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E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
E-Learning: session1
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E-Learning: session1

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Powerpoint to launch Elearning at Bradford Academy. The presentation highlights the journey and progression of ICT in recent years. I sets the scene for the future developments over the next year.

Powerpoint to launch Elearning at Bradford Academy. The presentation highlights the journey and progression of ICT in recent years. I sets the scene for the future developments over the next year.

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  • How IT has evolved in the UK over the last 10 yearsHow our students have changed over that timeWhat are we doing now
  • 10 Years ago we had 1 or 2 ICT Suites1 or 2 Smart BoardsEvery teacher has a laptop
  • 10 Years ago we had 1 or 2 ICT Suites1 or 2 Smart BoardsEvery teacher has a laptop
  • Moved on a little – nicer looking suites 8 ICT SuitesSmart Boards in 90% of classroomsEvery classroom has a ‘teacher’ PCEvery teacher has a laptop
  • Moved on a little – nicer looking suites 8 ICT SuitesSmart Boards in 90% of classroomsEvery classroom has a ‘teacher’ PCEvery teacher has a laptop
  • Bigger mix of technologyThin ClientsLaptopsNetbooksApple MacGames Consoles
  • At the heart of the digital revolution are teenagers. Morgan Stanley we asked their 15 yearold summer work intern to describe how he and his friends consume media.Morgan Stanley spend millions every year on research and this piece by a 15 year old intern provides one of the clearest and most thoughtprovoking insights we have seen. So they published it and within days it had made the front page of the Financial Times.
  • Most teenagers are not regular listeners to radioWon’t tune in to a particular radio showStreaming media means they can listen to what they want when they want
  • Teenagers watch less live TV because of online streaming and PVR technology
  • Teenagers rarely buy a newspaperWhy bother when you can stream it or read it on the Internet?
  • Telephone Directories & DictionariesTeenagers don’t use them.......WHY?
  • Google1 of our staff asked a class of his students (year 7).....”what do you do if you don’t know the meaning of a word?”Answer: “Google It”
  • Information has become an ‘on demand’ service
  • Information has become an ‘on demand’ service
  • Information has become an ‘on demand’ service
  • Written by Karl Fisch in 2006, Director of Technology at a High school in ColoradoStarted out as a PowerPoint for staff faculty meeting – to provoke some thought and discussionIt has been edited, several times over the last 3 years and ended up as the following video
  • We are working towards this, we are aiming to have resources that meet individual areas needs.
  • It is vital that we are using ICT but it is crucial that it is being using to enhance the learning going on in areas. This idea links in with the new framework that ICT should if possible be used to maximise learning.
  • These are all the strands where ICT is mentioned, the one to pay particular reference to is the second one “Quality of teaching and assessment to support learning.”
  • This is a refocus from the previous inspection framework, ICT is now explicitly mentioned in the descriptors. It is vital that when planning the lessons that you consider the use of ICT and ensure that it is being used to support, extend or develop the learning that is taking place.
  • For satisfactory...the use of resources may include new technology
  • Good – the use of ICT will enhance the learning
  • Marked contribution to the quality of learning in the lesson...It cant be there as a bolt on or an add on....
  • From the last PUR when parents completed the parental questionnaire there were a number of responses requesting the above. This shows the changing perceptions and interest in their learners focus.
  • One of the initial things we will be doing is to re-vision the learning gateway, this will then be used as a tool for learning by all areas.
  • We are creating a new subjects area, the plan will be that this will be accessible from the main school website making the content more accessible or the learners. Each area will have their own space, the ones already created have been pilot areas to see how it would work. Key thing is that they all have a distinct different feeling and this links to their purpose and how they will be used....
  • Here are some suggestions of what other schools use part of their learning Gateway for...this is by no mean exhaustive list...
  • Transcript

