Week Eleven - Digitally Documenting Learning Evidence
Teachthought.com this week posted a blog on digital documentation of learning evidence. This aligns nicely with the work I'm hoping to accomplish with members of the English department (and with tech / ed leadership!).
In this post, contributor Shelly Hudson, Supervisor of IT for the Greater Essex County School District, reviewed the implementation of digital documentation among kindergarten classes in her district. She and the teachers identified three benefits to the development of this practice - saving time by eliminating redundant information and producing categories of comparable data, facilitating communication of data between teachers, across grades, and to the home, and expediting response to data within the school.
The teachers also offered three recommendations for other teachers and districts working towards implementation. First, teachers are encouraged to build their digital toolbox, identifying platforms like twitter, kidblog, and knowledge hook to record and track student learning. Second, teachers and administrators can support this effort through professional development opportunities, as well as room in the teacher's schedule to implement these new practices. Third, teachers can connect data and documentation efforts in their own rooms to other school- and district-wide efforts to improve digital availability, practice, and comfort across a students entire K-12 experience.
It's exciting to see that kindergarten teachers, who seem to have less empirical data that can be produced by their students who are largely number and letter learners, are still eager to implement practices that document student growth towards targets, and to link that practice to work among colleagues and the future teachers of their students.
In this post, contributor Shelly Hudson, Supervisor of IT for the Greater Essex County School District, reviewed the implementation of digital documentation among kindergarten classes in her district. She and the teachers identified three benefits to the development of this practice - saving time by eliminating redundant information and producing categories of comparable data, facilitating communication of data between teachers, across grades, and to the home, and expediting response to data within the school.
The teachers also offered three recommendations for other teachers and districts working towards implementation. First, teachers are encouraged to build their digital toolbox, identifying platforms like twitter, kidblog, and knowledge hook to record and track student learning. Second, teachers and administrators can support this effort through professional development opportunities, as well as room in the teacher's schedule to implement these new practices. Third, teachers can connect data and documentation efforts in their own rooms to other school- and district-wide efforts to improve digital availability, practice, and comfort across a students entire K-12 experience.
It's exciting to see that kindergarten teachers, who seem to have less empirical data that can be produced by their students who are largely number and letter learners, are still eager to implement practices that document student growth towards targets, and to link that practice to work among colleagues and the future teachers of their students.
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