This survey attempts to capture teachers’ current experience with a range of ICTs that are seen to enable "digital education" or "contemporary learning". The skills are grouped in the following way:
Functional Skills
- Use common computer applications
- Use software to conduct administrative teaching tasks
- Prepare materials for use online
- Author contributions to an online learning environment
- Use a variety of digital communication tools
Professional Expertise
- Participate in online environments
- Source and use digital media
- Engage in online Professional Learning
- Monitor the changing nature of digital citizenship
Educational Strategies
- Facilitate students’ participation in online learning
- Develop strategies to support personalised student learning
Instructions:
For each item of the following survey, please choose the response that best describes your experience in the area. The responses to each topic illustrate a continuum of expertise that begin with little or no experience with the topic and progress to more expansive use. Therefore, select the response for each topic that best illustrates your most advanced use at the current time.
Note: This survey is designed to catch a snapshot of your current knowledge and use of "contemporary tools." It will provide a collective profile that can be used to develop professional learning and possible research projects. There is nothing wrong with answering, "Not able to perform" to a particular functional skill or "Never" to using a particular contemporary teaching approach.
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*4. |
Years Teaching |
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*5. |
Years at Oxley College |
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*8. |
Main Year Levels taught |
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Functional Skills – Computer Applications |
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*9. |
Open a document. Add, move, copy, delete text and images. Save documents to your folder on the network. |
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*10. |
Format text in a document using italics, bold, underline. Use document styles, page breaks, headers & footers, page numbering. |
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*11. |
Insert tables, customise cells, insert and delete columns and rows. Create and modify text styles. |
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*12. |
Upload documents to Oxley servers, OxleyLearning, Atlas or a blog / wiki so others can use it. |
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*13. |
Open, convert and save between versions such as .doc / .docx |
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Presentation software (e.g. Power Point, Keynote) |
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*14. |
Create a presentation by adding text and media to a template. |
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*15. |
Enhance presentations by importing and modifying images, tables, bulleted lists. Alter fonts and colours. Modify slide layout, reorder, add and delete slides. |
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*16. |
Add videos, sound and animation effects to slides. Choose transition effects between slides. Save or export the file in a variety of formats for different uses (Web, stand alone, etc.). |
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*17. |
Use presentations to display course outlines, images or instructions and make these available for students to access outside class time. |
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Operate a spreadsheet application |
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*18. |
Enter text and/ or numbers. Add, copy, delete content. Move columns and rows. Adjust column width and margins. Format and align text for printing. |
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*19. |
Use page breaks, adjust print areas, insert headers & footers to prepare for printing. |
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*20. |
Add data into cells. Use basic formulas like sum, count or average. |
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*21. |
Create spreadsheets that use formulas. Create charts and publish them. |
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Outlook / email & Calendar |
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*22. |
Use email to communicate with colleagues, parents and/or students. |
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*23. |
Send email messages to groups. Attach files of appropriate size and format. Use cc/bcc functions as needed. Access shared calendars of school events. |
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*24. |
Receive and send messages as a member of an email / discussion list or professional network. |
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Administrative Applications
(e.g. Maze, SchoolRemote, Edval, Room Booking, Library software, Oxley network servers, etc.). |
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*25. |
Locate the screen and look up student /family address & telephone numbers, etc. Are you able to recognise split families. |
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*26. |
Search for Absentee records, Awards/detentions, Sickbay & medical alerts, sporting groups. |
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*27. |
Print medical / contact reports for off-campus excursions, a House report for ages in swimming/athletics, your tutor group with accompanying photos, etc. |
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SchoolRemote, MRBS - Meeting Room/Resource Booking Software |
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*28. |
Log-in to School Remote and the Booking software consistently. |
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*29. |
Enter text to update records as needed. Timely follow-through on the task (using the booked room, completing your contributions to the school reports by due dates). |
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Timetable / Edval Whereis |
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*30. |
Access timetables (student, staff, rooms, duty, study periods) as needed. |
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*31. |
Create lists (staffing, excursions, classes, year group, specialist student groups etc). |
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*32. |
Print lists from the timetable. Save lists in Excel and publish as needed (in emails, letters home, etc.) |
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*33. |
Manage your space on the Oxley network so that it meets user guidelines (avoid bloated profile, uploading photos, music and movie files to Oxley servers / network). |
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*34. |
Back up reports, data or personal files to a USB or external drive. |
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*35. |
Manage email account by saving messages, deleting “deleted messages” and archiving important folders. |
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Oliver OPAC (Online Public Access Catalogue) |
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*36. |
Access OLIVER library catalogue at OXLEY and from home (outside the Oxley network). |
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*37. |
Log in and conduct a TITLE, AUTHOR, or SUBJECT search. Access websites listed in OPAC. |
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*38. |
Reserve an item, access tagged “reading lists” relating to topic themes and email a list of resources selected from OPAC. |
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eLibrary – online journal articles, reference and multimedia materials |
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*39. |
Access eLibrary at OXLEY and from home (outside the Oxley network). |
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*40. |
Conduct a basic search for a topic, specify resource medium (e.g., Newspaper, Books, Maps, Pictures, etc.). Preview and open an article on the search result list. |
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*41. |
Email or print preview the article, locate its citation information. Access a specific newspaper or magazine in “Publications”. |
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*42. |
Collate a list of articles in “My List”, use the advance search to access articles according to “Reading Level”. |
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OxleyLearning / Faculty or Course Blogs |
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*43. |
