1. The Use of ICT within the
classroom
amandawilsonkennard Using technology, simply
2. Introduction
• ―ICT can improve the quality of teaching,
learning and management in schools and so
help raise standards.‖ 1
• Primary schools
– Average of 37 computers, 1 for 6.2 children
– 85% of teaching staff reportedly confident in using
ICT
• Secondary schools
– Average of 275 computers, 1 for 3.6 pupils
– 81% of teaching staff reportedly confident in using
ICT
amandawilsonkennard Using technology, simply
Teachernet: Learning, teaching and managing using ICT http://www.teachernet.gov.uk/wholeschool/ictis/
3. Background
• Pre – 2000
– Supporting drill or practice of previously taught skills
– Assistive technologies for pupils with special needs
– A treat or reward when work completed satisfactorily.
• Current Use
– Collaborative, investigative and problem-solving
activities
– Developing independent learners, confident with ICT
– ―learning facilitated and supported through the use of
some or all of the various technologies‖, JISC
amandawilsonkennard Using technology, simply
4. Examples of ICT in Schools
amandawilsonkennard Using technology, simply
5. Benefits
• Engage with learning
• Motivated, proud and willing to
support others
• Prepares pupils for technology in
the workplace or further education
• Suitable for a range of abilities
• Flexible teaching
amandawilsonkennard Using technology, simply
6. Current Practices
• Project Based learning
• Pupils are already technology enhanced,
use mobiles, gaming devices (psp)
• Using VLE’s to engage pupil’s
• Using VLE’s for eAssessments
• Transforming teaching environments
• Encouraging learners to be reflective
• Individual Learning and group working
– increase sharing
amandawilsonkennard Using technology, simply
7. Opportunities for the future
• Community based learning
• Pupils not confined to the
classroom
• Learning on the move, when and
where up to them
• Teachers will be supporters of
learning
amandawilsonkennard Using technology, simply
8. References
1. Teachernet: Learning, teaching and managing using ICT
http://www.teachernet.gov.uk/wholeschool/ictis/
2. BECTA Research report: Impact of ICT in schools: a landscape review
http://publications.becta.org.uk/download.cfm?resID=28221
3. Using ICT in Schools: Addressing Teacher Workload issues
(PiceWaterhouseCoopers Research Report RR595)
http://www.dcsf.gov.uk/research/data/uploadfiles/RR595.pdf
4. Reynolds, D., Treharne, D. and Tripp, H. (2003) . ICT—the hopes and
the reality. British Journal of Educational Technology Vol 34 No 2.
Available: http://www.hull.ac.uk/php/edskas/Reynolds%20article.pdf
5. Miller, S., (2002) The Guardian: Moving target.
Available:
http://www.guardian.co.uk/education/2002/feb/26/schools.itforschools
6. Teachers.tv: New ideas in secondary ICT.
Available: http://www.teachers.tv/video/27292
7. Teachers.tv: Virtual Worlds.
Available: http://www.teachers.tv/video/30858
amandawilsonkennard Using technology, simply
Editor's Notes
Please prepare a 5 – 10 minute presentation on ‘The Use of Frog or ICT within the Classroom’. Slide titles should include: BenefitsCurrent PracticesOpportunities
Learning, teaching and managing using ICT http://www.teachernet.gov.uk/wholeschool/ictisPrimary schools:Have on average 37 computers each......that's approximately 1 computer for every 6.2 children95% have interactive whiteboards91% have a network in place99% are connected to the Internet78% have a broadband connection85% of teaching staff are reported to be very confident or confident in using ICT in their job.Secondary schools:Have on average 275 computers each......that's approximately 1 computer for every 3.6 pupils99% have interactive whiteboards99% have a network in place99% are connected to the Internet99% have a broadband connection81% of teaching staff are reported to be very confident or confident in using ICT in their job.
BECTA Research report: Impact of ICT in schools: a landscape review http://publications.becta.org.uk/download.cfm?resID=28221“There was little collaborative work and pupils tended to work individually on the class computer in the corner of the room. Given the novelty value of computers in the 80s and early 90s, and limited access out of school, access to a computer was perceived as motivating in itself and used to promote pupil engagement in the learning process and ease classroom management in a relatively crude manner.By contrast, current use can be broadly described as characterised by collaborative, investigative and problem-solving activities designed to develop increasingly independent learners who are confident users of ICT, exploring and finding out for themselves, with greater peer interaction compared to non-ICT lessons (Hennessy et al., 2005). This is reflected in growing emphasis on elearning defined by the DfES (2003) as those approaches that exploit ‘interactive technologies and communication systems to improve the learning experience’ (DfES, 2003, p.7). Similarly, the JISC policy statement describes e-learning as ‘learning facilitated and supported through the use of some or all of the various technologies’, including computers, desk- and laptop, mobile and wireless tools, electronic communication tools, learning platforms and IWBs (JISC, 2004, p.10).”