    • 1. ICT & Elearning: Using the Learning Gateway<br />M.Berry & S. Carragher<br />
    • 2. Objectives<br />Explore the journey of ICT over the last 10 years<br />Consider how learners use ICT<br />Reflect on how departments currently use ICT<br />Explore the potential for ICT<br />Re-vision the Learning Gateway and plan how this will be used in our areas<br />
    • 3. On the following slides, choose an answer and text the relevant number to telephone number listed! <br />SMS Quiz<br />The texts cost the price of standard text on your Tariff<br />
    • 4. ICT Journey…<br />?<br />
    • 5. <ul><li>Evolution of IT in UK Schools
    • 6. How have our students have changed
    • 7. Did You Know? Video</li></li></ul><li>Evolution of IT in UK Schools<br />
    • 8. <ul><li>1 ICT Suite
    • 9. Some classrooms with 2 PCs – Not networked
    • 10. No Interactive Whiteboards in classrooms
    • 11. No teacher computer
    • 12. No wireless network
    • 13. A few laptops teachers could borrow</li></li></ul><li>How IT has evolved in UK Schools over the last 10 years?<br />
    • 14. 10 Years Ago<br />
    • 15. 1 or 2 ICT Suites<br />1 or 2 Smart Boards<br />Every teacher given a laptop<br />
    • 16. <ul><li>1 or 2 ICT Suites
    • 17. 1 or 2 Smart Boards
    • 18. Every teacher given a laptop</li></li></ul><li>5 Years Ago<br />
    • 19. 4 ICT Suites<br />Smart Boards in 60% of classrooms<br />Every classroom had a ‘teacher’ PC<br />Every teacher had a laptop<br />
    • 20. 4 ICT Suites<br />Smart Boards in 60% of classrooms<br />Every classroom had a ‘teacher’ PC<br />Every teacher had a laptop<br />
    • 21. 2 Years Ago<br />
    • 22. Bigger mix of technology<br />Thin Clients<br />Laptops<br />Apple Mac<br />Games Consoles<br />Web 2.0 – Twitter, Facebook, Blogs, Wikis, Collaboration Tools<br />
    • 23. How have our learners changed over the last 10 years?<br />
    • 24. MORGAN STANLEY RESEARCH<br />July 10, 2009<br />Media & Internet<br />How Teenagers Consume Media<br />By Matthew Robson (Aged 15 yrs & 7 months)<br />
    • 25. How Teenagers Consume Media<br />Radio<br />Most teenagers nowadays are not regular listeners to radio.<br />Prefer to stream music for free.<br />Services such as last.fm and Spotify do this advert free<br />Users can choose the songs they want instead of listening to what the radio presenter/DJ chooses.<br />
    • 26. Music has become an ‘on demand’ service<br />
    • 27. How Teenagers Consume Media<br />Television<br />Points in the year where they watch more than average. Due to programs coming on in seasons but then they may watch no television for weeks after.<br />Teenage boys (generally) watch more TV when it is the football season<br />Teenagers are watching less because of online streaming & Sky+/PVR technology<br />
    • 28. Television has become an ‘on demand’ service<br />
    • 29. How Teenagers Consume Media<br />Newspapers<br />Teenagers rarely buy a newspaper<br />“Why bother when you can stream it or read it on the Internet?”<br />
    • 30. News has become an ‘on demand’ service<br />
    • 31. How Teenagers Consume Media<br />Telephone Directories & Dictionaries<br />Teenagers don’t use them.......WHY?<br />
    • 32.
    • 33. Information has become an ‘on demand’ service<br />
    • 34. Can education be provided as an ‘on demand’ service?<br />
    • 35. Education as an ‘on demand’ service?<br /><ul><li>Learning out of school hours
    • 36. Extend Learning
    • 37. Personalise Learning</li></li></ul><li>
    • 38. Activity 1: How do Learners use ICT in your area?<br />Roles:<br />As a department identify your aspirations for what you would like learners to be using ICT for (try to come up with specific examples)<br />As a department identify the types of things learners currently use ICT for (Identify specific examples)<br />
    • 39. Volunteer areas to share some current ideas and some aspirations for using ICT<br />Share ideas…<br />
    • 40. OFSTED Say all schools should make…<br />“ICT readily accessible to students in their classrooms so<br />that it can be used to improve learning in other subjects.”<br />Information and communication technology in primary and secondary schools,2005/2008<br />What do OFSTED Say about ICT?<br />
    • 41. OFSTED found that sometimes…<br /> “pupils’ ICT capability was so good that it outstripped their teachers’ subject knowledge and, as a result, their good progress was not sustained”.<br />Information and communication technology in primary and secondary schools,2005/2008<br />What do OFSTED Say about ICT?<br />
    • 42. Effectiveness of Safeguarding procedures<br />Quality of teaching and assessment to support learning.<br />The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being.<br />The effectiveness of leadership and management of the sixth form<br />The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships<br />ICT / New Technologies and new Framework<br />
    • 43. Quality of teaching and assessment to support learning:<br />“appropriate use of new technology maximises learning”<br />Pg 31 , Ofsted Evaluation Schedule<br />ICT and new Framework<br />
