. How do you think you can incorporate ICT into the
following areas:
Literacy
Exploring questions from inquiry *research/communication *publishing, planning, responses
Blog, Web 2.0 tools, movie maker, internet searching *reading games, emailing *talking books, movie makers, audacity *skype
*digital photographs - photo stories
Powerpoints, publishing *used to publish and illustrate stories
Rotation activities on computer, whole class modelling, peer tutoring
Flip video, Reading Eggs programme
Communicating with other students/schools
The majority of respondents were unsure or had little detail to add to their ideas/concepts
Numeracy
NZ Math *Maths made easy programme *Mathletics
Excel spreadsheet *graphing tools/surveys/problem solving programmes *digistore *powerpoint *statistics
Digital camera (eg geometry)
Games *practicing *IWB games
Interactive/displays
Pricing with labels
The majority of responses involved some form of online programme or maths game
88. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
89. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
90. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
91. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
92. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
93. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
94. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
95. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
96. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
97. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
98. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
99. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
100. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
101. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
102. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
103. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
104. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
105. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
106. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
107. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication
Adding another dimension
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
108. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
109. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
110. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
111. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
112. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
113. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying Provides students with an authentic context
Lift the child’s profile/confidence in learning
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
114. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying Provides students with an authentic context
Lift the child’s profile/confidence in learning Programmes available specific for the age group/level
Enhance filtering and quicker specific use of
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
115. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying Provides students with an authentic context
Lift the child’s profile/confidence in learning Programmes available specific for the age group/level
Enhance filtering and quicker specific use of Connecting to the wider world
tools
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
116. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying Provides students with an authentic context
Lift the child’s profile/confidence in learning Programmes available specific for the age group/level
Enhance filtering and quicker specific use of Connecting to the wider world
tools Follow their personal pathways of investigation
Gain more information
Engage eye movement - hand/eye co-ordination
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
117. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying Provides students with an authentic context
Lift the child’s profile/confidence in learning Programmes available specific for the age group/level
Enhance filtering and quicker specific use of Connecting to the wider world
tools Follow their personal pathways of investigation
Gain more information To support students problem solving skills and become
Engage eye movement - hand/eye co-ordination literate in ICT
Motivation, engagement, interaction and
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
118. How do you see ICT being used to raise achievement
in your teaching and learning programmes?
Enable children to investigate at their own level Specific programes such as Reading Eggs, Mathletics
Motivating Giving children a platform to share their work with others
Inquiry/purposeful communication Specific programmes that encourage interaction with
Adding another dimension various curriculum learning areas
Helping children with disabilities Exciting and measurable
Letterland through data projector Reinforces teaching
Explore and develop skills Analysis of inputted data
Interactive and motiational Interacting with the Smart Board
Practice opportunities, researching, inquirying Provides students with an authentic context
Lift the child’s profile/confidence in learning Programmes available specific for the age group/level
Enhance filtering and quicker specific use of Connecting to the wider world
tools Follow their personal pathways of investigation
Gain more information To support students problem solving skills and become
Engage eye movement - hand/eye co-ordination literate in ICT
Motivation, engagement, interaction and Up to date information
contribution
Raising reading levels
Programmes can be accessed from home
Life long learning
121. Preparation for use of ICT in the classroom now
Only 11.4 % of our teachers feel ‘
Fully Prepared’ or ‘Confident’
in planning and measuring the success of
meaningful ICT in their classrooms.
122. Preparation for use of ICT in the classroom now
Only 11.4 % of our teachers feel ‘
Fully Prepared’ or ‘Confident’
in planning and measuring the success of
meaningful ICT in their classrooms.
123. List the ICT tools you use regularly in your teaching
and learning programmes:
124. List the ICT tools you use regularly in your teaching
and learning programmes:
Digital Camera
Web 2.0 tools
Blogs
Voice Thread
Bubbl.us
Wordle
Computer
Internet
Clip art
Audacity
Google
Data Projector
OHP
Word processor
Microphone
Microsoft Word
Flip Video
Web based activities
Image Chef
Smart Board
TKI
Phone
125. List the ICT tools you use regularly in your teaching
and learning programmes:
Digital Camera Spreadsheets
Web 2.0 tools Picture trail
Blogs Webspiration
Voice Thread CD Player
Bubbl.us Photocopier
Wordle CD Rom
Computer Publisher
Internet Fax
Clip art DVD/TV
Audacity Fodey
Google Blaberise
Data Projector Scrapblog
OHP Mimio
Word processor Reading eggs
Microphone Listening post
Microsoft Word Windows movie maker
Flip Video Paint
Web based activities Kid Pix
Image Chef Vokie
Smart Board
TKI
Phone
131. Web 2.0 Tools
76.5% of our teachers have used
2 or less Web 2.0 Tools
What is our goal for this?
132. How will you use ICT to allow students to communicate
with local, national and global audiences?
