The government’s vision
“My vision is one where schools are confidently, successfully and
routinely exploiting ICT … By doing so they will be delivering an
education that equips learners for life in the Information Age of the
21st century.
“ICT can make a significant contribution to teaching and learning at
all stages and across all areas of the curriculum. ICT should be
embedded in all our education institutions and in the teaching that
takes place there.”
Rt Hon. Charles Clarke MP, former secretary of state for education
and skills, June 2003
Presentation slide 1.1
Why are we using ICT?
• Extending the learning experience
• Extending learning
• Enriching the curriculum
• Expanding learning horizons
• Helping with assessment
Presentation slide 1.2
ICT in the Early Years Foundation stage
Development stages
• Show an interest in ICT
• Know how to operate simple equipment
• Complete a simple program on the computer
• Use ICT to perform simple functions
• Use a mouse and keyboard to interact with ageappropriate computer software
Early learning goal
Find out about and identify the uses of everyday technology,
and use ICT and programmable toys to support their learning
Presentation slide 1.3
What is ICT in the foundation stage?
• Activity centres
• Musical keyboards
• Play telephones and tape
recorders
• Mobile telephones
• Radio-controlled toys
• Talking toys
• TV and video
• Washing machines
•
•
•
•
•
•
•
•
Fax machines
Photocopiers
Cameras
Programmable toys
Electronic tills
Microwaves
Interactive whiteboard
Walkie-talkies
Presentation slide 1.4
Teaching and learning with ICT at key stages 1
and 2
• ICT as a subject
• ICT in subjects
• ICT as a teaching and learning tool
Presentation slide 1.5
The national curriculum for ICT
Presentation slide 1.6
The strands of the ICT national curriculum
• Finding things out – using ICT to find, store, retrieve,
prepare and interpret information
• Developing ideas and making things happen – using ICT
to model real or imaginary things, places and events and
to control devices and detect physical changes
• Exchanging and sharing information – using ICT to
communicate effectively in words, pictures and sound
• Reviewing, modifying and evaluating work as it progresses
Presentation slide 1.7
Progression in ICT – Finding things out
At key stage 1 pupils will learn how to:
•
•
•
gather information from a variety of ICT sources, eg. databases, CDROMs, DVD, videos
enter and store information in a variety of forms, eg. saving work, storing
information in databases
retrieve information that has been stored, eg. loading saved work, using a
CD-ROM
At key stage 2 pupils will learn how to:
•
•
•
talk about what information they need and how they can find and use it,
eg. searching the internet or using a CD-ROM or DVD
prepare information that will be developed using ICT – selecting suitable
sources, finding information, classifying it and checking it for accuracy
interpret information to check that it is relevant and reasonable and to
think about what might happen if there were any errors or omissions
Presentation slide 1.8
The QCA scheme of work
• Is optional
• Includes the breadth of the
national curriculum for ICT
• Includes teaching strategies
• Illustrates the programmes of
study for ICT in KS1 and
KS2 translated into a
practical plan
Presentation slide 1.9a
The QCA scheme of work
• Includes appropriate
progression from year 1 to
year 6
• Divides the teaching of ICT
into appropriate units
• Integrates the knowledge,
skills and understanding into
subject contexts
www.standards.dcsf.gov.uk/schemes2/it
Presentation slide 1.9b
Hardware
• Colour printers
• Scanners or digital stills or video cameras with associated
software
• Multimedia computers – including desktop computers,
portables and personal digital assistants (PDAs)
• ‘Floor turtle’ or robot
• Control interface with associated switches, sensors,
buzzers, lights and motors
• Digital microscopes (every school received these as part of
Science Year)
Presentation slide 1.10
Software
•
•
•
•
•
•
Software that allows pupils to
move and match words and
pictures; word banks; What You
See Is What You Get
(WYSIWIG) word processors
Paint and object-based drawing
software
Clip art files on familiar topics
Simple music composition
programs or means of recording
and editing sounds
Simple multimedia authoring
programs – including
presentation software
Graphing programs capable of
drawing pictograms, bar charts,
pie charts and line graphs
•
•
•
•
•
•
•
Flat file and branching
databases
Simple spreadsheets
Turtle graphics programs that
include the use of repeats and
procedures
Control programs that include
sensing
Simulations
A range of CD-ROM or DVD
titles including buttons for
navigation, hypertext links and
the facility to search using key
words, indexes and menus
E-mail and access to the internet
Presentation slide 1.11
Features of an interactive whiteboard
•
•
•
•
•
•
•
•
•
Everyone can write on it and changes can be saved – this gives
shared ownership
High visual impact, creating a theatrical effect in the classroom
Facilitates better class management – the teacher can be at the
front, facing the class
Makes a wide range of resources instantly available
Presentations and displays can be annotated by teacher and
pupils
Engages pupils, getting them moving and participating – this
improves behaviour
Facilitates concept mapping – items can be moved easily around
the screen
Supports discussion (on topic) and learning from other pupils
Motivating, because both teachers and children enjoy using it
Presentation slide 1.12
Types of interaction
• Teacher/TA–pupil
• Pupil–pupil
• Pupil–resource
Presentation slide 1.13
The 4 Ps
• Policy
• Planning
• Practice
• Proof
Presentation slide 1.14
ICT tools that improve security
• Firewall and virus protection
• Software filters
• Accredited ISPs
• Awareness of wireless technology issues
• Policy on using personal devices
• Internet safety
Presentation slide 2.1
Risks to pupils
• Exposure to threat of physical danger and abuse
• A new arena for intimidation and bullying
• Misuse of resources
• Access to inappropriate material
Presentation slide 2.2
www.gridclub.com
Presentation slide 2.3
Plenary and post-module task
• Self-evaluation and skills audit
• Personal action plan
• Post-module task
Presentation slide 2.4
Post-module task
When back in school, observe a lesson in which a
more experienced TA is supporting a pupil/pupils
using ICT. Think about the support that is provided.
Consider how well the support given helps the
pupil/pupils learn. Discuss this with your mentor and
suggest ways in which you feel the learning and
support could be improved or developed further.
Presentation slide 2.5