The document discusses how 21-year-olds today grew up with emerging technologies and how technologies have developed since they were children. It then discusses different frameworks for teachers to integrate technology into their teaching practices at different levels, from basic familiarization to fully transforming teaching and learning. Finally, it discusses opportunities for a school to embed ICT across subjects by aligning with curriculum requirements, using available resources, and developing the use of their online network.

1. INSET St Mary’s First West Moors Ian Brewer 23 rd June 2008

2. When they were going to primary school in 1990, Tim Berners-Lee was busy developing the world wide web. The first SMS message was sent in 1992, when these kids were seven. Amazon and eBay launched in 1995. Hotmail was launched in 1996, as they headed towards secondary school Around that time, pay-as-you-go mobile phone tariffs arrived, enabling teenagers to have phones, and the first instant messaging services appeared. Google launched in 1998, just as they were becoming teenagers. Napster and Blogger.com launched in 1999 when they were doing GCSEs. Wikipedia and the iPod appeared in 2001 Early social networking services appeared in 2002 when they were doing A-levels. Skype launched in 2003, as they were heading for university, and YouTube launched in 2005, as they were heading toward graduation. Today's 21-year-olds were born in 1985. The internet was barely two years old in January that year, and Nintendo launched 'Super Mario Brothers', the first blockbuster game.

4. Learners taking more control over the direction of their learning with ICT Social collaboration on joint tasks both face-to-face and in online collaboration Learning out of school in other settings and environments Deeper analysis of concepts, processes and visualisation Use of ICT to locate, gather, synthesis, analyse reconstruct, communicate and present information and understanding Creative development and media literacy e.g. digital video, photography animation, music Developing thinking skills and problem solving strategies ICT in learning Gaining knowledge, understanding and skills beyond that of the teacher Iteration and modelling using ICT; eg in writing, design, maths, science PE and music – real life and work-related applications

5. Reorientation Integration Utilisation Familiarisation Evolution 5 Stages of Embedding ICT Hooper & Reiber Hooper & Reiber

11. engage empower extend embed enhance enrich exchange e-learning? enthuse entertain

12. Learning and ICT Empower Learners take control of learning Use ICT to research and manage own learning Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Edutainment? Computer games? Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper and flexible learning though the use of ICT and community resources Knowledge Comprehension Application Analysis Synthesis Evaluation Where is embedded? Passive Active learner engagement learning Deep Shallow

13. Dimension shift Empower Learners’ take control of learning Use ICT to research and manage own learning Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper and flexible learning though the use of ICT and community resources Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Passive Active learner engagement learning Deep Shallow Teaching Learning low capability high capability Taught Facilitated “ controlled” technology self-directed impact Differentiated Personalised School based Distributed

14. Identify potential new approaches for the use of ICT in their teaching/subject Use ICT effectively at a personal and professional level Have high levels of information literacy Encourage learners to make choices about their use of ICT e-confident workforce Envision the future of an ICT rich education for learners. Use ICT effectively in their own work Builds on their knowledge of students’ ICT capabilities for effective learning Prepared for learners to know more than they do about ICT Uses the technology to learn online Confident to judge standards

15. Use ICT to learn away from the institution Has a wide range of generic ICT skills Able to learn new skills as needed Has high level of information literacy e-confident learner Knows when ICT can assist their learning Prepared to explore and experiment in their use of ICT Can talk about the way ICT can enhance their learning Can select appropriate tool for the task Uses technology creatively, with ease, in life outside the institution

16. Warren Junior School

18. What are does the National Curriculum require you to do? – NCaction website This website includes examples of pupils' work with ICT across a range of subjects, with teacher commentary on how the use of ICT enhanced learning in the subject. The work exemplifies the requirements to use ICT in subject teaching. As a general requirement, teachers should provide pupils with opportunities to apply and develop their ICT capability in all subjects (except physical education and the non-core foundation subjects at key stage 1).

19. What other opportunities are there to make use of ICT? Sample Materials As part of its commitment to support schools in raising their standards, the Primary Strategy has created a range of Examples, showing how ICT can be used to enhance teaching and learning across the primary curriculum. The Examples cover each of the 9 National Curriculum subjects in Years 1 to 6 and each of the 6 areas of learning in the Foundation Stage.

20. Renewed Frameworks The renewed Primary Framework for literacy and mathematics offers everyone involved in teaching children aged from 3 to 11 an opportunity to continue the progress made in raising standards by embedding the principles of both Every Child Matters and Excellence and enjoyment into practice. A relatively recent addition to the site is the identification of ICT applications in Literacy by category

21. Keys to Learning This pack develops the use of ICT by children, for example carrying out investigations, using digital video cameras to practise and develop their use of mathematical language, creating their own multimodal texts and presenting their ideas. The DVD supports teachers’ professional development and children’s learning by linking teachers’ and children’s use of ICT.