ENGLISH and ICT Using the IWB

Additional Sources  ASSOCIATION OF TEACHERS AND LECTURERS WEBSITE ull%20Circle%20chapter%204_tcm pdf ull%20Circle%20chapter%204_tcm pdf ull%20Circle%20chapter%204_tcm pdf  Rudd, A. & Tyldesley, A. (2005) Literacy and ICT in the Primary School. London: David Fulton Publishers.  DfES (2003) Fulfilling the Potential: Transforming Teaching and learning through ICT in Schools

Benefits of using IWBs  Children are motivated  Children who are not motivated to read books are encouraged by electronic books which they can interact with  Children can talk about, add to and change material on the IWB – this holds children’s attention, challenges their thinking and keeps them fully participating in the lesson.

The down side  Non-teaching heads feel further de-skilled  Most head teachers considered that there were one or more teachers in their school who lacked confidence in using IWBs and were thus resistant to using them  The answer was to start with just one thing and allow the teacher to become familiar with that.  In spite of training, difficulty keeping up with the pace of new developments  Maintenance of knowledge of resources in the subject

Using ICT in whole class teaching  A presentation or stimulus: illustrations and text; editing text; initial presentation on an author using video, illustrations & extracts from books to be studied

Presenting texts  Any text can be displayed, discussed, text marked or manipulated  Children’s own texts can be used  Pupils can contribute to creating the text during the session  Ideas can be generated, mapped and perhaps returned to in subsequent lessons.  Texts can be reworked through several drafts  Two texts can be compared  SHARED READING  SHARED WRITING

Demonstration and modelling  For example: Composing a textComposing a text Using a writing frameUsing a writing frame Formulating sentences using particular grammar featuresFormulating sentences using particular grammar features Building words from phonemes, syllables or morphemesBuilding words from phonemes, syllables or morphemes Punctuating a textPunctuating a text

Explanations  ICT to support explanations, e.g.: Grammatical agreementGrammatical agreement Highlighting aspects of a text relating to characterisationHighlighting aspects of a text relating to characterisation Explaining how to use subordinate clauses to improve writingExplaining how to use subordinate clauses to improve writing

Giving instructions  Children can read instructions for tasks on screen  Text and instructions can be displayed together  ICT can replace the need for a handout.

Linking ideas  Concept maps can be created to link ideas relating to: CharactersCharacters PlotPlot SettingsSettings EventsEvents Time lineTime line

Using video  Videos of authors  Stimulus for writing  Films of books being read  Create dramatic settings for a story