Information Technology Reference
In-Depth Information
Table 7.6
(Continued)
Types of learning
platform use
School examples of activities and functionality
Testing subject knowledge of pupils:
online testing and tracking of
own results by pupils
homework and class work uploaded into the teacher's folder by pupils
for marking
Independent working
Pupils can complete homework online and upload and save onto
their area or e-portfolio. supports 'anytime, anywhere learning' (aal);
independent and peer collaboration. For example; in mFl, pupils
listening to recordings and, record and compare their own work.
Developing pupils' technology skills
The integration of technology into lessons requires confidence and competence on
the part of teachers managing the resources for pupils' learning. For example, the
Internet provides a wealth of educational resources; locating and adapting suitable
resources, however, takes time. What the Internet does provide are: access to infor-
mation; the use of interactive tools and resources; participation in and/or creation
of online projects; communication with expert others; and publishing and sharing
information and ideas. For more systematic use of the Internet for educational pur-
poses some teachers favour the use of webquest-type projects (www.webquest.org),
e-twinning projects (www.etwinning.net), and whole-school, cross-curricular projects
(see Leask and Williams 2005).
Teachers do need to train pupils in effective use of the Internet, in the evaluating
of sources and evidence and in e-safety. Young people have been found not to under-
stand the risks of sharing personal information online, so e-safety training should be
part of their school curriculum.
Ensuring e-safety: a key classroom principle
The Internet provides a wealth of information sources; nevertheless, pupils may not
have learned how to search for information efficiently or selectively in terms of accu-
racy, reliability, plausibility and currency of the information. In addition to need-
ing to develop a discriminatory or critical digital literacy, pupils also need to adopt
e-safety strategies, in order to avoid unsuitable materials, cyber bullying and manipu-
lation by others.
Promoting e-safety: the UK's first national child Internet safety strategy
The UK was the first country to demonstrate its commitment to child digital safety
by setting up the multi-stakeholder UK Council for Child Internet Safety (UKCCIS),
which has established the UK as a world leader in child digital safety and, as Byron
argues, 'sets a global precedent' (Byron 2010: 5).
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