2. Our Goal Provide a means for teachers in the region to develop confidence in using ICT Support teachers in preparing and implementing lesson plans and resources for integrating ICT into their teaching Enable and encourage the development and sharing of expertise, good practice, models and resources in the region for the implementation of ICT in schools

3. Where to start Choose an area of your teaching which is neither brilliant nor terrible Sometimes learners only achieve 70% of the full learning objectives in a lesson/module The “7 out of 10” lesson It all starts with teaching & learning, not technology

4. Arithmetic9 Algebra3 Geometry7 Decimals8 Example: A Maths teacher evaluates the quality and effectiveness of his own teaching. He gives himself a score out of 10 for each component of the Maths curriculum, as shown in the table. The lesson in which he scores 9/10 is already excellent, so why change it? The 3/10 lesson is so bad it will need more than ICT to rectify the problems. So the teacher decides to use ICT in the 7/10 lesson, with the realistic aim and clear focus of improving it to a 9/10 lesson! Where to start

5. What’s it for? To present ICT can be used to present subject information to students, for example by means of a PowerPoint slideshow you have prepared or through the use of an Internet website. To encourage ICT can be used to make tasks more engaging and thus raise motivation and interest in your subject, for example through the use of images or hyperlinks to extend the functionality of worksheets. To assess ICT can be used to test students’ subject knowledge, for example by using an interactive quiz or through a student presentation.

6. Who’s it for? Identifying the weakness in the teaching/learning process Teacher input Am I explaining/demonstrating the new subject knowledge/skills clearly in a way which encourages learners to pay attention? How can I make my explanation/demonstration clearer and more interesting, engaging and motivating? Student process Are learners spending sufficient time working to master the new knowledge/skills? How can I make this process more engaging, longer, deeper and richer? Teacher assessment/student output Am I (and are my learners) clearly aware of what the learning objectives are? How can I improve my assessment techniques to ensure that I really do check that learners have mastered what I set out to teach them in my subject?

7. Where does it fit? Input the start of the lesson, where the teacher presents information or tasks Process the main body of the lesson, when students think and do Output the conclusion of the lesson, where the teacher evaluates the learning Input Process Output

8. Impact of Technology Input Process Output Don Passey, Lancaster University, UK Intelligent use of ICT lengthens the Process phase of learning. This allows opportunities for deeper, wider and richer learning to take place. Traditional learning Learning through ICT