This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI

PRELIMINARY NOTE This presentation is intended to be used as part of the Technology Together process. We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context. This is a hidden slide and it will not show in your presentation.

Resource 47 || Presentation Goal orientation

The first step to achieving new skills or knowledge is to personally embrace the goal. Many computer users fail to progress simply because they don’t strive to develop new skills …they aren’t goal orientated.

What do you do when you see someone doing something on a computer that you currently can’t do? Do you say… “I want to be able to do that. I’ll find out how it is done and have a go myself” or do you say… “That looks really useful but I’d never be able to do that.”

Remember, Technology Together is about believing “I can, You can”

Everyone, no matter how ‘skilled’ they are at using computers, will be able to identify new goals.

Many people think of ICT goals as only related to skills. In Technology Together we approach goal setting in five areas: Skills goals Integration goals Recreational goals Metacognitive goals Leadership goals. We also consider: short term and big picture goals.

Goals can remain flexible and changeable… Sometimes our initial goals are easily achieved – we can quickly move to set new goals. Sometimes initial goals are too ambitious - short-term goals can become longer-term goals. That said, ambitious goals can be really motivating and achieving these goals can make us feel great. Situations often arise that lead us to want to change direction – we might see something else which motivates us even more!

Flexibility in goal setting is positive but should be consciously done. It is not positive to give up on a goal simply because you meet an obstacle at the first attempt! Changes in goals should be consciously done.

Learners ‘don’t always know what they don’t know’. There is no point learning how to do things that you don’t believe you will ever need to know. HOWEVER often when you see how these skills could be valuable you wonder how you ever got by without knowing them.

Technology Together provides a range of scaffolds to support teachers to set ICT learning goals in the five areas: Skills goals Integration goals Recreational goals Metacognitive goals Leadership goals.

Individual or small group activity Browse through the various goal setting scaffolds from Chapter 6 of the book (available for download online). Use the goal setting scaffolds (Resources 48 and 49) to b egin setting some goals.

Weekly challenge Spend some time deciding on your short and long term goals. Set aside time to work towards your goals. Metacognition in the classroom Engage your students in setting some technology learning goals.

Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI