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 [email protected] 4630 9203

mailto:[email protected]

mailto:[email protected]

Education

Assess Australian Curriculum 21st century skills: ICT capability