Assess Australian Curriculum 21st century skills: ICT capability

Assess the Australian Curriculum General Capability – ICT capabilityIDEAS FOR PRIMARY TEACHERS

Professional ICT Development for Teachers

Agenda Optimise opportunities for development in ICT capability Teach ICT capability Practice effective techniques Identify progression in capabilities Assess capabilities Use assessment effectively Overcome issues in determining attainment.

Assess student ICT capability

Agenda Optimise opportunities for development in ICT capability Teach ICT capability Practice effective techniques Identify progression in capabilities Assess capabilities Use assessment effectively. Overcome issues in determining attainment

Understand the nature of ICT Capability

ICT capability

Concepts

Techniques and facts

Process skills

ICT Capability

Identify opportunities in the curriculum

“ICT capability supports and enhances student learning across all areas of the curriculum.”

“Learning areas provide the content and contexts within which students develop and apply the knowledge, skills, behaviours and dispositions that comprise ICT capability.”

(ACARA)

ICT capability Learning Continuum

Optimise opportunities for development Understand the nature of ICT

capability; Identify opportunities in the

curriculum.

Plan and seek opportunities to develop each component

Focus on the concepts behind the skills

Use a range of ways for supporting students

Examples Demonstration with descriptive

or explanatory commentary Monitored instruction Monitored repetition. Guided discovery Guided repetition Quick fix

Use a careful range of criteria in making assessment of attainment

Integrate practical work with teaching the concepts

Teach ICT capability

Plan and seek opportunities to develop each component of ICT capability;

Focus on the concepts behind the skills; Use a range of ways to support students; Use a careful range of criteria in making assessment of

attainment; Integrate practical work with teaching concepts.

Monitor

Intervene

Self-assessment

Record keeping

Use the AC ICT capability Learning Continuum statements

Recognise the value of group or whole-class teaching

Practice effective techniques

Monitoring Intervening Self-assessment Record keeping Using the LC statements Recognise the value of group or

whole-class teaching.

Identify if there is greater autonomy

Are students discerning users of ICT

Develop a sense of audience

Use models of growing complexity

Able to evaluate their own work

Identify progression of capabilities Greater autonomy Discerning users of ICT Developed a sense of audience Use models of ICT of growing

complexity Ability to evaluate their own

work grows.

Use a different strategy for each component

Other things to consider

Home access to computers; Their attitude to ICT – are they confident? Do they dominate

activities or are they reticent? Do they persevere or give up easily?

Student’s use of correct technical vocabulary; Their level of awareness of the uses of ICT inside and outside of

school.

Overview of methods

Devise methods of enabling the children to monitor and record their own progress e.g. self-assessment sheets of skills accomplished in illustrated or written form e.g. I can print a page ;

Question children and ask them to demonstrate how they went about a task; Set occasional prescribed challenges e.g. Can you write a caption and print it out for me?

Make use of well-briefed parent helpers to work exclusively with children at the computer, recording the amount of help each child received with a piece of work;

Vary pairings to see how children work with other partners; Encourage children to save their first drafts as well as final drafts of

each piece of ICT work.Source: Kennewell et al. (2000)

Condense the information so that it retains the key elements

Plan to liaise

Use assessment effectively

Condense the information so that vital elements of a child’s capabilities are not ignored. Ways of sharing information include portfolios of work, record cards and self-assessments;

Plan to liaise at the subject level, school level and cluster group level.

Overcome conflicts

Enable equal sharing of responsibility

Have a plan “B”

Determine what the child and computer has done

Overcome issues determining attainment

Overcome conflicts between ICT and other subjects; Enable equal opportunity of responsibility and effort; Have a plan “B”; Determine what the child and the computer has done.

Thankyou

Michael HilkemeijerMichael@ictesolutions.com.au07 4630 9203

Assess Australian Curriculum 21st century skills: ICT capability

Education

Transcript of Assess Australian Curriculum 21st century skills: ICT capability

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