How should teachers best develop ICT knowledge and understanding of ‘digital natives’? Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.

1. Y3 BA PRIMARY EDUCATION
2012-2013
ICT AND A
FOUNDATION
SUBJECT

2. ASSESSMENT
ICT
Assemble evidence from ICT work completed over the
programme to complete an ICT e-portfolio. (1250 word
equivalent)
Respond critically and creatively to a chosen question,
drawing on readings and relevant examples from your own
practice in a format of your choice. (1250 word equivalent)
FOUNDATION SUBJECT
Create a teaching resource to support a sequence of lessons
within the chosen foundation subject. (2000 word equivalent)
Write a rationale, explaining how your teaching resource
would be used. (500 words)

3. ICT PORTFOLIO
Select one piece of evidence for all the following
• Developing digital literacy and ICT capability
• ICT to support learning and teaching
• Creative teaching with ICT
• Assessment of and with ICT; ICT for evaluation
• ICT and inclusion
• Planning for embedded ICT
• Innovation and professional development

4. ICT CRITICAL
REFLECTION
Choose one of
• How should teachers best develop ICT knowledge and
understanding of „digital natives‟?
• What is gained or lost as learning moves from the real to the
virtual?
• What is creative teaching? How could ICT support this?
• What particular opportunities and challenges does ICT
present to assessment for learning?
• How might ICT contribute to fostering inclusion in primary
education?
• Does an embedded approach to ICT capability promote or
inhibit learning in ICT and other subjects?
• In what ways does ICT enable teachers to take responsibility
for their development as professionals?

5. ICT CRITICAL
REFLECTION
This can be
• A word processed essay (1250 words),
• A narrated or annotated slide show (750 words or 4 minutes
of narrated slidecast),
• An audio recording (5 minutes),
• A video essay (3 minutes),
• A website (750 words), or
• An animation (3 minutes)

6. FOUNDATION SUBJECT
DIGITAL RESOURCE
For example
• Six annotated images / videos (Art and History)
• A 3D Habitat or interactive model (D&T)
• A digital profile (RE)
• Annotated map (Geography)
etc
Plus a 500 word rationale

7. ICT LECTURES
Developing digital literacy and ICT
capability
ICT to support learning and teaching
Creative teaching with ICT
Assessment of and with ICT; ICT for
evaluation
ICT and inclusion
Planning for embedded ICT
Innovation and professional
development
Workshop
Tutorials

8. ICT for Studying
Research, References, Word, PowerPoint, Moodle, GoogleSites
ICT for teaching
VLEs, Presenting, IWBs, Resources, Web 2.0
ICT for learning
E-learning, E-safety, Multimedia, Games, Thinking
Fundamentals Applications Implications
Geography
Science
English
History
Design
Maths
Music
Art &
D&T
RE
PE

9. What is ICT Capability?
THINK Quietly on your own.
PAIR Share your initial thoughts with your
neighbour.
SHARE With the whole group.

10. ICT CAPABILITY – A
DEFINITION
“Children use and apply their ICT
knowledge, skills and understanding
confidently and competently in their learning
and in everyday contexts. They become
independent and discerning users of
technology, recognising opportunities and
risks and using strategies to stay safe.”
(QCDA, 2009)

11. 2009 - ROSE
“The approach advocated in this report of
embedding ICT throughout the primary
curriculum will yield a number of
benefits, such as the use of technology to
develop deeper cognitive skills; education of
young people so that all can use
technology, with none excluded; and an
informed understanding that ensures full
„digital literacy‟. Given these benefits, by the
end of Year 6 primary children would be well
on the way to harnessing technology for
lifelong learning.”

12. 2011 – NATIONAL
CURRICULUM REVIEW
Despite their importance in balanced educational
provision, we are not entirely persuaded of claims that
design and technology, information and communication
technology and citizenship have sufficient disciplinary
coherence to be stated as discrete and separate National
Curriculum „subjects‟. We recommend that:
Information and communication technology is reclassified
as part of the Basic Curriculum and requirements should
be established so that it permeates all National Curriculum
subjects. We have also noted the arguments, made by
some respondents to the Call for Evidence, that there
should be more widespread teaching of computer science
in secondary schools. We recommend that this proposition
is properly considered.

