The document discusses how 21-year-olds today grew up with emerging technologies and how technologies have developed since they were children. It then discusses several frameworks for teachers to integrate information and communication technologies (ICT) into their teaching practices at different levels, from basic familiarization to fully transforming teaching and learning through ICT exploration.

1. INSET St Mary’s First West Moors Ian Brewer 23 rd June 2008

2. When they were going to primary school in 1990, Tim Berners-Lee was busy developing the world wide web. The first SMS message was sent in 1992, when these kids were seven. Amazon and eBay launched in 1995. Hotmail was launched in 1996, as they headed towards secondary school Around that time, pay-as-you-go mobile phone tariffs arrived, enabling teenagers to have phones, and the first instant messaging services appeared. Google launched in 1998, just as they were becoming teenagers. Napster and Blogger.com launched in 1999 when they were doing GCSEs. Wikipedia and the iPod appeared in 2001 Early social networking services appeared in 2002 when they were doing A-levels. Skype launched in 2003, as they were heading for university, and YouTube launched in 2005, as they were heading toward graduation. Today's 21-year-olds were born in 1985. The internet was barely two years old in January that year, and Nintendo launched 'Super Mario Brothers', the first blockbuster game.

4. Learners taking more control over the direction of their learning with ICT Social collaboration on joint tasks both face-to-face and in online collaboration Learning out of school in other settings and environments Deeper analysis of concepts, processes and visualisation Use of ICT to locate, gather, synthesis, analyse reconstruct, communicate and present information and understanding Creative development and media literacy e.g. digital video, photography animation, music Developing thinking skills and problem solving strategies ICT in learning Gaining knowledge, understanding and skills beyond that of the teacher Iteration and modelling using ICT; eg in writing, design, maths, science PE and music – real life and work-related applications

5. Reorientation Integration Utilisation Familiarisation Evolution 5 Stages of Embedding ICT Hooper & Reiber Hooper & Reiber

6. What do Hooper & Reiber mean? “Familiarisation”: a teacher is becoming increasingly aware of ICT, and may have attended some INSET, but rarely (and often reluctantly) tries to use it in their classroom teaching.

7. What do Hooper & Reiber mean? “Utilisation”: a teacher becomes increasingly aware of the benefits of technology, and begins to incorporate it into teaching, often “replacing” former activities with ICT alternatives. This begins to have beneficial effect on teaching and learning, although use remains fragile.

8. What do Hooper & Reiber mean? “Integration”: a teacher is becoming increasingly familiar with appropriate use of ICT, and can integrate it into many aspects of their ongoing teaching. Teaching and learning begin to be very significantly enhanced.

9. What do Hooper & Reiber mean? “Reorientation”: the potential of the ICT is now exploited to move into new areas and approaches that could not easily be replicated by more “traditional” means. Teaching and learning begin to be significantly transformed.

10. What do Hooper & Reiber mean? “Evolution”: the developmental and creative possibilities of the ICT are being fully explored. ICT use can grow and develop in response to the needs of the learner and the consequent teaching implications. Teaching and learning are very significantly transformed. Yr 4 - A Teacher Journey

11. engage empower extend embed enhance enrich exchange e-learning? enthuse entertain

12. Learning and ICT Empower Learners take control of learning Use ICT to research and manage own learning Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Edutainment? Computer games? Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper and flexible learning though the use of ICT and community resources Knowledge Comprehension Application Analysis Synthesis Evaluation Where is embedded? Passive Active learner engagement learning Deep Shallow

13. Dimension shift Empower Learners’ take control of learning Use ICT to research and manage own learning Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper and flexible learning though the use of ICT and community resources Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Passive Active learner engagement learning Deep Shallow Teaching Learning low capability high capability Taught Facilitated “ controlled” technology self-directed impact Differentiated Personalised School based Distributed

14. Identify potential new approaches for the use of ICT in their teaching/subject Use ICT effectively at a personal and professional level Have high levels of information literacy Encourage learners to make choices about their use of ICT e-confident workforce Envision the future of an ICT rich education for learners. Use ICT effectively in their own work Builds on their knowledge of students’ ICT capabilities for effective learning Prepared for learners to know more than they do about ICT Uses the technology to learn online Confident to judge standards

15. Use ICT to learn away from the institution Has a wide range of generic ICT skills Able to learn new skills as needed Has high level of information literacy e-confident learner Knows when ICT can assist their learning Prepared to explore and experiment in their use of ICT Can talk about the way ICT can enhance their learning Can select appropriate tool for the task Uses technology creatively, with ease, in life outside the institution

16. Warren Junior School

17. Embedding ICT in all subjects What are you doing already? What are does the National Curriculum require you to do? What other opportunities are there to make use of ICT? How does this align to what pupils are experiencing in ICT ‘lessons’? Are we talking about pupils’ use of ICT or teachers’? Are we talking about: Software? Hardware? The Internet? In school? In classroom? In ICT suite? Beyond school?

18. What are does the National Curriculum require you to do? – NCaction website This website includes examples of pupils' work with ICT across a range of subjects, with teacher commentary on how the use of ICT enhanced learning in the subject. The work exemplifies the requirements to use ICT in subject teaching. As a general requirement, teachers should provide pupils with opportunities to apply and develop their ICT capability in all subjects (except physical education and the non-core foundation subjects at key stage 1).

19. What other opportunities are there to make use of ICT? Sample Materials As part of its commitment to support schools in raising their standards, the Primary Strategy has created a range of Examples, showing how ICT can be used to enhance teaching and learning across the primary curriculum. The Examples cover each of the 9 National Curriculum subjects in Years 1 to 6 and each of the 6 areas of learning in the Foundation Stage.

20. Renewed Frameworks The renewed Primary Framework for literacy and mathematics offers everyone involved in teaching children aged from 3 to 11 an opportunity to continue the progress made in raising standards by embedding the principles of both Every Child Matters and Excellence and enjoyment into practice. A relatively recent addition to the site is the identification of ICT applications in Literacy by category

21. Keys to Learning This pack develops the use of ICT by children, for example carrying out investigations, using digital video cameras to practise and develop their use of mathematical language, creating their own multimodal texts and presenting their ideas. The DVD supports teachers’ professional development and children’s learning by linking teachers’ and children’s use of ICT.

22. What are the opportunities to develop the use of the SWGfL in terms of embedding ICT? Using the SWGfL

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