21st Century Learning Rubrics: A Catalyst Towards School-Level Innovation
PROCEEDINGS
Margaret Leahy, Deirdre Butler, St. Patrick's College, Dublin City University, Ireland
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
This paper outlines how within the constraints of an exam-based system, the development of a sustainable framework for teacher professional development enabled teachers at Dunshaughlin Community College to build a collective focus on a more innovative approach to student learning with increased integration of digital technology in the classroom. Within this framework the catalyst which moved these teachers from a very traditional classroom structure toward “innovation” was the design of a learning environment which challenged the teachers to question their existing traditional pedagogies and classroom practices. Participation in the professional development programme, and particularly the workshop centred on using the LASW framework, was the beginning of a process that enabled the teachers to explore 21st century learning principles, develop the meta-language used to describe such learning environments and reflect on their teaching and the assignments they set their students.
Citation
Leahy, M. & Butler, D. (2011). 21st Century Learning Rubrics: A Catalyst Towards School-Level Innovation. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2566-2571). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 24, 2019 from https://www.learntechlib.org/primary/p/36698/.
Keywords
References
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