Using ICT

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Using ICT to promote literacy numeracy
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Common Requirements
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Common Requirements
http//www.accac.org.uk/schoolcurric/common_requir
ements/i_t_skills.html
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Approaches to using ICT

• Using generic software which allows children the
  freedom to explore, draft re-draft, calculate,
  enter retrieve data and to eventually work
  independently.
• Using software designed for a specific
  subject,topic or task. To support a reading or
  maths scheme, to teach spelling or a maths
  concept, Interactive or research CD Roms.

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Literacy
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National Literacy Strategy
http//www.vtc.ngfl.gov.uk/literacy/nls/principles
.html
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• ICT should be used to achieve literacy objectives
  when it
• allows children and teachers to engage with texts
  in ways that would not be possible through
  paperbased activities
• offers access to texts that would not be
  available through more traditional means
• provides a flexible or time-saving resource
• helps children to focus on and develop specific
  literacy skills
• encourages children to become increasingly
  independent in the literacy skills they are
  learning

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• develops and provides a link between writer and
  audience
• develops and provides the links between reading
  and writing
• allows teacher and / or pupils to focus easily on
  texts at word, sentence or whole textlevel
• supports discussion, collaboration and
  co-operation.
• assists the teacher in re-capping presenting
  outcomes in plenery- display, printout, audio.

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The Literacy Hour
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• In the Literacy Hour
• Make sure the overriding objectives are concerned
  with Literacy, not ICT. There is bound to be
  overlap as pupils consolidate ICT.

• Children should be prepared beforehand with the
  ICT skills they need for the task. Otherwise, ICT
  takes over!

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Using ICT in the Literacy Hour

• Provide a change in approach to tried and tested
  ideas
• offer structure and support for less able
  children
• extend those at the top end
• give a new insight into vocabulary and word level
  work
• Show children a more positive approach to
  drafting and editing
• Motivate and encourage a fresh response to the
  skills of reading and writing

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Shared time

• Overhead projection of text or children's own
  writing or the use of an overhead projector to
  model aspects of the writing process such as note
  taking
• using a screen or electronic projection to
  explore texts, compose texts, compare texts or
  edit word processed texts
• using an interactive whiteboard to allow pupils
  and the teacher increased opportunities to
  explore, engage and manipulate texts together
• using electronic texts for Shared Reading of
  non-fiction, such as teletext or web pages
• use of television or audiotape to introduce the
  teaching of the differences between spoken and
  written forms of language and to compare short
  clips of dialogue with transcripts that reveal
  the characteristics of informal language.

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Guided reading and writing

• ICT allows teacher and pupils to focus on
  particular aspects and language features at text,
  sentence and word level.

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Independent work

• During the time allocated for independent
  working, children can be engaged in ICT
  activities as individuals, pairs or small groups.

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On line Storybooks
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Word grids to aid writing
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Multi-media

• Combines text, images, sound,video
• Can stimulate creative writing
• Can support reading schemes
• Children can not only read text but hear it
  spoken at the same time
• Offers an interactive reading experience
• Can have a huge content which can be used in many
  areas of the curriculum

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Talking Storybooks
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Storybook Weaver
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  My baby brother
wails all day I wish hed find
somewhere else to stay. My baby
brother doesnt eat his food No
wonder hes in such a bad mood.
Hes small and cuddly as a teddy bear
Hes got a round face and small bits of
hair. He wiggles and squiggles
like a caterpillar And crawls
around like an angry gorilla. He
gurgles and waffles and howls and screams
Hes a tiger who in the night disturbs
my Dream. Though hes a pain
and a fusspot who Waffles and
howls and screams all day He
likes me and I love him.
  By Juwad Riaz.  
My Baby Brother
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Numeracy
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Numeracy

• Generic software such as spreadsheets, databases,
  data logging, logo etc.
• Software aimed at teaching or re-enforcing
  mathematical concepts
• Software supporting maths text books, schemes of
  work etc.

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Using ICT in a daily mathematics lesson

• The right ICT resources can help teaching and
  learning mathematics in several ways, including
• exploring, describing and explaining number
  patterns
• practising and consolidating number skills
• exploring patterns in data
• estimating and comparing measures of distance,
  angle, time, and so on
• experimenting with properties of shapes and
  geometric patterns
• developing mathematical vocabulary, logical
  thinking and problem-solving skills.

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DfEE Support Pack
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Mathematics - A Pupil's Entitlement All
pupils are entitled to use ICT to extend and
enhance their study of mathematics.
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Data Handling
Spreadsheets
Graphs
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ICT can help to develop Mathematical concepts
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To sum up

• The teachers role in mathematics is to
  demonstrate, explain and question,
  to stimulate childrens interests, invite
  predictions and interpretations of what is
  displayed and ask individual children to respond.
• ICT can be used effectively by the teacher with
  the whole class, a group, or one or two children
  working independently.
• When children are working in groups or
  individually, the teacher should intervene
  occasionally to develop the childrens learning
  and to make sure they are all participating.
• Teachers should organise ICT resources
  effectively to meet the mathematics learning
  objectives.

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CDs for Research

• Pupils are not limited to the resources within
  their physical reach.
• Newspapers and Art Galleries are accessible
  within the classroom.
• Vast quantities of information can be accessed
  very quickly.
• Ideas can be cross referenced and presented in
  text, sound and images.
• Information skills like skimming, scanning and
  the use of key words develop naturally.

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The Internet

• E Mail
• Electronic Publishing, Web Sites
• Bulletin Boards and Computer Conferencing
• Data files on-line data bases
• Information on museums, galleries, libraries etc
• Education information from many sources
• Resources for all subjects / topics
• Literature, Music, Videos, Newspapers
• Visits to places of interest, worldwide

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Software for administration
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Factors affecting teachers effective use of ICT

• Ensuring that pupils have adequate ICT skills to
  achieve subject specific objectives

• Clear identification of how ICT will be used to
  meet specific objectives within subjects of the
  curriculum to improve pupils attainment.

• Adequate access to and intensity of use of the
  necessary equipment by pupils and teachers

• A planned match of pedagogy with the identified
  purpose of ICT activities and learning outcomes

• Effective technical backup and support

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Some useful Web Sites
Becta http//www.becta.org.uk DfES
http//www.dfes.org.uk Learning
Alive http_at_//www.learningalive.co.uk Literacy
Time http//www.vtc.ngfl.gov.uk/literacy National
Curriculum Online http//nc.uk.net National
Literacy Strategy http//www.standards.dfee.gov.uk
/literacy National Numeracy Strategy http//www.st
andards.dfee.gov.uk/numeracy RM http//www.rm.c
om Virtual Teacher Centre http//www.vtc.gov.uk W
indowBox Online http//www.wbol.com http//www.am
bleside.schoolzone.co.uk/ambleweb/numeracy.htm

/literacy.htm
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Using ICT to support Literacy Numeracy
This presentation can be found on the ICT
Education Web Site http//www.uwic.ac.uk/edi
ct