13. 2012 – MICHAEL GOVE
@ BETT
In order to facilitate more innovative ICT provision in
schools, I am proposing to make provision under the
2002 Education Act to disapply the existing ICT
Programmes of Study and Attainment Targets at all four
key stages, and the associated statutory assessment
arrangements at Key Stage 3, from September 2012.
Under this proposal ICT would remain a compulsory
subject within the National Curriculum, subject to the
outcomes of the National Curriculum review.
However, schools would be freed of the requirement to
adhere to the existing Programmes of Study, Attainment
Targets and statutory assessment arrangements.

14. JUNE 2012 - DFE
The Government has made clear that it considers
ICT to be an important subject that should be taught
to all pupils. As a clear statement of the importance
that it attaches to ICT education, the Government
has decided that ICT will continue to be a National
Curriculum subject, with new statutory Programmes
of Study at all four key stages, from September 2014.
The Department for Education will look to work with
experts from industry, IT organisations and the
teaching profession to develop the new Programmes
of Study as a national standard for all schools, whilst
providing sufficient flexibility and scope to meet the
changing demands of the subject.

16. SHUTDOWN OR
RESTART?
Computer Science should be interpreted as
referring to the scientific discipline of Computer
Science, covering principles such as algorithms,
data structures, programming, systems architecture,
design, problem solving etc.
Information Technology should be understood to
mean the assembly, deployment, and configuration
of digital systems to meet user needs for particular
purposes.

17. DIGITAL LITERACY
should be understood to mean the
basic skill or ability to use a computer confidently,
safely and effectively, including: the ability to use
office software such as word processors, email
and presentation software, the ability to create
and edit images, audio and video, and the ability
to use a web browser and internet search engines.
These are the skills that teachers of other subjects
at secondary school should be able to assume that
their pupils have, as an analogue of being able to
read and write.

18. DIGITAL LITERACY
refers to the more subtle and
situated practices associated
with being able to create,
understand and communicate
meaning and knowledge in a
world in which these processes
are increasingly mediated via
digital technologies.
Futurelab

19. 19
CC by-nc steve_cx

20. GROWING UP DIGITAL
DON TAPSCOTT, 1998
Contrast between N-Geners and
Baby-boomers
Contrast between TV and the
Net
The Net:
 Active
 Raises Intelligence
 Democratic
 Community building
“Using the new technology is
as natural as breathing”

21. DIGITAL NATIVES
MARC PRENSKY, 2001
“Our students have changed radically”
Fast pace
Multi-task
Graphics before text
Random access
Networked
Instant gratification
Frequent reward
Games not work
Digital Immigrant instructors, who
speak an outdated language (that of
the pre-digital age), are struggling to
teach a population that speaks an
entirely new language.

22. THE DIGITAL DISCONNECT
LEVIN & AREFAH, 2002
A substantial disconnect between how
students use the Internet for school and
how they use the Internet during the
school day
Reasons:
 Administrators
 Variation in teaching policies
 Uninspiring assignments
Barriers
 Quality of access
 Filtering
 Inequalities of home access

23. THEIR SPACE
GREEN AND HANNON, DEMOS, 2007
 Building relationships
 Creating content
 Essential skills
 Creativity
 Communication
 Collaboration
 User types:
 Digital pioneers
 Creative producers
 Everyday communicators
 Information gatherers

24. DIGITAL MEDIA AND
LEARNING INITIATIVE
MACARTHUR FOUNDATION, 2008
 Generation gap in
perceived value of online
activity
 Learning social and
technical skills
 Peer learning
 Most aren‟t making the
most of the opportunities
 Hanging Out
 Messing Around
 Geeking Out

25. How should teachers best
develop ICT knowledge and
understanding of „digital
natives‟?

28. Plan a lesson within your
foundation subject that
demonstrably would develop
pupils‟ ICT capability.

29. D&T
Developing, planning and
communicating ideas
Working with
tools, equipment, materials and
components to make quality products
Evaluating processes and products
Knowledge and understanding of
materials and components

30. FOR NEXT WEEK…
Read (at least) p 2-7 of Noss (2012)