Technology Enhanced Learning, Teaching and Assessment …tedpal.ps/wp-content/uploads/2018/11/WP03-Deliverables... · 2018-11-27 · Technology Enhanced Learning, Teaching and Assessment

Technology Enhanced Learning, Teaching and Assessment

(TELTA) Track Handbook

Faculty of Education

Basic Education Department

Al-Azhar University-Gaza

2018 / 2019

2

Index

Welcome & Introduction ......................................................................................................................... 3

TELTA outcomes Attitude towards ICT and mobile learning ................................................................. 4

TELTA courses .......................................................................................................................................... 5

TELTA course outlines ............................................................................................................................. 8

Introduction to TELTA .......................................................................................................................... 9

The concepts of ICT in education ...................................................................................................... 12

Using media in education .................................................................................................................. 14

Mobile learning ................................................................................................................................. 17

ICT in gamification and programming ............................................................................................... 19

ICT in science education .................................................................................................................... 21

ICT in language and mathematics education .................................................................................... 23

ICT in social science ........................................................................................................................... 25

ICT for special education needs......................................................................................................... 27

Appendices ............................................................................................................................................ 29

3

Welcome & Introduction

Dear student,

The Faculty of Education at Al Azhar University is delighted to welcome you to the TELTA track of the elementary stage program, which includes innovative courses that will develop in-depth knowledge and skills in Technology Enhanced Learning teaching and assement (TELTA). As the Ministry of Education have started to apply the philosophy of Technology enhanced education in the schools of West Bank and Gaza, it is now a requirement to involve all teachers in improving the education of all children by the use of technology in their daily educational practice.

The use of technology in the classroom provides opportunities for the teacher to improve the education of all children according to modern standards in order to reach the full potential of them. On the TELTA track you will explore how (mobile) technology and gamification, didactics and pedagogical approaches to educational practice change and how these technologies can help all pupils to develop and make faster progress on the technology-less teaching methodologies.

You are going to work with present-day theory’s and statistics, examples and ideas, as well as specific tools to get a clearer picture on modern technologies in theory and practice. You develop knowledge and expertise in this specialist field, so that you are able to use the technology effectively in lessons in daily practice, but also to guide fellow students and colleagues from practice in the deployment of these technologies. You will get to know the theories about people's resistance to change processes, so that you can effectively support them in these processes. This enables you to contribute fully to the innovations within the school.

By completing the TELTA process, you can make valuable contributions to the future schools in which you teach and support your employment opportunities in this field. As you make progress in education, your specialist knowledge can lead to further professional and leadership opportunities within schools, as described in the PTPDI, enabling you to turn Palestine into a better society.

This handbook is designed to provide you with an overview of all the important information that you need to know about the TELTA track including the outcomes, courses and information on the assessment.

4

TELTA outcomes

Attitude towards ICT and mobile learning

1. The students demonstrate a positive attitude towards the use of ICT and mobile learning in education.

Knowledge from ICT and mobile learning in education

2. The students conceive conceptual frameworks of the use of ICT and mobile learning in education and understand in-depth what are the advantages and disadvantages of using ICT in education.

3. The students can develop lessons based on relevant theoretical models (SAMR, TPACK, and 21th century skills).

4. The students think creatively and divergently about the use of ICT in education in their practice for language, math and science education.

5. The students can apply (basic)gamification in the development of education.

Skills in working with ICT and mobile learning in education

6. The students develop advanced skills in several ICT, mobile applications, modern media (facebook, Instagram, whatsapp, twitter, etc) and touchscreen and are resilient and show ambiguity in working with, and finding ICT and mobile resources.

7. The students can use modern technological tools and software and are skilled in finding ICT resources on the internet for (mobile) learning and ICT and can review these resources for the benefit in their daily practice.

8. The students can create an interactive (science) learning environment and have advanced skills in the use of several ICT applications in this environment.

9. The students can develop a useable lesson with using several ICT elements and/or mobile learning and are based on theoretical reference points.

10. The students use modern technological tools and software, especially games and programming for the use in education .

5

TELTA courses

TELTA Year 1 (Sem 1):

Code Course Name Cr Hours Type

ISLM 1101 Quran 1 1 Uni

ENGL 1201 English 2 Uni

EDUC 2303 Developmental psychology 3 Fa

EDUC 2305 Methods of teaching 3 Fa

Eder 3308 Music education 3 Maj

Psyc 3321 Education and society development 3 Maj

Eder 3201 Ethics of teaching career 2 Maj



Islam 1201 Islamic belief 2 Uni

ARAB 1201 Arabic language 2 Uni

EDUC 2207 Research methods 1 2 Fa

Eder 2323 Developing academic skills 3 Fa

Educ 2336 Education studies 1: Building educational foundations 3 Fa

Eder 1301 Arts and methods of teaching arts 3 Maj



ISLam 2201 Islamic Hadeath 2 Uni

Educ 2138 Practicum 1 1 Fa

Edsc 1303 Mathematics and methods of teaching mathematics 1 3 Maj

Eder 1302 Science and methods of teaching science 1 3 Maj

Eder 1320 DISEN 1: Introduction to inclusive education (A) 3 DISEN

Eder 3309 Arabic and methods of teaching Arabic 1 3 Maj

Eder 2322 Instructional design for the teaching and learning environment

3 Maj



Islm 2105 Quran 2 1 Uni

ISLam 2202 Islamic belief 2 Uni

Educ 3314 Educational psychology (1) 3 Fa

Educ2239 Practicum 2 2 Fa

Eder 4316 Arabic and methods of teaching Arabic 2 3 Maj

EDER1321 TELTA 1: Introduction to TELTA 3 TELTA

Edsc 1302 Mathematics and methods of teaching mathematics 2 3 Maj

6




Geol 3203 Environmental sciences (elective) 2 Uni

EDUC 3309 Educational technology 3 Fa

TELT3301 TELTA 2: The concepts of ICT in education 3 TELTA

Educ 3337 Education Studies 2: Extending and enriching practice 3 Fa


Eder 4223 Arabic 3: Calligraphy and dictation and methods of teaching

2 Maj





ISLam 3201 Islamic Tafseer 2 Uni


EDUC 3302 Classroom management 3 Maj


Edsc4203 Mathematics and methods of teaching mathematics 3 2 Maj

TELT3302 TELTA 3: Using media in education 3 TELTA

TELT3303 TELTA 4: Mobile learning 3 TELTA



Pals 4201 Palestinian studies (elective) 2 Uni


Eder 2307 Islamic studies and methods of teaching Islamic studies 1 3 Fa

Eder 4101 Practicum 6 (gather data for action research and return to school)

