21CLD Learning Activity Rubrics Use of ICT for Learning

21CLD Learning Activity RubricsUse of ICT for Learning 2nd Workshop on Telecollaboration and Project-based Learning to Reorient Teacher Education towards EFA and ESD 2-4 October 2013, Holiday Inn, Bangkok, Thailand

ICT globalization knowledge economies Used in what ways? lifelong learning knowledge skills

NOTE: This rubric focuses on ICT use in supporting Knowledge Construction and Real-World Problem Solving & Innovation.

Students have the opportunity to use ICT? • Students use ICT directly to complete all or part of the learning activity • have control over the ICT use themselves • either “required to” or “allowed to”

Is this Student Use? A B Students complete a math learning activity by using MS Excel. • Students complete a math learning activity by using worksheets that the educator has printed out from the computer.

Is this Student Use? A B Students learn about cell replication by watching the educator demonstrate a software simulation of the process. • Students learn about cell replication by using a software simulation to explore the process.

ICT supports students’ knowledge construction? • KC = interpretation, analysis, synthesis, or evaluation • Focus is on the learning goal, not on learning how to use the ICT.

Does this student use support Knowledge Construction? A B Students use Microsoft Excel to add numbers together. • Students use Microsoft Excel to analyse the results of an experiment.

Does this student use support Knowledge Construction? A B Students use StickySorter to create interconnected plot and character diagrams for the novel they are reading in literature class. • Students use StickySorter to make a list of the characters in the novel they are reading in literature class.

ICT is required for constructing this knowledge? • KC is impossible or impractical without the use of ICT • Examples: • Investigating how stars are formed via computer-based simulations • Interviewing students from another country over a period of two weeks via email, chat, or videoconference to support KC - this would be impractical via other means

Is ICT required for this KC? A B Students use the Internet to find newspaper articles from five different countries about a current global event, and analyse how the perspectives are similar or different. • Students read the local newspaper online to research a current global event and analyse three stories they find.

Students are designers of an ICT product? • when ICT use supports real-world problem-solving & innovation • needs and preferences of a specific group of authentic audience are considered in the design and creation of the ICT product • NOTE: Actual use of the product is not a requirement

Samples where students are designers of ICT products • Students create a Flash animation to educate pre-school children on proper hygiene. • Students produce a video infomercial on e-waste management schemes that the mayor’s office can use for its “green community” campaign.

Real-World Problem Solving and Innovation • Group activity – 5 minutes • go over the other “Yes”/”No” samples in the Guide • spend time to clarify definitions and samples

Students are required or allowed to use ICT directly to complete part or the whole activity ICT is used by students to directly or indirectly construct knowledge KC is impossible or impractical without the use of ICT ICT is used to design and create a product, with a particular authentic audience in mind

Sample Case 1Olympics Site Selection • Not observed • Students have opportunity to use ICT • #2 AND ICT supports students’ KC • #3 AND ICT is required for constructing this kowledge • #4 AND students are designers of an ICT product

Project Improvements • Review your own project to see how it scores against the rubric. • Discuss ways to improve the project design to increase your rating on the “Use of ICT for Learning” rubric.

End of Session Mel Tanmm.tan@unesco.org

21CLD Learning Activity Rubrics Use of ICT for Learning