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Y3 ICT and the Foundation Subjects - Lecture 1
 

Y3 ICT and the Foundation Subjects - Lecture 1

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How should teachers best develop ICT knowledge and understanding of ‘digital natives’? ...

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.

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  • Tested by TDA skills testThis module seeks to assist with this.Ditto – but students are invited to undertake an audit to identify their strengths / weaknesses

Y3 ICT and the Foundation Subjects - Lecture 1 Y3 ICT and the Foundation Subjects - Lecture 1 Presentation Transcript

  • Y3 BA PRIMARY EDUCATION2012-2013ICT AND AFOUNDATIONSUBJECT
  • ASSESSMENTICTAssemble evidence from ICT work completed over theprogramme to complete an ICT e-portfolio. (1250 wordequivalent)Respond critically and creatively to a chosen question,drawing on readings and relevant examples from your ownpractice in a format of your choice. (1250 word equivalent)FOUNDATION SUBJECTCreate a teaching resource to support a sequence of lessonswithin the chosen foundation subject. (2000 word equivalent)Write a rationale, explaining how your teaching resourcewould be used. (500 words)
  • ICT PORTFOLIOSelect 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
  • ICT CRITICALREFLECTIONChoose 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?
  • ICT CRITICALREFLECTIONThis 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)
  • FOUNDATION SUBJECTDIGITAL RESOURCEFor example• Six annotated images / videos (Art and History)• A 3D Habitat or interactive model (D&T)• A digital profile (RE)• Annotated map (Geography)etcPlus a 500 word rationale
  • 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
  • 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 HistoryDesign Maths Music Art & D&T RE PE
  • What is ICT Capability?THINK Quietly on your own.PAIR Share your initial thoughts with your neighbour.SHARE With the whole group.
  • ICT CAPABILITY – ADEFINITION “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)
  • 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.”
  • 2011 – NATIONALCURRICULUM 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.
  • 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.
  • 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.
  • SHUTDOWN ORRESTART? 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.
  • 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.
  • 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
  • 19CC by-nc steve_cx
  • GROWING UP DIGITALDON TAPSCOTT, 1998Contrast between N-Geners andBaby-boomersContrast between TV and theNetThe Net: Active Raises Intelligence Democratic Community building“Using the new technology isas natural as breathing”
  • DIGITAL NATIVESMARC PRENSKY, 2001“Our students have changed radically” Fast pace Multi-task Graphics before text Random access Networked Instant gratification Frequent reward Games not workDigital Immigrant instructors, whospeak an outdated language (that ofthe pre-digital age), are struggling toteach a population that speaks anentirely new language.
  • THE DIGITAL DISCONNECTLEVIN & AREFAH, 2002A substantial disconnect between howstudents use the Internet for school andhow they use the Internet during theschool dayReasons: Administrators Variation in teaching policies Uninspiring assignmentsBarriers Quality of access Filtering Inequalities of home access
  • THEIR SPACEGREEN AND HANNON, DEMOS, 2007 Building relationships Creating content Essential skills  Creativity  Communication  Collaboration User types:  Digital pioneers  Creative producers  Everyday communicators  Information gatherers
  • DIGITAL MEDIA ANDLEARNING INITIATIVEMACARTHUR 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
  • How should teachers bestdevelop ICT knowledge andunderstanding of „digitalnatives‟?
  • Plan a lesson within yourfoundation subject thatdemonstrably would developpupils‟ ICT capability.
  • 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
  • FOR NEXT WEEK…Read (at least) p 2-7 of Noss (2012)