To access the EdCap ICT capabilities survey:
1.Log on to the computer using your LATIS logon
2.Double click on the Internet Explorer icon
3.Use your LATIS log on to authenticate using the internet
4.Open up the Portal log on page (found from one of the ‘circles’ on the home page or typing portal.latis.net.au into the address bar
5.Log on using your LATIS log on
6.Click on the ‘tab’ at the top that says Edcap
7.Wait for the page to load and then click on the tab that says ‘My Surveys’
8.Click on the blue link that says ‘Respond’
9.Begin your survey.
The first part of the survey (with a brown background) is the demographic information:
The questions where the answer is checked with a circle you can choose only one response. The questions where the answer is checked with a square choose as many as apply to you.
Years Teaching Experience is the total amount of years you have been teaching, not just in the Territory.
Year Levels are the year levels that you are currently teaching. Tick as many as apply.
ESL and indigenous background are about you personally.
External accreditation should be ticked only if you are teaching VET courses.
Hints for filling out the survey:
Click on any of the blue, underlined links to open up a glossary. Checking this will help with any unfamiliar words or phrases and help you to answer the questions more accurately. Scroll up or down to find the word/s you are looking for.
Every few questions a new sub-strand begins. This is written in blue. Underneath is a short sentence explaining this sub-strand. It is a good idea to read through this to help you focus on the types of questions being asked.
There are 5 questions per page. At the bottom of each page there is a previous, next and save & exit button. Do not use the forward and back buttons on the browser, use the previous and next buttons at the bottom of the pages.
Every 3 or 4 pages it is a good idea to save & exit in case there is a problem with the server and the computers crash and you lose the work you have done. If you save & exit you go back to the start and click on ‘Respond again’. You will have to scroll though all of the pages to find where you were up to.
On the last page you will see a button that says Submit survey. Once this button is clicked you cannot change any of your answers. Be sure that have answered all questions accurately.
It is useful to fill in the evidence boxes. Comments can be used for Performance Enhancement or applying for jobs. Once the Submit survey button has been clicked you can still go back in and update your evidence.
If you have any questions, big or small please do not hesitate to ask the facilitator for assistance.
Information of Interest
People and Learning, DEET will pay for one CDU unit towards a graduate certificate in ICT. Students may apply under the approved student status guidelines for the remainder of the units. ICT is one of the 4 priority areas for the selection process of applications in approved student status. There are not any direct financial incentives as far as a pay increase for DEET teachers but there are indirect incentives such as postgraduate qualification that may be used if applying for TEP, promotional positions etc There is always the incentive of improving teacher practice, modeling life long learning and being an innovator in ICT.
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No. / Question / Options / Strand / What does it mean/Examples1 / I value the use of ICT with my class: / Agree
Disagree
Unsure / Vision / What is your attitude about this for general use by yourself in class and by students?
Do you aim to provide students with regular access to ICT?
Is it important to you that your students have access to computers?
2 / I value the use of ICT for classroom planning: / Agree
Disagree
Unsure / Vision / Do you make use of ICT to search for online resources, use digital assessments and templates, etc?
3 / I recognise the potential of ICT to provide opportunities to enhance learning outcomes: / Agree
Disagree
Unsure / Vision / Do you really believe ICT will enhance outcomes or do you just do it because you have to?
Do you use technology to explore opportunities beyond the classroom walls?
4 / I believe the use of ICT can transform teaching and learning: / Strongly Agree
Agree
Disagree
Unsure / Vision / Transform the whole way teaching is delivered and students learn.
Do you think that the use of ICT makes a difference in teaching and learning?
5 / I consider the reflection and evaluation of the use of ICT in education to be: / Very Important
Important
Not Important / Vision / Ask them how or why they reflect and evaluate. Stress the difference between important and very important.
e.g. When setting a task do you consider/reflect upon the impact /usefulness of ICT?
6 / I promote change in schools by providing visionary leadershipbased on sound research in ICT integration: / Yes
No
At Times / Vision
/ Talk about what is ‘visionary leadership’? Informed (through reading, etc) and thinking about, considering how what you are doing in the classroom in ICT and how it impacts on student learning and are you making this explicit in the classroom and with peers.
Do you keep yourself informed on recent developments in ICT integration? Do you support other staff trialling ICT opportunities?
What research do you base your practice/s on?
Put in evidence
7 / I am hesitant in ICT without assistance: / Yes
No / Approach / Do you require constant help in using ICT in the classroom? Are you reluctant to have a go by yourself?
8 / When confronted with ICT problems I cannot solve, I seek support from others: / Willingly
Reluctantly
Not At All / Approach / Are you comfortable asking peers/students for help?
9 / I am confident in the use of ICT in my classroom: / Yes
No
With scaffolding / Approach / Do you willingly provide support and ideas?
Do you provide and independently incorporate ICT in the classroom?
10 / In using ICT, I provide support to peers: / Individually
Small Groups
WholeSchool
All of the Above
None of the Above / Approach
/ Do you share ideas, challenge common practices within the school, take a leadership role, help out when asked?
11 / I am willing to take an active role in sharing and developing ideas and practices in the use of ICT: / Yes
No
Sometimes / Approach / Write articles, lead PD, mentoring, ICT committee, ITEANT, e-mail lists, eg, oz-teachers, contribute to shared resources on the network
12 / I recognise student expertise, and negotiate and collaborate with them in the use of ICT: / Yes
No
Sometimes / Approach / Allow students to explore and have a go themselves, don’t set yourself up as the expert and allow students to find out things for themselves w/o having to refer to the teacher
Do you prefer to be the sage on the stage or are you willing to be a guide on the side?
13 / I encourage students to support and mentor each other: / Yes
No
Sometimes / Approach / Encourage to ask each other and not always having to go to teacher/adult, set up so students are supporting each other
14 / I encourage innovative practice in ICT integration by providing ideas, support and leadership to my colleagues: / Yes
No
Sometimes / Approach / Posters, staff meetings, discussions, sharing of resources, attend conferences/courses
15 / I question, rethink and suggest new direction for ICT in education: / At class/teaching area
At school level
Beyond school level
All of the above
Not at all / Approach
/ Do you try to change how things are done, make suggestions to others about different ways of doing things using ICT?
Do you keep informed of best practice principles and encourage their implementation in your class/school?
16 / I enable and empower students and colleagues to develop and progress along individual learning pathways: / Yes
No
Sometimes / Approach
/ Do you have ILPs for students, are students encouraged to explore outcomes and find their own way of demonstrating learning or do all students have to do the same thing at the same time at the same pace.
Are you willing to support students working collaboratively to present work in the way they prefer?
Do you provide opportunities for colleagues (team teaching, time release, collaborative planning)? Are students able to employ preferred learning styles in the classroom?
17 / My knowledge of ethical issues in the use of ICT in education is: / Comprehensive
Solid
Emerging
Nil / Ethics / Do you really understand this? To do with IP, copyright, forwarding e-mails, downloading, who owns what, what do have a right to use.
18 / I apply ethical principles to the use of ICT in my planning and programming: / Always
Sometimes
Never / Ethics / Do you apply ethical principles in planning? Do you make it explicit in your programs? Are you confident you adhere to copyright regulations when programming?
19 / I promote ethical protocols through modelling and explicit teaching: / Consistently
Sometimes
Rarely
Never / Ethics / Do you make it clear and explicit in lessons? Do you always acknowledge sources and expect the same of your students?
Are you familiar with the Computers in Society strand of the NTCF and do you explicitly teach to it, eg, deal with SPAM e-mail?
20 / I contribute to the development of ICT policies and procedures for appropriate application of ethical principles: / At class level
At school level
Beyond school level
Not yet / Ethics / In terms of ethical principles.
Do you display copyright notices?
Do you inform staff of possible pitfalls and help develop structures to avoid, ie. classroom protocols for inappropriate websites? Eg.
21 / In my classroom, ICT is used for word processing, drill and practice software and games: / Yes
When or if appropriate
I do not use ICT at all / Classroom Practice / If answer ‘yes’, not thinking about if appropriate activity,
If answer ‘When appropriate’, thinking about when and how being used,
If ‘no’ then nothing at all.
Do you plan and program beyond incidental use of ICT?
22 / Where appropriate, I provide opportunities for students to use basic applications: / As integrated activities
As stand-alone activities
Not at all / Classroom Practice / Is it integrated into other learning areas and an activity within that or is it being taught independently just for the ICT skills.
Do you plan for integration of ICT?
23 / My teaching practice with the use of ICT is: / Integrated
Integrated and assessed against learning outcomes
Innovative, integrated and assessed against learning outcomes
Not integrated / Classroom Practice
/ Where learning outcomes are referred to in this question it means all Key Learning Areas and EsseNTial Learnings as well as Vet or SSABSA outcomes. It does not only refer to NTCF LT Outcomes although these should be integrated seamlessly into teaching programs wherever applicable.
Innovative may mean transformational, original, ground-breaking, forward thinking, meeting individual needs/differences…Use Evidence
24 / In my classroom students are encouraged to become self-directed learners in the use of ICT: / Yes
No
Sometimes / Classroom Practice / Is it at teachers’ pace or are students allowed freedom.
