ITTE Computing/Issues

Some teaching and learning issues of interest to teachers of ICT are highlighted below and links are given to where materials may be found to support and develop ideas and strategies to enhance your trainees' work in these aspects. In some cases we do not yet have any answers or the range of support and development resources is small because there has been little research in those areas. We welcome any suggestions for additions. Issues identified by the National Strategy that currently relate to ICT departments in school are disseminated to schools via termly ICT Subject Leader Briefings - the documents to support these are eventually published on Teachernet and on the Secondary Strategy website. These materials are regularly presented to ITT institutions at the twice yearly Strategy update events that you are recommended to attend. Misconceptions Identified by QTS Standards (Q25) Support and development resources Trainee teachers of IT - ICT: Children's and teachers’ misconceptions regarding ICT. Article on Mirandanet website (pre 2008 standards) Here This area clearly needs more formal work and might be a suitable topic for an M level PGCE research project. Teaching methodology: distance, e-learning Identified by Government Initiative - Towards a Unified e-learning Strategy Support and development resources There are a range of resources looking at this. Schools are expected to have a learning platform (Virtual Learning Environment - VLE) in place but as yet no clear description of the maturity of use stages has emerged. Many schools (and ITT establishments) may have not gone beyond using the repository function of these tools. The range of provision and the use of these tools to support learning might be worthy of a group investigation by a cohort of trainees on placement. These tools are seen by some as being a kingpin of the ability of a teacher to engage with and deliver the personalised learning agenda as defined by the Every Child Matters Agenda. Personalised Learning (see separate section for additional details) Identified by http://webarchive.nationalarchives.gov.uk/20101220152656/http://www.dcsf.gov.uk/everychildmatters Every Child Matters Agenda] "This is what I mean by “Personalised Learning”. High expectation of every child, given practical form by high quality teaching based on a sound knowledge and understanding of each child’s needs. It is not individualised learning where pupils sit alone at a computer. Nor is it pupils left to their own devices – which too often reinforces low aspirations. It can only be developed school by school. It cannot be imposed from above." David Millband 8th January 2004 Speech to North of England Education Conference Support and development resources National Strategies Personalised Learning site Thematic KS3 work Identified by National Curriculum Revision Support and development resources National Curriculum website RSA Opening Minds There is no longer a requirement to deliver KS3 by subject and projects such as the RSA's Opening Minds give a flavour of what the impact of this might be. PLTS Identified by National Curriculum Revision and Diplomas Support and development resources National Curriculum website QCA Diploma support website Useful workshops at Diploma support website New Diplomas Identified by National Curriculum Revision and Diplomas Support and development resources Useful document downloads at the Diploma Support website It is also important to note the likely changes to the structure of the teaching week given the likelihood that schools and FE will form consortia to deliver the diplomas. Functional ICT Identified by National Curriculum Revision and Diplomas Support and development resources QCA website QIA website download Pedagogy of teaching ICT Identified by IT Network Consultation Support and development resources Section 1 (pp 7-11) of ICT and Pedagogy (Cox et al, DFES/0793/2003) Section 5.4.5 (p40-41) of An investigation of the research evidence relating to ICT pedagogy (Cox et al, Becta ICT research paper) Explaining Identified by Secondary Strategy Support and development resources Pedagogy and Practice Pack Unit 8: Explaining Questioning Identified by Secondary Strategy Support and development resources Pedagogy and Practice Pack Unit 7: Questioning Teacher’s subject knowledge Identified by Ofsted ICT 2002/03 HMI1980 (p2) QTS Standards (Q14/15) Support and development resources Exampro Subject exam question databases Subject support sites See also Auditing ICT Skills on this site (Tutor Issues) Transition KS2-KS3 Identified by