The document discusses reasons for teaching information and communication technology (ICT) in schools. It provides perspectives from several Twitter users advocating for ICT education, citing benefits like better research skills, communication skills, use of software, and preparation for a changing world. ICT is described as an innovative subject that can connect students globally and engage them through interesting and creative means. It also allows lifelong learning. Overall the document makes a case that ICT education is important for students' participation in the digital age.

2. #WhyTeachICT
To research more effectively;
better communication skills;
more efficient use of existing
software skills
@simonkellis

3. #WhyTeachICT
Industry is screaming for ICT
'professionals' not ICT 'users'
@teraknor

4. #WhyTeachICT
It‟s Interesting, Creative and
Transformative!
It's also relevant, bridges
generation gaps and is future
focused and driven!
@clareire

5. #WhyTeachICT
To connect us with the global
community and enable
children to be passionate
about its potential to develop
for the future
@dawnhallybone

6. #WhyTeachICT
It‟s the only truly innovative
subject - new resources
produced every day
@goodallict

7. #WhyTeachICT
Because it is the most
exciting, magic & possibly
even life changing subject in
the curriculum!
@janewoods3

8. #WhyTeachICT
We all need to
communicate, technology
offers amazing ways to
connect and be citizens
@stevebunce

9. #WhyTeachICT
It’s about speaking the
language of your learners and
meeting them where they are!
@TESict

10. #WhyTeachICT
It allows the teacher to be a
life long learner
@BobToms100

11. #WhyTeachICT
‘cos at the mo it’s still a NC
subject
@billgibbon

12. Why teach ICT?
(in 140 characters or
less)

14. The Importance of ICT
Information and communication technology (ICT) prepares
pupils to participate in a rapidly changing world in which work
and other activities are increasingly transformed by access to
varied and developing technology. Pupils use ICT tools to
find, explore, analyse, exchange and present information
responsibly, creatively and with discrimination. They learn how
to employ ICT to enable rapid access to ideas and experiences
from a wide range of people, communities and cultures.
Increased capability in the use of ICT promotes initiative and
independent learning, with pupils being able to make informed
judgements about when and where to use ICT to best effect, and
to consider its implications for home and work both now and in
the future.
DfES/QCA 1999

15. The Importance of ICT
With scientific method, we took things apart
to see how they work. Now with computers we
can put things back together to see how they
work, by modelling complex, interrelated
processes, even life itself. This is a new age of
discovery, and ICT is the gateway.
Douglas Adams, Author

16. The Importance of ICT
To argue against the importance of ICT in the primary
curriculum is to ignore the increasing digitisation of
information worldwide. This will require digital literacy of all
children for their full participation in society.... In all
branches of knowledge, all professions and all vocations, the
effective use of new technologies will be vital. Children not
only need to learn to use specific devices and
applications, they also need to understand the fundamental
concepts of safe and critical use.
Sir Jim Rose, 2009

17. And yet…
Young people have huge appetites for the
computing devices they use outside of
school. Yet ICT and Computer Science in
school seem to turn these young people off.
We need school curricula to engage them
better if the next generation are to engineer
technology and not just consume it
Matthew Harrison, Royal Academy of Engineering, 2010

18. Sugata Mitra
The Child Driven Education

20. Critique the following…
Social constructivism in the classroom:
“Knowledge and skills are constructed
gradually through experience, interaction
and adult support”
Pollard, Reflective Teaching

22. Reflective Teaching
A reflective teacher:
1. Examines, frames and attempts to solve the
dilemmas of classroom practice;
2. Is aware of and questions the assumptions and
values he or she brings to teaching;
3. Is attentive to institutional and cultural contexts in
which he or she teaches;
4. Takes part in curriculum development and is involved
in school change efforts;
5. Takes responsibility for his or her own professional
development.
Zeichner and Liston (1999)

23. Reflective Practice
“emancipates us merely from
impulsive and routine
activity…..enables us to direct our
actions with foresight and to plan
according to ends in view of
purposes of which we are aware. It
enables us to know what we are
about when we act.”
(Dewey, 1933, p.17

24. Learning to Learn
“Learning to learn, or the
development of learning
power, is getting better at
knowing when, how and what to
do when you don't know what to
do.”
(Guy Claxton 1999: 18)

25. Connectivism
The pipe is more important than the content within the
pipe. Our ability to learn what we need for tomorrow is
more important than what we know today. A real
challenge for any learning theory is to actuate known
knowledge at the point of application. When
knowledge, however, is needed, but not known, the
ability to plug into sources to meet the requirements
becomes a vital skill. As knowledge continues to grow
and evolve, access to what is needed is more important
than what the learner currently possesses.
Siemens (2005)

26. Building your PLN
While many companies promise that every employee will
receive one or two weeks of training per year, learning
should take place every day on the job. Learning doesn't
take place just in training programs, but should be part of
every employee's everyday activities. You learn every
time you read a book or article, every time you observe
how someone else is doing work similar to your
own, every time you ask a question. An important part
of learning is to build your own personal learning
network -- a group of people who can guide your
learning, point you to learning opportunities, answer
your questions, and give you the benefit of their own
knowledge and experience.
Daniel Tobin, 1998

27. Some ICT Questions
Some more at http://www.google.com/moderator/#15/e=2063fb&t=2063fb.40

28. What can we do for the
10% without computers?

29. What should National
Curriculum ICT look like?

30. Does ICT change
how we learn?

31. Why aren‟t primary
schools using their
learning platforms?

32. How can primary schools
teach ICT when many
teachers do not
understand the subject
themselves?

33. What should be the place
of computer science in the
primary curriculum?

34. Do computer games have
any place in the school
curriculum?

35. The Directed Task
 ICT: What does a social constructivist view of
learning imply for teaching approaches?
 Justify your argument with reference to readings
about
 the nature of ICT
 a social construcitivt view of learning
 talk as a particular pedagogical approach
 1000 words
 E-mail and via Turnitin by 19th November

36. Can I teach ICT
using a social constructivist approach,
with a focus on talk

37. The Essay
 Myself as a teacher
(250)
 Social constructivism with a focus on talk in ICT
(1250)
 Evaluation of focus children‟s learning and your teaching
(1500)
 Implications for practice within national context
(1000)
 Detailed planning for two lessons
(1000 equiv)

38. Essay Section 2
Social constructivism with a focus on talk in ICT
 1250 words (recommended)
 Integrate the three dimensions of this into a
coherent framework
 ICT
 A social constructivist view of learning (and teaching)
 A particular pedagogic approach - talk
 Conclude by summarizing the key aspects of your
framework; you can use these to analyse your
practice in §3

39. Criteria
 Evaluation of teaching
 Theories of learning
 Current research and developments
 Assessment of learning
 Reflection on practice
 Beliefs and values
 Wider professional context

40. M level Criteria
 Systematic understanding of related knowledge
 Critical awareness of current problems and insights
 Application of theory to analysis
 Independent learning for CPD

41. M level criteria
 „systematic understanding‟ means eg
demonstrating understanding of key concepts by
discussing what is problematic about
them, using definitions and referring to concepts
with consistent meaning
 „independent learning ability‟ means eg thinking
things through for yourself, researching original
sources (not relying on secondary sources)

42. BSE 1
 Write at least two detailed lesson / activity plans
identifying ICT understanding and capability and
referencing subject texts (You must submit these.
You‟re supposed to put these between §2 and §3 of
the essay. Yes. I know.)
 Write an extended reflective evaluation of each of
the planned and taught lessons / activities referring
to relevant reading (You may submit these too, as an
appendix)

43. Zotero

44. Google Scholar

45. Freemind