Y3 ICT Lecture 6 Planning
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Y3 ICT Lecture 6 Planning

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  • Low criticality[clarification needed] Senior developers Requirements change often Small number of developers Culture that thrives on chaos
  • Low criticality[clarification needed] Senior developers Requirements change often Small number of developers Culture that thrives on chaos

Y3 ICT Lecture 6 Planning Presentation Transcript

  • 1. Y3 BA PRIMARY EDUCATION2012-2013ICT AND A FOUNDATION SUBJECTLECTURE 6PLANNING
  • 2. REFLECTIONS ONECKSTEIN ET AL
  • 3. Recognise the contribution thatICT can make to learning in eachage group and identifyprogression and continuityacross pre-school and KeyStages 1 and 2
  • 4. SECONDARY ICTPROBLEMS
  • 5. MORE PROBLEMS
  • 6. BEHAVIOURMANAGEMENT
  • 7. BEHAVIOURMANAGEMENT Unreliable kit A different room Tech support Backs to the teacher Technical knowledge Lack of space Children who know Too many too much distractions Ability range Computers as toys Finishing early Access to the Too many things to Internet do
  • 8. WATERFALL Requirements Design Implementation Verification Maintenance
  • 9. bit.ly/qcaict
  • 10. SWITCHED ON ICT Y1 – Y3
  • 11. SWITCHED ON ICT Y4 - Y6
  • 12. ITERATIVE Planning Evaluation Requirements Analysis and Testing Design Implementation
  • 13. KINDERGARTENLEARNING
  • 14. time space journey landscape lesson library blog wiki film game levels badgescall centre design studioprocedures objects
  • 15. Construct a planning web for achosen topic in your foundationsubject, showing a variety of ways inwhich ICT might be deployed tosupport pupils’ learning. Identify anyexpectations for prior learning andsubsequent progression.
  • 16. Does an embedded approachto ICT capability promote orinhibit learning in ICT andother subjects?
  • 17. CATHEDRAL ANDBAZAAR
  • 18. AGILE Better Good Responding to Following a plan change Customer Contract collaboration negotiation Comprehensive Working Software documentation Individuals and Processes and Interactions tools
  • 19. Our highest priority is to satisfy the Working software is the primarycustomer through early and continuous measure of progress.delivery of valuable software. Agile processes promote sustainableWelcome changing requirements, even development.late in development. Agile processesharness change for the customers The sponsors, developers, and userscompetitive advantage. should be able to maintain a constant pace indefinitely.Deliver working softwarefrequently, from a couple of weeks to a Continuous attention to technicalcouple of months, with a preference to excellence and good design enhancesthe shorter timescale. agility.Business people and developers must Simplicity--the art of maximizing thework together daily throughout the amount of work not done--is essential.project. The bestBuild projects around motivated architectures, requirements, andindividuals. designs emerge from self-organizing teams.Give them the environment and supportthey need, and trust them to get the job At regular intervals, the team reflectsdone. on how to become more effective, then tunes and adjusts its behaviorThe most efficient and effective method accordingly.of conveying information to and within adevelopment team is face-to-faceconversation.
  • 20. CRAFTSMANSHIP Best Better Steadily adding Responding to value change Productive Customer partnerships collaboration Well-crafted Working Software software A community of Individuals and professionals Interactions
  • 21. PRAGMATIC PROGRAMMING TIPSStay aware of what Dont be a slave toyoure doing. history.Dont code blindfolded. Is there an easier way?Proceed from a plan. Am I solving the rightRely only on reliable problem?things. Why is this a problem?Document your What makes it hard?assumptions. Do I have to do it thisTest assumptions as well way?as code. Does it have to be donePrioritize your effort. at all? http://www.codinghorror.com/blog/files/Pragmatic%20Quick%20Reference.htm
  • 22. APPRENTICESHIPPATTERNS
  • 23. TEACHING AS ADESIGN SCIENCETeachers acting as designscientists would observe fourbasic precepts, to1. keep improving their practice,2. have a principled way ofdesigning and testingimprovements in practice,3. build on the work of others,4. represent and share theirpedagogic practice, the outcomesthey achieved, and how theserelated to the elements of theirdesign.
  • 24. PEDAGOGIC PATTERNLANGUAGE• Learning through acquisition• Learning through inquiry• Learning through discussion• Learning through practice• Learning through collaborationWhether a pattern language for pedagogy will develop is hard tosay at this stage, and in any case it will depend on much moreextensive engagement with the idea of patterns among theteaching community. It is an intriguing vision.
  • 25. PEDAGOGICPATTERNS
  • 26. FOR NEXT WEEK Read pp3-10 of Johnson et al (2012)