Open Eductation

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Miles Berry

Educación

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The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands. After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it. We conclude with a review of the assessment requirements and an opportunity to reflect on the module.

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Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support. We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development. I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.

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We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software. FOLLOW-UP • Post your screen cast and interview to your blog. • Make a start on creating your video essay, perhaps incorporating sections of your screencast. • Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay. • Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980) ADDITIONAL RESOURCES • Chapter 3 of Pritchard (2008) • Counts (2004)

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• ICT Capability • Exploratory play with ICT • Programmable toys • Game based learning SESSION TASK • Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment. • Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology. FOLLOW-UP ACTIVITY • Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education. • You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing. • Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.

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Open Eductation

1. Open Source beyond the software Miles Berry Roehampton University iMoot 11

3. CC by-sa Lars Plougmann

4. c c-by-nc victor_nuno

5. Free (as in speech) c c-by-nc redjar

6. cc-by-nc Maggie T cc-by abcrumley

8. Pedagogy

9. Constructivism

10. Social Constructivism

11. Constructionism

12. Connectivism

13. Curriculum

14. Cc by-nc-sa Trey Ratcliff

15. Cc by-sa foilman Cc by :MrMark:

16. c c-by-nc Socceraholic

17. c c-by-sa The Master Shake Signal

18. c c-by-nc-sa Sarah Parrott

19. c c-by-nc Maggie T

20. Resources

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22. c c-by-nc Cambodia Trust

23. CC by-nc-nd James Butler

24. CC by-nc Gizmodo

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26. c c-by-nc-sa Vermin Inc

27. c c-by-nc-sa Adam Mulligan

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30. Professional Development

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32. The case for change

33. The case for change

34. UNESCO

35. Communities of Practice

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38. Crowd Sourcing # NQTtips

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41. Policy

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44. CC by-sa UsNowFilm.com

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47. Creating a culture of collaboration

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Notas del editor

From the perspective of most schools, the big advantage of open source software is that no-one is demanding payment for licence fees, either outright or as annual subscription. That's not to say that it's without any costs, but training, support, maintenance and, for web-based applications, hosting, are costs which apply to all software, whether open source or proprietary. Back in 2005, a small scale study by Becta identified significant savings in the total cost of ownership for open source schools, not only for licences but also for hardware, training and support.

Open Eductation

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