Y3 Specialists L9 - Computing

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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.

Innovation and the future: Y3 ssp 12 13 l15

Miles Berry

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.

Professional Development Y3 ssp 12 13 l14

Miles Berry

Mobile app development 12 13 y1 ict ssp l17 rev

Miles Berry

Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role. You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing. We discuss criteria for selecting ICT resources and for obtaining best value. We look at approaches to supporting ICT in schools, and consider the role of the school network manager. READING Becta (2007). Quality principles for digital learning resources. Coventry: Becta. Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta. Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts. Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft Ofsted (2011). ICT 2008-11. London: Ofsted.

Resources and Support - Y3 ssp 12 13 l13

Miles Berry

Media and Design. Y3 Teaching and Learning L2

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T and L websites (lecture 1)

Miles Berry

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)

Developing ideas with video - Y1 ICT Specialists, Lecture 15.

Miles Berry

• 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.

Toys, play and games : Y1 ICT, Lecture 5

Miles Berry

• Video and multiple intelligences • Reflections on using video to evaluate teaching • Video editing skills revisited • Other software for video editing (as required) SESSION TASK The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor. FOLLOW-UP ACTIVITY • Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.

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