ict pedagogy pc 10 02
TRANSCRIPT
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ICT
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ICT and PedagogyICT and Pedagogy
Appropriate and inappropriate
applications of ICT
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Why do we teach ICT?
Enhances learning and teaching;
Key skill for future work / life-long
learning; National Curriculum requirement.
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ICT can help learning by
Developing understanding
speed and automatic functions of ICT can
enable teachers to demonstrate, explore or
explain aspects of their teaching, and pupils'
learning, more effectively e.g. use of a spread
sheet to perform calculations in order that
patterns can be concentrated on rather than the
calculating.
explore prepared or constructed models and
simulations
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ICT can help learning by
Enhancing the development of ideas
the provisional nature of information stored,
processed and presented using ICT allows work
to be changed easily - in using a word processor
to edit and refine writing
Enhancing the communication of ideas
communicate with other people, locally and overdistances, easily and effectively
present information in ways which are accessible
in different forms for different audiences.
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Note some examples which you have seen.
There are indeed manyexamples of complex
technology being used to
achieve low-level educationalgoals
Underwood and Underwood (1995)
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Why does this happen?
y Unreliable hardware
y Inappropriate software - high
percentage of educational software ispractice and drill
y Generic, open-ended software
requires greater investment of time
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Why does this happen?
y Comparative lack of IT training for
teachers to learn how to use IT more
effectively - teachers unfamiliar with
programs and their potential
y Non IT confident teachers feel more
secure using computers for holding
activities
Packed curriculum
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if computers are used toservice the teachers needs for
organisation and control, they
will make little impact onchildrens learning
Somekh and Davis (1997)
Share an example of computers making an
impact on childrens learning.
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Three modes of using ICT:
to support teaching and learning;(Supporting ongoing activities in teaching and learning, e.g. drill
and practice spelling exercises.)
to enhance teaching and learning;(Activities enhance subject work and make a tangible impact on
teaching strategies and styles e.g. editing written work to improve
content, appearance and accessibility for a particular audience.)
to extend teaching and learning.(The ICT-based work is central to the classroom activities, some
of which would not be possible without its use e.g. branching
multimedia story.)
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Does ICT
support,
enhance,
or extend
childrens learning?
If not, why is it being used?
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clearidentification ofhow ICT will be used to meet
specific subject objectives to improve pupils
attainment;
ensuring that pupils have adequate ICT skills to
achieve those objectives;
planned match ofpedagogy with the identified
purpose of ICT activities and learning outcomes.
Factors which teachers need to take
into account:
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The Four Es
Teachers should make sure that ICT:
Ensures that the learning outcomes can be
achieved;
Enables the learner;
Eases and supports the task;
Enhances the tasks quality and value.
Barker and Franklin (1998)
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ICT without the computer
Developing keyboard skills with
dummy keyboards
Annotating and revising printouts Prepared questionnaire to support
information handling activity
Planning LOGO or Roamersequences or procedures on paper
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Peer support
liberates the teacher
gives children the opportunity toteach their peers
having to explain helps
demonstrate understanding ormisunderstanding
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Annotated screen dump to support graphics
activity and file for record keeping
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Organising children with hot seat and shadow, head-
phones, computer file and screen prompts to
support activity.
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Computer notice-
board
Childrenencouraged to
display computer
work from home
Clearly visible rota
ICT in the classroom - high profile
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Screen prompts for LOGO, help cards,
rota, tick sheet and wall display.