The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class contexts
|Number of pages||17|
|Journal||Computers in New Zealand Schools: Learning, teaching and technology|
|Publication status||Published - 2012|
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