1. Introduction to the ICT Module Tutor: Pam Maunders

2. The memory Stick On the memory stick you will discover Resources Seminar notes References Research Readings Information on areas we haven’t had time to consider in the actual taught sessions but are important for you to have some knowledge of On the memory stick you will discover Resources Seminar notes References Research Readings Information on areas we haven’t had time to consider in the actual taught sessions but are important for you to have some knowledge of

3. Seminar Notes We have 8 taught sessions in the ICT module each of the sessions has a webpage to accompany the taught element. This is for a number of reasons but mainly so you can recap what we have worked through during the session if we go through it too quickly during the session time. The other main reason is that during my research for session material I find useful information that I feel will support you in your teaching and learning however I will not spend a lot of time going through it all. I leave this for you to discover at your own pace and I have made links to the information on the web pages

4. Aims/Learning Outcomes: of the module The aim of this module is to develop an appreciation of ICT as a curriculum subject in its own right, its use to enhance and enrich the curriculum and students’ personal and professional use of ICT. By the end of this module and the associated directed activities, assessment and reading you will have: An understanding of ICT as a curriculum subject in its own right; Been introduced to the use of ICT to support teaching and learning across the curriculum; An understanding of the importance of your personal and professional use of ICT and your responsibilities in this respect; Been introduced to a range of facilities, resources, and strategies for the further development of your ICT capability; Completed a self-audit and action plan for your further professional development. The aim of this module is to develop an appreciation of ICT as a curriculum subject in its own right, its use to enhance and enrich the curriculum and students’ personal and professional use of ICT. By the end of this module and the associated directed activities, assessment and reading you will have: An understanding of ICT as a curriculum subject in its own right; Been introduced to the use of ICT to support teaching and learning across the curriculum; An understanding of the importance of your personal and professional use of ICT and your responsibilities in this respect; Been introduced to a range of facilities, resources, and strategies for the further development of your ICT capability; Completed a self-audit and action plan for your further professional development.

5. Links to NC The entire module is dedicated to promoting generic understanding of knowledge, skills and understanding as articulated in NC handbook but there are specific links with the following headings, 1-5, knowledge,skills and understanding- Finding things out, Developing ideas and making things happen, Exchanging and sharing information, reviewing, Modifying and evaluating work as it progress, Breath of study development. The module also addresses how ICT can support the 12 Literacy strands of the PNS 1. Speaking 2.Listening and responding 3. Group discussion, interaction 4. Drama 5. Word recognition 6. Word structure and spelling 7. Understand and interpret texts 8. Engage with, respond to texts 9. Creating and shaping texts 10. Text structure and organisation 11. Sentence structure, punctuation 12. Presentation1. Speaking2.Listening and responding3. Group discussion, interaction4. Drama5. Word recognition6. Word structure and spelling7. Understand and interpret texts8. Engage with, respond to texts9. Creating and shaping texts10. Text structure and organisation11. Sentence structure, punctuation12. Presentation

6. The module addresses Every Child Matters Every Child Matters Outcomes for children and young people The Every Child Matters green paper identified the five outcomes that are most important to children and young people: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being The five outcomes are universal ambitions for every child and young person, whatever their background or circumstances. The outcomes are mutually reinforcing. For example, children and young people learn and thrive when they are healthy, safe and engaged; and the evidence shows clearly that educational achievement is the most effective route out of poverty. From: http://www.dcsf.gov.uk/everychildmatters/about/ http://www.dcsf.gov.uk/everychildmatters/about/ ( accessed October 09 ) Outcomes for children and young people The Every Child Matters green paper identified the five outcomes that are most important to children and young people: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being The five outcomes are universal ambitions for every child and young person, whatever their background or circumstances. The outcomes are mutually reinforcing. For example, children and young people learn and thrive when they are healthy, safe and engaged; and the evidence shows clearly that educational achievement is the most effective route out of poverty. From: http://www.dcsf.gov.uk/everychildmatters/about/ http://www.dcsf.gov.uk/everychildmatters/about/ ( accessed October 09 )

7. Session 1 Digital literacy -using the Web as a resource Learning intentions Introduce Memory stick Explore the importance of developing children’s language of ICT Consider why schools have web sites and the ways in which we can make use of them Introduce safe and focused searching on the web Introduce related safety, legal and ethical issues and know where to find guidance Start Assignment Digital literacy -using the Web as a resource Learning intentions Introduce Memory stick Explore the importance of developing children’s language of ICT Consider why schools have web sites and the ways in which we can make use of them Introduce safe and focused searching on the web Introduce related safety, legal and ethical issues and know where to find guidance Start Assignment

8. Session 2 Word processing across the curriculum Consider how word processing can enhance the writing process Consider some of the ways ICT may be used to support teaching and learning in the classroom Distinguish between ICT in subject teaching, ICT as a subject in its own right and personal and professional use of ICT Consider aspects of inclusion and ICT Begin an ICT audit Word processing across the curriculum Consider how word processing can enhance the writing process Consider some of the ways ICT may be used to support teaching and learning in the classroom Distinguish between ICT in subject teaching, ICT as a subject in its own right and personal and professional use of ICT Consider aspects of inclusion and ICT Begin an ICT audit

9. Session 3 Session 3 at Winchester University (FWB204) Interactivity, impacting on teaching Explore the benefits and challenges for teachers of using interactive whiteboards Explore the benefits and issues for children and learners Consider why some software, web sites and resources are suited to use with interactive whiteboards Gain knowledge of the health and safety issues involved in using an interactive white board Interactivity, impacting on teaching Explore the benefits and challenges for teachers of using interactive whiteboards Explore the benefits and issues for children and learners Consider why some software, web sites and resources are suited to use with interactive whiteboards Gain knowledge of the health and safety issues involved in using an interactive white board

10. Session 4 Catch up Working on assignment Tutorial Catch up Working on assignment Tutorial

11. Session 5 Databases and progression/statutory material Distinguish between branching tree (binary), flat file, relational and spreadsheet databases Begin to explore the ways in which subject knowledge in a range of curriculum areas impacts on teaching and learning in ICT Consider ways in which databases can be used in subject teaching Databases and progression/statutory material Distinguish between branching tree (binary), flat file, relational and spreadsheet databases Begin to explore the ways in which subject knowledge in a range of curriculum areas impacts on teaching and learning in ICT Consider ways in which databases can be used in subject teaching

12. Session 6 Session 6 A classroom without walls? Understand what is meant by E-learning Consider the range and form of E-Learning resources Understand the contribution these types of resources can make to children’s learning Develop an awareness of recent and relevant research and pedagogy dealing with these issues Understand what is meant by E-learning Consider the range and form of E-Learning resources Understand the contribution these types of resources can make to children’s learning Develop an awareness of recent and relevant research and pedagogy dealing with these issues

13. Session7 Session7 Problem-solving through control technologies Consider the use of control technologies in problem-solving from Early Years to the end of Key Stage 2 Explore the use of control technologies to develop specific language skills eg commands and mathematical and spatial awareness Consider the use of control technologies in problem-solving from Early Years to the end of Key Stage 2 Explore the use of control technologies to develop specific language skills eg commands and mathematical and spatial awareness

14. Session 8 Session 8 Developing Multimedia Develop an awareness of types of moving images Understand the contribution these types of resources can make to children’s learning Develop an awareness of recent and relevant research and pedagogy dealing with these issues Develop an awareness of types of moving images Understand the contribution these types of resources can make to children’s learning Develop an awareness of recent and relevant research and pedagogy dealing with these issues