ICT Progress Indicators
ICT Progress Indicators
HOT SOLO Coded Self-Assessment ICTPD Rubrics
SOLO coded self-assessment rubrics developed against New Zealand ICTPD Cluster National and Cluster Goals
Example of these rubrics being used to assess the SustainED ICTPD Cluster Teacher Responses for ms_5
BECTA Self-review framework
A free online positioning tool for reviewing and improving your school's use of ICTs
ICT Strategic Plan for use with ICTPD Clusters
A paper version of the BECTA Self Review Framework tweaked to suit needs of New Zealand ICT_PD Cluster Schools
File:Framework for Developing a Strategic Plan for Learning Through ICT.pdf
Review Rubric for ICTPD Cluster Proposals 2010 to 2012
A paper version mash up of the Becta ICT Self Review Framework and the National Support Service Cluster Review (draft 2009)
How do we measure school or cluster progress in the implementation of ICTs in teaching and learning?
There are a number of self assessment questionnaires around that purport to measure teacher use of ICTs.
Many of them are focussed on knowledge of software applications or the ability to manage files like this ICT survey from a New Zealand Intermediate school.
Integration of technology in teaching and learning focus
Knezek and Christensen
Knezek and Christensen have a six stage model (download) to estimate teacher’s level of technology adoption, which was used by Kwok-Wing Lai for his Otago University research into integration of ICTs into the New Zealand Curriculum,
File:Knezek's Stages of adoption.doc
Levels of Technology Implementation Scale
By my reckoning Christopher Moersch’s The Levels of Technology Implementation(LoTi) scale seems a much smarter instrument for us to consider using.
File:Levels of Technology Implementation (LoTi).doc
In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use. This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. The challenge is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning--all vital characteristics of the Target Technology level established by the CEO Forum on Education and Technology.//
What do students think?
Cyber citizenship and Cyber safety?
Introducing Student Voice into the NetSafe Learning Area Discussion
File:Introducing Student Voice into NetSafe Learning Area Discussion Points.pdf
Introducing Student Voice into the NetSafe Learning Area Discussion Points.
Teacher Learning Area Discussion Points [bolded] with alternative questions designed to capture student voice
1. What are some of the best ways you are currently using ICTs in your learning area?
How do you use ICTs to help you learn at school?
How does using ICTs make learning difficult at school?
2. What ICT tools could enhance learning opportunities for students in our area?
What ICTs do you you use to help you learn?
I would like to be more explicit about the level of learning outcome here - for example
What ICTs do you you use to bring in information? - [SOLO Multistructural Learning Outcome]
What ICTs do you use to connect information? - [SOLO Relational Learning Outcomes]
What ICTs do you use to look at information in a new way? - [SOLO Extended Abstract Learning Outcomes]
3. What concerns do you have about our, or our student's use of ICT.
What worries do you have about using ICTs?
What do you like about using ICTs?
What worries do you have about the way your teachers use ICTs?
What do you like about the way your teachers use ICTs?
What worries do you have about the way your school uses ICTs?
What do you like about the way your school uses ICTs?
4. What is our role in promoting ethical behaviour and critical thinking in using ICTs
How do you help others act well when they are online?
How does your teacher/school help students act well when they are online?
How you help others keep safe when they are online?
How does your teacher/school help you keep safe when you are online?
5. How do we model current school ICT policy for our students?
Describe your rules for using ICTs. How do you share these rules with your friends?
Describe your teacher/school rules for using ICTs. How did you find out about your teacher/school ICT rules?
How does your teacher/school share these rules with your friends?
Does your teacher/school follow these rules when they use ICTs?
6. Do we have a duty of care in promoting digital citizenship?
Are you responsible for helping your friends learn to act well online?
Should your teachers be responsible for helping you learn to act well online?
Should your school be responsible for helping you learn to act well online?
ePortfoliosFile:Electronic Portfolio Student Perspective Instrument.pdf
Please add any of your favourites to this assessment resource
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