Information Technology Reference
In-Depth Information
sets out the 'key processes' identified in the English National Curriculum for ICT at
KS3 in 2011. Although, at the time of going to press, the curriculum was under review
and may well be different to this, although arguably these processes are essential to
learning in a digital age.
For effective practice, teachers need to understand the range of ways technology
can be deployed to support professional practice, from specialist subject teaching to
general administration. If teachers are to know which specific technology applica-
tions are relevant to the subject area and to find out more about learning and teach-
ing with technology, they will need to know where to find this information - from
subject associations, CPD courses, practitioner publications, topics and online profes-
sional networks, which facilitate teachers taking an active role in their own profes-
sional development.
Technology resources can be used in a range of ways by teachers to achieve the
goals set out in Table 7.3. Practitioners need to be familiar with these and ensure time
is set aside to learn the use of any resources which are new.
Teachers need to know how to:
· use common software packages; for example, word processing, PowerPoint
presentations and Excel spreadsheets
· input data, interpret data (for example, trends in pupil attainment) and print
data from the school's intranet/learning platform
· evaluate Internet resources for their reliability as learning resources
· create digital resources - for example, online worksheets - which are appro-
priately differentiated - for example, through using more or less complex
language and through including tasks of different levels of complexity
· manage international collaborative projects linking schools and pupils
around the world (such as e-twinning, see www.etwinning.net and webquest,
see www.webquest.org)
· use pupil assessment data to identify where interventions are needed and to
set individual and group goals to raise attainment
· use ICT for administration purposes. (Adapted from Younie and Leask 2009: 126)
There are generic skills that all pupils and teachers can be expected to have: for
example, knowledge of generic office software packages and Web 2.0 environments
for collaboration; management of online collaboration on educational projects; and
production of multimedia. Given that technology can be used in so many different
ways across subjects and age ranges, it is worth summarizing below specific examples
of how technology could be used in each subject. Thus, Table 7.4 shows how tech-
nologies can be applied in different subjects. While changes will be inevitable, the
essential nature of using technology for learning remains the same (finding things
out; developing ideas and making things happen; exchanging and sharing informa-
tion; reviewing, modifying and evaluating work as it progresses).
From children's earliest time in school they should be encouraged to use technol-
ogy to support their learning, as familiarity provides a foundation for competence,
confidence and innovation and development of new ideas.
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