With the end of the school fast approaching (only a month and a bit away for some!) many dedicated teachers like yourself are working endlessly trying to get things done by the end of the year. Time is going fly by and before you know it the end is already there! In the meantime, things are getting busy so we decided help you out with a checklist.
1. Gather the evidence
There are several ways in which you can gather the evidence of learning and which can be used throughout the year as well. The approaches you choose depends ultimately on the type of evidence to be accumulated. Some methods you might already include:
- Saving and printing documents at various stages of completion;
- Asking students to log their decision making at key points in an activity;
- Using photographic evidence;
- Informal observation and;
- Structured observation.
2. Record the evidence
It is no use gathering the evidence unless you plan to record it too. Long-term tracking is important as it can be used to be transferred from class to class or school to school. They need to show the coverage of the overall ICT use and the progression initially planned. It should be important to you as a classroom teacher so that you will have a quick way of remembering which group of students have done which ICT activity.
3. Personalising student learning
The general capability – ICT capability – like the others, has been set up to help you understand the nature, scope and sequence of this general capability. As well as using it to plan for student’s development throughout the year in ICT capability, it is essential that you have determine their level of capabilities in ICT at the end of the year in accordance to the Learning Continuum.
4. Prepare information for other teachers
Your colleagues and you should all share the same perspective about teaching and developing student ICT capability. Otherwise, there is no point doing what you do. The information you share with other teachers, for example, the next year’s level of year 4, should be more than just the level description of the ICT capability Learning Continuum. It should contain information for example, if a student could use ICT to develop and present their work, ‘which media they had experience in doing this’, ‘was it with text as in a word processor, with text and graphics like a DTP program’, or ‘with an image manipulation program’?
5. Write meaningful reports for parents
Despite Victorian teachers just having the requirement to report on the progress of students in this general capability, it is still a very good exercise to do for the dedicated teacher. With parents these days expecting their children to use technology widely throughout their schooling career, it would be nice to discuss with them their capabilities in ICT. The best way of course is to not write using teacher terminology, but phrased in a way which more meaningful to them. Use more information and forget about the level descriptions. Take care to make sure that undue pressure is placed upon them to purchase software or a computer for example.
Completing this course will contribute to 5 hours of NESA registered PD addressing 2.6.2 and 5.1.2 of the Australian Professional Standards for Teachers towards maintaining Proficient teacher accreditation in NSW and Victoria.