Title: ICT in Primary Schools
1ICT in Primary Schools
- Presentation to
- Southampton PGCE course
- Friday, March 28th 2003
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3Teaching and Learning with ICT
- The teaching and development of ICT Capability
- The use of ICT within the teaching and learning
in other subjects. - Observing and Evaluating ICT
4The Pedagogical Challenge
Teaching and learning of ICT
Teaching and learning with ICT
5Teaching of ICT Capability
- Knowledge
- About ICT tools and how they work together
- Concepts behind the software
- The kind of outcomes that are possible
- Skills
- Generic skills
- Software or hardware specific skills
- Ability
- To select the appropriate ICT tools for a
specific task - Understanding
- About the impact of ICT or learning, work and
leisure - Implications for the use of ICT in the wider world
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8Handling Informationto create, collect,
store, retrieve, change, interpret and present
informationinvolving the use of dataplotting
and database programs
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12ICT Curriculum 2000
- Finding things out
- Researching, gathering and checking information
- Interpreting information for its relevance
- Developing ideas and making things happen
- Using information to develop and refine ideas
- Create, test, refine, improve instructions to
make things happen - Model situations to answer what if? questions
- Exchanging and sharing ideas
- Present information in different forms audiences
email - Reviewing modifying and evaluating work as it
progresses - Reviewing what they have done and effectiveness
of use of ICT - Discuss what might be done differently in the
future - Describe the effects of their actions
13Foundation Stage ICT
- Knowledge and Understanding of the World
- 3a Give opportunities for the use of ICT to
develop skills across the areas of learning, for
example a talking word processor to develop
language and communication, vocabulary and
writing, talking books for early reading, a paint
program to develop early mark making, a telephone
for speaking and listening, CD ROMs, video and
television and musical tapes to find things out - 3b Encourage children to observe and talk about
the use of ICT in the environment on local walks,
for example traffic lights, telephones, street
lights, barcode scanners to identify prices in
shops - 3c Encourage children to show each other how to
use ICT equipment - Also ICT in the other areas to support the
learning
14ICT National Curriculum 2000
- An entitlement for all pupils
- Capability
- Breadth and balance
- Covers all aspects of ICT
- Ensuring pupils have skills for future work
- Requires a clear scheme of work to ensure
progression - QCA schemes are a good basis but lack a context
- A change of emphasis
- Not what skills will I teach?
- What skills will pupils need to have to do this?
15Whats our vision for teaching and learning with
ICT?
Do we have a strategy and plans to reach our
vision?
Do we make effective and efficient use of our ICT
resources?
Who is leading these developments?
Key Questions
Do we monitor our use of ICT?
Do we have effective schemes of work?
Do we assess our pupils achievements?
Are all the co-ordinators clear about their roles?
Do we a have coherent staff development plan for
ICT?
Do we know what effective teaching with ICT looks
like?
16Teaching with ICT Supporting Teaching Learning
- Based on the TTA Expected Outcomes
- Know when ICT support is helpful or unhelpful
- Know when and how to use ICT in specific subjects
- Identify the use of ICT in lesson planning
- Organise the classroom for ICT
- Harness the potential of ICT for SEN pupils
Review software for use in the classroom - Develop pupils ICT capability
- Assess pupils work when using ICT
- Know the value of ICT to young children
The basis of the NOF training
17ICT and the National Strategies
- ICT in the NLS/NNS must support and enhance
pupils literacy/numeracy skills - ICT skills needed in advance of the literacy work
- Cut and paste
- ICT in NLS/NNS may add little to ICT capability
- Spelling programme
- Tables or number software
- ICT to support learning in subject teaching may
need to be based on pupils need rather than
entitlement - Not every child need undertake the same ICT
activity - Balance will be achieved over time
18Coordinator Roles
- ICT coordination
- Developing the NC scheme of work to ensure ICT
capability - Liaising with other staff to
- ensure curriculum context
- Skills are taught in advance of their use in
curriculum work - Looking at new software purchases for network
compatibility - Curriculum coordinators
- Integrating use of ICT in their subject area to
- Support and enhance the teaching process
- Support and enhance the learning for pupils
- Liaising with the ICT coordinator over these
issues
19So what is your role?
- Your generation uses ICT instinctively
- You will be entering schools where lack of ICT
knowledge and confidence exists still - For ICT to enhance learning effectively, the
current curriculum process needs to be challenged - Never allow the use of ICT to subvert or replace
the learning process - If you are offered the role of ICT coordinator,
take it!