Information Technology Reference
In-Depth Information
In addition, you should seek to understand the basic network configuration and
components found in a typical school, and find out how school technicians and
network managers support teachers and pupils in using the network effectively in
learning and teaching. Make sure that you have a strategy for mastering the
hardware and software commonly used in teaching, such as interactive whiteboards
and associated software.
You will need a detailed knowledge of the various packages that will be used
and taught in the classroom, covering the concepts underlying them, the context
in which they are used, the processes they are designed to carry out and the
techniques used to achieve these processes. You will need to develop knowledge
of how such skills and concepts are exemplified in the classroom to pupils of
various ages, ability and interests. You will need to think carefully about those
techniques which you carry out without conscious thought (routines), and
consider the need to demonstrate and explain them to pupils. The best way to
represent ideas will vary according to the pupils' abilities and ages. You may
need to demonstrate methods which are different from those which you would
use personally, in order to aid pupils' comprehension, as we do not all learn in
the same manner.
You will need to gain a good understanding of aspects of Computer Science (CS),
Information Technology (IT), Information and Communication Technology (ICT)
as well as other related courses. You need to understand how to interpret the
school's programme of study at Key Stage 3 and any relevant examination
specifications. To help to familiarise yourself with the latter, it is a good idea to try
examination papers or controlled conditions' assignments for which you have
access to the marking scheme. When you review your answers or solution in
relation to the marking scheme, consider what the examiners were focusing on.
Compare this with your expectations of the answer and the key points; you may
find your answers have greater depth. Confusion over examination questions
sometimes comes from having a greater knowledge than expected of the candidates,
and attempting to deal with too many issues in answering the question. You should
also read the annual examiners' reports that Examination Boards produce. These
can be lengthy documents, but they offer crucial insights into exactly what the
examiners were looking for, and how they wanted the candidates to answer
questions or coursework. You can download them from the Board websites. At a
later stage, you may want to consider applying for an assistant examiner or
moderator role with the examination body whose courses you offer. These part-
time roles can be another very useful source of insight into what your candidates
are expected to produce.
Guiding pupils in managing projects/coursework is a significant part of the
Computing teacher's role, and one you may not have anticipated or considered. You
need to understand the structure of the projects/coursework which pupils carry
out at all levels of the curriculum, particularly the design process. Often, coursework
has two aspects associated with it: a) practical skills; and b) the systems analysis
development and documentation of a holistic solution to a problem where the
practical skills aspect is secondary. Examination bodies and publishers such as
Payne-Gallway produce guides and exemplar materials for particular schemes,
which could provide insight into the scope of the evidence that is needed. Consider
the following two key questions:
1
What is the examiner expecting?
2
How can I enhance pupil comprehension and enable them to produce the
required materials efficiently?
Search WWH ::
Custom Search