Continuum - epotential

ICT skill and useage classification table
key areas	foundation (foundation levels of ICT skills)	emergent (utilising ICT in the classroom)	innovative (innovative use of technology for learning and teaching)	transformative (transforming learning & teaching within & beyond the school)
Learning & Teaching	Some integration of ICT Some integration into learning and teaching	ICT to support students' understanding Uses ICT to support students' understanding, ideas and interpretations	ICT to model and support powerful learning Models and supports the use of ICT to enable Powerful Learning	ICT engaging students to learn new things in new ways Uses ICT innovatively to engage students in a way that was never possible before, leading to learning new things in new ways
Assessment & Reporting	Awareness of digital tools An awareness of digital tools for assessment and reporting	Utilises and understands digital tools Utilises and understands the purpose of digital assessment and reporting tools	Actively utilises digital tools effectively Actively utilises digital assessment and reporting tools for effective work practice	Encourages, develops and implements digital assessment Encourages, develops and implements digital assessment and reporting tools for effective learning and teaching for whole school and beyond
Classroom Organisation	ICT is rarely used ICT is rarely used within the classroom	Teacher-directed use Teacher-directed use of ICT with emerging recognition of its potential to meet student needs	Students negotiate and manage use Increased opportunities for students to negotiate and manage their use of ICT in the classroom	Empowered student use Creates environments where students are empowered to use ICT in a manner that meets their individual learning needs, maximising available resources
ICT Ethics	Understands policy and practice Has an understanding of the policies and practices surrounding ICT use	Applies ethically and practically Applies ethical and practical approaches to ICT for learning	Embraces appropriate use and access Embraces the appropriate use and access of ICT for learning and teaching	Leads in socially responsible practice and access Leads students and peers in the socially-responsible practice and access of ICT for learning and teaching
Resources	Minimal use of resources Minimal use of ICT resources	An emerging use in the classroom An emerging use of ICT resources within the classroom	Integrates ICT resources effectively Integrates ICT resources into effective classroom learning and teaching	Leads use for richer learning Contributes and provides leadership for the use of ICT resources for a richer learning and teaching practice
ICT Professional Learning	Participates in ICT Professional Learning Participates in ICT Professional Learning activities	Engages to inform and influence teaching Engages in ICT Professional Learning activities that inform and influence teaching practice	Actively engages for new ways of learning Actively engages in innovative ICT Professional Learning which explores new ways of learning and teaching	Leads and supports for new and effective learning Leads, evaluates and supports Professional Learning for the optimal use of ICT for new and effective ways of learning and teaching
ICT Leadership	Focuses on self-development Focuses primarily on self-development for ICT use	Supports student and staff use Supports students and staff in the use of ICT within the classroom	Leads student and staff effective use Leads students and staff in the effective use of ICT for improved learning outcomes	Provides leadership for powerful learning Provides leadership within and beyond the school for peers to integrate ICT for Powerful Learning and Teaching