Ofsted ICT 2002/03 HMI1980 (p2) Ofsted Annual Report 2002/03 Secondary (p9) Support and development resources The transfer of pupils between Key Stages 2 and 3. Ofsted Subject Conference Reports - 2002/03 - Information and Communication Technology Remember transition is not just at KS2 to KS3 and needs to be considered between years, other changes of key stage and even when a teacher changes. Developing pupil independence Identified by Ofsted ICT 2002/03 HMI1980 (p4) Support and development resources Pedagogy and Practice Pack Unit 17: Developing effective learners Assessment Identified by Ofsted ICT 2002/03 HMI1980 (p7) Ofsted Annual Report 2002/03 Secondary (p7) KS3 Evaluation of year 3 HMI2090 (p39) Support and development resources Assessment section of this site Teaching styles especially KS4 and Post-16 Identified by Ofsted ICT 2002/03 HMI1980 (p8) Ofsted Annual Report 2002/03 Secondary (p16) Ofsted Curriculum Area Reports 2002/03 Post-16 ICT (p3) KS3 Evaluation of year 3 HMI2090 (p39) Support and development resources Pedagogy and Practice Pack Unit 2: Teaching Models Leading on Intervention website Learning Styles Identified by QCA Breadth and balance in the key stage 4 curriculum Secondary Strategy Support and development resources Pedagogy and Practice Pack Unit 19: Learning Styles Under revison at Jan 09 School Industry Links Identified by Ofsted ICT 2002/03 HMI1980 (p14) Ofsted Annual Report 2002/03 Secondary (p13) Support and development resources Nothing yet identified Accommodation Identified by Ofsted ICT 2002/03 HMI1980 (p14) Support and development resources Building Schools for the Future EAL Identified by QTS Standards (Q18/19) Ofsted Annual Report 2002/03 Secondary (p14) Support and development resources Access and engagement in ICT: Key Stage 3 Strategy 0611/2002 p4 Key messages for trainees: Pupils should be encouraged to use their first language in lessons when: the cognitive challenge is likely to be high: problem solving and critical thinking are difficult in a second language, even when the target language has been learnt for several years; they are still developing proficiency in English: this can be particularly supportive when pupils are trying out ideas in their first language before planning in English; oral rehearsal will help reflection: for example, when describing features of an effective presentation. It may not be appropriate for pupils to use their first language when: pupils need to be encouraged to practise English to improve fluency; pupils are being encouraged to take risks in their spoken English in order to build confidence; pupils need to practise expressing themselves quickly in English, for examination preparation; pupils are learning technical or subject-specific language. Gender Identified by Ofsted Annual Report 2002/03 Secondary (p7) Support and development resources Links to resources on Gender and achievement: DfES Simon Midgley Teacher Expectations Identified by Ofsted Annual Report 2002/03 Secondary (p7) Support and development resources SEN Identified by KS3 Evaluation of year 3 HMI2090 (p39) Support and development resources Pedagogy and practice: Unit 3 – Lesson design for lower attainers Collaborative learning (also consider cooperative learning) Identified by Inspecting schools Framework for inspecting schools Ofsted (p36) “pupils… develop the skills and capacity to work independently and collaboratively;” Support and development resources HEA UK Centre for Legal Education Key Stage 3 Strategy for ICT Capability (p39) “High quality interactive teaching is oral, collaborative and lively. It is not achieved by lecturing the class, or by expecting pupils to teach themselves indirectly during practical work or from books. It is a two-way process in which pupils are expected to play an active part by answering questions, working together collaboratively atappropriate times, contributing points to discussions, and explaining and demonstrating their methods, conclusions and solutions to others in the class.” ICT and Pedagogy (Section 1 p4, Cox et al, DFES/0793/2003) “Using ICT with pupils in pairs, groups or with a whole class, through, for example, the use of an interactive whiteboard, enables teachers to gather extensive feedback from pupils by listening to their explanations. From this, teachers are able to gain deeper insights into pupils’ understanding and progress. Pupils collaborating in pairs or teams using subject-specific ICT resources are able to challenge each other’s understanding and learn from such collaborations.” author: Neil Stanley email the author