1 Maj

Eder2306 English and methods of teaching English 1 3 Maj

Eder2305 Social Studies and methods of teaching social studies 1 3 Maj

EDER2345 Nationalization and socialization 3 Maj

TELT4301 TELTA 5: ICT in gamification and programming in education 3 TELTA

TELT4302 TELTA 6: ICT in science education 3 TELTA



LAW 4201 Human rights (elective) 2 Uni

Educ 4338 Education studies 3: Transforming practice 3 Fa

Eder 1303 Physical education 3 Maj

7

TELT4303 TELTA7: ICT in social science 3 TELTA

TELT4304 TELTA 8: ICT in Language and mathematics education 3 TELTA

TELT4305 DISEN 9/TELTA 9: ICT for special education needs (D) Is a cross reference between the two streams.

3 TELTA

8

TELTA course outlines

9

Introduction to TELTA

Course code: EDER1321

Year/Sem: 2 /2

Credit hours: 3

Teaching Hours: 45

Course description

The course introduces students with the 21st century skills the concept of educational technology and its role in dealing with education in this digital age. At the same time it addresses the role of traditional technology in meaningful learning. It introduces the foundations of three important educational theories Behaviorism, Cognitivism and Constructivism, when designing and applying different technologies in learning and teaching in the classroom. The course focuses on the use of some of the Web 2.0 technologies and the use of modern ICT equipment and how this affects the role of teachers and students in the digital age. It also considers issues like quality, plagiarism and digital habits of learners in the digital age.

Intended learning outcomes

By the end of this course, you will be able to:

1. Demonstrate a positive attitude towards the use of ICT in education. 2. Conceive conceptual frameworks of the use of ICT in education. 3. Apply basic skills in using several ICT applications and show resilience and ambiguity in

working with, and finding ICT resources. 4. Think creatively and divergently about the use of ICT in education .

Learning and teaching strategies

This course will be structured into 15 different training weeks, each of which covers a different theoretical aspect. By using ICT, learning in either a traditional classroom or an online setting students evaluate and give feedback about the theoretical aspects and their own ICT skills. Therefore coursework will contain a mix of (small part) theoretical and a (big) part practical experiences, allowing the student to interact with the e-learning systems in a hands-on way. Their reflection and development will be monitored by a personal blog. Students will developing their knowledge and skills in order to be able to effectively use their own e-learning systems with their own students.

10

Course schedule

Week Title Content

Week 1 Introduction of the role ICT in education

Week 2 Trends of ICT in education The difference between computerised and non- computerised systems in education, the impact of ICT in society.

Week 3 ICT tools for education The tool is not the main goal but always a vehicle to learn new knowledge. Different multimedia devices and player programmes. TPACK

Week 4 The force of (new) social media Introduction to social media. Instagram, Facebook, Snapchat, Twitter, etc.

Week 5 Methodology of use of ICT in education

Scope of ICT in education. Positive impact of ICT in Education, ICT in education, Dilemmas and realities

Week 6 Feedback/ first evaluation

Week 7 Theoretical models in ICT Role and nature of ICT in Education, From potential to effectiveness

Week 8 21st century skills Professional development of the 21st century skills.

Week 9 Programming in education Computational Thinking Process figure to the right): Automation: (Solution expression)

Week 10 Gamification Self-determination Theory, Game Mechanics for Serious Games Analysis

Week 11 Flipping the classroom What exactly does “flipping the classroom,” mean?

Week 12 Communication Learn different ways of effective communication and utilizing technological tools to enhance communication.

Week 13 Workshop

Week 14 Workshop

Week 15 Assessment

Week 16 Final Exam

Assessment

Practical exam ………………………………………………………… 40 %

Presentation of e-portfolio …………………………………….. 30 %

Test ………………………………………………………………………… 30 %

Recommended reading

Keengwe, J. (2015) Handbook of Research on Educational Technology Integration and Active Learning, USA: IGI Global.

Kennisnet (2015) Four in Balance Monitor. Retrieved 10-01-2018 from https://www.kennisnet.nl/fileadmin/kennisnet/corporate/algemeen/Four_in_balance_monitor_2015.pdf

https://www.kennisnet.nl/fileadmin/kennisnet/corporate/algemeen/Four_in_balance_monitor_2015.pdf


11

Koehler, M. (2012) TPACK explained http://matt-koehler.com/tpack2/tpack-explained/

Moergestel, L. van, Keijzer, A. de & Stappen, E. van der (2016) Tips and Pitfalls for Blended Learning: Redesigning a CS Curriculum Using IT. Retrieved 10-01-2018 from: https://www.hbo-kennisbank.nl/details/sharekit_hu:oai:surfsharekit.nl:f6fa8374-806b-4590-b8de-5b0cb30954f4?q=blended+learning

Spector, M. (2016) Foundations of Educational Technology (2nd ed.) New York and London:

Routledge.

Unesco (2015) Education research and foresight: Woking papers. Retrieved 10-01-2018 from: http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

http://matt-koehler.com/tpack2/tpack-explained/

https://www.hbo-kennisbank.nl/details/sharekit_hu:oai:surfsharekit.nl:f6fa8374-806b-4590-b8de-5b0cb30954f4?q=blended+learning



http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

12

The concepts of ICT in education

Course code: TELT3301

Year/Sem 3/1

Credit hours: 3

Teaching Hours: 45

Course description

This course introduces students to the use of technology in the classroom, and how to utilize e-learning platforms in learning. Moreover, it introduces the usage of Information Communications Technologies (ICT) in education and provides them with practical ideas on how to incorporate technology into their existing lessons. Student will create e-lessons using various tools with which they can augment their e-learning content and present their work using smart boards. The course encourages students to apply a range of such as audio and video equipment, mobile phones, online resources and digital tools as part of the teaching and learning process. Students will collaborate to develop a learning activity that uses digital tools and resources to support student-centered learning. This course focuses on the nature of learning and how it shapes teaching and student learning.


