Information Technology Reference
In-Depth Information
· know how to fix simple hardware problems, like a printer jam or getting the
whiteboard display working
· neither overestimate or underestimate the pupils' abilities with the technology
· be flexible and be able to adapt lesson plans to accommodate for the unex-
pected and have a 'plan B' should the first need to be abandoned
· plan transitions: for example, when pupils move and need to save and log off
· consider health and safety issues. Include other adults in the classroom, like
support staff, and brief them clearly about what they need to do when the
technology will be used. (Kennewell et al. 2007: 7)
Further practical and useful skills for teachers to develop are understanding the
basic network configurations and components found in the schools and how the
school technicians and network managers enable teachers to use the network effec-
tively in teaching and learning. Teachers all need mastery of the hardware and soft-
ware currently used for teaching in the school. This will involve developing a detailed
knowledge of the various packages used in the school too (Kennewell et al. 2007: 101).
With respect to incorporating technology into subject-specific teaching, the
'Learning to Teach' series (Routledge) provides a handbook for each major subject
which considers the use of technology in that subject.
Kennewell et al. (2007) provide an example of some simple self- and peer-
assessment tools for teachers to use in assessing pupils skills with the different tech-
nologies. These are very straightforward and provide a scaffold and an example of
what can be done and worked up from these (see Table 7.2).
Technology: knowledge and skills required of teachers
Technology is constantly being developed and changed, which makes it very challeng-
ing for teaching professionals to keep up to date. The evolution of faster (and smaller)
devices and machines is proving more affordable for school departments and families.
Teachers need to audit their own technology skills, knowledge and understand-
ing regularly in order to identify their own strengths and to highlight areas for devel-
opment. The ECDL (European Computer Driving Licence) provides a structured way
of gaining skills through materials freely available from the British Computing Soci-
ety. The ECDL has international recognition and accreditation (see www.ecdl.org).
Examples of audits can be found online and in topics, for example, Capel, Leask and
Turner (2009: 49-50).
All teachers should have some knowledge of technology, but this will have devel-
oped through different experiences and, because technology is always continually
developing, a teacher cannot be expected to know everything. Kennewell et al. (2007)
suggest that teachers 'be open to advice, not to hide [their] ignorance and be willing
to learn new skills and develop a detailed knowledge of the various packages used in
the school (Kennewell et al. 2007: 101).
Part of being an effective practitioner is being reflective (Schon 1983, 1987; Sten-
house 1975) and adopting a learning cycle approach to one's own development with
technology.
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