Standard 1
1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Evidence:
For this standard, technology could be utilised to assess students' learning and development. Through constant observations on how they use, interact and view technology is an important insight into what methods work for them or could be useful to bring out the best in every student.
For students that are unable to type into computers or Ipad etc., there is speech to text functions available usually.
I think that by understanding the way that students use technology and how they view it (as a privilege, as a right, as a toy...) teachers can gain a better understanding of the characteristics of their students in relation to ICT.
1.2: Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Evidence:
Get to know your students! Find out their interests and hobbies as well. This will help you to plan lessons that and interesting and engaging.
When using digital technology make sure to use a variety as then it can cater to a range of students. Trial and error with your lessons and resources is also essential to developing the right lessons and courses for your students. If something didn't work or students were left confused rather than inspired, try something new or a different approach.
Get students feedback. Ask them what they think works well or not. Learning about what works for your students can help you to understand how students learn better.
If students are motivated they are generally more likely to actually be learning something that will stick with them.
Through the use of the web platform Edmodo, the students in my classes could select which learning style suits them best. For example Student A chose a visual learning style, so on her class profile it allows the teachers to see how the student learns best. This was a really helpful tool and the students seemed to really engage with the learning on this platform. Not only was I using technology such as this, but also learning more about my students through pre-tests and assessment tasks. These pre-tests allowed me to determine what the students needed to work on and what methods I could utilise.
1.3: Students with diverse backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Evidence:
This sub-standard highlights the need to have an understanding of your students' backgrounds.
When using digital resources, make sure to check them thoroughly to see if they are appropriate in language, culturally appropriate, not biased etc..
As a teacher you want to create a positive and inclusive environment that encourages learning and meets every students needs.
1.4: Strategies for teaching Aboriginal students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Evidence:
There are great opportunities to use ICT as a means of connecting and communicating with all students and giving them access to learning.
This is great for when students need to be away from the school environment for any reason, as students and teachers can keep in touch through the internet email or learning platforms such as EDMODO (should have all relevant class material and resources so that students can keep up with their studies)
For teaching Aboriginal and/or Torres Strait Islander students there needs to be an understanding of culture.
That way when selecting digital resources they can be checked to be appropriate and non-offence to anyone’s beliefs or cultures.
1.5: Differentiate teaching to meet specific learning needs
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet specific learning needs of students across the full range of abilities.
Evidence:
To meet the specific learning needs of students of all abilities technology is not only a great platform for delivering and sharing information but also an excellent diagnostic tool to find out how students learn and what works for each individual student.
This could be assessed through polls or comments on Edmodo class page in answer to questions.
After documentation of students' learning through technology (or other means) lessons and classes can be tailored to suit.
1.6: Strategies to support students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Evidence:
To support participation of students with disability, first it is best to find out what the schools has available in terms of strategies, personal learning plans, facilities etc.
This will help the teacher to assess what technologies are supportive for all learning and encourage full participation of the class.
An example might be to use an Ipad that has learning games loaded onto it for languages (such as Chinese or Japanese) and if the student needs a little break from the 'full on' lesson they could play that for a while. This could be a possible behavioural management solution if the child is becoming too restless and disrupting the learning of other students. Meant to be in a supportive manner.