Wednesday 19 November 2014

A Reflection and Recommendations after 2 Years of Implementation in Year 4-6


Guidelines for use of educational Technology in a 1:1 Laptop Environment
Sacred Heart Primary School, Highgate 2014
A Reflection and Recommendations after 2 Years of Implementation in Year 4-6
(Review in 2016)
Observations of what has been successful.
Observations of what needs further and ongoing attention
  • The combination of using educational technology with Project Based and Authentic Instruction.
  • Using technology to organise core skills of learning. Examples Spelling - Audio recording and Conquer Words in Google Docs, Reading - RAZ Kids reading results.
  • Communication - with parents via class blogs or websites. With students via Edmodo, class blogs, Google docs, Airdrop facility.
  • Ability to use technology to engage higher order thinking and the General Capabilities from ACARA.
  • The quality of lessons that involve meaningful uses of technology directed at improving student learning.
  • Use of MacBook applications such as iBooks Author to consolidate learning.
  • Digital Citizenship has been adopted well by students.
  • Use of flipped learning as a real aspect of teaching that promotes independence and autonomy.
  • Individualise learning
  • Digital Citizenship and the digital licence has been adopted well by students.
  • Ensuring direct and explicit instruction still remains an essential part of the daily teaching strategies implementing technology integration when it enriches and can improve the learning experience.
  • Continued focus on core learning before, during or after technology integration.
  • Incorporation of Google Apps including Google Classroom to further enhance productivity.
  • Using Mathletics in a more directed and strategic manner and for predominantly school based use.
  • Continued focus on the quality of lessons that involve meaningful uses of technology directed at improving student learning.
  • Digital portfolios of learning - using apps such iBooks Author to communicate student learning to parents.
  • Consolidation of the 20/20 model of 20 minutes work time, stand and move and look at something 20 m away. (not being seen in most classes as an ingrained student action)
  • More parent access to planning of fluencies so that they are more informed and better able to help and support their children.
  • Continued refinement of the 21st Century Fluencies as a planning model for project based authentic instruction.
  • Work with Edith Cowan study project ongoing.
  • Parent workshops on using Apple devices.
  • Continued focus on individualised learning
  • Stronger consistency of approaches throughout the three year levels.
  • Continued development of the digital licence process and implementation as required.

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