ICT Training for Teachers

Secondary Core - Observing learners with ICT

Module 8	Contents
	Introduction Activity OBJECTIVES QUESTIONS SELF EVALUATION  Forward to Module 9 Back to Secondary ICT Core Map Back to T@LENT Web Site Map

Introduction

Observing any lesson requires a clear intention of what is to be observed, and this is best focussed in some way and contextual information is also valuable. Obviously lesson observation will require a professional partnership between the observer and the teacher leading the lesson. There needs to be trust and sensitivity and ethical considerations are paramount.

The role of teacher as researcher is vital, often this takes place very informally and almost unconsciously, and where this activity is explicit then the teacher really has the opportunity to reflect on the experiences and learn from them. A particularly good introduction to such action research is An introduction to curriculum research and development by Lawrence Stenhouse (1975, London: Heinemann) particularly chapter 10.

Activity

To observe a lesson in which learners use ICT and evaluate the experiences of the learners in terms of their development of ICT capability

OBJECTIVES

1. To establish criteria against which the observed learners’ activities will be recorded
2. To undertake the observation and collect appropriate information on the use of ICT skills, knowledge and understandings
3. To analyse the information and report on the learners’ use of ICT

QUESTIONS

• What comment can you make on the quality of learning with ICT taking place?
  • Observe an appropriate lesson and evaluate the development of learners' ICT capabilities using the NCET/NAACE Quality Indicators or a list of between 5 and 10 indicators you have identified.
  • As well as observing the lesson interview the teacher and a of sample pupils also look at supporting documentation and resources. Remain sensitive to all involved and focus exclusively on learning.
  • Through collaboration with the teacher identify one focus in the lesson or contextual material through which each quality indicator might be commented on. Write a report evaluating the lesson.
• Identify a second curriculum concern (perhaps from another subject) and evaluate a lesson in terms of that criterion as well as ICT.
  • Explore the extent they interact.

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SELF EVALUATION

• To what extent were your observation criteria appropriate?
  • Having undertaken your study reflect back on your criteria and determine to what extent each was appropriate or useful and decide how you would change them in a future study.
• How easy would you say it was to evaluate the learning of ICT skills, knowledge and understandings?
  • It might be worth taking each of these separately and assess the ease of evaluation of each.
• To what extent do you consider your report accurately reflects the learning experiences of the learners you observed?
  • You will have a professional opinion of the quality of the learning experience you studied. This will give you some indication of the accuracy of your formal study. Try to identify specific points of disagreement and agreement.
• How far do you feel your conclusions are transferable to other lessons where ICT is used to support learning?
  • Your study will have allowed you to draw some conclusions which are applicable to other learning contexts. Try to identify these and estimate how far they are transferable.

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