Y3 ICT and a Foundation Subject - Lecture 3
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Y3 ICT and a Foundation Subject - Lecture 3

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Preliminary viewing: Ken Robinson: “Do schools kill creativity”. Available at http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html ...

Preliminary viewing: Ken Robinson: “Do schools kill creativity”. Available at http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
Focus question: What is creative teaching? How could ICT support this?
Lecture: The art of teaching. Teaching as craft. Working with digital media. Fostering an atmosphere of creativity. ICT and a creative curriculum.
Task: Preparatory work for your foundation subject teaching resource. Development of technical skills.

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    Y3 ICT and a Foundation Subject - Lecture 3 Y3 ICT and a Foundation Subject - Lecture 3 Presentation Transcript

    • Y3 BA PRIMARY EDUCATION2012-2013ICT AND A FOUNDATION SUBJECTLECTURE 3CREATIVE USE OFICT IN TEACHING
    • Be confident and creative in youruse of ICT to teach across theprimary curriculum, with aparticular focus on a specificfoundation subject
    • REFLECTIONS ONROBINSON
    • CREATIVITY“Imagination is not the same ascreativity. Creativity takes the processof imagination to another level. Mydefinition of creativity is “the processof having original ideas that havevalue.” Imagination can be entirelyinternal. You could be imaginative allday long without anyone noticing. Butyou never say that someone wascreative if that person never didanything. To be creative you actuallyhave to do something.”
    • CONSTRUCTIONISM“Constructionism - the N word asopposed to the V word - sharescontructivism’s view of learning as“building knowledge structures”through progressive internalization ofactions... It then adds the idea that thishappens especially felicitously in acontext where the learner isconsciously engaged in constructing apublic entity, whether it’s a sand castleon the beach or a theory of theuniverse. Papert 1991
    • DIY
    • DIGITAL MAKERSWe want to equip our young people to be confidentcontributors and makers, able to harness andcontrol digital technology to positively engagesocially and economically with their communities.We want to see young people, even children,supported to be more critical in their use of digitaltechnologies; taught computational thinking, andusing digital tools like 3D printing, controlsystems, or game making software, to creativelysolve problems, make businesses, express them-selves, and influence others.
    • What is creative teaching?How could ICT support this?
    • THE ART OF TEACHINGOriginalityPlayfulnessThe pursuit of excellence
    • “Be daring, be different,be impractical, beanything that will assertintegrity of purpose andimaginative visionagainst the play-it-safers, the creatures ofthe commonplace, theslaves of the ordinary.” Cecil Beaton
    • “It took me a lifetimeto learn to draw likethem” Picasso, on visiting an exhibition of drawings by children
    • “Whatever is worthdoing at all is worthdoing well.” Earl of Chesterfield
    • BEAUTY OR UTILITY?“If you want a golden rule thatwill fit everybody, this is it:Have nothing in your housesthat you do not know to beuseful, or believe to bebeautiful.” William Morris, 1880
    • ART OR CRAFT?I would describe programming as a craft,which is a kind of art, but not a fine art.Craft means making useful objects withperhaps decorative touches. Fine artmeans making things purely for theirbeauty. RMS
    • A DESIGN SCIENCE?In the arts anything goes; theimperative is to create a powerfulexperience for the audience. That isnot true for teaching; it must do morethan that. It also has a formallydefined goal. The imperative forteaching is that learners develop theirpersonal knowledge and capabilities…It is closer to the kind of science, likeengineering, computer science, orarchitecture, whose imperative it is tomake the world a better place: adesign science.
    • SOFTWARECRAFTSMANSHIPNot only working software, but also well-crafted softwareNot only responding to change, but also steadily adding valueNot only individuals and interactions, but also a community of professionalsNot only customer collaboration, but also productive partnerships
    • CRAFT OVER ARTCraftsmanship is built upon strongrelationships. Focus on delivering value toyour customer over advancing your ownself-interests.As a craftsman you are primarily buildingsomething that serves the needs of others,not indulging in artistic expression.The things we build for customers can bebeautiful, but must be useful. Part of theprocess of maturation encompassed bythis pattern is developing the ability tosacrifice beauty in favor of utility if andwhen it becomes necessary.
    • TEACHING AS CRAFT
    • Growth mindset - effort is what makesyou smart or talentedA need to adapt and changePragmatic rather than dogmaticShare what we knowA willingness to experiment (and beproven wrong)Taking control of and responsibility forour destiniesDebate, dissent and disagreement arebetter than blind deferenceA commitment to inclusivenessSkills rather than processesSituated learning (expert in earshot)
    • THE CRAFTSMAN“The laborer with a sense of craft becomesengaged in the work in and for itselfthe satisfactions of working are their ownrewardthe worker can control his or her own actionsat workskill develops within the work processwork is connected to the freedom toexperiment”“It is by fixing things that we often get tounderstand how they work.”
    • Preparatory work for your foundationsubject teaching resource.Development of technical skills.
    • FOR NEXT WEEK … and try to find some work done by a primary pupil using ICT in your subject