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The role and function of ICT in 21st century schools
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The role and function of ICT in 21st century schools Presentation Transcript

  • 1. The Role and Function of ICT in 21 st Century Schools Paul Heinrich
  • 2. How is ICT Used?
    • There are three key areas where ICT is used in schools:
        • Learning
        • Communication
        • Management
    • These are interdependent – schools need a holistic vision if they are to maximise learning outcomes.
  • 3. Learning - overview
    • Schools need to consider:
        • Learning about ICT (i.e. as a subject)
        • Learning with ICT (i.e. using the full range of ICT tools to support learning)
        • Assessment
        • Reporting
        • Parental engagement.
  • 4. Learning about ICT
    • 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.
  • 5. Learning with ICT
    • Key areas to consider are:
        • Online courses and revision units
        • Research
        • Modelling and simulation
        • Games
        • Collaboration – wikis, forums, video conferencing email, SMS
        • Communication
        • Publishing.
  • 6. Remember
    • 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?
  • 7. 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
        • Learning analytics.
  • 8. 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.
  • 9. 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.
  • 10. Management tools
    • 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.
  • 11. 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.
  • 12. Communication
    • 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
  • 13. The website
    • Provides a public window into the school covering:
        • Core information
        • News
        • 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
  • 14. 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.
  • 15. In summary
    • 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
        • Remember it’s a vision not a straitjacket
        • Learning must lie at its heart.
        • Change happens!