Input text into a Web-based Rich Text Editor (WYSIWYG field) as found in blogs wikis and Atlas. Add links to a Web site. Upload an image. Add a document for students to download. |
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*44. |
Use categories / tags to make content more accessible. Embed videos. |
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*45. |
Add / upload a podcast file. Insert “Embed Codes” such as Google Maps, timelines, other video sources, etc. |
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Educational Strategies and Digital Teaching Practices
These items focus on the frequency you use these strategies to support student-use of contemporary learning tools and environments. Notice that the answer options have changed
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Prepare materials for use online |
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*46. |
Create electronic course materials that include text, graphics, animations, etc. |
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*47. |
Share electronic documents or presentations with colleagues by saving them to a server, Atlas, blog or wiki. |
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*48. |
Upload documents, presentations, videos or animations online for student access. |
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Participate in online environments / communications |
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*49. |
Use email to communicate with colleagues, parents and/or students. |
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*50. |
Use an online environment as a regular part of teaching (OxleyLearning, blog, wiki, etc.). |
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*51. |
Use an online space to share messages to a group, engage in real-time chats. Place and receive Internet-based calls (Skype, VoIP, videoconferencing, etc.). |
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*52. |
Follow posts, messages or updates from a range of Web 2.0 sources (Facebook/Ning, Twitter, Diigo/Delicious). |
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*53. |
Publish content for use by global teachers and students |
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Professional Learning Experiences
The following items focus on how you might use contemporary ICTs to support your own professional learning. |
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Source and use digital media |
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*54. |
Look beyond local resources like textbooks and library media to provide students with activities or materials found online. |
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*55. |
Use an online bookmarking tool (such as Delicious, Diigo, Evernote, etc.) to easily collect and tag online resources and Web sites.
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*56. |
Access RSS (Really Simple Syndication) Feeds for new digital content (news, photos, video, widgets, etc.). This might be from a Feed Reader, Pageflakes, iGoogle. etc. |
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*57. |
Show YouTube / TeacherTube / etc. video clips to students. Use iTunes, TEDTalks or another source to find quality audio or video podcasts. |
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Professional Learning: Curriculum |
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*58. |
Use Atlas Curriculum Mapping software to revise a previously taught unit. Search Atlas to find out what students are learning in other courses or year groups. |
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*59. |
Share a Mapped unit with a colleague or develop one together. Compare your Mapped unit with a concurrent unit from another faculty. |
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*60. |
Articulate a unit’s Content, Essential Questions, Concepts, Skills & related Assessments. |
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Engage in online professional learning |
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*61. |
Participate in online sharing of electronic, digital or web-based resources. |
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*62. |
Participate in online courses, chats, conferences or workshops for professional learning. |
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*63. |
Participate in some form of professional research (formal/ informal, action research, qualitative / quantitative, etc.). |
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Promoting Students' Contemporary Learning |
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Monitor the changing nature of digital citizenship |
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*64. |
Teach students about Cyber Safety and rules for online behaviour. |
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*65. |
Check copyright and Intellectual Property information when using others’ digital content. |
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*66. |
Investigate or reflect on how emerging technologies might have an impact on students’ lives. |
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*67. |
Engage students in ongoing discussions related to online issues, risks and advantages. |
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Facilitate students’ participation in online learning |
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*68. |
Students post comments to our online environment that contribute to our classroom life or learning. |
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*69. |
Students use an online space where they post to their own blog, add to a wiki, or participate in a group. |
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*70. |
Engage students in gathering of information through group contributions such as online communities, social bookmarks, RSS Feeds, Twitter (“crowdsourcing”). |
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*71. |
My students participate in online collaborative projects. |
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*72. |
Classroom activities prompt my students to communicate with students in other parts of the world. |
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Using the online presence to promote student engagement |
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*73. |
Online spaces are used as opportunities for students to post thoughtful comments. The comments are used to improve course learning / activities. |
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*74. |
Students are encouraged to post interesting resources and to contribute insights related to course topics. |
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*75. |
Students’ interests are thematically incorporated into course topics and projects, facilitating opportunities for students to extend or enrich their learning beyond course tasks. |
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Using software to support Critical Thinking |
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*76. |
Model use of mind-mapping software to represent topics and ask students to regularly create their own maps. |
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*77. |
Use mind-mapping software through a projector or interactive whiteboard. Analyse class maps as tools for discussion. |
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*78. |
Find 2 – 3 mapping or “visible thinking” approaches that best suit the students' developmental needs. Encourage students to reflect on how they use maps. |
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*79. |
Explore cognitive scaffolding tools to prompt higher performance and adopt several cognitive scaffolds to use with students. |
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*80. |
Highlight core / essential questions of concern to the course. Track and revisit core themes. Engage students in reflection on how core themes inter-relate in order to develop conceptual understandings. |
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*81. |
Encourage students to identify and pursue variations on the core questions that hold personal meaning for them. |
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*82. |
Create opportunities for students to synthesise their learning through projects that call for a creative, problem-solving or innovative response. |
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83. |
Please feel free to contribute any feedback or further information that you think would be helpful to advancing integration of ICT / contemporary learning skills at Oxley College. |
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