By the end of this course, you will able to:

1. Understand in-depth what are the advantages and disadvantages of using ICT in education. 2. Have advanced skills in the use of several ICT applications. 3. Be skilled in finding ICT resources on the internet and can review these resources for the

benefit in their daily practice. 4. Can develop a useable lesson with using several ICT elements and are based on theoretical

reference points.


This course will be structured into 15 different training weeks, each of which covers a different theoretical aspect. By using ICT in an online setting (a blog) that provides (peer)feedback about the theoretical aspects and their own ICT skills. Therefore, the coursework will contain a mix of (small part) theoretical and (large part) practical experiences, allowing the students to interact with the digital learning systems in a hands-on and brains-on way. Their reflection and development will be monitored by their personal blog. Students will develop their knowledge and skills in order to be able to use their own e-learning systems effectively in their daily practice with their own students.

13

Course schedule

Week Title Content

Week 1 Review of the previous course introduction to ICT

Week 2 Using online tools for online learning

Concepts 21e century skills.

Week 3 The use of blended learning/ digital age in education

Theoretical background of blended learning, T-PACK model, SAMR model.

Week 4 The use of online learning Theoretical background of online learning

Week 5 The use of online learning in education. Part 2

Theoretical background of online learning part 2

Week 6 Mid-term exam Mid-term exam in the university e-learning system

Week 7 Using content management system in education

Present various examples of CMS

Week 8 Using Moodle in education The use of Moodle in education

Week 9 Introducing assessment in blended learning

Week 10 Communication

Week 11 Flipping the classroom 1 Concept of flipping the classroom

Week 12 Practicum Flipping the classroom 2

Week 13 Practicum Flipping the classroom 3

Week 14 Presentations


Week 15 Assessment Mixed exam with several open and multiple choice questions about the concepts of ICT in education

Assessment

Practical exam ……………………………………………… 40 %

Presentation of e-portfolio ………………………….. 30 %

Test …………………………………………………………….. 30 %

Recommended reading

Koehler, M. (2012) TPACK explained. Retrieved 10-01-2018 from: http://matt-koehler.com/tpack2/tpack-explained/

Kennisnet (2015) Four in Balance Monitor. Retrieved 10-01-2018 from: https://www.kennisnet.nl/fileadmin/kennisnet/corporate/algemeen/Four_in_balance_monitor_2015.pdf

Gorman, M. The SAMR Model of Technology Integration Article. Retrieved 10-01-2018 from: https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf





https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf


14

Using media in education


Year/Sem: 3/2

Credit hours: 3

Teaching Hours: 45

Course description

The course aims to inform students on how to use Information and Communication Technology (ICT) in learning and teaching how to use media in education. Trough the use of modern technological tools, software and various databases related to media, which in turn will help the students to media knowledge, how to analyze the problem, discovery, how to visualize and learn programming and other various means to create an interactive learning environment, group work, which in turn lead to critical thinking and creative as well as the consolidation of information and knowledge among students. In addition, the course will strengthen practical computer skills of the students in the course topics.



1. Compare between different sources of modern media. 2. Use the information and knowledge gained critically and creativity. 3. Use modern media (facebook, Instagram, whatsapp, twitter, etc.) and touchscreen

effectively. 4. Identify the theory of TPACK and SAMR.


This course is structured into 14 different training weeks, each of which covers a different theoretical aspect. By using ICT- learning in either a traditional classroom or an online setting they learn to evaluate and give feedback about the theoretical aspects and their own ICT skills. Therefore coursework will contain a mix of (small part) theoretical and a (large ) part practical experiences, allowing the student to interact with the e-learning systems in a hands-on way. Their reflection and development will be monitored by a personal blog. Students will develop their knowledge and skills in order to be able to use effectively their own e-learning systems with their own students.

15

Course schedule

Week Title Content

Week 1 Introduction using media in education

Quality improvement of education by media

Week 2 Introduction using media in education

TPACK

Week 3 Using smart device and media by learning.

Flipping the classroom.

Blended learning.

Week 4 How to record Advice in making a instruction video.

Week 5 Smartboard and touchscreen The students can use the video’s and machine user manuals.

Week 6 Student presentations The subject the student chose



Week 9 Practicum The 360 camera

Week 10 Practicum Stopmotion video

Week 11 Practicum Trick of vision and photo creation

Week 12 Practicum Media market tools and gadgets

Week 13 Practicum Media market tools and gadgets

Week 14 Retrospective

Week 15 Assessment

Assessment

Practical exam ………………………………………………….. 40 %

Presentation by explaining e-portfolio …………….. 30 %

Test …………………………………………………………………. 30 %

Recommended reading

Arnold-Garza, S. (2014) The flipped classroom teaching model and its use for information literacy instruction. Retrieved 10-01-2018 from https://files.eric.ed.gov/fulltext/EJ1089137.pdf

Indrisano, R. Larson, L. (2013) What is technological pedagogical content (TPACK)? Retrieved 10-01-2018 from: https://www.researchgate.net/publication/260281100_What_is_technological_pedagogical_content_TPACK


Moergestel, L. van, Keijzer, A. de & Stappen, E. van der (2016) Tips and Pitfalls for Blended Learning: Redesigning a CS Curriculum Using IT. Retrieved 10-01-2018 from: https://www.hbo-kennisbank.nl/details/sharekit_hu:oai:surfsharekit.nl:f6fa8374-806b-4590-b8de-5b0cb30954f4?q=blended+learning

https://files.eric.ed.gov/fulltext/EJ1089137.pdf

https://www.researchgate.net/publication/260281100_What_is_technological_pedagogical_content_TPACK

https://www.researchgate.net/publication/260281100_What_is_technological_pedagogical_content_TPACK






16

Unesco (2015) Education research and foresight: Woking papers. Retrieved 10-01-2018 from: http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

17

Mobile learning


Year/Sem: 3/2

Credit hours: 3

Teaching Hours: 45

Course description

This course addresses mobile learning in comparison to other technologies applied in education and its relation to self- and personalization of learning. It introduces apps and tools that support mobile learning in line with methods of implementing them in the classroom/ school. It includes also search, analysis and evaluation of available resources for mobile learning, as well as planning and creation of a study unit/ lesson using mobile learning.