BECTA and Ofsted reportsStrong links between high standards across curriculum with good technology provision. The wider use of ICT across curriculum = better GCSE resultsA BECTA Report stated that the “Impact of technology was greater when good resources were combined with good teaching”-----------------------------------Reynolds, D., Treharne, D. and Tripp, H. (2003) . ICT—the hopes and the reality. British Journal of Educational Technology Vol 34 No 2. Available: http://www.hull.ac.uk/php/edskas/Reynolds%20article.pdfOfSTED has summarised the characteristics of good secondary school ICT provision.(OfSTED, 2002) They are:• availability of different groupings of resources to match the needs of departments, for example computer rooms, clusters of machines and individual workstations around the site• computers networked and well maintained with good Internet access from all workstations• well-lit, comfortable computer rooms with sufficient space for pupils to work away from computers and for teachers to circulate and talk to individual pupils• effective communication with the whole class using digital projectors or the capacity to control all the computers• an efficient and equitable booking system for computer rooms.---------------------------------Miller, S., (2002) The Guardian: Moving target. Available: http://www.guardian.co.uk/education/2002/feb/26/schools.itforschoolsOn paper, the headline results of this drive are already impressive. In 1998, only 17% of primary schools and 83% of secondaries had any internet access at all; according to the latest official statistics for use of ICT in schools, that had risen to 96% and 99% respectively by last year. Primary schools had, on average, one computer per 11.8 pupils last year compared with one per 17.6 pupils four years ago, while the ratio in secondaries has risen from one per 8.7 pupils to one per 7.1 over the same period. About £50m is being ploughed into the new curriculum online initiative to provide an array of new electronic resources across the curriculum in partnership with the BBC and software developers, while the new opportunities fund has provided money for teachers to receive ICT training as part of a determined push to improve their competence - and confidence - in using new technology to plan and deliver their lessons. At the same time, about 50,000 teachers, including 32,000 under the computers for teachers scheme, have been provided with cut-price computers. And when she unveiled the school of the future, Estelle Morris also announced a doubling of the funding for the laptops for teachers scheme to £100m, which will provide laptops for a further 100,000 teachers free of charge over the next two years. The revolution is well under way, and evidence is starting to emerge of the benefits it can bring.
4. Reynolds, D., Treharne, D. and Tripp, H. (2003) . ICT—the hopes and the reality. British Journal of Educational Technology Vol 34 No 2. Available: http://www.hull.ac.uk/php/edskas/Reynolds%20article.pdf“ICT raises standards of pupil achievement”DfES 2002 and literacyThe IMPACT2 interim evaluation highlighted the positive role of ICT in primary school English, but reported that the effect in secondary schools was minimal. ICT was found to have supported learning by helping to “increase the intensity of pupils’ learning” for example by using multimedia to create a teaching resource about apostrophes for other pupils to use. It also had the effect of “increasing pupils’ focus on story-writing” in the experiment where pupils planned a story by creating pictures to accompany it with a drawing package. Teachers used ICT “to support reading, spelling and redrafting as well as to enhance reading comprehension.” It also “supported pupils’ literacy skills by presenting words and text visually and aurally”.A second common use for ICT in Science is the use of CD-ROMs and multimedia packages. These are claimed to provide “highly motivating access to information and ways to communicate that information.” (Miller, 2001)ICT also allows pupils to communicate more easily with research scientists, through e-mail and on-line discussion groups. The World Wide Web can also allow them to take part in specific research projects, such as the Pupil Research Initiative at Sheffield Hallam University.
Teachers.tv: New ideas in secondary ICT. Available: http://www.teachers.tv/video/27292New Line Learning academyNew ideas in secondary ICT (teachers.tv)Year 7 tablet and year 11 hand held deviceSchoolbook VLEVLE which allows for teachers to include Learning pathways, on the fly
Second Life – building communities and engaging students
