ICT interventions
ICT Interventions
If interventions to enhance the conditions of value in the learning process are coded against SOLO taxonomy, they can be more effectively used by students to personalise their learning.
This changes the way teachers think about ICT use by their students. Instead of measuring whether their students can understand how to use different ICT applications at different levels of the school, teachers talk about whether their students know how to use ICTs to bring in ideas (SOLO multistructural learning outcomes), link ideas (SOLO relational learning outcomes) and to look at linked ideas in a new way (SOLO extended abstract learning outcomes).
For example, we move from ICT progress charts and rubrics identifying that at the end of Year 1 and 2 students will be able to use KidPix, MS PowerPoint, and VoiceThread to an expectation that by the end of Year 1 and 2 students will be able to bring in information in two different ways using ICTs, link information in three different ways using ICTs etc.
We encourage teachers to look at ICTs as interventions in the following ways.
What do students think?
An Instrument to Assess Student Voice and e-learning
Pam Hook
File:Introducing Student Voice into NetSafe Learning Area Discussion Points.pdf
| Teacher Learning Area Discussion Points [NetSafe] | Student Survey Instrument [what students think about living well and learning well with technology (ICTs)] |
| 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?
Note: I would like to be more explicit about the level of learning outcome here - for example
|
| 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? |
| 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? |
| 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? |
| 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? |
| What questions would you like to ask about ICTs in school and learning to live well?
What questions would you like to ask about ICTs in school and learning to learn well? |
Teacher Learning Area Discussion Points [bolded] with alternative questions [unbolded] 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?