1. Compare mobile learning with the uses and applications of other digital technologies in education.

2. Relate mobile learning to sound learning theories including self- and personalized instruction. 3. Select, analyse and evaluate available mobile learning resources, tools and applications that

can be used in the classroom. 4. Understand the advantages and challenges of using mobile learning and propose solutions to

those challenges in schools within the Palestinian context. 5. Develop learning activities, lessons and study units based on mobile learning.


Learning strategies will include individual and cooperative learning activities especially when it comes to the production of lessons and online study units. Critical thinking skills will be enhanced by practical work which will be mostly used when it comes to the search and selection of suitable digital technologies.

Course schedule

Week Title Content

Week 1 Introduction of mobile learning in Education

The Development of Mobile phones, and its ability to be used in education and learning

Week 2 The development of educational systems

The effect of modern ICT technologies on modern education development

18

Week 3 Developing education contents Demonstrate and explain the strategies and applications used for developing educational content using mobile devices

Educational presentations management applications

Introducing nearpod.com application

Week 4 Learning to use mobile accessories.

Composing and enhancing mobile accessories in education

Week 5 Introduction of mobile learning in Education

The development of mobile phones, and its ability to be used in education and learning

Week 6 Classroom cooperative activities Using mobiles and tablets to deliver cooperative activities.

Week 7 Apps and tools for mobile learning 1 (android vs IOS)

What is android and IOS?

Week 8 Education management with mobiles

Education management by esigning learning objects and communicating with students

Week 9 Assessment midterm exam

Week 10 Using Education and learning resources on mobiles

Research and read using mobiles

Week 11 Managing and applying mobile learning in the classroom

Mobile learning in classrooms

Week 12 Managing and applying mobile learning outside the classroom

Management and deployment of mobile learning beyond classroom walls

Week 13 Communication and management of presentations

Presentation management

Week 14 Student courses projects Projects Evaluations

Week 15 Student courses projects Projects Evaluations

Week 16 Final Exam

Assessment

Planning and creation of a mobile learning based lessons ……………………………….. 20 %

Search, analysis and evaluation of mobile learning tools and resources ………….. 20 %

Presentation and discussion of mobile learning based units of study ……………… 20 %

Final Exam ………………………………………………………………………………………………………. 40 %

Recommended readings

UNESCO, (2012) Mobile Learning for Teachers: Global Themes. Retrieved 10-01-2018 from: http://unesdoc.unesco.org/images/0021/002164/216452E.pdf

Churchill, D., Lu, J., Chiu,T. and Fox, B. (eds.), (2016). Mobile Learning Design: Theories and Application, Springer, London.

http://unesdoc.unesco.org/images/0021/002164/216452E.pdf

19

ICT in gamification and programming


Year/Sem: 4/1

Credit hours: 3

Teaching Hours: 45

Course description

The course aims to inform students how to use Information and Communication Technology (ICT) in learning and teaching gamification through the use of modern technological tools, software and various databases related to science, which in turn will help the students to gamification knowledge, how to analyze the problem, discovery, how to visualize and learn programming and other various means to create an interactive learning environment, group work, which in turn lead to critical thinking and creative as well as the consolidation of information and knowledge among students. In addition, the course will strengthen practical computer skills of the students in the course topics.



1. Use modern technological tools and software, especially games and programming for the use in education

2. Demonstrate creativity about information and the knowledge they acquire. 3. Can, on a basic level, operate LEGO Mindstorms, the provided invention kit and the 3d-

printer, as an exemplary technology how it can be used in education. 4. Apply (basic)gamification in the development of education. 5. Develop (basic) programming lessons. 6. Apply the effect of the theory of Cognitive Load en Self-determination in their educational

practice.


This course is structured into 14 different training weeks, each of which covers a different theoretical aspect. By using ICT- learning in either a traditional classroom or an online setting they learn to evaluate and give feedback about the theoretical aspects and their own ICT skills. Therefore coursework will contain a mix of (small part) theoretical and a (large ) part practical experiences, allowing the student to interact with the e-learning systems in a hands-on way. Their reflection and development will be monitored by a personal blog. Students will develop their knowledge and skills in order to be able to use effectively their own e-learning systems with their own students.

20

Course schedule

Week Title Content

Week 1 Introduction to programming Computational thinking

Week 2 Practicum Programming bomberbot and beebot

Week 3 Practicum Programming beebot and microbit

Week 4 Practicum Programming the microbit and Lego mindstorms EV3 or skratch

Week 5 Practicum Lego mindstorms EV3 or skratch

Week 6 Introduction on gamification Gamification and the future of education

Week 7 Gamification Self-Determination theory

Week 8 Gamification Cognitive load theory and Instructional design

Week 9 Gamification Mapping learning and game mechanics for Serious games analysis

Week 10 Practicum Week of developing the game.




Week 14 Retrospective

Week 15 Assessment

Assessment

Practical exam ……………………………………………….. 40 %

Presentation by explaining e-portfolio…………… 30 %

Test …………………………………………………………. 30 %

Recommended reading

Arnab, S. (2013) Mapping Learning and Game Mechanics for Serious Games Analysis. Retrieved 10-01-2018 from: https://pure.tue.nl/ws/files/7993683/708440109437296.pdf

Deci, E. & Ryan, R. (2015) Self-Determination Theory. Retrieved 10-01-2018 from: http://duwtje.com/wp-content/uploads/2015/06/Self-Determination-Theory.pdf

Oxford Analytica (2016) Gamification and the future of education. Retrieved 10-01-2018 from: https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6

Paas, F., Renkl, A. & Sweller, J, (2010) Cognitive Load Theory and Instructional Design: Recent Developments. Retrieved 10-01-2018 from: http://www.tandfonline.com/doi/pdf/10.1207/S15326985EP3801_1

https://pure.tue.nl/ws/files/7993683/708440109437296.pdf

http://duwtje.com/wp-content/uploads/2015/06/Self-Determination-Theory.pdf

https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6

https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6

http://www.tandfonline.com/doi/pdf/10.1207/S15326985EP3801_1

21

ICT in science education


Year/Sem: 4/1

Credit hours: 3

Teaching Hours: 45

Course description

The course aims to teach students on how to use Information and Communication Technology (ICT) in learning and teaching sciences through the use of modern technological tools, software and various databases related to science. This will help the students to learn to analyse and solve issues in order to create an interactive science learning environment. The applied group work will lead to critical thinking and creative as well the consolidation of information and knowledge among students. In addition, the course will strengthen practical computer skills of the students in the course topics.



