Assess Australian Curriculum 21st century skills: ICT capability
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Transcript of 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
Assess student ICT capability
Understand the nature of ICT Capability
Assess student ICT capability
ICT capability
Concepts
Techniques and facts
Process skills
ICT Capability
Assess student ICT capability
Identify opportunities in the curriculum
Assess student ICT capability
“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)
Assess student ICT capability
ICT capability Learning Continuum
Assess student ICT capability
Assess student ICT capability
Assess student ICT capability
Optimise opportunities for development Understand the nature of ICT
capability; Identify opportunities in the
curriculum.
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.
Assess student ICT capability
Plan and seek opportunities to develop each component
Assess student ICT capability
Focus on the concepts behind the skills
Assess student ICT capability
Use a range of ways for supporting students
Assess student ICT capability
Examples Demonstration with descriptive
or explanatory commentary Monitored instruction Monitored repetition. Guided discovery Guided repetition Quick fix
Assess student ICT capability
Use a careful range of criteria in making assessment of attainment
Assess student ICT capability
Integrate practical work with teaching the concepts
Assess student ICT capability
Teach ICT capability
Assess student 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.
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
Monitor
Assess student ICT capability
Intervene
Assess student ICT capability
Self-assessment
Assess student ICT capability
Record keeping
Assess student ICT capability
Use the AC ICT capability Learning Continuum statements
Assess student ICT capability
Recognise the value of group or whole-class teaching
Assess student ICT capability
Practice effective techniques
Assess student ICT capability
Monitoring Intervening Self-assessment Record keeping Using the LC statements Recognise the value of group or
whole-class teaching.
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
Identify if there is greater autonomy
Assess student ICT capability
Are students discerning users of ICT
Assess student ICT capability
Develop a sense of audience
Assess student ICT capability
Use models of growing complexity
Assess student ICT capability
Able to evaluate their own work
Assess student ICT capability
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.
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.
Assess student ICT capability
Use a different strategy for each component
Assess student ICT capability
Other things to consider
Assess student ICT capability
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
Assess student ICT capability
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)
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
Condense the information so that it retains the key elements
Assess student ICT capability
Plan to liaise
Assess student ICT capability
Use assessment effectively
Assess student ICT capability
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.
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
Overcome conflicts
Assess student ICT capability
Enable equal sharing of responsibility
Assess student ICT capability
Have a plan “B”
Assess student ICT capability
Determine what the child and computer has done
Assess student ICT capability
Overcome issues determining attainment
Assess student ICT capability
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.
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