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), Waynesville, NC USA
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 March 2, 2021 from https://www.learntechlib.org/primary/p/36698/.
Keywords
References
View References & Citations Map- Bryk, A.S., Nagaoka, J.K., & Newmann, F.M. (2000). Chicago classroom demands for authentic intellectual work: Trends from 1997–1999. Chicago, IL: Consortium on Chicago School Research.
- Butler, D. (2004) Self-determined Teacher Learning in a Digital Context: Fundamental Change in Thinking and Practice. Unpublished doctoral thesis, Dublin City University.
- Darling-Hammond, L. (1993). Reframing the school reform agenda: Developing capacity for school transformation. Phi Delta Kappan, 74(12), 752-61.
- Koppich, J.E. & Knapp M. (1998). Federal Research Investment and the Improvement of Teaching 1980-1997. Washington DC: USDOE.
- Matsumura, L.C., & Pascal, J. (2003). Teachers’ assignments and student work: Opening a window on classroom practice. Los Angeles: CRESST/University of California.
- Mitchell, K., Shkolnik, J., Song, M., Uekawa, K., Murphy, R., Garet, M., & Means, B. (2005). Rigor, relevance, and results: The quality of teacher assignments and student work in new and conventional high schools. Washington, DC: American Institutes for Research and SRI International.
- National Conference of State Legislatures (1999). Teacher quality. Retrieved 8/1/08 from http://www.ncsl.org/programs/educ/TProDev.htm
- Shear, L., Means, B., Gorges, T., Toyama, Y., Gallagher, L., Estrella, G., & Lundh, P. (2009). The Microsoft Innovative Schools Program Year 1 evaluation report. Seattle: Microsoft.
- Warren-Little, J. (1997). Working paper-Benchmarks for schools. Excellence in Professional Development and Professional Community. Washington, DC.
- Wayne, A. & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1) (Spring, 2003), 89-122.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References