1. Use modern technological tools and software. 2. Think critically and make selections in information from internet or other sources, ICT science

tools and Multi- and social media tools to enhance their practice of science education. 3. Develop an interactive learning science environment for their practice with the use of the

proper ICT tools. 4. Know how to work with at least three types of science ICT tools like an digital microscope, a

datalogger, robot building kit, etc.


This course will be structured into 14 different training Weeks, each of which covers a aspect of theoretical and practical aspects. By using ICT- learning in either a traditional classroom or an online setting they learn to evaluate and give feedback about the theoretical aspects and their own ICT skills. Therefore coursework will contain a mix of (small part) theoretical and a (large ) part practical experiences, allowing the student to interact with the e-learning systems in a hands-on way. Their reflection and development will be monitored by a personal blog. Students will develop their knowledge and skills in order to be able to use their own e-learning systems effectively with their own pupils.

22

Course schedule

Week Title Content

Week 1 Introduction of ICT in science The role of ICT in science

Week 2 Science tools and gadgets 1 Practicum: tools for education; resources for science lessons



Week 5 Media Market a tool and gadget carrousel

Tools for education; resources for science lessons

Week 6 Feedback / first evaluation Practical training of the use of ICT pedagogical strategy & methodology in education

Week 7 Science and multimedia

Week 8 Science and social media

Week 9 Four in balance The knowledge and attitude of implementing ict in education

Week 10 Student presentations Feedback for the design, development students



Week 14 What you have learn Preparing assessment

Week 15 Assessment/ test Assessment

Assessment

This will be assessed by a practical exam (40%) by a presentation what covers and applies the course topics and shows their development, resilience and ambiguity in working with, and finding ICT resources by explaining their e-portfolio (30%). The basic understanding in conceptual frameworks and the use of ICT in education will be assessed by a test (30%)

Recommended reading










23

ICT in language and mathematics education


Year/Sem: 4/2

Credit hours: 3

Teaching Hours: 45

Course description

The course introduces students to the various ways digital information and communication technology (ICT) may be used in language and mathematics teaching and how to use virtual, pedagogical principles in teaching languages with technology and promotes the effective use of ICT tools and open resources in support of quality language and math’s teaching and learning, using virtual classrooms and social networks based on ICT in course to develop the student learning. By the end of the course, the student will be able to develop a new teaching practice and develop interactive resources by online tools.



1. Demonstrate an in-depth understanding of the use of ICT in both language and math education.

2. Have advanced skills in several relevant ICT applications, 3. Find and use ICT resources creatively in their daily practice. 4. Develop Language and Math lessons based on relevant theoretical models (SAMR, TPACK,

and 21th century skills).


This course will be structured into 14 different training weeks, each of which covers a certain theoretical aspect by using ICT- in an online setting that provides a thorough feedback about the theoretical aspects and their own ICT skills. Therefore, the coursework will contain a mix of (small part) theoretical and (large part) practical experiences, allowing the students to interact with the e-learning systems in a hands-on and brains-on way. Their reflection and development will be monitored by a personal blog. Students will develop their knowledge and skills in order to be able to use effectively their own e-learning systems with their own students.

Course schedule

Week Title Content

Week 1 Introduction of ICT in language The role of ICT in language

24

Week 2 Introduction of ICT in mathematics

The role of ICT in mathematics

Week 3 Practicum tools and gadgets



Week 5 Media marketplace a tool and gadget carrousel

Demonstration of ICT tools for language and mathematics education

Week 6 Feedback / first evaluation TPACK and SAMR

Week 7 Multimedia in language and math

Multimedia in language and math

Week 8 Social media in language and math

Social media in language and math

Week 9 Poster carrousel TPACK and SAMR in practice

Week 10 Practicum Preparing for the finals




Week 14 What you have learned Preparing assessment

Week 15 Assessment

Assessment

Practical exam ……………………………………………….. 40 %

Presentation by explaining e-portfolio …………… 30 %

Test ……………………………………………………………….. 30 %

Recommended reading







25

ICT in social science


Year/Sem: 4/2

Credit hours: 3

Teaching Hours: 45

Course description

The course aims to inform students how to use Information and Communication Technology (ICT) in learning and teaching social sciences through the use of modern technological tools, software and various databases related to history, geography and religion topics. These in turn will help to enhance student knowledge of social sciences, how to analyze problems, discover, visualize places through computer maps, multimedia voice and image, graphics, statistics and tables, and other various means to create an interactive learning environment, group work, which in turn lead to critical thinking and creative as well as the consolidation of information and knowledge among students. In addition, the course will strengthen practical computer skills of the students in the course topics.



1. Endorse a positive attitude towards the use of ICT in education. 2. Gain basic understanding in conceptual frameworks of the use of ICT in education. 3. Use modern technological tools, software and various databases. 4. Think critically and creative about information and knowledge. 5. Create an interactive learning environment.


This course will be structured into 14 different training Weeks, each of which covers a different aspect of theoretical aspects. By using ICT- learning in either a traditional classroom or an online setting they learn to evaluate and give feedback about the theoretical aspects and their own ICT skills. Therefore coursework will contain a mix of (small part) theoretical and a (large ) part practical experiences, allowing the student to interact with the e-learning systems in a hands-on way. Their reflection and development will be monitored by a personal blog. Students will develop their knowledge and skills in order to be able to use effectively their own e-learning systems with their own students.

