The Curriculum Through ICT Program

Evaluate your practice

Aspects of effective practice

Teaching & learning with ICT: A self-evaluation guide

How to use the guide

View the self-evaluation guide

Aspects of effective practice

A teacher demonstrating effective practice in teaching and learning with ICT:

1. uses a range of learner centred strategies to engage students in ICT enriched authentic, multidisciplinary learning programs, both online and offline, which demonstrate knowledge and relevance to the Curriculum Framework
2. involves students in the development of comprehensive, digitally rich assessment tasks to monitor, evaluate and report about learning
3. provides leadership to the education community in the innovative applications of ICT in teaching, learning and assessment
4. leads the school and wider educational community in the development of ICT and online policy and strategies
5. develops sustainable in-school and online partnerships with students, parents and colleagues
6. is skilled in the use and application of a diverse range of ICT productivity, collaboration and publishing tools

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Teaching & learning with ICT: A self-evaluation guide

This guide is designed to support staff and school leaders who are focusing on improving their understandings of the use of ICT in teaching, learning and assessment.

There are clear connections between this document and the Competency Framework for Teachers. The dimensions of practice described in this guide are taken from the Draft Competency Framework and additional descriptions of the role of ICT have been woven into the existing language.

Effective teaching and learning can be enriched by the addition of ICT. This guide supports educators to develop this enriched repertoire of teaching and learning strategies and to recognise the many dimensions of practice that can be impacted on by ICT.

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How to use the guide

The dimensions of effective teaching and learning are described in the left hand column of the guide. Across the top of the guide are phase descriptions of increasing competence in ICT enriched teaching and learning. Within each phase are specific descriptions related to the six dimensions of practice:

1. Facilitating student learning
2. Assessing student learning outcomes
3. Engaging in professional learning
4. Participating in curriculum policy and program initiatives
5. Forming partnerships within the school community
6. Teachers’ ICT skills and knowledge

Schools can use this guide to get a sense of individuals’ current level of skill and understanding of teaching and learning with ICT. By developing this awareness, professional learning requirements can be identified and planned for and progress through the phases can be tracked and monitored over time.

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View the guide

Teaching & learning with ICT: A self-evaluation guide (110kB pdf document)