1. ICT - A Key to Learning and Assessment? Cluster schools have been involved in training about the needs of students with learning difficulties with a specific focus on dyslexia. There has been a focus on increasing teachers’ understanding of effective assessment strategies for all students. Our research explores whether teachers will gain a better insight into students’ understanding and knowledge through the use of digital technology by students as an assessment tool. Participating schools: Angaston, Greenock, Nuriootpa

2. Our process Meeting held with staff from the 3 cluster sites to determine common understandings and goals for the project. Followed by Pre survey to determine students’ preferred ways to share their skills and knowledge. Pre survey to determine level of staff knowledge and skills in providing a range of assessment strategies. Audit of teachers knowledge of digital technology Audit of available digital infrastructure.

3. Base Line Data Students had limited knowledge and experience in using digital technologies to either support or demonstrate their knowledge. Staff had limited knowledge and experience in supporting students to use digital technology. Staff understanding and knowledge of Dyslexia varied between the sites. Huge variation in infrastructure across the sites.

4. Actions Planning occurred to increase availability of infrastructure in the classrooms. Staff trained in the use of a range of digital technologies occurred. November 2013 Staff undertook National Partnerships training in Dyslexia (November 2013) This impacted on the time line of the implementation Infrastructure, such as Ipads, delivered January 2014. Staff from individual schools identified and implemented a research focus.

5. Angaston

6. Nuriootpa

7. Greenock Focus - Will the use of Power point support students in demonstrating their knowledge? Outcomes Teachers’ knowledge and skills in the areas of Dyslexia and ICT increased. Teachers provided a range of opportunities for students to learn and demonstrate their knowledge and skills using ICT. Teachers found the engagement and persistence of students increased when using technology. Students reported they were more able to show what they had learned. The amount of information and relevance of detail that students provided increased through their use of technology.

8. What have we learnt Students – Technology enables them to demonstrate their learning and understanding at a greater level. Staff – have increased their skills and confidence to use and experiment with digital technology. Infrastructure- takes huge amounts of time and money to organise. Greenock 18 months, Angaston 12 months for Ipads.

9. Highlights Additional staff enthusiastic to do National Partnerships training in Dyslexia. All staff highly interested in developing further skills in Digital Technologies. Students motivated to learn particularly when the use of technology is increased.

10. Next steps Whole staff training about Dyslexia Focus continuing in all schools around innovative assessment Across site collaboration in the use of Ipads and other forms of digital technology.

11. References Understanding Dyslexia and Significant Difficulties in Reading; Online Training Australia, NEALS, DECD Specific Learning Difficulties, The value of Technology, Devices, Software and Assistive technologies for People with Spefici Learning Difficulties (SLD’s); Sandy Russo, SPELD SA. Using PowerPoint; Sandy Russo The Continuing Challenges of Technology Integration for Teachers; Pamela Morehead, Oakland University