26

Course schedule

Week Title Content

Week 1 Introduction of ICT in social science

The role of ICT in social science

Week 2 Social media and framework The possibilities of social media (Facebook, Fakebook, Snapchat, Twitter, etc)

Week 3 Social science tools Tools for education; resources for lessons

Week 4 The force of media Cyber bullying and cyber stalking

Week 5 The use of ICT pedagogical strategy & methodology in education

T-PACK and SAMR

Week 6 Student presentations T-PACK and SAMR



Week 9 Create SS lessons in e-learning system

E-learning practicum

Week 10 SS lessons combining together Integrated lessons practicum

Week 11 SS lessons combining together Integrated lessons practicum

Week 12 Practicum communication tools and online learning 1

Communication tools and online learning

Week 13 Practicum communication tools and online learning 2

Communication tools and online learning

Week 14 What you have learned Preparing assessment

Week 15 Assessment Assessment

Assessment

Practical exam ……………………………………………….. 40 %

Presentation by explaining e-portfolio …………… 30 %

Test ……………………………………………………………….. 30 %

Recommended reading










27

ICT for special education needs


Year/Sem: 4/2

Credit hours: 3

Teaching Hours: 45

Course description

This course aims to develop knowledge of inclusive and assistive technologies. Technology can be utilised to widen participation as well as helping people overcome elements of their impairments. This may be through augmentation; education of skills to overcome impairment, for instance by providing alternative language skills or social skills; adapting existing interfaces and functions to overcome impairment; and substituting manual tasks with technologies that ameliorate elements of impairments.



1. Demonstrate an understanding of assistive and inclusive technology, what constitutes social inclusion through technology and how technology can be made inclusive.

2. Analyse and evaluate existing technologies that inform good practice in teaching and consider ways these technologies can be applied to support inclusion.

3. Design and develop a resource which uses technology to provide learning opportunities that are more inclusive.


Teaching and learning opportunities will include practical workshops, discussions and presentations that will increasingly encourage students to develop a systematic understanding of key aspects of the module content. During discussion students will be encouraged to devise and sustain arguments, commenting upon particular aspects of research, policy and theory against their own experiences, and those of fellow students, tutors and other professionals. Students will be encouraged to support in their learning further through Technology Enhanced Learning, including web-based and audio-visual materials. They will also be encouraged to expand their database of readings and portfolio of resources, which will assist them in completing the module assessment and will further enhance their preparations for practice in an educational setting.

Course schedule

Week Topic

Week 1 An introduction to inclusive and assistive technology

Week 2 Exploring assistive technologies

Week 3 Exploring inclusive technologies

28

Week 4 Barriers to learning

Week 5 Technology workshop

Week 5 Inclusive and assistive technology for communication

Week 6 Inclusive and assistive technology for literacy

Week 7 Exam 1

Week 8 Inclusive and assistive technology for physical needs

Week 9 Inclusive and assistive technology for sensory needs (guest speaker)

Week 10 Planning resources to overcome barriers for learning and / or assessment

Week 11 Designing and developing resources

Week 12 Trialling a resource to aid inclusion

Week 13 Development of resource

Week 14 Sharing and evaluating resources

Week 15 Final exam

Assessment

Coursework (an inclusive or assistive technology resource, ILO 3) …….. 20 %

Exam 1 (ILO 1)……………………………………………………………………………………..20 %

Final Exam (ILO 1 and 2) ……………………………………………………………………..60 %

Recommend reading

Bowden Carpenter, L., Beard, L.A., & Johnston, L.B. (2014) Assistive Technology: Access for All Students. London: Pearson.

Department of Health. (2013) Research and development work relating to assistive technology. London: Department of Health.

Hayhoe, S. (2014) The need for inclusive accessible technologies for students with disabilities and learning difficulties, In L. Burke (Ed.). Research, Reflections & Arguments on Teaching & Learning.

WEBSITES

https://www.abilitynet.org.uk/ http://www.assistivetechnologies.co.uk/ http://www.catch.org.uk/ http://www.microsoft.com/enable/at/types.aspx https://sites.google.com/a/msad60.org/technology-is-learning/samr-model (SAMR model)

JOURNALS

Assistive Technology Technology and Disability

http://www.assistivetechnologies.co.uk/

http://www.catch.org.uk/

http://www.microsoft.com/enable/at/types.aspx

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

29

Appendices

30

Appendix 1. Theoretical concepts of TELTA

TPACK model TPACK (Technological, Pedagogical and Content Knowledge), is a useful model for educators as they begin to use digital tools and strategies to support teaching and learning. This model is designed around the idea that content (what you teach) and pedagogy (how you teach) must be the basis for any technology that you plan to use in your classroom to enhance learning.

SAMR Model The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.

The 21st century skills

21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.

Blended learning

Blended learning is an education program (formal or non-formal) that combines online digital media with traditional classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.

Gamification Gamification is the application of game-design elements and game principles in non-game contexts. Gamification commonly employs game design elements to improve user engagement, organizational productivity ,flow , learning ,and evaluation.

Digital literacy Digital literacy refers to an individual's ability to produce clear information through writing and other forms of communication on various digital platforms. Digitally literacy showcases an individual's grammar, computer, writing, and typing skills on platforms, such as, social media sites and blog sites. Digital Literacy also includes other devices, such as, smartphones, tablets, laptops and desktop PCs.

Media pedagogy Media Pedagogy is the discipline that deals with the theory and practice of teaching and how these influence student learning by the use of media.

Educational design

Instructional design (ID), or instructional systems design (ISD), is the practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.

Four in balance monitor

In essence, the successful introduction of ICT in education involves striking the right balance between four basic elements: vision, expertise, content and applications, and infrastructure. Having better technical facilities does not automatically lead to more computer use. Considering the human elements (for example making a vision explicit in a policy plan or receiving training) will not lead to the long-term use of ICT if the necessary technical facilities are not available at the same time. It is possible to strike the right balance between the human and technical elements if the stakeholders – teachers, school managers and school boards – work together.

(Cyber)bullying Cyberbullying and Cyber harassment are also known as online bullying. It has become increasingly common, especially among teenagers. Cyberbullying is when someone, typically teens, bully or harass others on social media sites. Cyberbullying allows bullies to easily and anonymously harass victims online.

Creative thinking strategies

Creative thinking strategies are used to help us use our brains in a different way - to change our usual thinking process. Creative thinking is a way of divergent thinking and helps to be imaginative. It can generate many possible solutions.

Mindset A mindset is a set of assumptions, methods, or notations held by one or more people or groups of people. A mindset can also be seen as incident of a person's world view or philosophy of life. A mindset may be so firmly established that it creates a powerful incentive within these people or groups to continue to adopt or accept prior behaviors, choices, or tools.

31

Cognitive load theory

Cognitive Load Theory (or CLT) is a theory which aims to understand how the cognitive load produced by learning tasks can impede students’ ability to process new information and to create long-term memories.