133. How will you use ICT to allow students to communicate
with local, national and global audiences?
Email
Blogs
You Tube
Skype
Websites
Intranet
Internet
Web 2.0 tools
Wiki
Podcasts
Phone
Online learning forums
LEARNZ
Web cam
Sites such as mimimonos
134. How will you use ICT to allow students to communicate
with local, national and global audiences?
Email
Blogs
You Tube
Skype
Websites
Intranet
Internet
Web 2.0 tools
Wiki
Podcasts
Phone
Online learning forums
LEARNZ
Web cam
Sites such as mimimonos
135. Give an example of how you use ICT to teach the
Key Competencies
136. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
137. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
138. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
139. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
140. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
141. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
142. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
143. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
144. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
145. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
146. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
147. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
148. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
Produce brochures promoting region
149. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
Produce brochures promoting region
Graphic organisers eg Bubbl.us
150. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
Produce brochures promoting region
Graphic organisers eg Bubbl.us
Using computers to research questions
151. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
Produce brochures promoting region
Graphic organisers eg Bubbl.us
Using computers to research questions
152. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
Produce brochures promoting region
Graphic organisers eg Bubbl.us
Using computers to research questions
Note:
153. Give an example of how you use ICT to teach the
Key Competencies
Digital cameras to photograph of learning and behaviour
During Inquiry - internet searching, triangular validation, blog entry
Use ICT to display work
Webcam, email, skype - choosing ICT tools - software - researching - sharing findings
Safety associated with cellphones
Knowing how to use the computer
You Tube clips
Computers for special needs
Digitally recording ideas
Making meaning
Cyber safety
Filming children at discovery time
Produce brochures promoting region
Graphic organisers eg Bubbl.us
Using computers to research questions
Note:
The majority of respondents either defined the Key Competencies or made connections only to ‘Relating to Others’
156. Key Competencies
13.9% of teachers see ICT as being important
in teaching the Key Competencies as
‘Somewhat Important’ or
‘Not at all’
157. Key Competencies
13.9% of teachers see ICT as being important
in teaching the Key Competencies as
‘Somewhat Important’ or
‘Not at all’
63.9% see it as ‘Vital’ or
‘Very Important’
162. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
163. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
* Access to Equipment
164. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
* Access to Equipment
* Time
165. Challenges in delivering ICT
The three largest factors in preventing the
successful implementation of ICT are:
* Access to Equipment
* Time
* Teacher ICT Skills
168. What is your understanding of the following terms:
169. What is your understanding of the following terms:
Inquiry
170. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
171. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
172. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
173. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
174. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
Higher Order Thinking
175. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
Higher Order Thinking
Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms
176. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
Higher Order Thinking
Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms
Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways.
Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate,
justify and make judgements/use new understanding to create, change or improve
177. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
Higher Order Thinking
Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms
Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways.
Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate,
justify and make judgements/use new understanding to create, change or improve
Thinking more deeply *thinking outside of the square *using the hats * using thinking models
178. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
Higher Order Thinking
Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms
Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways.
Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate,
justify and make judgements/use new understanding to create, change or improve
Thinking more deeply *thinking outside of the square *using the hats * using thinking models
Using thinking strategies *laterally and inquisitively *using deeper/widening questioning techniques *processes and strategies
to draw conclusions *analysing, interpreting and creating new info *flexible in thinking
179. What is your understanding of the following terms:
Inquiry
Researching: *research into a subject using different types of questioning *coming to an understanding of a topic through
research *gather information on a selected topic *using knowledge *investigation *discovering answers
Questioning: *scaffolded *ask a question...to make an inquiry...to find out *investigating a big question *finding answers to
questions *children pose questions *finding answers to what we want to know *effective questions *curriculum related questions
Students: developing children’s ability to think and learn scaffolded by thinking skills and strategies *wondering to promote
inquiry, thinking about prior knowledge, questioning, investigating, finding and sorting new information, gaining new
understanding, reflecting (justifying/evaluating) - going further to form further questions to gain a deeper understanding,
recording and presenting, informing others, applying this new learning to achieve an outcome *moves from teacher directed
learning and provides relevant, meaningful contexts *student driven learning *being curious *strategies *implications for future
learning
Higher Order Thinking
Level of thinking ranging from straight recall to more sophisticated levels such as synthesis/ as organised by Blooms
Questioning/finding out/analysing/evaluating and reflecting/justifying/applying new understanding in creative and new ways.
Using prior knowledge to guide new learning and understanding/applying new learning/analysing and contrasting/evaluate,
justify and make judgements/use new understanding to create, change or improve
Thinking more deeply *thinking outside of the square *using the hats * using thinking models
Using thinking strategies *laterally and inquisitively *using deeper/widening questioning techniques *processes and strategies
to draw conclusions *analysing, interpreting and creating new info *flexible in thinking
Challenging prior thinking *making connections *gaining more than a basic understanding of a topic *allow for a range of
responses *thinking about our thinking