Information Technology Reference
In-Depth Information
7 Key classroom principles: across
and within subjects and key stages
Overview
This chapter considers the expectations placed on all teachers in state-maintained
schools in England to use technology to support their teaching and to maximize
pupils' learning. It provides examples and ideas for the use of digital technologies
used in different subjects and at different key stages. Through this analysis an expec-
tation of the skills, competences and knowledge of both pupils and teachers in dif-
ferent subject areas is explored and an analytical framework is provided as a self- and
institutional analysis tool. This chapter includes a summary table showing different
forms of technologies for different curriculum areas.
Introduction and context
Effective practice: using technology for professional purposes
In leading schools, teachers of all phases are expected to be able to use a variety of
technologies to support their professional practice (Leask and Pachler 2005). Expecta-
tions of their practice include the following:
· For
teaching
and
the presentation of
ideas and subject content. For example,
using the interactive whiteboard and the preparation of learning resources
uploaded onto the learning platform.
· For
learning.
Pupil assessment (self, peer and teacher assessment) is normally
undertaken regularly and recorded with progress monitored over time and
targets set using a range of features of the school's learning platform. In
addition to teachers completing records and using data to identify problems
with progress, the pupils can access learning-support materials through their
networked area on the system and take ownership of their learning.
· For
supporting
a teacher's wider professional roles in school in relation to
administration; record keeping and reporting.
· For teachers'
professional development,
which can be supported online through
professional networks and specialist subject associations.
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