Self-determination theory

Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's inherent growth tendencies and innate psychological needs. It is concerned with the motivation behind choices people make without external influence and interference. SDT focuses on the degree to which an individual's behavior is self-motivated and self-determined.

Flipping the classroom

A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.

Social constructivism

According to the theory of social constructivism, social worlds develop out of individuals’ interactions with their culture and society. Knowledge evolves through the process of social negotiation and evaluation of the viability of individual understanding. Basically, every conversation or encounter between two or more people presents an opportunity for new knowledge to be obtained, or present knowledge expanded. The exchange of ideas that goes along with human contact is at play here.

32

Appendix 2. Palestinian Teacher Professional Development Index (PTPDI)

The key features of the PTPDI competences for TELTA

Level Professional Development Stage Key Features

5 Exceptional competency Level 5 competences are very demanding and involve extensive specialist knowledge and skills. It is envisaged that only a small percentage of teachers would reach this level. At Level 5 teachers are not expected to be experts in every aspect of the teaching profession, but are expected to have developed a smaller number of specialist competences (3 – 8) that enable them to take on leadership roles within their schools and/or districts.

4 Advanced competency At Level 4 teachers are expected to be able to demonstrate the majority (75%) of Level 4 competences as well as all the Capable level competences. As these are advanced level competences, to reach this level teachers are expected to have substantial experience and have engaged in extensive professional development.

3 Capable competency At Level 3 teachers are expected to be able to demonstrate all the Capable Level competences. These will be developed through increased experience and continuing professional development.

2B Essential competency

Levels 2A and 2B overlap conceptually and provide a bridge between the readiness to teach core competences that student teachers are expected to develop by graduation (Level 2A) and the essential competences they are expected to develop during induction as new teachers (Level 2B).

2A Readiness to teach core competency

Student Teacher

(Practicum 4 & 5)

These build upon and extend the foundation competences of Level 1. They represent the competences student teachers are expected to achieve upon graduation to indicate their readiness to enter the profession and become a teacher. These will normally be demonstrated during Practicum 4 and 5 Field Experience in schools.

1 Readiness to teach foundation competency

Student Teacher

(Practicum 2 & 3)

These fundamental basic competences, which student teachers begin to develop during the early years of their degree programme, provide the foundation for their future development as teachers. Students are expected to demonstrate during Practicum 2 and 3 Field Experience in schools.

33

Appendix 3. Palestinian Teacher Professional Development Competency Profile

Planning for learning and teaching

1.1 Subject content

1.2 Palestinian curriculum

1.3 Factors that promote learning

1.4 Factors that hinder learning

1.5 Link between planning,

teaching and evaluation

Teaching to facilitate learning

2.1 Learning environment

2.2 Teaching strategies and

resources

2.3 Technology Enhanced Learning

and Teaching (TELT)

2.4 Strategies for positive behaviour

2.5 Approaches to inclusive practice

2.6 Connections across the

curriculum and to daily life

2.7 Effective communication

2.8 Continuing professional

development

Assessing and reporting learning outcomes and progress

3.1. Assessment for learning

strategies

3.2. Assessment to inform planning

3.3. Reporting pupils’ progress

Core professional values, beliefs and attitudes to underpin the professional teaching competences

1. Love and respect children and care for their well-being.

2. Value inclusive practice and the learning of all pupils.

3. Regard pupils as integral partners in the educational process.

4. Believe that every pupil can achieve high but realistic expectations and that teachers play a significant role in

facilitating pupils to realise their individual potential.

5. Hold positive, flexible attitudes towards change and a commitment to continued professional development.

6. Adopt a reflective and critical approach to teaching through examining, questioning and discussing one’s own practice.

7. Hold positive attitudes towards teamwork and collaboration.

8. Adopt high standards of ethical practice in all dealings with pupils and parties concerned with children’s education.

34

Appendix 4. PTPDI Competences Specific to TELTA

CORE TEACHING COMPETENCE 1


Levels of competency progression Level 1: Readiness to Teach (Foundation)

Student teachers are able to demonstrate the following competences during Practicum 2 and 3:

Level 2a: Readiness to Teach (Core)


Sub-competences Indicators Indicators

1.1 Apply subject content knowledge (CK) and

subject pedagogical content knowledge (PCK) to

planning for learning and teaching.

Apply foundations of subject content knowledge (CK) and pedagogical content knowledge (PCK) to inform planning for learning and teaching in the subjects and age range s/he teaches.

Apply relevant and appropriate curriculum subject content knowledge (CK), including basic knowledge of pupils’ main misconceptions, and pedagogical content knowledge (PCK) to planning for learning and teaching.

1.5 Apply knowledge of the relationship between

planning, teaching, and assessment of learning

experiences.

Apply knowledge and understanding of key components of planning, teaching and assessment to the design and development of learning activities.

Establish clear connections between intended learning outcomes, learning activities and assessment in order to plan effective learning experiences for pupils.

35



Levels of competency progression Level 1: Readiness to Teach (Foundation)


Level 2a: Readiness to Teach (Core)


Sub-competences Indicators Indicators

2.1 Establish and maintain safe, motivating,

interactive learning environments. Establish a pleasant classroom environment that is safe, motivating and supportive of pupils’ learning; and establish good working relationships with pupils and the class teacher.

Establish and maintain safe, motivating, interactive learning environments; that take into account seating arrangements, pupil groupings, organization of resources and displays; where pupils are enthusiastic to learn and where there is rapport between pupils and teacher.

2.2 Apply knowledge and understanding of a range of

teaching strategies and resources to enable

effective learning.

Select from and use fundamental teaching and learning strategies and resources that motivate and support pupils’ learning.

Use a range of teaching strategies and resources appropriate to the subject taught and pupils’ ages, levels of ability, learning styles, interests and needs to motivate and support effective learning inside and outside the classroom.

2.3 Apply knowledge and understanding of ICT and

Technology Enhanced Learning and Teaching

(TELT) approaches to facilitate pupils’ learning and

support teachers’ professional roles.

Know and understand the value of using ICT and TELT

approaches and use these in teaching, where

appropriate, to facilitate pupils’ learning.

Use a range of appropriate ICT and TELT approaches to facilitate pupils’ learning inside and outside the classroom; and their professional roles as teachers.