    • 44. Satisfactory Descriptor...<br /> Teaching may be good in some respects and there are no endemic inadequacies in particular subjects or across year groups. Pupils show interest in their work and are making progress that is broadly in line with their capabilities. Teachers’ subject knowledge is secure. Adequate use is made of a range of resources, including new technology, to support learning. Support provided by other adults is effectively deployed. Teaching ensures that pupils are generally engaged by their work and little time is wasted. Regular and accurate assessment informs planning, which generally meets the needs of all groups of pupils. Pupils are informed about their progress and how to improve through marking and dialogue with adults. Teachers monitor pupils’ work during lessons, pick up general misconceptions and adjust their plans accordingly to support learning.<br />ICT and Quality of teaching<br />
    • 45. Good Descriptor...<br /> The teaching is consistently effective in ensuring that pupils are motivated and engaged. The great majority of teaching is securing good progress and learning. Teachers generally have strong subject knowledge which enthuses and challenges most pupils and contributes to their good progress. Good and imaginative use is made of resources, including new technology to enhance learning. Other adults’ support is well focused and makes a significant contribution to the quality of learning. As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils. Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress. Teachers listen to, observe and question groups of pupils during lessons in order to reshape tasks and explanations to improve learning.<br />ICT and Quality of teaching<br />
    • 46. Outstanding Descriptor... <br /> Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress. It is highly effective in inspiring pupils and ensuring that they learn extremely well. Excellent subject knowledge is applied consistently to challenge and inspire pupils. Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults. Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and are consistently supported in doing so. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.<br />ICT and Quality of teaching<br />
    • 47. What kind of learning materials would you like on the website to help you help your child?<br />What do Parents want?<br />Details of what subjects are being taught<br />Homeworks<br />Revision Materials<br />Worksheets<br />
    • 48. What is a Learning Gateway?<br />
    • 49. Connected People By the Learning Gateway<br />Students<br />Teachers<br />Other Institutions<br />Community<br />People<br />School<br />Parents<br />Citizens<br />
    • 50. http://portal1/subjectareas/Pages/home.aspx<br />
    • 51.
    • 52.
    • 53.
    • 54.
    • 55.
    • 56.
    • 57. Shared areas – to share files<br />Galleries – of Images, work<br />Blogs – Teachers / learners recapping on learning<br />Discussions – reflecting on learning<br />Surveys – Learner perceptions, reviews, simple quizzes<br />Calendars (can be set to notify learners)<br />Wikis – Areas where project work can be documented, Knowledge shares<br />Announcements – Deadlines, Homework's, electives<br />Links – To useful websites<br />Web pages – Create simple content / pages of information<br />Features & tools you may want to use<br />
    • 58. Ideas…<br />Science - Gallery of videos of practical's / experiments<br />Maths - <br />Gallery of videos showing problems being worked out<br />Art / DT - <br />Gallery of Good work that learners can rate and comment on<br />PE / Drama – Videos of leveled examples<br />Vocational subjects – Hand-in folders where learners can submitted work<br />Core – <br />Class wiki to document project over a term (all contributions by learners)<br />Humanities - <br />Unit summary videos covering topics<br />Science - Gallery of videos of practical's / experiments<br />MFL - <br />Podcast language lessons<br />
    • 59. Areas to consider: <br />Identify how as an area you will use the Learning Gateway (homework, extended learning, classwork, display good work)<br />List the sections you would like and what would go on them (KS3, Topics, Good work)<br />Clear explanation of the colours and style of area<br />Outline plan<br />On the back outline very simply what you would like a page to look at. <br />Challenge: Planning a learning Gateway<br />
    • 60. Areas to consider: <br />As an area identify how as an area you will use the Learning Gateway (homework, extended learning, classwork, display good work)<br />Are there any areas you want to change or Add?<br />Outline plan of additional pages:<br />On the back outline very simply what you would like a page to look at. <br />Surveys:<br />Come up with questions for learner voice surveys<br />Populate pages:<br />Start transfer information, files across to the new site<br />Challenge: Areas who have a Gateway<br />
    • 61. It is estimated that 77% of the workforce now use information technology (IT) in their job and the demand for such skills is likely to continue to increase.<br />Technology counts: IT and telecoms insights 2008, e-skills UK, 2008<br />Why is ICT important for the learners?<br />
    • 62. “New Technologies have the capacity to provide a deeper experience of school that is more engaging and that helps students towards deeper learning”. <br />Deep Experience – 1, David H Hargreaves 2006<br />Why is ICT important for the learners?<br />
    • 63. What happens next?<br />Plans will be implemented by Christmas<br />PLC: 2nd Feb – Populating the learning Gateway<br />PLC: 2nd March – Sharing practice<br />PLC: 27th April - ICT for learning<br />PLC: 11th April - ICT for learning<br />PLC: 25th May– ICT for learning <br />

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