ICT and common misconceptions - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 117

Chapter 7

ICT and common misconceptions

ANDREW CONNELL AND ANTHONY EDWARDS

INTRODUCTION
Chapters 5 and 6 have raised a number of common misconceptions and ways to
approach them in Computational Thinking and Simulation. This chapter looks at
some of the common misconceptions associated with ICT.
In this chapter we will examine:

• What is meant by ICT in this context, and why is it important
• Common misconceptions: what do we mean?
• Word-processing, publishing and presentation skills, knowledge and
understanding: key concepts, common misconceptions and how to avoid
them
• Spreadsheet skills, knowledge and understanding: key concepts, common
misconceptions and how to avoid them
• Database skills, knowledge and understanding: key concepts, common
misconceptions and how to avoid them
• Other common misconceptions and how to avoid them
• Embedding ICT in the curriculum (contexts)
• Real-world applications of ICT.

By the end of this chapter you should be able to:

• Explain why ICT is important
• Explain key concepts for a range of ICT applications
• Be able to anticipate and avoid common misconceptions pupils have about
ICT
• Teach ICT using cross-curricular contexts
• Link your teaching to real-world applications of ICT.

WHAT IS ICT AND WHY IS IT IMPORTANT?
It is widely accepted that ICT stands for Information and Communication
Technology. However, there is no universal agreement on what ICT actually is.
Some believe there should be no 'C' at all, and in the curriculum in England,
Information Technology (IT) only became ICT in 2000. The Qualifications and