Information Technology Reference
In-Depth Information
Humanities
Science
developing
ideas
multimedia, dTP,
modelling (spreadsheets/
simulations)
developing ideas
modelling experiments/
simulations
making things
happen
simulations, interactive
multimedia/web
authoring
making things
happen
datalogging, modelling
experiments, simulations (what
if . . . .?)
Exchanging
and sharing
information
web authoring, email
projects
Exchanging
and sharing
information
communicating investigation
findings (dTP, web/multimedia
authoring, dVd)
reviewing,
modifying and
evaluating
weather stations,
satellite information,
website/cd rom
evaluation, archive
information
reviewing,
modifying and
evaluating
accessing information (evaluating
for bias on issues (e.g. nuclear
power)
From: leask and Pachler (2005) (with thanks to dave maguire)
Teachers and support staff are expected to be able to use the technology that
pupils use in lessons. It is a professional requirement of classroom practitioners that
they have the skills needed to support pupils' learning, which means being compe-
tent in the range of technology skills relevant to their teaching. The task below is
designed to enable a professional audit of an individual's technology skills, which
will enable an identification of the areas of competence and those that require further
development. For those used to working with the technology the audit will seem too
easy, but there are still many people not confident in basic skills - they may have
been in jobs not requiring computers or have come from a school or country where
access to computers and the Internet is limited.
Auditing staff and pupil technology skills
It is suggested that practitioners begin by auditing their own skills (see Table 7.5)
and identify the aspects of technology that are most relevant to the age range and/
or subject they teach (perhaps using Tables 7.2, 7.3 and 7.4 as a guide). Then, having
identified the areas for development, consider the ways in which this technological
competence can be developed; locate relevant technology training and commit to
improving their skills. For technical skills it may be worth considering the previously
mentioned European Computer Driving Licence (ECDL), or for more pedagogically
focused technology development look at the UK government-funded project Vital
from the Open University, which delivers online continuing professional develop-
ment for school practitioners, and the Naace website.
Efficient use of learning platforms is an area in which many schools can expect
to be working over the coming years as practice develops and teachers share knowl-
edge and expertise. Younie and Leask (forthcoming 2013) reported that learning
platforms in those schools most advanced in the embedding of technologies across
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