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