Pathways to Institutional Improvement with Information Technology in Educational Management: IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand
New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively intro...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
Springer US
2001
|
| Ausgabe: | 1st ed. 2001 |
| Schriftenreihe: | IFIP Advances in Information and Communication Technology
71 |
| Schlagworte: | |
| Online-Zugang: | UBY01 Volltext |
| Zusammenfassung: | New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment ‘currency’ across the school. This model was converted into software form for demonstration purposes |
| Beschreibung: | 1 Online-Ressource (X, 174 p) |
| ISBN: | 9780306470066 |
| DOI: | 10.1007/b108491 |
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| 520 | |a New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment ‘currency’ across the school. This model was converted into software form for demonstration purposes | ||
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| edition | 1st ed. 2001 |
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| spelling | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand edited by C.J. Patrick Nolan, A. Fung, Margaret Brown 1st ed. 2001 New York, NY Springer US 2001 1 Online-Ressource (X, 174 p) txt rdacontent c rdamedia cr rdacarrier IFIP Advances in Information and Communication Technology 71 New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment ‘currency’ across the school. This model was converted into software form for demonstration purposes Educational Technology User Interfaces and Human Computer Interaction Management of Computing and Information Systems Multimedia Information Systems Educational technology User interfaces (Computer systems) Management information systems Computer science Multimedia information systems Nolan, C.J. Patrick edt Fung, A. edt Brown, Margaret edt Erscheint auch als Druck-Ausgabe 9781475783667 Erscheint auch als Druck-Ausgabe 9780792374930 Erscheint auch als Druck-Ausgabe 9781475783650 https://doi.org/10.1007/b108491 Verlag URL des Eerstveröffentlichers Volltext |
| spellingShingle | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand Educational Technology User Interfaces and Human Computer Interaction Management of Computing and Information Systems Multimedia Information Systems Educational technology User interfaces (Computer systems) Management information systems Computer science Multimedia information systems |
| title | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand |
| title_auth | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand |
| title_exact_search | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand |
| title_exact_search_txtP | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand |
| title_full | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand edited by C.J. Patrick Nolan, A. Fung, Margaret Brown |
| title_fullStr | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand edited by C.J. Patrick Nolan, A. Fung, Margaret Brown |
| title_full_unstemmed | Pathways to Institutional Improvement with Information Technology in Educational Management IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand edited by C.J. Patrick Nolan, A. Fung, Margaret Brown |
| title_short | Pathways to Institutional Improvement with Information Technology in Educational Management |
| title_sort | pathways to institutional improvement with information technology in educational management ifip tc3 wg3 7 fourth international working conference on information technology in educational management july 27 31 2000 auckland new zealand |
| title_sub | IFIP TC3/WG3.7 Fourth International Working Conference on Information Technology in Educational Management July 27–31, 2000, Auckland, New Zealand |
| topic | Educational Technology User Interfaces and Human Computer Interaction Management of Computing and Information Systems Multimedia Information Systems Educational technology User interfaces (Computer systems) Management information systems Computer science Multimedia information systems |
| topic_facet | Educational Technology User Interfaces and Human Computer Interaction Management of Computing and Information Systems Multimedia Information Systems Educational technology User interfaces (Computer systems) Management information systems Computer science Multimedia information systems |
| url | https://doi.org/10.1007/b108491 |
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