Ultranet Readiness Indicators

School: Ultranet Readiness Indicators - ePotential The tables below show a breakdown of all ePotential responses that are relevant to Ultranet Readiness.

Quest To what degree do you undertake the following: School No: [Combine the % results for the responses ‘Moderate’ and ‘Strong’] Result: 1.06 I ensure students manage their files to secure their content and enable efficient retrieval. 1.09 I support students to use ICT to communicate with others (formally and informally). 1.10 I encourage students to use ICT to support collaborative teamwork. 1.11 I use ICT to provide students with a range of quality information from a variety of sources. 1.12 I support students to use ICT to share ideas or solve problems with groups beyond the school. 1.14 I support students to use ICT to personalise their learning.

Quest Indicate the frequency of the following classroom activity: School No: [Combine the % results for the responses ‘Regularly’ and ‘Frequently’] Result: 2.01 I plan learning sequences that incorporate ICT. 2.02 Students use procedures and criteria (such as key word search) for locating information on the Internet or Intranet. 2.03 Use of Instant messaging for communicating internally and externally to the school. 2.06 Students participate in local, national and international ICT collaborative projects, etc. 2.07 Compiling a collection of websites for student and teacher information. 2.08 Students use contemporary ways of communicating via chat or forums for learning purposes. 2.09 Students communicating via email for learning purposes. 2.11 Developing understanding by interaction with multimedia resources, such as learning objects that develop literacies. 2.12 Using ICT to work collaboratively in virtual teams. 2.20 Use of digital banks of evidence to showcase learning in a structured way. 2.22 Use of ICT for learning at home. 2.26 Use of electronic library catalogues for research.

Quest In relation to assessment, recording and reporting how often do you: School No: [Combine the % results for the responses ‘Most times and ‘Every possible Result: opportunity’] 4.01 Use ICT for student assessment tasks, such as online tests or surveys? 4.02 Use hand held devices (such as PDAs) for assessment, recording student progress and reporting? 4.03 Use learning and content management systems or school Intranets, which incorporate student assessment, recording and reporting for learning? 4.05 Use student generated digital portfolios? 4.06 Use ICT to analyse assessment data and report the findings to inform curriculum planning? 4.07 Use ICT for personal record keeping and reflection? 4.08 Use electronic mediums to give feedback to students on their performance? 4.09 Encourage and promote the use of ICT for student self-assessment, enabling deeper reflection? 4.10 Review and provide feedback through student online journals or BLOGS, as part of the assessment process? 4.12 Use ICT to capture evidence of student performance? 4.14 Use ICT for reporting to parents? 4.15 Use or create databases that record and report on student progress? 4.16 Use ICT to access student records or learning portfolios for the purpose of reflecting on their previous years performance? 4.17 Use ICT to give information to other teachers around student performance, to support transition between classes?

Quest Choose one that best describes the majority of your students, for learning: School No: Result: 6 Students are free to make decisions about where, when, how and what ICTs to use for effective personalised learning.

Quest Use of ICT has influenced my classroom organisation in relation to: School No: [Combine the % results for the responses ‘Medium Influence’ and ‘Strong Influence’] Result: 7.02 Learning resources available for my students. 7.03 Equitable access to resources for all students. 7.05 Online collaborative activities. 7.06 Providing a range of different activities within a lesson or unit of work. 7.07 Catering for different learning styles and needs. 7.08 School to home communications. 7.09 Continuing learning beyond school hours. 7.10 Providing personalised learning opportunities. 7.11 Availability of ICT for learning anywhere, anytime.

Quest To what extent would you agree with the following: School No: [Combine the % results for the responses ‘Agree’ and ‘Agree Strongly’] Result: 9.01 I provide a safe and secure ICT environment for my students. 9.12 I support students’ access to ICT appropriately anytime, anywhere.

