Naace considers these areas of knowledge important:
Technical knowledge – systems, networks, programming, data standards etc
Core skills – digital communication, media production and editing, control, problems solving
Safety, security and the law – e-safety, copyright, digital rights, data protection, environmental issues
Business aspects of ICT – using common business software, collaboration, web design, e-commerce
Digital literacy & personal use – online identities & security, social networks, creating and sharing, gaming, information seeking and validation, impact of ICT on society.
Learning with ICT
Key areas to consider are:
Online courses and revision units
Modelling and simulation
Collaboration – wikis, forums, video conferencing email, SMS
21 st century learning is not confined to the classroom or dusty books.
Children expect to be able to learn and study whenever and wherever they want (and whatever they want . . .!).
Currently 21% of children have smartphones – and the number is rising.
1 in 5 under-5’s can use smartphone apps.
Can schools ignore this?
Technologies for learning
Traditional networked and internet connected desktop and laptop computers.
Hand-held devices – wifi and 3G tablets and smart phones.
Electronic books (Kindles etc)
And coming soon . . .
Web 3.0 and Web 4.0
Augmented reality and game-based learning
Gesture based computing
The importance of the learning platform
A ‘Learning platform’ integrates VLE and MLE functions.
They are more than repositories for resources and lesson plans.
A good learning platform enables learners to:
Access online courses
Collaborate and share
Communicate with teachers
Receive online feedback
LPs will soon be able to analyse work and make suggestions as to additional study resources, areas to improve etc.
What about the technology
High quality wireless networking is critical – hand-held/mobile devices need good WiFi.
Fast Internet - even more so for remotely hosted learning platforms.
Schools will need to enable use of learners personal devices.
High-end PCs still needed for e.g. video editing.
Basic laptops for general purposes.
Flexible solutions are essential to cope with change.
The school Management Information System (MIS) is not just finance.
Its about attendance, report writing, home-school links, support for the SENCO, exam entries, target setting – and, most important of all, which is the collection and handling of data on pupil performance.
MIS and pupil data
Attainment grades (or marks) are stored electronically and are available to teachers.
Reports are produced based on the grades, predicting future achievement.
Targets are set for individuals, and teachers can monitor and report progress towards them.
Data used to identify exceptional performance by individuals and groups.
Parents can look at their children’s performance data via the web.
There’s monitoring of the relationship between assessment and what works in the classroom, e.g. learning styles.
BUT remember ‘Teachers raise standards, not computers .’ So use data wisely and analytically.
Projecting the right image for the school is important – parents expect up to date information.
Its about more than a basic website - the school prospectus online.
Don’t forget automated SMS.
Online reporting supporting parental engagement
Provides a public window into the school covering:
Pupil work and activities – videos, images, animations and more
Guidance and support materials for parents
Links to external support and guidance
Link to the school learning platform (if the website is not integral with the learning platform)
Mail and feedback forms
Other communication tools
Busy parents expect:
Urgent information by text – almost all use mobile phones.
To be able to email the school and get a response within 24 hours.
To complete forms for visits etc online.
To make payments online.
To be able to access live information on their child’s attendance, attainment, behaviour.
Schools need to take an holistic approach to ICT – integration of functions is needed.
Develop a clear vision for ICT but:
This needs to evolve to cope with new technologies and expectations