Manitoba

Education and Training

IMYM Logo

Research Results

ICT Application and Integration by Pre-service Teachers Beginning to Implement the IMYM Model

Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education, Citizenship and Youth


< Previous | TOC

Appendix B

Interdisciplinary Middle Years Multimedia (IMYM) Model
Self-Assessment of Pedagogical Skills in Integrating ICT with Curriculum and Classroom Practice*

This self-assessment will help you and your technology mentor to develop an individual professional growth plan to increase your pedagogical skill in integrating ICT with your classroom practice. It will also help you to determine areas in which you might continue to learn and practice in a self-directed manner. Please judge your competency level in each of the following areas by checking the box that best describes your current skill level. (Be honest, but be kind!)

Self-Assessment of Pedagogical Skills in Integrating ICT with Curriculum and Classroom Practice
Pedagogical Skill Beginning Developing Accomplished Exemplary
I. Using Educational Software Check BoxI do not use educational software as part of my instruction and I am not aware of any titles that may help my students meet their learning goals. Check BoxI use some educational software as an instructional supplement, as a reward, or for children with special needs. Check BoxI use educational software (such as drill and practice, simulations, tutorials) that have been evaluated as learning resources that match outcomes in Manitoba Foundation for Implementation documents. I use these resources to provide experiences otherwise unavailable to my students. Check BoxI seek out new educational software for evaluation and adoption. I access sources of software reviews and keep current on developments in educational technologies through professional reading and conference attendance. I share my findings with my colleagues.
II. Using information and communication technology to improve student writing Check BoxI am not familiar with any technologies that would allow me to help my students improve their writing skills. Check BoxI ask that the final draft of some student writing assignments be word processed. I do not expect or encourage my students to compose or edit using the computer. Check BoxI help students use the computer in all phases of the writing process from brainstorming to concept mapping to writing and editing. This includes the use of portable computers, outlining and concept mapping tools, spelling and grammar checkers, and desktop publishing tools. Check BoxI store portfolios of my students' work electronically. I share successful strategies with colleagues through print and electronic publishing and through conference presentations and workshops. I look for specific technology tools to help my students improve their writing skills.
III. Teaching information literacy skills using resource-based learning Check BoxI am not familiar with the term information literacy, and I do not yet know why such skills are important. Check BoxAs a part of my instructional strategies, I have students do resource-based learning projects in which information literacy skills are integrated. My students use electronic resources in the resource-based learning process. Check BoxI collaaborate with the teacher-librarian or other classroom teachers. I desgin resource-based learning projects so that they require higher-level thinking skills, use and cite electronic information sources, require the use of computer productivity software, and are authentically assessed. Check BoxI am actively involved in curriculum implementation teams and advocate for interdisciplinary units and learning experiences that require information literacy skills and resource-based learning. I share successful units with colleagues through print and electronic publishing and through conference presentations and workshops.
IV. Teaching information literacy skills using primary sources Check BoxWhen asking students to do research, I expect them to only use secondary resources such as books, magazines, or reference materials. Check BoxAs part of my instructional strategies I include student projects that require the collection and use of original data. I generally can predict the outcome of such experiments or surveys. Check BoxI have my students participate in information literacy projects that require the collection of original data to answer a genuine question. They use a variety of tools to collect data, such as computerized probes and sensors, online surveys, interviews, or digitized sources of historical records. I teach my students to use spreadsheets and databases to record, organize, analyze and communicate the results. Check BoxI am actively involved in curriculum implementation teams and advocate for interdisciplinary units and learning experiences that require information literacy skills and the use of primary sources of data. I share successful strategies with other teachers through print, electronic publishing, conference presentations, and workshops.
V. Modifying instructional approach Check BoxI rely on one or two effective methods of delivering content to my students. I do not use technology that requires that I change my instructional methodology. Check BoxI have tried units or projects that have a technology component, but I primarily use teacher-directed, whole group instruction. Most of my use of technology with students takes place in a computer lab. Check BoxI use a variety of instructional approaches and student grouping strategies routinely throughout the year. I can design learning experiences and approaches that best fit curricular learning outcomes, student learning styles, and the technology available to me. I can use small groups working collaboratively in learning centres to take advantage of student-to-equipment ratios of greater than one-to-one. My students use computers in my classroom. Check BoxI continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular outcomes. I work with a team of like-minded teachers either face-to-face or online to create, modify, and improve my practices in instructional delivery.
VI. Assessing student performance Check BoxI evaluate my students' knowledge using objective written tests only. Check BoxI evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences. I print copies of electronic work such as word-processed documents, graphics, and presentations for student portfolios and parent conferences. Check BoxI use a wide range of assessment strategies to evaluate student projects and performances. I can use technology to help create assessment tools such as checklists, rubrics, and benchmarks that help students assess their own and their peers' performances and allow me to objectively determine the quality of student work. I ask students to keep both a physical and electronic portfolio of their work. I have a computerized means of aggregating performance data for my class that I use to modify my instructional strategies. Check BoxI continuously try new strategies suggested by research or observation to discover the most effective means of using technology to help assess student learning. I work with a team of like-minded teachers, in person or virtually, to create, modify, and improve my assessment practices.
VII.
Individualizing instruction
Check BoxI modify my instructional strategies only for students with identified special needs. Check BoxI occasionally give my students a choice of assignments, but all students in my class (unless they are in a modified program) must achieve the same learning outcomes within the same time frame. I do skill remediation with students during or after school. Check BoxWith the assistance of the student, parents, and specialists, if required, I create a learning plan for each of my students. I track the accomplishment of their learning outcomes in each plan using a computerized tool. I use this tool during parent conferences and for school reporting. Check BoxI can customize the content and design of the computerized planning and reporting tools that I use. I share my strategies, for using technology to individualize instruction, with my colleagues.
VIII. Using adaptive technologies Check BoxI am not aware of how technology can help students with physical or mental challenges. Check BoxI work with students who may bring with them special devices that allow them to work and communicate in the classroom. Check BoxI use technology when appropriate to help students with special learning needs. This includes detailed IEPs and specialized communications devices. Check BoxI provide professional learning opportunities for other teachers in the use of adaptive technologies.
IX. Using technology for professional learning and communication Check BoxI do not use information and communication technologies for professional learning or communication. Check BoxI can find lesson plans and some educational research in online databases. I correspond with parents and other teachers using email. Check BoxI use the Internet and its online resources to obtain research, teaching materials, and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices. I participate in electronic discussion groups and chat rooms related to my area of expertise. I use electronic presentation software when giving workshops or speaking at conferences. I take part in distance learning opportunities using technology. Check BoxI organize professional learning opportunities for other teachers and feel comfortable teaching colleagues how to use technology to enhance instruction.
X. Researching and evaluating the use of technology in education Check BoxI have not attempted to determine whether the use of instructional technology has made a difference in my students' learning or in classroom climate. Check BoxI gather, use, and share with colleagues, anecdotal information and observations about student use of technology in my classroom. Check BoxI use action research to accurately determine how the technology and methodology I am using affects how my students learn and the climate of my classroom. I use the results of other research to inform my own classroom practice. Check BoxI participate in formal studies of the effects of technology on student learning conducted by professional groups and academics. I have designed such studies as part of my own professional learning. I report electronically and in print, the findings of my research, to other professionals.

*Adapted from Rubrics to Guide Professional Technology Development by Doug Johnson, Learning and Leading with Technology, Volume 28 Number 4, December/January 2000-2001

Top


Share This