Do students in your class have opportunities to determine their purpose and to explore various Learning Technologies?
25 / I use ICT for planning and creation of student work materials: / Often
Sometimes
Never / Planning / Plans, rubrics, online activities, tables/spreadsheets, etc.
Do you access websites for student use or allow them to do own research, where appropriate? Do you access suitable software/hardware available for student recording, eg, concept mapping, presentation formats, digital cameras/video etc.
26 / In my planning, NTCF Learning Technology outcomes are integrated: / Always
Sometimes
Never / Planning / Are EsseNTial Learnings and Learning Technology outcomes integrated into all/many programs/units. Where Vet and SSABSA are taught are learning Technologies integrated as part of my planning?
27 / I seek better ways to enhance my programs and practice through the use of ICT: / Consistently
Sometimes
Never / Planning / Do you and/or your students have the opportunity to collaborate with experts, obtain up-to-date info from the www, publish end product for audience and with purpose, eg, parent evening, website etc.
Do I seek ways to enhance my practice by attending PD’s, team teaching or talking with ICTC’s etc…
28 / I provide opportunities within my teaching/learning program for learners to make informed decisions about the use of ICT to achieve outcomes: / Often
Sometimes
Never
Not applicable / Planning / Planning takes into account preferred learning styles, opportunities to research/record in different ways? Provide for student self directed learning.
29 / I act as a mentor for others in the integration of Learning Technology outcomes: / In my class/ teaching area
Across my school
Beyond my school
Not at all / Planning / Contribute to shared resources at either a school level or beyond my school (eg: Explore NT, QTP/Leaders Forum, Navcon or other events/conferences/repositories.
Do I share classroom experiences (successes/failures) within my school or outside my school?
Do I seek ways to mentor others by presenting at PD’s, running workshops, team teaching or am I a “go to” person in the school for help with LT integration ideas etc…
DI demonstrate seamless integration of LT Outcomes with existing programs within my school, classroom/teaching area?
30 / I provide electronic resources such as reference CDs, drill and practice software, and educational games for my students to use: / Often
Sometimes
Where appropriate
Rarely / Resources
31 / I am able to access and retrieve resources from the local network: / Yes
With assistance
No / Resources / Use P drive, Teacher publications, student publications, transfer drives etc.
Retrieving resources like learning objects, learning sequences or documents from the school local store (BELTS).
32 / I am able to save files/data for future retrieval on the local network: / Yes
With assistance
No / Resources / Can you find the resources referred to in Q31 again after they have been saved?
33 / I select electronic resources on the basis of their relevance to my unit of work and the needs of my students: / Often
Sometimes
Never / Resources / Digital resources like encyclopaedias, internet, word processing, slide show software, concept mapping software, learning objectsetc.
34 / I contribute useful resources to my local network, eg, photos, units of work, learning sequences, Powerpoint presentations, Internet, websites: / Regularly
Sometimes
Never / Resources / Sharing of electronic resources created (Word docs, slide show presentations, concept mapping templates, learning objects, websites, units, photos, video etc) with the other teachers in the school through the local network, eg, publication drives.
35 / I access local, systemic and global resources to enable and provide an ICT rich teaching/learning environment: / When appropriate
Sometimes
Rarely
Never / Resources / Local – within school eg: Word docs, slide show presentations, concept mapping templates, learning objects, websites, units, photos, video, school intranet, Janison/moodle environments etc
Systemic – latis website, ExploreNT, DEET website, Janison
Global – any other websites eg: Edna, school website, online projects
36 / I contribute to the development of system-wide, electronic resources specific to the NTCF: / Regularly
Sometimes
Rarely
Never / Resources / LATIS website, Janison’s, ExploreNT
Do CSB know of any system-wide repositiories or resources that Vet or SSABSA teachers have access to???
Nothing at present but there are no Senior Secondary people around to ask at present.
37 / In my classroom, students use ICT: / Never
Only in their spare time
Only through teacher directed activities
When directly related to their learning and as a free time choice / Classroom Management / Prompt: to explain ‘my classroom’ see Classroom management in the glossary.
