Y3 ssp 12 13 l1


Published on

Published in: Education, Technology
  • Very useful presentation Miles - essential for leadership
    Are you sure you want to  Yes  No
    Your message goes here
  • Nice presentation Miles You might want to add Jane Seale's quote from our Digital Inclusion Curated Conversation 'we need an acceptance that technology are the tools of humanity' http://www.slideshare.net/fredgarnett/digital-inclusion-curated-conversation-2012
    Are you sure you want to  Yes  No
    Your message goes here
  • Miles, you can see I am missing the work you are enjoying - throughout the nineties I taught undergraduate and PGCE student teachers. It was in this context - the challenge of teaching - that I began to theorise how technology can enhance learning. I would be most interested in your and your students reaction to my blog about this: http://blog.richardmillwood.net/2012/06/30/how-does-technology-enhance-learning/
    Are you sure you want to  Yes  No
    Your message goes here
  • Plowden of course repeating Dewey's ideas from the turn of the century! - http://books.google.co.uk/books/about/The_School_and_Society.html?id=gbzbITWjArQC
    Are you sure you want to  Yes  No
    Your message goes here
  • '‘If you please, sir, I am very fond of flowers,’ returned the girl.
    ‘And is that why you would put tables and chairs upon them, and have people walking over them with heavy boots?’
    ‘It wouldn’t hurt them, sir. They wouldn’t crush and wither, if you please, sir. They would be the pictures of what was very pretty and pleasant, and I would fancy — ’
    ‘Ay, ay, ay! But you mustn’t fancy,’ cried the gentleman, quite elated by coming so happily to his point. ‘That’s it! You are never to fancy.’
    ‘You are not, Cecilia Jupe,’ Thomas Gradgrind solemnly repeated, ‘to do anything of that kind.’
    ‘Fact, fact, fact!’ said the gentleman. And ‘Fact, fact, fact!’ repeated Thomas Gradgrind.
    ‘You are to be in all things regulated and governed,’ said the gentleman, ‘by fact. We hope to have, before long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact, and of nothing but fact. You must discard the word Fancy altogether. You have nothing to do with it. You are not to have, in any object of use or ornament, what would be a contradiction in fact. You don’t walk upon flowers in fact; you cannot be allowed to walk upon flowers in carpets. You don’t find that foreign birds and butterflies come and perch upon your crockery; you cannot be permitted to paint foreign birds and butterflies upon your crockery. You never meet with quadrupeds going up and down walls; you must not have quadrupeds represented upon walls. You must use,’ said the gentleman, ‘for all these purposes, combinations and modifications (in primary colours) of mathematical figures which are susceptible of proof and demonstration. This is the new discovery. This is fact. This is taste.’
    The girl curtseyed, and sat down. She was very young, and she looked as if she were frightened by the matter-of-fact prospect the world afforded.'
    Hard Times - Charles Dickens
    Chapter II — Murdering The Innocents
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Y3 ssp 12 13 l1

  1. 1. ICT in Primary EducationCoordinating ICT in the Primary School Lecture 1, 25th April 2012
  2. 2. The module• ICT in primary education • Models of good practice• The ed/tech ecosystem • Resources and support• Computers• • Professional development Mobile tech• Software • Innovation and the future• Networks / The Internet• The Web• Apps• Computer Science• Programming• Curriculum development
  3. 3. Assessment An ICT Policy A seminar Aims, pedagogy, legislation, AUP, social networking, 30 minutes on an innovative assessment, procurement, jobtechnology or pedagogic practice description (with links/refs please) Presentation slides Outline scheme of work 24 units, titles, objectives, outline of activities, resources, cross Handout curricular links 750 words
  4. 4. This morning
  5. 5. 1. ICT in teaching
  6. 6. 2. ICT for learning
  7. 7. 3. ICT as a subject
  8. 8. Moore’s Law
  9. 9. "Now, what I want is, Facts. Teach these boys and girlsnothing but Facts. Facts alone are wanted in life. Plantnothing else, and root out everything else. You can onlyform the minds of reasoning animals upon Facts:nothing else will ever be of any service to them. This isthe principle on which I bring up my own children, andthis is the principle on which I bring up these children.Stick to Facts, sir!"
  10. 10. 1895?
  11. 11. 1903?
  12. 12. 1911?