Quest My use of various ICT resources can be described as: School No: [Record results for ‘Access at school and do use’] Result: 11.01 Digital Learning Resources e.g. Learning Objects. 11.03 The Victorian Education Channel [Connect] 11.05 Library collections e.g. CD-ROM software, professional journals. 11.08 Email Forums, Chat Services and News Feeds. 11.09 Blogging tools. 11.11 Our School Intranet from within the school. 11.12 Our School Intranet external to the school. 11.14 Learning Management Systems. 11.15 Content Management Systems. 11.16 Knowledge Bank. 11.24 School networks.

Quest In relation to my use, contribution and promotion of ICT resources, I rate my School No: competence as: Result: [Combine the % results for the responses ‘Accomplished’ and ‘Expert’] 12.01 I can locate and use ICT tools and resources for my classes. 12.02 I can create effective ICT student resources for my classes. 12.03 I can access ICT resources from a number of education specific sources outside my school. 12.05 I share ICT resources that I have created with other teachers within my school. 12.07 I ensure that all ICT resources in my school are easily accessible by staff and students. 12.09 I share and promote the use of ICT resources beyond my school.

Quest To what extent do you agree with the following statements in regard to your ICT School No: Professional Learning: Result: [Combine the % results for the responses ‘Agree’ and ‘Agree Strongly’] 14.08 I collaborate with colleagues on authentic problems & issues. 14.09 I maintain a digital professional portfolio.

Professional Learning Ideas Listed below are various suggestions for Professional Learning and resources to support the use of ICT in learning and teaching. Where reference is made to resources available within the ePotential continuum, only a sample, are selected. It is likely there are many others available.

 WebQuests  Learning Web 2.0 (accessed through ePotential)  Your guide to the Web's best freebies (article in The Age, accessed via ePotential) The Internet  Delicious or Diigo - Social Bookmarking (accessed through ePotential)  Digital storytelling workshops  'Visual Literacy' contract (accessed via ePotential)  'Photographic Composition' (accessed via ePotential)  'VCE Media Studies' (accessed via ePotential)  'Silent Communication' (accessed via ePotential)  'Following up incursions with PowerPoint' - (accessed via ePotential) Digital Cameras  'Literacy Tasks Using Digital Photos' - (accessed via ePotential) Free educational  ‘Rubistar' free online rubrics software that can be  Intel K-12 teaching tools (accessed via ePotential) downloaded  'Free and Open Source Software' - (accessed via ePotential) Digital Learning Resources e.g.:  Workshops on Digilearn Learning Objects  'Online learning activities' - (accessed via ePotential) The Victorian Education Channel  Workshops on Education Channel [now Connect] EdNA Online.  Intel Teach Master Trainers forum Email Forums, Chat Services and News Feeds.  Intel Teach Master Trainers forum Interactive electronic  Interactive Whiteboards in the Classroom' - (accessed through ePotential) whiteboard (IWB).  'SMARTBoard' - Tips and Tricks' - (accessed through ePotential)  Making Mobile Phone Movies - A How-To Guide - (accessed through ePotential) Mobile Phones (not  'Using Mobile Phone Technology in LOTE' - (accessed through ePotential) personal mobile phone).  'Mobile Sign' - (accessed through ePotential) iPod or other mp3 players.  Using iPods and Podcasting '- (accessed via ePotential) Web cameras.  Webcam memo' (accessed via ePotential)  Basic Blogging' - (accessed via ePotential)  'Educational Blog - Remote Access' (accessed via ePotential)  'Victorian Education Channel - Blogs' (accessed via ePotential) [Now Blogging tools. Connect]  Gaming at Taylors Lakes Secondary College ' - (accessed via ePotential)  'Grade 6 Gamemaking' - (accessed via ePotential) Gaming Consoles.  Game Maker Tutorials - (accessed via ePotential) Digital probes.  Data Logging at Princess Hill Secondary College ' - (accessed via ePotential) Robotics equipment  ‘Robocup ' - (accessed via ePotential) such as Lego robotics.  'Robotics in the Classroom' - (accessed via ePotential) Digital videoconferencing.  Interwise Features' - (accessed via ePotential) Comments: