Curriculum and personalizing learning - Teaching with Technologies: The Essential Guide - page 160

Table 8.1 Ways technology-based tools and digital resources support teachers in undertaking

curriculum administration, accountability and monitoring (from leask and Preston 2010)

Tasks supported by the tools Ways tools support the undertaking of tasks

monitoring learners' progress and their
achievement against predictions

through progress tracking

Personalizing learning and planning
Personalized learning through building on prior
attainment

- checking learners previous achievement and
teacher comments
- providing information across subjects for
1-2-1 progress meetings
- traffic lights acting as a starting point for
discussion with parents and learners
- more detailed information about learners
being available

Collaboration through sharing knowledge between primary and secondary

with learners
with parents

Time saving everything in one place

Facilitating learner stakeholder voice through anonymous feedback via online

surveys and for use for monitoring quality of
courses and programmes

independent learning through online materials

Assessment for learning building on previous records

managing parents' expectations through reference to evidence

Capturing of data in different locations using wi-fi and hand-helds inside and outside

the school/college

• Someschoolandcollegesystemsarenotrobustenoughtoprotectdatafrom
complete loss and unauthorized access.
• Someformsofassessmentarequickeronpaperandeasiertoworkwith:for
example, Individual Learning Plans.
• Hardcopyisbetterforlongerpiecesofworkbut,ofcourse,notforwork
involving non-text media.
• Therewillalwaysbeaplaceforimmediateface-to-facefeedbacktolearners
on their work and for group meetings and chat, which facilitates informal
communication.

Table 8.2 summarizes characteristics of effective technology-based tools and digital
resources used to support administration, accountability and monitoring (Leask and
Preston 2010).
There is a clash between the impetus to innovate and the need to be profession-
ally accountable, with aims to innovate technologies in schools often blocked by