 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
 |
 |
 |
 |
 |
 |
 |
 |
||||
 |
 |
||||||||||
 |
|
|
|
|
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
 |
|
 |
 |
 |
 |
 |
 |
 |
 |
|
ELICT - General This program is aimed at small teams of primary and middle years teachers from schools that are keen to build teacher capacity in the effective use of Information and Communication Technologies (ICT) to support student learning. There are limited places available for this program. Schools are encouraged to nominate two teachers to attend, as the collegial support this allows has proven to be one of the strengths of the program. The program follows the Train the Trainer model of attendees each providing Professional Learning for at least one other colleague as one of the key outcomes of their participation. Taking on this ‘mentoring’ role assists participants with consolidation of their own learning and ensures the school’s wider teaching community benefits from the acquired skills. ELICT - NALSSP The Enhancing Learning through ICT for Asian (Mandarin, Japanese, Indonesian and Korean) Language Teachers (NALSSP ELICT) is a professional learning program funded by the National Asian Languages and Studies in Schools Program (NALSSP) and is run conjointly with the Catholic Education Commission of Victoria (CECV). This program is aimed at small teams of Asian language teachers from schools that are keen to build teacher capacity in the effective use of Information and Communications Technologies (ICT) to support student learning in Asian languages. There are a limited number places available and acceptance is determined by the merit of the application. Schools are invited to nominate one pair of teachers who are both teaching the same language and one member of staff with the capacity to act as an ICT mentor to the pair of language teachers. The program follows the ‘Train the Trainer’ model with each of the attendees providing professional learning for at least one other colleague in their school as one of the key outcomes of their participation. Taking on this ‘mentoring’ role assists participants with consolidation of their own learning and ensures the school’s wider teaching community benefits from the acquired skills.
Download |
Government Programs