Drill and practice software
Timetabled slots for students
Use of computer lab for a skills based lesson
Use of specific software such as Inspiration/Kidspiration
To mind map learning
Experimenting with fine motor skills (mouse use) through a drawing/painting program
Accessing ICT for research purposes as required
Only in spare time-free time activity, not part of learning program,
Only teacher directed-teacher dictates when and where and how,
When directly related to learning and free choice-linked to learning program and as a choice for students to demonstrate learning, as well as free-time, computers readily available
38 / My classroom managementof ICT includes consideration of learners’ needs: / Always
Sometimes
Not yet / Classroom Management / Physical layout of the room – suits needs of learners, eg, can still see classroom resources like whiteboards, access to hardware and software like digital cameras, timetabling/ scheduling – available when students need it not just according to a timetable, equity of access – not just for certain students but for all students when they need it, consider stages of schooling, band levels, ILP/IEP
39 / I provide opportunities for students to negotiate the use of ICT to move towards identified outcomes: / Regularly
Sometimes
Rarely
Not applicable / Classroom Management
/ Students to share ideas with teacher to use/access ICT
Allow/make time for students to negotiate the use of ICT (may choose to demonstrate evidence of learning through a video)
Not applicable could be in extreme special ed cases (not preschool)
Outcomes identified in programs
Student directed learning
Student negotiated outcomes
40 / I encourage students to select how and when ICT is used based on individual learning needs and styles: / Always
Sometimes
Not yet / Classroom Management / Promote ICT use where/when appropriate to demonstrate evidence of learning
Provide time for student/teacher collaboration about individual needs and learning style
Option/free selection to demonstrate learning,
41 / I use e-mail and/or messaging tools to communicate with others: / Monthly
Weekly
Daily
Never / On-line interaction / Teacher sends, reads and replied where necessary
42 / I provide opportunities for my students to use e-mail: / Regularly
Sometimes
Not yet / On-line interaction / Internal schools emailing
Between schools emailing
Buddy class emailing
Epals
Group email to an Expert
In the case of an early childhood class/ESL it could be a group e-mail, teacher-led/supervised.
43 / I seek opportunities to plan and incorporate on-line activities in my teaching: / Regularly
Sometimes
Not yet / On-line interaction / Separate activities that fit into the teaching/learning program eg a learning sequence in BELTS
Incorporating Internet activities into teaching/learning programs
Seeking opportunities to include them in programs, not developed by the teacher but accessed from another source
44 / I integrate on-line projectsinto teaching/learning: / Regularly
Sometimes
Not yet / On-line interaction / Purposefully plan to incorporate online projects (see glossary) as the main crux to evidence of learning
Students actually participate in online projects as part of their learning program
45 / I create my own on-line projects for the purpose of collaboration: / Regularly
Sometimes
Not yet / On-line interaction / Teacher creating their own online projects – see Glossary
46 / I engage students and/or peers in on-line communities for the purpose of collaborative learning: / Regularly
Sometimes
Not yet / On-line interaction / Providing opportunities to participate in e-mail groups (for both students in class and peers, ie. e-mailing peers),Janison/Moodle courses (ie: forums/chats, uploading docs. etc), Online project communication with other participants, blogs etc.
47 / I provide opportunities for students and/or peers to create on-line communities: / Regularly
Sometimes
Not yet / On-line interaction / Creating own webquests online projects, Janison environments, think.com, travel buddies, e-pals, blogs etc
48 / I use electronic monitoring toolsfor the purposes of planning: / Always
Sometimes
Beginning to
Not yet / Recording & Reporting
/ [This question really means: do teacher use ICT for recording student information]
Using electronic templates, spreadsheets etc
For grouping students using electronic format
Use eTool for recording student progress (monitoring)
Assessment that taps into planning and is used to inform planning
Electronic templates, spreadsheets, rubrics, e-tool for monitoring
49 / When assessing student learning, I record evidence using a range of electronic monitoring tools: / Always
Sometimes
Beginning to
Not yet / Recording & Reporting
/ [This question really means – adding evidence to recording of student information]
Beginning the planning process from the student developmental point
Spreadsheets, digital portfolios, reports, e-tool entering monitoring and notes,
Range of, so using just one method would influence answer
50 / I use electronic monitoring tools for the purposes of reporting: / Always
Sometimes
Beginning to
Not yet / Recording & Reporting
/ Digital portfolios to report to parents, online reports, e-tool for reporting purposes, electronic report formats (other than eTool), database reports, DVD/CD report deliver, laptops
51 / I use evidence of learningand electronic monitoring tools to inform planning for learning: / Always
Sometimes
Beginning to
Not yet / Recording & Reporting
/ Using an electronic template, spreadsheet, simple database, eTool – all components.
Beginning the planning process from the student developmental point
52 / I am engaged in strategic planning in the use and development of electronic monitoring tools for recording and reporting. / At the class level
At the school level
Beyond the school level
Not at all / Recording & Reporting
/ Do you plan at a class level:
With students?
With the whole school?
With others beyond the school – network with others?
Provide advice/feedback to the system
Trialling/piloting new initiative
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