University of Roehampton                                               Developing pupils ICT capability                   ...
University of Roehampton                                                       Meaningful learning                        ...
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of Roehampton                                               "Our concept of an educated person                 ...
University of Roehampton                                               Looking beyond ICT,                                ...
University of Roehampton                                               Characteristics of good practice                   ...
University of Roehampton                                                 Ofsted on outstanding ICT teaching               ...
University of Roehampton                                                              Becta on excellent teaching         ...
University of Roehampton                                      Roehampton students on unsatisfactory ICT teachingDeveloping...
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of Roehampton                                         Effective integration of ICT in art                      ...
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of Roehampton                                               Create a self portrait using ICT tools – your      ...
University of Roehampton                                               Graham et al (1999) Towards Whole-class            ...
University of Roehampton                                      a resource which is immediately useful to                   ...
University of RoehamptonDeveloping pupils ICT capability, Lecture 2
University of Roehampton                                               To follow up...Developing pupils ICT capability, Le...
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What is good ICT practice?

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It is recognised that the standard of teaching ICT has improved significantly in recent years. However, high quality ICT teaching is far from universal. This session will explore, from several perspectives, what is meant by ‘good practice.’
We also explore some ideas for incorporating ICT in art and design, and you engage in a practical task on the theme of self portraits.
You reflect on this work with your partner, uploading a recording of your discussion to your site.
We conclude with a discussion of interactive whiteboard practice in schools.
IN-SESSION TASK 2
• Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own
• Upload your finished portrait to your Google site.
• Record a brief conversation with your partner about this task and upload this to your site.
TO FOLLOW UP
• Read Higgins et al (2007), whilst reflecting on your own or your class teacher’s use of the interactive whiteboard.
• You may wish to practice your own IWB skills over lunchtime using one of the Lulham ICT Centre boards, or IWBs available for student use in the Library.
• Watch Jen Deyenberg’s online presentation on geocaching, http://www.trailsoptional.com/2010/10/k-12-online-conference-presentation-gps-and-geocaching-k12online10/

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What is good ICT practice?

  1. 1. University of Roehampton Developing pupils ICT capability 2. What is good ICT practice?Developing pupils ICT capability, Lecture 2
  2. 2. University of Roehampton Meaningful learning Your aims Outstanding teaching Horror stories ICT in Art Digital art - practical IWBsDeveloping pupils ICT capability, Lecture 2
  3. 3. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  4. 4. University of Roehampton "Our concept of an educated person is of someone who is capable of delighting in a variety of pursuits and projects for their own sake and whose pursuit of them and general conduct of life is transformed by some degree of all round understanding and sensitivity" Peters, R S, 1977, Education and the Education of Teachers . Abingdon: RoutledgeDeveloping pupils ICT capability, Lecture 2
  5. 5. University of Roehampton Looking beyond ICT, What would you hope for in the children that leave your class? (three words)Developing pupils ICT capability, Lecture 2
  6. 6. University of Roehampton Characteristics of good practice Fox, 2003Developing pupils ICT capability, Lecture 2
  7. 7. University of Roehampton Ofsted on outstanding ICT teaching Teachers of ICT communicate high expectations, enthusiasm and passion about their subject to pupils. They have a high level of confidence and expertise, both in terms of their specialist knowledge and technical skills and their understanding of effective learning in the subject. As a result, they use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject.Developing pupils ICT capability, Lecture 2
  8. 8. University of Roehampton Becta on excellent teaching All, or nearly all staff, make ICT is used innovatively to use of ICT as an integral, enable pupils to continue and natural part of learning and extend their learning and teaching across all where and when they want. curriculum areas and year Wider curriculum groups. experience is enabled through the extended use of ICT. Expectations of pupils’ learning with ICT beyond school are high All, or nearly all, staff and such learning is valued harness the full potential of and celebrated. ICT to enhance and extend learning and teaching. They provide opportunities for creative and independent learning that All, or nearly all, staff extends pupils’ capacity to critically evaluates the use learn within and beyond of ICT in their teaching and the school. its impact on pupils’ learning wherever that takes place. Outcomes are routinely shared with colleagues within and Teaching enables all, or beyond the school. This nearly all, pupils to develop process is an integral part and use their ICT capability of the school’s reflective with confidence through a culture and has a wide range of appropriate significant impact on contexts and challenging practice. experiences. Teaching builds effectively on pupils’ use of ICT beyond the school.Developing pupils ICT capability, Lecture 2
  9. 9. University of Roehampton Roehampton students on unsatisfactory ICT teachingDeveloping pupils ICT capability, Lecture 2
  10. 10. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  11. 11. University of Roehampton Effective integration of ICT in art and design is typically based on ideas rather than technology. Critically, it would appear to be the quality of ideas (both teachers’ and pupils’) that provides substance and drives new projects and approaches. The technology facilitates this process but is rarely the central focus of the project.Developing pupils ICT capability, Lecture 2
  12. 12. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  13. 13. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  14. 14. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  15. 15. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  16. 16. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  17. 17. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  18. 18. University of Roehampton Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own Upload your finished portrait to your Google site. Record a brief conversation with your partner about this task and upload this to your site.Developing pupils ICT capability, Lecture 2
  19. 19. University of Roehampton Graham et al (1999) Towards Whole-class interactive teaching , Teaching Mathematics and its Applications, 18:2, 50-60Developing pupils ICT capability, Lecture 2
  20. 20. University of Roehampton a resource which is immediately useful to teachers in conducting whole-class teaching Pupils are universally enthusiastic about the interactive whiteboards, because of their clear visibility (‘We can see!’), the easy access they give to ICT through touch, and the added variety they bring to lessons. The interactive whiteboard is an ideal resource to support whole- class teaching. It acts as a focus for pupils’ attention and increases their engagement in whole-class teaching. Teachers tend to spend more time on whole-class teaching when they have an interactive whiteboard The interactive whiteboard acts as a multi-modal portal, giving teachers the potential to use still images, moving images and sound we saw many classrooms where the ambience was of teacher and pupils ‘working together’, often with attention directed to the interactive whiteboard rather than the teacher for part of the timeDeveloping pupils ICT capability, Lecture 2
  21. 21. University of RoehamptonDeveloping pupils ICT capability, Lecture 2
  22. 22. University of Roehampton To follow up...Developing pupils ICT capability, Lecture 2

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