ICT in Primary Schools Presentation to Southampton PGCE course Friday, March 28th 2003

2

Teaching 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

4 The Pedagogical Challenge Teaching and learning of ICT Teaching and learning with ICT

5 Teaching 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

6

7

8 Handling Information : …to create, collect, store, retrieve, change, interpret and present information involving the use of dataplotting and database programs

9

10

11

12 ICT 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 +  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

13 Foundation 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

14 ICT 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?

15 What’s our vision for teaching and learning with ICT? Who is leading these developments? Are all the co- ordinators clear about their roles? Do we a have coherent staff development plan for ICT? Do we monitor our use of ICT? Do we make effective and efficient use of our ICT resources? Do we have effective schemes of work? Do we have a strategy and plans to reach our vision? Do we assess our pupils achievements? Key Questions Do we know what effective teaching with ICT looks like?

16 Teaching 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

17 ICT 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

18 Coordinator 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

19 So 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!