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ICT Reflective Practice Essay - Seminar 1

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ICT Reflective Practice Essay - Seminar 1

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We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I brief you on the assignment and the directed task.

We begin by considering rationales for teaching ICT. I discuss social constructivism and some other constructivist views of learning. We consider a number of current issues in ICT education, and I brief you on the assignment and the directed task.

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ICT Reflective Practice Essay - Seminar 1

  1. 1. #WhyTeachICT To research more effectively; better communication skills; more efficient use of existing software skills @simonkellis
  2. 2. #WhyTeachICT Industry is screaming for ICT 'professionals' not ICT 'users' @teraknor
  3. 3. #WhyTeachICT It‟s Interesting, Creative and Transformative! It's also relevant, bridges generation gaps and is future focused and driven! @clareire
  4. 4. #WhyTeachICT To connect us with the global community and enable children to be passionate about its potential to develop for the future @dawnhallybone
  5. 5. #WhyTeachICT It‟s the only truly innovative subject - new resources produced every day @goodallict
  6. 6. #WhyTeachICT Because it is the most exciting, magic & possibly even life changing subject in the curriculum! @janewoods3
  7. 7. #WhyTeachICT We all need to communicate, technology offers amazing ways to connect and be citizens @stevebunce
  8. 8. #WhyTeachICT It’s about speaking the language of your learners and meeting them where they are! @TESict
  9. 9. #WhyTeachICT It allows the teacher to be a life long learner @BobToms100
  10. 10. #WhyTeachICT ‘cos at the mo it’s still a NC subject @billgibbon
  11. 11. Why teach ICT? (in 140 characters or less)
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. Sugata Mitra The Child Driven Education
  17. 17. Critique the following… Social constructivism in the classroom: “Knowledge and skills are constructed gradually through experience, interaction and adult support” Pollard, Reflective Teaching
  18. 18. 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)
  19. 19. 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
  20. 20. 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)
  21. 21. 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)
  22. 22. 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
  23. 23. Some ICT Questions Some more at http://www.google.com/moderator/#15/e=2063fb&t=2063fb.40
  24. 24. What can we do for the 10% without computers?
  25. 25. What should National Curriculum ICT look like?
  26. 26. Does ICT change how we learn?
  27. 27. Why aren‟t primary schools using their learning platforms?
  28. 28. How can primary schools teach ICT when many teachers do not understand the subject themselves?
  29. 29. What should be the place of computer science in the primary curriculum?
  30. 30. Do computer games have any place in the school curriculum?
  31. 31. 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
  32. 32. Can I teach ICT using a social constructivist approach, with a focus on talk
  33. 33. 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)
  34. 34. 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
  35. 35. Criteria  Evaluation of teaching  Theories of learning  Current research and developments  Assessment of learning  Reflection on practice  Beliefs and values  Wider professional context
  36. 36. M level Criteria  Systematic understanding of related knowledge  Critical awareness of current problems and insights  Application of theory to analysis  Independent learning for CPD
  37. 37. 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)
  38. 38. 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)
  39. 39. Zotero
  40. 40. Google Scholar
  41. 41. Freemind

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