Information Technology Reference
In-Depth Information
Working through exemplars will enable you to get an idea about the first
question, but the second can be far more difficult. It is a good idea to attempt a
coursework project for yourself before you try to introduce it to the pupils, using
the software which will be available in school in order to get a feel for the
requirements, possible ambiguities with the task and probable pupils'
misconceptions. This will also help you to subdivide a large amount of work into
manageable tasks that the pupils will be able to complete. It is possible with some
courses that evidence produced for one unit can also contribute to the evidence
required for another unit, if this has been thought out and planned for by the
teacher prior to the start of the coursework. The next step is to work out a schedule
for completion of the various stages of the coursework. When you do this, you need
to anticipate problems that may prevent pupils from completing their work and
remember that many pupils have difficulty meeting deadlines. You also need to
consider the timings of other events in the school calendar, such as school trips,
mock exams, modular exams and the coursework deadlines for other subjects.
Remember to build in sufficient time for marking and chasing up missing
coursework.
Task 1.5
Spreadsheet modelling
Consider a topic such as spreadsheet modelling or the creation of a relational
database. Pupils, and some teachers, often see these as 'hard' to understand or
explain. Why is that? What is it about these topics that teachers and pupils find
difficult to explain or difficult to understand? Is there anything that could be
done to make them easier to teach? Ask a member of your peer network (or a
colleague in school) for their comments. Which of the three domains that
Shulman (1986) described are relevant here?
REFERENCES
EPICT, (2010)
The EPICT Syllabus, condensed version
, EPICT. Available at:
h t t p : //
www.epict.org/iles/EPICTsyllabus.pdf
Accessed 03/04/2014.
Shulman, L. (1986)
Those who understand: Knowledge Growth in Teaching
. Educational
Researcher, 15(2), 4-14.
Watkins, C. and Mortimore, P. (1999)
Chapter 1
, in Mortimore, P., (ed.),
Understanding
Pedagogy and its Impact on Learning
. London: Sage, p. 3.
USEFUL WEBSITES AND RESOURCES
Association for Learning Technology
http://www.alt.ac.uk/
Examination bodies:
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