• Welcome
• Overview
• Tell Me
• Show Me
• Let Me Try
• Resources
• School Leaders

• Handbook
• Posters
• Glossary
• Bibliography
• Web Resources
• Needs Assessment
• ePEARL
• Parent Handbook

ePEARL

• How ePEARL supports LwICT
•  
• How to access ePEARL

How ePEARL Supports Literacy with ICT Across the Curriculum

ePEARL supports student literacy with ICT through

1. Assessment FOR, AS, and OF Learning: as a process portfolio, ePEARL provides an authentic way to assess students’ literacy with ICT - students take ownership, by showing evidence of their learning.
   
   Portfolios are one component of a triad for assessing student literacy with ICT.
   
   
   
   As they learn, students use portfolios to accumulate evidence of their literacy with ICT. These portfolios may be process or product portfolios, or a combination of the two. They may be paper-based or electronic. First, students and teachers decide on the type of portfolio they will create to demonstrate evidence of their learning; then, they engage in an ongoing process of collection, selection, reflection, evaluation, and celebration. Artifacts selected for a portfolio may contain text, audio, video, data, and graphics, and each artifact is accompanied by a self-reflection about what it illustrates about the student’s learning.
2. Self-Regulated Learning: by facilitating and encouraging student self-monitoring of their own learning through goal-setting, criteria building, descriptive feedback, and reflection.
   
   ePEARL can be used as a product portfolio and/or a process portfolio. It is also designed to be used as a learning tool that encourages students to take more responsibility for their learning. It encourages self-regulated learning through a gradual release of responsibility from teacher to student.
   
   The Centre for the Study of Learning and Performance describes self-regulated learning as a cycle of planning, doing, and reflecting that continually occurs during learning
   
   

ePEARL makes the process of self-regulated learning more explicit to students by fully engaging them in:

1. Planning (goal-setting), as they set both their outcome goals and their process goals.
   (Connection to LwICT developmental continuum: Plan and Question)
   
2. Doing (producing) , as they participate in the creation of criteria for quality work, create the work to show their learning, and receive and provide descriptive feedback to and from their peers, teachers, parents, etc.
   (Connection to LwICT developmental continuum: Gather and Make Sense, Produce to Show Understanding, Communicate, Collaboration)
   
3. Reflecting (self-monitoring), as students consider the descriptive feedback they received and compare their work to the criteria, they reflect upon what they need to continue doing more of and what to do less of and use this reflection to set new goals for their learning.
   (Connection to LwICT developmental continuum: Reflect and Motivation and Confidence)