1. ICT: what should we be doing with our students?
(and what does it mean ‘to be good at ICT’ as a history teacher?)

2. Audit? (see handout)

3. Feedback from mentors and students Jan/Feb 2009
Students (n = 60): IWB (36), VLEs (21) dig vid ed/wmm (12), Web 2.0 (8)
Mentors: Effective use of Powerpoint,
IWBs

4. The danger of a ‘coverage’ model
(knows about a lot of applications but very little development, use, application in the classroom with real live children)
It’s about application.
(golden nugget?)

5. Priorities/difficult choices
What is essential?
What is helpful?
What is tangential?
What is irrelevant/a waste of time?
(N.B. How to make PowerPoint less boring)

6. Throwing information at the problem?
38 kilos
Hundreds of competences (4/98)
Thousands of pages and web pages
LEA building programmes to house strategy documentation
Cookery books
Bookmarking websites

7. ‘Did you read the information about ICT?’
Trainee A: (laughs and shakes head) ‘did anyone read right through them? No just too much to take in…. not much use really.’
Trainee B: ‘No, there’s just too much to read…. It needs condensing or summarising more.’
Trainee C: ‘Not really… I did glance through it but there was too much to take in- perhaps if it had just been 2 pages but it was quite off-putting.’
Trainee D: ‘Not very… a bit dense really.. off-putting, too much to take in.’
Trainee E: ‘I don’t think I even looked at it.’

8. Do they make progress in ICT?
Yes (it would be surprising if they did not make progress).
But what interventions to they find helpful and what do they find unhelpful?
‘impact learning’
(timing issues – easy win, diff. but int.)

9. What we know about what they do and don’t find helpful….
Unhelpful…?
Helpful…?

10. Working in groups?
‘You felt you were all learning together.. gradually getting to grips with things.. things like the session on making web pages… how to write code, step by step. I was with J.; he knew how to paste clip art into slides… it was just an easy and relaxing, non-threatening way of quickly picking things up, sharing expertise. You could make mistakes or not know things together and it didn’t matter.’
‘Working as part of a group? It helped for me working in groups, I learned loads from R.; prefer that to struggling on your own.’

11. But….
‘One of the problems was that the group I was in had someone who was really good at ICT, but they went too quickly… you just got lost.’
‘Working as part of a group? Depended on the composition of the group, if you were all about the same it worked well, if you were with one of the stronger ones, they tended to do most of it…..’

12. Seeing someone doing something you wanted to be able to do
‘When you showed us that picture where you could blow bits of it up using PowerPoint.’
‘When X came in and showed us how to make a web page in HTML… when you saw it change from code to a screen.’
‘When we used PowerPoint and the net to do presentations on significance- good fun and easier than you thought it would be.’

13. Web 2.0

14. Web 2.0

15. RT examples… Saving clips, images, etc… Social bookmarking… Wikis…
Tagclouds…
‘Wikis (etc) in plain English…..’

16. The difference that sub-contracting and sharing could make..
Getting students to explore Web 2.0 applications and their potential for use in subject teaching…
NB BECTa (2008) research on disparity between pupil and teacher use of Web 2.0

17. ‘ICT: what is it good for?’
‘Unexamined assumptions…’
Policy agendas –IWBs, VLEs, e-portfolios…
What do you and your students find most helpful about ICT….?

18. Collections.. Ben Walsh ‘Building learning packages’
Sharing and getting hold of good ideas, examples, resources, ‘gems’ (back to the idea of ‘impact’ learning).
Quotes on purposes, newspaper articles, Images –Blair, QEII, toilets, opposition..
Clips – Holocaust, information literacy..
Battalion 101…

20. Battalion 101 Why did they shoot ? A history mystery
Battalion 101
Why did they shoot ?
A history mystery
With thanks to Simon Harrison , AST, Swanmore Technology college, Hampshire for his collaboration on this lesson

21. It’s partly about their attitude to ICT

22. ‘They must want to learn, if you lose that you lose just about everything.’ Sue Hallam, IOE, 9/1/97

24. What some pupils are doing in their history lessons…