As with any learning, teachers need to know the trajectory so they can always support their students' learning progress with their "Zone of Proximal Development." As stated in the previous blog, the skills, knowledge, and understandings of the Technology and Information Literacy Standards need to be first and foremost strategically embedded throughout the curriculum rather than ad hoc add-ons that are often the reality of our status quo.
However, as with any benchmarks, these are approximate developmental sign posts along the learning journey. The teacher's job is to systematically assess where students are in relationship to these outcomes, and determine how they can facilitate the appropriate skills development that will move them forward. This seems simple and straightforward but with students at all levels in all areas, this is an incredibly complex challenge.
ASSESS
Imagine having an on-going e-portfolio that demonstrates what students have already done, know and understand. This would save the current teacher loads of assessing time and would move all educators towards looking at a "body of evidence" rather than an assessment or two. What tools exist already that might facilitate teachers collecting and collating such evidence?
http://www.coronadopacific.com/images/assess.jpgANALYZE
A body of evidence (e-portfolio coupled with teacher anecdotal notes) is only worth the effort if we take the time to analyze where children are on their learning journey and decide on next steps.
http://actingschmacting.files.wordpress.com/2009/04/analyze.gifACT
Our plans are only as good as the student learning that results from these efforts. All three steps of Assess-Analyze-Act are challenging but undoubtedly facilitating appropriate learning in the moment that best meets each student's needs still remains the "art" of our profession.
http://graphics8.nytimes.com/images/2008/04/20/magazine/20act-600.jpg
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