This link has been bookmarked by 34 people . It was first bookmarked on 31 Mar 2008, by Jeff Richardson.
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One of many sorrows about the impact of much current assessment of children is that their very best work, the work that results from focus and intense application, is produced for the assessment process yet is rarely seen or celebrated by any audience other than examiners and moderators.
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I am often described as the person to blame for adding the "C" into the middle of IT. It's very likely true and it rather ruined a lot of cute posters in the style of "Let's get down to IT" and similar. But I stand by the change. Information and Technology were simply not enough for learning in the 20th century, let alone the 21st. The "C" allowed everyone to focus a little better on Communication, and on the way that new technology was transforming it, as we have now seen everywhere from SMS and MSN to podcasting and blogs. Rather encouragingly others have now taken up the torch and are valuing community, collaboration and creativity as "C" words too. As we look at ICT in the 21st century it is clear that shared community spaces and inter-group communications are a massive part of what excites young people as we have seen with mySpace, YouTube, Flickr, Wikipedia, Bebo and the like. YouTube is not just a place where 15 million people go to watch video, it's a place where huge numbers go to contribute and share too. Check out the BTEC final assessments posted there for example. Content isn't king any more, but community might just be sovereign. This is no surprise is it?
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01 Aug 11
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Before we get too excercised about the revolutionary impact that ICT might have on assessment, it is quite instructive to reflect on the extent to which our current assessment techniques have been distorted by the rather poor technologies of a past century. For example, we are seeing the second generation of children who have enjoyed mastery of the word processor, with all its agility and opportunities to revise or refine, yet in their assessments this “wired” generation are very rarely offered a chance to demonstrate their new literacy and creativity. Yet the ubiquitous word processor, in various guises and brands, has been found in classrooms since the beginning of the 1980s. The consequence is, as many moderators have found, that reduced to a pen, children must rely on a patchwork of arrows, insertions, and crossings out as they discover just what a poor vehicle for their new creativity and literacy the pen is.
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Jeff Richardson10 tips for improving understanding of technology and usage
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