Staff Meeting - 18 May

Collaboration - What are we doing already? (Alastair)
Definition: Working with someone to produce or create something.
Staff work collaboratively: Staff meetings, contributions, CDP as a result, our Tchg and Lrng policy, our Assessments, our Achievement reports, Critical Friends, our Thinking Skills, our PODs, our Units, etc.
Chn work collabotatively:

Read ‘Authentic Uses of ICT’ article (see below)

Authentic Uses of ICT

There are several key features of authentic uses of ICT:

1. ICT supports student performance of an authentic task.
Students are working on complex tasks that are similar to tasks performed in real-life settings (e.g., developing a business plan, making decisions about community issues) and/or fill a genuine need for the students e.g., producing an obstacle course for the school playground). Authentic tasks involve integrating several learning areas and are challenging.

2. ICT is integrated into learning activities that are a core part of the classroom curriculum.
Teachers and students are using ICT throughout the day as an integral part of the teaching and learning activities in their classroom programme. ICT applications that can be used as a tool or a communications vehicle (e.g., word processing and spreadsheet software, drawing programmes, videoing applications) can support any curriculum and can be fully integrated into core practice. Teachers ensure that ICT is available to all students rather than just a few students.

3. ICT is treated as a tool to help accomplish a complex task rather than a subject of study.
At one time, the dominant use of computers in classrooms was for instruction in ‘computer or information literacy’. At the secondary level, it is still the case that computers is often available in classes designed to teach computer programming or word processing. The emphasis should be on the use of ICT to accomplish authentic tasks. ICT skills are acquired as a means to an end, and students receive practice in selecting and using various computer applications to accomplish a wide variety of tasks.

Complex, meaningful projects/inquiries that integrate ICT technology:
· Require extended periods of time for their implementation.
· They almost always integrate skills and knowledge from different learning areas (e.g., statistics in mathematics to analyse survey responses).
· Small group work, with different students performing different functions is usual, as in a sports team or work environment.
· The teacher acts as a facilitator or coach to these groups.

By working on projects/inquiries in these ways, breaks down traditional school timetables that have short blocks of time, barriers of separate subject areas, and the boundaries between the classroom and the outside world.

Source: North Central Regional Technology in Education Consortium

Brainstorm answers to the following questions with your critical friend (onto your wiki page):
  • If we had all of the ICT tools, the management systems were in place and kids knew how to use them, what would we do?
  • What authentic tasks can you come up with that relate to number 1 in the article
  • How would we use ICT in our learning activities?
  • How would we use ICT for complex tasks rather than subject of study?