Plan two: Integrating ICT in Universal design and assessment as learning

Democracy. (2013). [Image. Creative commons]. Retrieved from here.

The second area that I have been given, and to which this bog is dedicated, is “Democracy”.  At the year six level, students will be looking at historical timelines associated with the growth of democracy, the stolen generation, how our democracy is structured and how it works. In terms of Universal Design, I will be focusing on how students can be challenged and extended beyond their comfort zone through multimodal delivery. I will also look into choice in assessment delivery.  By that stage, the embedded tools in the electromagnetism spectrum unit will be familiar and can be used as a foundation to assist students in putting together creative summative assessments that align with their personal learning style and intelligence.

Frameworks:

  • TEST from Ira Socol’s tool belt- choose appropriate tools with in the constraints of the environment and skill set.  Myself, the mentor and students will have to do this.
  • TPACK- alignment of content and pedagogy to the most appropriate ICT tools
  • Backwards design- Start with the standards and learning objectives in mind.
  • Decoding Learning Report: Learning from others, experts, through exploring, practice.  Learning from assessments, in and across settings

Literature:

  • Britannica: Use ICT to empower, engage in real world problems and prepare for a future of complex tasks.Democracy is an authentic context, and this being an election year it is relevant and meaningful.
  • Koehler & Misha (2009). Alignment between Curriculum, assessment, pedagogy and teaching. Make thinking visible through assessments, assessments reflect HOTS, meaning making is individual, give opportunity to justify answers.
  • Ira Socol’s Toolbelt- Give students opportunity to choose the most appropriate tool for their learning, assessment and environmental context. Students evaluate own tools for suitability.
  • Finger et al (2007). Intend to cross critical use border. ICT integrated and transforms learning. Knowledgeably reflect on this integration.
  • ICT general capability: Investigating, creating and communicating with ICT.

Theories:

  • Constructivism: Build on prior knowledge and prior skills from electromagnetism spectrum unit.
  • Blooms – to engage in HOTS, LOTS must be in form of a solid foundation.
  • Wiggins and McTighe- Stating a journey with the end in mind enhances success.
  • Herriton& Kervin (2007). ICT to solve complex and authentic problems: Democracy and its applications. Use ICT for reflection too.

Resources: This is a work in progress

  • Scootle has great time lines, interactive lessons on Australian democracy, Rights of Indigenous populations.
  • Diigo
  • Other students blogs
  • Google

I will do a future post on resources found, shared and how they align, problems faces, restrictions and considerations when using those ICT tools.

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