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Self-Assessment Instrument for Topic 3

ICT uses in instruction, assessment, student learning, and student work.


Self-Assessment Instrument for ICT uses in Instruction, Assessment, Student Learning, and Student Work

This self-assessment instrument focuses on the routine, everyday integration of ICT use into instruciton, assessment, and student work. Please rate yourself using the following 7-point scale for each question.

Click here for a discussion of the meaning of the scale points.

Each question is accompanied by a brief discussion of the topic being assessed. If you do not understand the details given in a particular brief discussion, the chances are that you are at the (1) or (2) level on this topic. After you give yourself a numerical rating on the 7-point scale, write a paragraph that explains and justifies your numerical rating.

1. Curriculum Planning: 1 2 3 4 5 6 7

Plans for student use of ICT in a way that is consistent with educational theory and research. Plans for the integration of ICT in the curriculum to support learning that is consistent with and supportive of school, district, and state non-ICT and ICT goals and standards.


2. Classroom Management: 1 2 3 4 5 6 7

Monitors student conduct with respect to state, school district, and school Acceptable ICT Use Policy, Intellectual Property Rights Policy, and other policies on appropriate use of ICT hardware, software, and telecommunications facilities.


3. Instruction: 1 2 3 4 5 6 7

Makes effective use of ICT-based aids to instruction and learning. Helps students to make effective use of ICT in doing and presenting their own work.


4. Assessment: 1 2 3 4 5 6 7

Develops and implements authentic assessment for multimedia projects and other ICT-using student activities. Facilitates students in making use of ICT in developing portfolios of their work.


5. Professionalism: 1 2 3 4 5 6 7

Communicates effectively and dependably with students, colleagues, administrators, supervisors, educational assistants, and parents using E-mail and other electronic aids. Makes use of ICT as an aid to doing one's own work and to remaining current in educational research, curriculum content, and effective educational practices.


 6. Computer-Assisted Learning: 1 2 3 4 5 6 7

There is a huge amount of computer-assisted learning (CAL) software. Much of it is embedded in a game-like environment and can be classified as "edutainment." CAL included drill and practice, tutorial, simulation, and virtual reality types of material. Increasing capability in this field is evidenced by increasing familiarity with and facility in using contemporary computer-assisted learning software that has been proven effective in helping students to learn the various content areas at the grade levels one is preparing to teach.


 7. ICT-Assisted Project-Based and Problem-Based Learning: 1 2 3 4 5 6 7

Project-based learning and problem-based learning are well supported by educational research and are important tools in the repertoire of many teachers. PBL can be used to help create learning environments that are intrinsically motivating to students and that adhere to guidelines suggested by the learning theories: constructivism; and situated learning. ICT-based PBL is the integration of ICT into PBL, with students making routine use of ICT as they do the research and other work to develop a product, performance, and/or presentation.


 8. Problem Solving in an ICT Environment: 1 2 3 4 5 6 7

Each academic discipline is defined by the types of problems that it addresses, the tools and methodologies that it uses, and its accumulated results. Each discipline has developed a number of problem-solving ideas that are specific to the discipline. However, there are many approaches to problem solving that cut across many or all disciplines and that facilitate transfer of learning among disciplines. The high-road, low-road theory of transfer underpins such instruction and learning. ICT provides a number of aids to problem solving --some specific to particular disciplines, and some that are applicable to most disciplines.


9. Hardware and Software Problems: 1 2 3 4 5 6 7

Every ICT user encounters a variety of hardware and software problems. Minor problems include a device not plugged into a power source, disconnected cables, printer out of paper, and devices not turned on. More challenging problems include intermittent hardware errors, bugs in software, problems with networks. Teachers deal with their own hardware and software probes and must also deal with problems that their students encounter as they use ICT facilities within their classroom and in computer labs.  



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