How+do+they+fit+with+PoLT?


 * __ HOW DO THESE TECHNOLOGIES FIT WITH MY TEACHING VALUES,

AND THE VICTORIAN EDUCATION DEPARTMENT'S? __**  Stop motion animation and the development of a wiki site both strongly support my teaching philosophy which is closely aligned with the Victorian Department of Education and Early Childhood Development's (DEECD) Principles of Learning and teaching ([|PoLT]). The following table provides examples of how I would employ each of the technologies to support PoLT. ·  Teacher promotes respect for others during discussion about team work. ·  Teacher makes an effort to get to know all students. ||< ·   Teacher makes an effort to get to individual students personally and through the content they place on their wiki site. ·  Teacher able to provide support and scaffolding with the new technology. || ·   Students involved in the development of assessment rubrics. ·  Students involved in decision making about their animation with other group members. || ·   Students encouraged to take responsibility for their own learning. ·  Students involved in the development of assessment rubric and determining what constitutes a good wiki site. ·  Students involved in reflective decision making to determine what work samples should be included in the site and why. || ·   Group work allows for different abilities to learn from and support each other. ·  Draws on student skills and connects them with activities and interests outside school. || ·   Incorporates contemporary technologies and brings them together into the one site. ·  Content of work samples are specific to the child and their interests. ·  Draws on student skills and connects them with activities and interests outside school. ·  Allows for diversity of student backgrounds; all students able to participate at a level appropriate to them (with some initial teaching). || ·   Promotes higher order thinking skills of problem solving and evaluation and synthesis of work and ideas of the group. || ·   Connects with work from other lessons by drawing them all together in a portfolio about themselves. ·  Promotes creativity (presentation), problem solving (with the technology) and higher order thinking skills (evaluation and synthesis). ·  Multiple entry points and presentation possibilities. ·  Fosters connection to life outside school – with family being able to view the portfolio on line and add comments if they wish. || ·   Able to provide structured and immediate feedback during lessons. ·  Students able to reflect and evaluate their work as they are working (i.e play back). ·  Various options for assessment: team skills, behaviour, effort, creativity, analysis, synthesis, comprehension etc. ||  ·   Development of rubrics to explicitly outline student requirements and expectations. ·  Able to provide structured and immediate feedback during lessons. ·  Students able to reflect and evaluate their work as they are working (i.e correct spelling errors, check links work). ·  Various options for assessment: use of tools and media, aesthetics, behaviour, effort, creativity, analysis, comprehension etc. || ·  Students are using other electronic equipment such as digital cameras and audio recording equipment. || ·   Children are engaging with an Internet technology that is currently widely used on the web. It encourages further development of other technological skills used in the professional world through the uploading of other digital documents. ||
 * **PoLT** || **Stop Motion Animation** || **Wiki** ||
 * ** 1. The learning environment is supportive and productive** ||  ·   Teacher able to provide support and scaffolding with the new technology.
 * ** 2.   The learning environment promotes independence, interdependence and self motivation ** ||  ·   Students encouraged to take responsibility for their own learning.
 * ** 3.   Students’ needs, backgrounds, perspectives and interests are reflected in the learning program ** ||  ·   Incorporates contemporary technology (digital camera, audio equipment/programs, animation program).
 * ** 4.   Students are challenged and supported to develop deep levels of thinking and application ** ||  ·   Students challenged to develop creative thinking skills, particularly with the story line, sculpting, set design and sound effects.
 * ** 5.   Assessment practices are an integral part of the learning and teaching ** ||  ·   Development of rubrics to explicitly outline student requirements and expectations.
 * 6**. ** **Learning connects strongly with communities and practice beyond the classroom** ||  ·   Children experience working with a program in a similar way to professionals creating stop motion films.

__References: __ Department of Education and early Childhood Development, 2007, //Principles of Learning and Teaching P-12 unpacked, http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/unpacked.htm> accessed 06 May 200  8.

Victorian Curriculum and Assessment Authority, 2008, //Victorian Essential Learning Standards,   accessed 06 May 2008