  13. 13. 1967 - Plowden• At the heart of the educational process lies the child• Until a child is ready to take a particular step forward it is a waste of time to try to teach him to take it• One of the main educational tasks of the primary school is to build on and strengthen childrens intrinsic interest in learning and lead them to learn for themselves
  14. 14. 1983
  15. 15. 1988The National Curriculum • Entitlement • Standards • Continuity and coherence • Public confidence
  16. 16. 1992 – Three Wise MenCurriculum organisation and classroom practice in primaryschools: a discussion paper Alexander, Rose, Woodhead(1992)•much topic work has led to fragmentary and superficialteaching and learning•avoid approaches which are excessively complex in order tomake best possible use of the teaching time available•a variety of teaching roles from generalist to specialist.
  17. 17. 1995
  18. 18. 2003
  19. 19. 2005 – Schools White Paper• Personalisation … means a tailored education for every child and young person• It means every pupil being able to extend their learning and develop their interests and aptitudes• Good schools already use ICT … to set and mark work online … and to link the classroom and home• By 2008 all schools will be able to offer access to e- learning resources both in and out of school. We will encourage all schools … to make available a personal online space to every pupil
  20. 20. 2008?
  21. 21. 2009 - Rose“The approach advocated in this report of embeddingICT throughout the primary curriculum will yield anumber of benefits, such as the use of technology todevelop deeper cognitive skills; education of youngpeople so that all can use technology, with noneexcluded; and an informed understanding that ensuresfull ‘digital literacy’. Given these benefits, by the end ofYear 6 primary children would be well on the way toharnessing technology for lifelong learning.”
  22. 22. 2010 – the first 100 days • Becta • Rose • Harnessing Technology • BSF
  23. 23. 2011Despite their importance in balanced educational provision, weare not entirely persuaded of claims that design and technology,information and communication technology and citizenship havesufficient disciplinary coherence to be stated as discrete andseparate National Curriculum ‘subjects’. We recommend that:Information and communication technology is reclassified as partof the Basic Curriculum and requirements should be establishedso that it permeates all National Curriculum subjects. We havealso noted the arguments, made by some respondents to the Callfor Evidence, that there should be more widespread teaching ofcomputer science in secondary schools. We recommend that thisproposition is properly considered.
  24. 24. 2012In order to facilitate more innovative ICT provision in schools, Iam proposing to make provision under the 2002 Education Act todisapply the existing ICT Programmes of Study and AttainmentTargets at all four key stages, and the associated statutoryassessment arrangements at Key Stage 3, from September 2012.Under this proposal ICT would remain a compulsory subjectwithin the National Curriculum, subject to the outcomes of theNational Curriculum review. However, schools would be freed ofthe requirement to adhere to the existing Programmes of Study,Attainment Targets and statutory assessment arrangements.
  25. 25. 2012
  26. 26. Why teach ICT?
  27. 27. #WhyTeachICTTo research more effectively;better communication skills;more efficient use of existingsoftware skills @simonkellis
  28. 28. #WhyTeachICTIndustry is screaming for ICTprofessionals not ICT users @teraknor
  29. 29. #WhyTeachICTIt’s Interesting, Creative andTransformative!Its also relevant, bridgesgeneration gaps and is futurefocused and driven! @clareire
  30. 30. #WhyTeachICTTo connect us with the globalcommunity and enable childrento be passionate about itspotential to develop for thefuture @dawnhallybone
  31. 31. #WhyTeachICTIt’s the only truly innovativesubject - new resourcesproduced every day @goodallict
  32. 32. #WhyTeachICTBecause it is the mostexciting, magic & possiblyeven life changing subject inthe curriculum! @janewoods3
  33. 33. #WhyTeachICTYou stay warmer in the winterthan PE teachers @simon_elliott
  34. 34. #WhyTeachICTDont ...Support it instead.Far more fun ;-) @grumbledook
  35. 35. The Importance of ICTInformation and communication technology (ICT) prepares pupils to participatein a rapidly changing world in which work and other activities are increasinglytransformed by access to varied and developing technology. Pupils use ICT toolsto find, explore, analyse, exchange and present information responsibly,creatively and with discrimination. They learn how to employ ICT to enable rapidaccess to ideas and experiences from a wide range of people, communities andcultures. Increased capability in the use of ICT promotes initiative andindependent learning, with pupils being able to make informed judgementsabout when and where to use ICT to best effect, and to consider its implicationsfor home and work both now and in the future. DfES/QCA 1999
  36. 36. The Importance of ICTICT has enormous potential notjust for a National Curriculum. Itwill change the way we learn aswell as the way we work. Chris Yapp, ICL Fellow for Lifelong Learning
  37. 37. The Importance of ICTThe modern world requires new skills.Understanding ICT and, more importantly,being able to apply it to the problems we faceis one of the most important. IncreasinglyICT will be vital for our individual prospectsand for our economy’s future. Lord Dennis Stevenson, Prime Minister’s Adviser on ICT and Education
  38. 38. The Importance of ICTICT expands horizons byshrinking worlds. David Brown, Chairman, Motorola Ltd
  39. 39. The Importance of ICTWith scientific method, we took things apartto see how they work. Now with computerswe can put things back together to see howthey work, by modelling complex,interrelated processes, even life itself. This isa new age of discovery, and ICT is thegateway. Douglas Adams, Author
  40. 40. The Importance of ICTTo argue against the importance of ICT in the primarycurriculum is to ignore the increasing digitisation ofinformation worldwide. This will require digital literacy of allchildren for their full participation in society.... In allbranches of knowledge, all professions and all vocations, theeffective use of new technologies will be vital. Children notonly need to learn to use specific devices and applications,they also need to understand the fundamental concepts ofsafe and critical use. Sir Jim Rose, 2009
  41. 41. dICTatEdhttp://www.med8.info/qqa/ (select Roehampton)
  42. 42. Aims• To develop confident, safe and independent users of technology.• To develop the knowledge and understanding needed to apply and develop technological solutions purposefully and creatively.• To build knowledge and understanding of how hardware and software works and is made.
