ICT Reflective Practice Essay - Seminar 1
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ICT Reflective Practice Essay - Seminar 1

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We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I ...

We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I brief you on the assignment and the directed task.

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    ICT Reflective Practice Essay - Seminar 1 ICT Reflective Practice Essay - Seminar 1 Presentation Transcript

    • #WhyTeachICTTo research more effectively;better communication skills;more efficient use of existingsoftware skills @simonkellis
    • #WhyTeachICTIndustry is screaming for ICTprofessionals not ICT users @teraknor
    • #WhyTeachICTIt‟s Interesting, Creative andTransformative!Its also relevant, bridgesgeneration gaps and is futurefocused and driven! @clareire
    • #WhyTeachICTTo connect us with the globalcommunity and enablechildren to be passionateabout its potential to developfor the future @dawnhallybone
    • #WhyTeachICTIt‟s the only truly innovativesubject - new resourcesproduced every day @goodallict
    • #WhyTeachICTBecause it is the mostexciting, magic & possiblyeven life changing subject inthe curriculum! @janewoods3
    • #WhyTeachICTWe all need tocommunicate, technologyoffers amazing ways toconnect and be citizens @stevebunce
    • #WhyTeachICTIt’s about speaking thelanguage of your learners andmeeting them where they are! @TESict
    • #WhyTeachICTIt allows the teacher to be alife long learner @BobToms100
    • #WhyTeachICT‘cos at the mo it’s still a NCsubject @billgibbon
    • Why teach ICT?(in 140 characters or less)
    • The Importance of ICTInformation and communication technology (ICT) preparespupils to participate in a rapidly changing world in which workand other activities are increasingly transformed by access tovaried and developing technology. Pupils use ICT tools tofind, explore, analyse, exchange and present informationresponsibly, creatively and with discrimination. They learn howto employ ICT to enable rapid access to ideas and experiencesfrom a wide range of people, communities and cultures.Increased capability in the use of ICT promotes initiative andindependent learning, with pupils being able to make informedjudgements about when and where to use ICT to best effect, andto consider its implications for home and work both now and inthe future. DfES/QCA 1999
    • The Importance of ICTWith scientific method, we took things apartto see how they work. Now with computers wecan put things back together to see how theywork, by modelling complex, interrelatedprocesses, even life itself. This is a new age ofdiscovery, and ICT is the gateway. Douglas Adams, Author
    • The Importance of ICTTo argue against the importance of ICT in the primarycurriculum is to ignore the increasing digitisation ofinformation worldwide. This will require digital literacy of allchildren for their full participation in society.... In allbranches of knowledge, all professions and all vocations, theeffective use of new technologies will be vital. Children notonly need to learn to use specific devices andapplications, they also need to understand the fundamentalconcepts of safe and critical use. Sir Jim Rose, 2009
    • And yet…Young people have huge appetites for thecomputing devices they use outside ofschool. Yet ICT and Computer Science inschool seem to turn these young people off.We need school curricula to engage thembetter if the next generation are to engineertechnology and not just consume it Matthew Harrison, Royal Academy of Engineering, 2010
    • Sugata MitraThe Child Driven Education
    • Critique the following…Social constructivism in the classroom:“Knowledge and skills are constructedgradually through experience, interactionand adult support” Pollard, Reflective Teaching
    • Reflective TeachingA reflective teacher:1. Examines, frames and attempts to solve the dilemmas of classroom practice;2. Is aware of and questions the assumptions and values he or she brings to teaching;3. Is attentive to institutional and cultural contexts in which he or she teaches;4. Takes part in curriculum development and is involved in school change efforts;5. Takes responsibility for his or her own professional development. Zeichner and Liston (1999)
    • Reflective Practice“emancipates us merely fromimpulsive and routineactivity…..enables us to direct ouractions with foresight and to planaccording to ends in view ofpurposes of which we are aware. Itenables us to know what we areabout when we act.” (Dewey, 1933, p.17
    • Learning to Learn“Learning to learn, or thedevelopment of learningpower, is getting better atknowing when, how and what todo when you dont know what todo.” (Guy Claxton 1999: 18)
    • ConnectivismThe pipe is more important than the content within thepipe. Our ability to learn what we need for tomorrow ismore important than what we know today. A realchallenge for any learning theory is to actuate knownknowledge at the point of application. Whenknowledge, however, is needed, but not known, theability to plug into sources to meet the requirementsbecomes a vital skill. As knowledge continues to growand evolve, access to what is needed is more importantthan what the learner currently possesses. Siemens (2005)
    • Building your PLNWhile many companies promise that every employee willreceive one or two weeks of training per year, learningshould take place every day on the job. Learning doesnttake place just in training programs, but should be part ofevery employees everyday activities. You learn everytime you read a book or article, every time you observehow someone else is doing work similar to yourown, every time you ask a question. An important partof learning is to build your own personal learningnetwork -- a group of people who can guide yourlearning, point you to learning opportunities, answeryour questions, and give you the benefit of their ownknowledge and experience. Daniel Tobin, 1998
    • Some ICT QuestionsSome more at http://www.google.com/moderator/#15/e=2063fb&t=2063fb.40
    • What can we do for the10% without computers?
    • What should NationalCurriculum ICT look like?
    • Does ICT change how we learn?
    • Why aren‟t primaryschools using theirlearning platforms?
    • How can primary schools teach ICT when many teachers do not understand the subject themselves?
    • What should be the placeof computer science in the primary curriculum?
    • Do computer games have any place in the school curriculum?
    • The Directed Task ICT: What does a social constructivist view of learning imply for teaching approaches? Justify your argument with reference to readings about  the nature of ICT  a social construcitivt view of learning  talk as a particular pedagogical approach 1000 words E-mail and via Turnitin by 19th November
    • Can I teach ICTusing a social constructivist approach, with a focus on talk
    • The Essay Myself as a teacher (250) Social constructivism with a focus on talk in ICT (1250) Evaluation of focus children‟s learning and your teaching (1500) Implications for practice within national context (1000) Detailed planning for two lessons (1000 equiv)
    • Essay Section 2Social constructivism with a focus on talk in ICT 1250 words (recommended) Integrate the three dimensions of this into a coherent framework  ICT  A social constructivist view of learning (and teaching)  A particular pedagogic approach - talk Conclude by summarizing the key aspects of your framework; you can use these to analyse your practice in §3
    • Criteria Evaluation of teaching  Theories of learning  Current research and developments Assessment of learning Reflection on practice  Beliefs and values  Wider professional context
    • M level Criteria Systematic understanding of related knowledge Critical awareness of current problems and insights Application of theory to analysis Independent learning for CPD
    • M level criteria „systematic understanding‟ means eg demonstrating understanding of key concepts by discussing what is problematic about them, using definitions and referring to concepts with consistent meaning „independent learning ability‟ means eg thinking things through for yourself, researching original sources (not relying on secondary sources)
    • BSE 1 Write at least two detailed lesson / activity plans identifying ICT understanding and capability and referencing subject texts (You must submit these. You‟re supposed to put these between §2 and §3 of the essay. Yes. I know.) Write an extended reflective evaluation of each of the planned and taught lessons / activities referring to relevant reading (You may submit these too, as an appendix)
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