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ICT in Primary Schools


... new software purchases for network compatibility. Curriculum ... For ICT to enhance learning effectively, the current curriculum process needs to be challenged ... – PowerPoint PPT presentation

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Title: ICT in Primary Schools

ICT in Primary Schools
  • Presentation to
  • Southampton PGCE course
  • Friday, March 28th 2003

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Teaching and Learning with ICT
  • The teaching and development of ICT Capability
  • The use of ICT within the teaching and learning
    in other subjects.
  • Observing and Evaluating ICT

The Pedagogical Challenge
Teaching and learning of ICT
Teaching and learning with ICT
Teaching of ICT Capability
  • Knowledge
  • About ICT tools and how they work together
  • Concepts behind the software
  • The kind of outcomes that are possible
  • Skills
  • Generic skills
  • Software or hardware specific skills
  • Ability
  • To select the appropriate ICT tools for a
    specific task
  • Understanding
  • About the impact of ICT or learning, work and
  • Implications for the use of ICT in the wider world

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Handling Informationto create, collect,
store, retrieve, change, interpret and present
informationinvolving the use of dataplotting
and database programs
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ICT Curriculum 2000
  • Finding things out
  • Researching, gathering and checking information
  • Interpreting information for its relevance
  • Developing ideas and making things happen
  • Using information to develop and refine ideas
  • Create, test, refine, improve instructions to
    make things happen
  • Model situations to answer what if? questions
  • Exchanging and sharing ideas
  • Present information in different forms audiences
  • Reviewing modifying and evaluating work as it
  • Reviewing what they have done and effectiveness
    of use of ICT
  • Discuss what might be done differently in the
  • Describe the effects of their actions

Foundation Stage ICT
  • Knowledge and Understanding of the World
  • 3a Give opportunities for the use of ICT to
    develop skills across the areas of learning, for
    example a talking word processor to develop
    language and communication, vocabulary and
    writing, talking books for early reading, a paint
    program to develop early mark making, a telephone
    for speaking and listening, CD ROMs, video and
    television and musical tapes to find things out
  • 3b Encourage children to observe and talk about
    the use of ICT in the environment on local walks,
    for example traffic lights, telephones, street
    lights, barcode scanners to identify prices in
  • 3c Encourage children to show each other how to
    use ICT equipment
  • Also ICT in the other areas to support the

ICT National Curriculum 2000
  • An entitlement for all pupils
  • Capability
  • Breadth and balance
  • Covers all aspects of ICT
  • Ensuring pupils have skills for future work
  • Requires a clear scheme of work to ensure
  • QCA schemes are a good basis but lack a context
  • A change of emphasis
  • Not what skills will I teach?
  • What skills will pupils need to have to do this?

Whats our vision for teaching and learning with
Do we have a strategy and plans to reach our
Do we make effective and efficient use of our ICT
Who is leading these developments?
Key Questions
Do we monitor our use of ICT?
Do we have effective schemes of work?
Do we assess our pupils achievements?
Are all the co-ordinators clear about their roles?
Do we a have coherent staff development plan for
Do we know what effective teaching with ICT looks
Teaching with ICT Supporting Teaching Learning
  • Based on the TTA Expected Outcomes
  • Know when ICT support is helpful or unhelpful
  • Know when and how to use ICT in specific subjects
  • Identify the use of ICT in lesson planning
  • Organise the classroom for ICT
  • Harness the potential of ICT for SEN pupils
    Review software for use in the classroom
  • Develop pupils ICT capability
  • Assess pupils work when using ICT
  • Know the value of ICT to young children

The basis of the NOF training
ICT and the National Strategies
  • ICT in the NLS/NNS must support and enhance
    pupils literacy/numeracy skills
  • ICT skills needed in advance of the literacy work
  • Cut and paste
  • ICT in NLS/NNS may add little to ICT capability
  • Spelling programme
  • Tables or number software
  • ICT to support learning in subject teaching may
    need to be based on pupils need rather than
  • Not every child need undertake the same ICT
  • Balance will be achieved over time

Coordinator Roles
  • ICT coordination
  • Developing the NC scheme of work to ensure ICT
  • Liaising with other staff to
  • ensure curriculum context
  • Skills are taught in advance of their use in
    curriculum work
  • Looking at new software purchases for network
  • Curriculum coordinators
  • Integrating use of ICT in their subject area to
  • Support and enhance the teaching process
  • Support and enhance the learning for pupils
  • Liaising with the ICT coordinator over these

So what is your role?
  • Your generation uses ICT instinctively
  • You will be entering schools where lack of ICT
    knowledge and confidence exists still
  • For ICT to enhance learning effectively, the
    current curriculum process needs to be challenged
  • Never allow the use of ICT to subvert or replace
    the learning process
  • If you are offered the role of ICT coordinator,
    take it!
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