  43. 43. And yet…Young people have huge appetites for thecomputing devices they use outside of school.Yet ICT and Computer Science in school seemto turn these young people off. We need schoolcurricula to engage them better if the nextgeneration are to engineer technology and notjust consume it Matthew Harrison, Royal Academy of Engineering, 2010
  44. 44. Learners and technology 7-11“At present it would seem that there is little enthusiasmor excitement amongst primary pupils about ICT usesrelated to formal education.”•Draw on the best elements of home ICT, above andbeyond games and passive consumption•Cultures of trust•Enthuse children about learning with ICTs Cranmer, Potter & Selwyn (2008)
  45. 45. Ofsted 2011• Most of the Key Stage 1 pupils observed were able to learn programming through devising and testing sequences of instructions for floor robots. However, in Key Stage 2, pupils in the majority of schools visited had insufficient opportunities to develop their understanding and use of programming, and data logging and handling.• In schools where teaching and learning were judged to be satisfactory or inadequate, less confident teachers took a rigid and prescribed approach to lessons in case they were unable to respond to the more advanced questions from pupils.• Where the curriculum was inadequate, schools were not delivering the full National Curriculum and were failing especially to deliver the requirements in the more demanding areas of data handling and logging. In one school pupils reported that they learned more about ICT at home than at school.
  46. 46. Teachers using ICT with learners
  47. 47. Strongly agree:ICT makes learning more effective
  48. 48. ICT has a positive impact on pupils’ attainment
  49. 49. The overwhelming message is that mostpupils and teachers have found theintroduction of ICT into the classroom apositive development, motivating pupilsand teachers alike and changing radicallythe learning experiences of both.The literature contains a great deal ofpersuasive argument that ICT is valuablein improving learning, teaching,motivation and achievementIt is not easy to determine causalrelationships between a single initiativeand any observed changes in behaviouror achievement.
  50. 50. ‘Does technology improve learning?’ isnot a straightforward question with astraightforward answer. Indeed a massof conflicting debates and argumentssurround this topic.Digital technology will notautomatically support and enhancelearning processes unless somethought is given to the ‘goodness of fit’between the learning task and thelearning technology.Many debates over technology andlearning appear to be driven by widerbeliefs of what constitutes ‘good’ or‘desirable’ learning.
  51. 51. Counter arguments
  52. 52. Counter arguments• Children spend too long in front of screens anyhow• They’re digital natives – they can do all this already• It’s boring• Literacy and numeracy are more important• It doesn’t need to be on the curriculum as it’s already embedded• The web isn’t a safe place for children• It’s a waste of money• It doesn’t raise attainment
  53. 53. ICT Policies• St Bede’s: http://is.gd/fA1G4u• Crick: http://is.gd/39hJP2• St John the Baptist: http://is.gd/AEDuSyOr just Google primary school ICT policy
  54. 54. Your policy:• A school ICT policy, which should include the following elements: • The aims of ICT education • Guidance on pedagogic approach • Coverage of relevant legislation specific to ICT • An acceptable use policy in appropriate language for primary pupils • Advice to teachers on the use of social networking sites • Statements detailing the assessment of ICT • Specific guidance on how ICT can support inclusion • Criteria on which resource procurement decisions are to be based • A job description of the ICT or e-learning coordinator• As assessed work, this should be supported by reference to academic or professional literature