2. Overview
The purpose of this workshop is to consider a range of
assessment tools and techniques that link the processes
and outcomes with learning in your curriculum using ICT as
a supportive tool to enhance learning.
3. Outcomes
At the end of this session, participants should be able to
understand the unique the Classroom
Management Techniques using different
configuration of ICT in the teaching and
learning context.
understand the potential value to learning and
teaching that different ICT configurations
4. plan a strategy to implement a new
vision in learning, teaching and
assessing with ICT
plan, develop, and manage studentcentered assessment
10. • SRATEGIC PLANNING (outlining policies etc.,
employing the top down approach, classroom
management)
• CAPACITY BUILING/ TRAINING
• CONTENT
2013.10.14.School ICT Integration Plan blank
template- Revised.docx
11. Activity – What (10 minutes)
• Suggest one way in which the teacher laptop
and student tablet initiatives can be improved
to effectively assist in the enhancement of the
teaching and learning environment.
15. Tips for creating a 21st century classroom
1. Pull, don’t push - Create an environment that raises a lot of
questions from each of your students, and help them translate that
into insight and understanding.
2. Create from relevance - Engage kids in ways that have relevance to
them, and you’ll capture their attention and imagination.
3. Stop calling them “soft” skills - creativity, collaboration,
communication, empathy, and adaptability are not just nice to have;
they’re the core capabilities of a 21st-century global economy facing
complex challenges.
16. 4. Allow for variation - Evolve past a one- size-fits-all mentality and
permit mass customization, both in the system and the classroom
5. No more sage onstage - the role of the teacher is transformed from
the expert telling people the answer to an enabler of learning
6. Teachers are designers - Let them create. Build an environment
where your students are actively engaged in learning by doing
7. Build a learning community - Learning doesn’t happen in the child’s
mind alone. It happens through the social interactions with other kids
and teachers, parents, the community, and the world at large
17. 8. Be an anthropologist, not an archaeologist - If you want to
design new solutions for the future, you have to understand what
people care about and design for that. Don’t dig for the answer—
connect.
9. Incubate the future - It’s not about finding the right answer. It’s
about being in a place where we learn
ambition, involvement, responsibility, not to mention
science, math, and literature
10. Change the discourse - We need to create new assessments
that help us understand and talk about the developmental progress
of 21st-century skills. This is not just about measuring
outcomes, but also measuring process. We need formative
assessments that are just as important as numeric ones.
19. Classroom Management with ICT
1
The learning environment is no longer reflected by
frontal teaching where the teacher is actively engaged up
front and the student is passively seated.
2 "It is difficult to find a "front" to the classroom because
the focus is on learning instead of teaching" (McKenzie,
1998)
3 Teachers are now facilitators and managers who
organize the class and delegate work to the students.
They are busy finding students meaningful "things to do
[which] promote learning" (Cambourne et al, 2001)
20. 4.
Teachers need to be creative with the skills of a manager and
technology expert to "guide students to identify, select and
use the most appropriate technology tools for all kinds of
learning activities" (ETS, 2003)
24. Assessment in 21st Century
Classrooms
• Traditional vs. New Approach (Student
Centred and not Teacher Centred)
New Approach requires you to know:
how to plan, develop, and manage studentcentered assessment strategies that can benefit
your teaching and your students’ learning
promoting:
• Critical thinkers
• Problem solvers
• Independent learners
25. Stages of assessment
• Prior Learning Assessment– e.g.
Concept Maps (Formative purposes)
• Ongoing Assessment – e.g Journals
(Formative purposes)
• Summative Assessment– e.g Written
report (Completion Purposes)
26. Assessment Strategies
• Five main categories:
– Gauging students needs ( formativepretesting)
– Encouraging self-direction and collaboration
(formative - research, peer assessment)
– Monitoring progress (formative- checklist)
– Check understanding (formativeconferences)
– Demonstrating Understanding (summativewritten reports etc.)
27. Assessment Plan
• It is not necessary to use all methods
within a category, but all categories
should be included in an assessment
plan.
28. Examples of Assessment Strategies
and ICT supportive/enabling Tools
•
•
•
•
•
Graphic organizers- Word processor, PowerPoint
Concept maps- MindMeister
Journals / learning logs – Excel, word processor
Rubrics (with scores, checklist)- Word processor
Written / paper and pencil test, portfolios- Word
processor, hot potatoes
• Discussions- using videos to trigger discussion
• Observation – check list on tablets
• Student conferences – blogs, wikis, skype
29. Mastering ICT
• Use what you are familiar with and be
prepared to research and learn more
• When you get stuck consult with the
undo button, reset button etc
• Speak to colleagues (in your school,
online forums etc)
• SHARE
32. Tips for creating a 21st century classroom
1.
2.
3.
4.
5.
6.
7.
8.
Pull, don’t push
Create from relevance
Stop calling them “soft” skills
Allow for variation
No more sage onstage
Teachers are designers
Build a learning community
Be an anthropologist, not an
archaeologist
9. Incubate the future
10. Change the discourse
