Skip to Content.
Sympa Menu

ictenglish - [ICTs in English] Re: How ICTs are being used to capture student voice

Subject: ICTs in English

List archive

[ICTs in English] Re: How ICTs are being used to capture student voice

Chronological Thread 
  • From: Karen Melhuish <karen.melhuish AT>
  • To: ictenglish AT
  • Subject: [ICTs in English] Re: How ICTs are being used to capture student voice
  • Date: Mon, 28 Jun 2010 22:10:10 +1200

Good question, Claire:-)  ... and the links you shared, Rocky, are also good food for thought:-)

It's got me mulling over 'student voice' - and I think it depends on what we are capturing it for. The NZC clearly advocates working collaboratively with students and co-constructing learning with them. But we also don't want to overload ourselves with tonnes of data that needs editing, saving, backing up.....*sigh*....short and sweet and focused would be the way to go.

There are loads of tools out there [check out Top 100 Tools for Learning 2010] but it's what we are using them for that counts:-)

For example...

1. Student voice as part of self-assessmentHow well did each student think they are meeting the success criteria? 

- reflective journal (blog/wiki) []

2. Student voice as part of feedback and teacher inquiryHow is my teaching impacting on my students?

- Interviews amongst the class, captured on e.g. Garageband, Audacity, Voicethread...
- anonymous survey (e.g. SurveyMonkey)
- quick feedback on how far they understand a lesson or a unit (e.g. Wallwisher

3. Student voice as part of building on prior knowledge and making connections to form learning goals/success criteriaHow can we find out what each student already knows - and doesn't know?
- Del.ici.ous, Evernote, Google Reader, RSS aggregators: gather links and related items on a topic
- Fins out what they know or don;'t know wth a survey (e.g. SurveyMonkey, Google forms)
- Construct a visual representation of connections they can make to key concepts (e.g.
- Discussion related to key concepts can be neatly captured in well-chosen imges (e.g. Google Images / Flickr Creative Commons)
- What we know now, what we'd like to know, what we've learned - accumulating commentary as a unit progresses (e.g. wikis/Googlewave, Inspiration...)

OK, that's it, it's late and I've run out of thinking for today:-)
Cheers, all

Karen Melhuish
  |  Online Professional Learning

Twitter: virtuallykaren I Skype: karenmelhuish  

On 28/06/2010, at 4:14 PM, Rochelle Jensen wrote:

A few resources from Software for Learning to support this exploration:
a)    An e-story that explores how an online survey tool is integrated to identify next learning steps:
b)    Evidence for OTJ’s : A discussion on how teachers are collecting evidence of 'conversations' and 'observations' using online tools and strategies.
Rochelle Jensen
-Digi -Adviser
-New Zealand Curriculum Adviser
School Support Services
‘Learning Partners’
The University of Waikato
142 Durham Street
t 64-7-5775314
m  021-552 -964
“ Attitude determines altitude “

The content of this email message and any attachments may be confidential and/or legally privileged. 
If we have sent you this message by mistake, we apologise. Please let Learning Media know by return email, 
and delete all copies of this message and its attachments. Please be aware that any use, copying, or reference 
to an email message you received in error is strictly prohibited. To contact our email administrator directly, 
send to postmaster AT  
Thank you. 

Please consider the environment before printing this e-mail

Archive powered by MHonArc 2.6.18.

Top of Page