36



Levels of competency

progression

Level 2b: Essential

Teachers operating at this level are able to demonstrate the essential competences below:

Level 3: Capable

In addition to the essential competences at level 2b, teachers operating at level 3 are able to demonstrate the capable competences below:

Level 4: Advanced

In addition to the competences at levels 2b and 3, teachers operating at level 4 are able to demonstrate the majority of the advanced competences below:

Level 5: Exceptional

In addition to the competences at levels 2b,3 and 4 teachers operating at level 5 are able to demonstrate some specific exceptional competences below:

Sub-competences Indicators Indicators Indicators Indicators

1.1 Apply subject content

knowledge (CK) and

subject pedagogical

content knowledge (PCK)

to planning for learning

and teaching.

Apply relevant and appropriate curriculum subject content knowledge (CK), including knowledge of pupils’ main misconceptions, and pedagogical content knowledge (PCK), to planning for learning and teaching.

Apply relevant and appropriate curriculum subject content knowledge (CK), including knowledge of pupils’ typical misconceptions, and pedagogical content knowledge (PCK) to planning for improved learning and teaching in the classroom context.

Apply detailed subject content knowledge (CK), evaluation of pupils’ typical misconceptions, and appropriate pedagogical content knowledge (PCK) to plan for improved learning and teaching in the classroom and school context

Support other teachers to develop, apply and evaluate subject content knowledge (CK) including pupils’ typical misconceptions, and pedagogical content knowledge (PCK) to improve planning, learning and teaching in the classroom and wider school context

1.5 Apply knowledge of the

relationship between

planning, teaching, and

assessment of learning

experiences.

Establish clear connections between intended learning outcomes, learning activities and assessment in order to plan effective learning experiences for pupils.

Establish coherent connections between intended learning outcomes, learning activities and assessment in order to plan effective learning experiences that support progression in pupils’ learning.

Align clearly and coherently intended learning outcomes, learning activities and assessment in order to plan stimulating, interactive and effective sequences of learning experiences that support progression in pupils’ learning.

Work with teachers in school to promote knowledge, understanding and ability to align constructively the key aspects of planning, teaching and assessment of pupils’ learning; and provide leadership in curriculum improvement processes at classroom and wider school levels of practice.

37




progression

Level 2b: Essential


Level 3: Capable


Level 4: Advanced





2.1 Establish and maintain

safe, motivating,

interactive learning

environments.

Establish and maintain safe, motivating, interactive learning environments; that take into account seating arrangements, pupil groupings, organization of resources and displays; where pupils are enthusiastic to learn and where there is rapport between pupils and teacher.

Establish and maintain safe and productive learning environments characterized by good rapport between pupils and teacher; where the teacher responds flexibly and creatively to students’ learning needs and experiences, and creates an effective, respectful teaching atmosphere in which students are normally engaged, motivated and enthusiastic to learn.

Establish and maintain safe and challenging learning environments characterized by excellent rapport between pupils and teachers; where the teacher responds flexibly and innovatively to students’ learning needs and experiences, and creates an effective, respectful teaching atmosphere in which students are engaged, highly motivated and enthusiastic to learn.

Give advice to and assist other teachers to create safe, motivating, interactive, effective and respectful learning environments that support and inspire pupils’ learning inside and outside the classroom.

2.3 Apply knowledge and

understanding of ICT and

technology enhanced

learning and teaching

(TELT) approaches to

Use a range of appropriate ICT and TELT approaches to facilitate pupils’ learning inside and outside the classroom; and

Use a range of appropriate ICT and TELT approaches to support and enhance pupils’ learning inside and outside the classroom; and their own

Use a wide range of appropriate ICT and TELT approaches consistently and innovatively in teaching in ways that are efficient, effective and engaging to support

Support and advise other teachers on the use of appropriate ICT and TELT approaches in teaching in ways that are efficient, effective and engaging to support, enhance

38

facilitate pupils’ learning

and support teachers’

professional roles.

their professional roles as teachers.

continuing professional development.

and enhance pupils’ learning inside and outside the classroom; and their own continuing professional development

and extend pupils’ learning inside and outside the classroom; and their own continuing professional development.

39


Assessing and reporting learning outcomes and progress


progression

Level 2b: Essential


Level 3: Capable


Level 4: Advanced





3.1 Use assessment for

learning strategies to

monitor pupils’ progress,

provide constructive

feedback, which supports

pupils to reflect upon and

improve their learning

outcomes.

Use basic assessment for learning strategies to monitor pupils’ progress and provide constructive and timely feedback, which supports pupils to understand their strengths and areas for improvement.

Use consistently and effectively a range of assessment for learning strategies to monitor pupils’ progress and provide constructive and timely feedback which encourages pupils to reflect upon and improve their learning.

Adopt an informed approach to monitoring pupils’ progress and providing feedback, which focuses upon and responds to individual learning needs and which have a positive impact upon improvement in pupils’ learning.

Support and advise other teachers on the use of effective assessment for learning strategies to monitor pupils’ progress, provide feedback; and which have a significant impact upon improvement in pupils’ learning at whole-school level.

3.2 Use the outcomes of

formative and summative

assessment to inform

planning and target

setting and improve the

effectiveness of teaching

and learning.

Evaluate the outcomes of formative and summative assessment to inform planning and teaching and set pupils targets, which lead to improvement in their learning.

Apply the outcomes of formative and summative assessment effectively to identify pupils’ misconceptions in learning; set teaching objectives and pupil targets that provide appropriate levels of challenge and promote their learning progression.

Use consistently the outcomes of effective formative and summative assessment strategies to assess and evaluate critically pupils’ learning and misconceptions, and the effectiveness of teaching; set pupils responsive targets that reflect their learning needs and provide appropriate challenge that leads to improved learning for all pupils.

Adopt a leadership role in developing school assessment policy; support and advise other teachers on how to use formative and summative assessment strategies to capture aspects of individual pupils learning; set focused individual targets that cater for individual learning needs; provide clear and appropriate challenge and lead to improvement

40

in teaching and learning at whole-school level.

Documents

Technology Enhanced Learning, Teaching and Assessment …tedpal.ps/wp-content/uploads/2018/11/WP03-Deliverables... · 2018-11-27 · Technology Enhanced Learning, Teaching and Assessment