inset west moors

St Mary’s First School West Moors 23rd June 2008

INSETSt Mary’s First West Moors

Ian Brewer23rd June 2008


When they were going to primary school in 1990, Tim Berners-Lee was busy developing the world wide web. The first SMS message was sent in 1992, when these kids were seven. Amazon and eBay launched in 1995. Hotmail was launched in 1996, as they headed towards secondary school

Around that time, pay-as-you-go mobile phone tariffs arrived, enabling teenagers to have phones, and the first instant messaging services appeared.

Google launched in 1998, just as they were becoming teenagers. Napster and Blogger.com launched in 1999 when they were doing GCSEs. Wikipedia and the iPod appeared in 2001

Early social networking services appeared in 2002 when they were doing A-levels. Skype launched in 2003, as they were heading for university, and YouTube launched in 2005, as they were heading toward graduation.

Today's 21-year-olds were born in 1985. The internet was barely two years old in January that year, and Nintendo launched 'Super Mario Brothers', the first blockbuster game.


Learners taking more control over the direction of their learning with ICT

Learners taking more control over the direction of their learning with ICT

Social collaboration on joint tasks both face-to-face and in online collaboration

Social collaboration on joint tasks both face-to-face and in online collaboration

Learning out of school in other settings and

environments

Learning out of school in other settings and

environments

Deeper analysis of concepts, processes

and visualisation

Deeper analysis of concepts, processes

and visualisation

Use of ICT to locate, gather, synthesis,

analyse reconstruct, communicate and

present information and understanding

Use of ICT to locate, gather, synthesis,

analyse reconstruct, communicate and

present information and understanding

Creative development and media literacy e.g.

digital video, photography

animation, music

Creative development and media literacy e.g.

digital video, photography

animation, music

Developing thinking skills and problem solving

strategies

Developing thinking skills and problem solving

strategies

ICT in learningICT in learning

Gaining knowledge,

understanding and skills beyond that

of the teacher

Gaining knowledge,

understanding and skills beyond that

of the teacher

Iteration and modelling using ICT; eg in writing,

design, maths, science PE and music – real life and work-related applications

Iteration and modelling using ICT; eg in writing,

design, maths, science PE and music – real life and work-related applications


Reorientation

Integration

Utilisation

Familiarisation

Evolution

5 Stages of Embedding ICTHooper & Reiber

Hooper & Reiber


What do Hooper & Reiber mean?

“Familiarisation”: a teacher is becoming increasingly

aware of ICT, and may have attended some INSET, but rarely (and often reluctantly) tries to use it in their classroom teaching.



“Utilisation”: a teacher becomes increasingly aware

of the benefits of technology, and begins to incorporate it into teaching, often “replacing” former activities with ICT alternatives. This begins to have beneficial effect on teaching and learning, although use remains fragile.



“Integration”: a teacher is becoming increasingly

familiar with appropriate use of ICT, and can integrate it into many aspects of their ongoing teaching. Teaching and learning begin to be very significantly enhanced.



“Reorientation”: the potential of the ICT is now exploited

to move into new areas and approaches that could not easily be replicated by more “traditional” means. Teaching and learning begin to be significantly transformed.



“Evolution”: the developmental and creative

possibilities of the ICT are being fully explored. ICT use can grow and develop in response to the needs of the learner and the consequent teaching implications. Teaching and learning are very significantly transformed.

Yr 4 - A Teacher Journey


engageengage

empowerempower

extendextend

embedembed

enhanceenhance enrichenrich

exchangeexchangee-learning?e-learning?

enthuseenthuse

entertainentertain


EmpowerLearners take

control of learning

Use ICT to research and manage own

learning

EmpowerLearners take

control of learning


learning

Learning and ICT

Passive Activelearner engagement

lea

rnin

gD

ee

p

Sh

allo

w

ExchangeExchange

OHPs for data projectors,

using whiteboards as

projection screens

ExchangeExchange



projection screens

Enrichwhiteboards

used interactively

and with wider range of teaching

resources and methodologies

Enrichwhiteboards

used interactively


resources and methodologies Edutainment?

Computer games?

Edutainment?Computer games?

ExtendSignificantly alter the way that teaching and learning takes place using ICT


EnhanceDeeper and

flexible learning though the use

of ICT and community resources

EnhanceDeeper and



Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Where is embedded?Where is

embedded?


EmpowerLearners’ take

control of learning


learning

EmpowerLearners’ take

control of learning


learning



EnhanceDeeper and



EnhanceDeeper and



Dimension shift

Passive Activelearner engagement

lea

rnin

gD

ee

p

Sh

allo

w

ExchangeExchange



projection screens

ExchangeExchange



projection screens

Enrichwhiteboards

used interactively



Enrichwhiteboards

used interactively



TeachingTeaching LearningLearning

low capabilitylow capability high capabilityhigh capability

TaughtTaught FacilitatedFacilitated

“controlled” technology

“controlled” technology

self-directed impact

self-directed impact

DifferentiatedDifferentiated PersonalisedPersonalised

School basedSchool based DistributedDistributed


Identify potential new approaches for the use of ICT in their teaching/subject

Identify potential new approaches for the use of ICT in their teaching/subject

Use ICT effectively at a personal and professional level

Use ICT effectively at a personal and professional level

Have high levels of information literacy

Have high levels of information literacy

Encourage learners to make choices about their use of ICT

Encourage learners to make choices about their use of ICT

e-confident workforce

e-confident workforce

Envision the future of an ICT rich education for learners.

Envision the future of an ICT rich education for learners.

Use ICT effectively in their own work

Use ICT effectively in their own work

Builds on their knowledge of students’ ICT capabilities for effective learning

Builds on their knowledge of students’ ICT capabilities for effective learning

Prepared for learners to know more than they do about ICT

Prepared for learners to know more than they do about ICT

Uses the technology to learn online

Uses the technology to learn onlineConfident to judge

standardsConfident to judge standards


Use ICT to learn away from the

institution

Use ICT to learn away from the

institution

Has a wide range of generic ICT

skills

Has a wide range of generic ICT

skills

Able to learn new skills as needed

Able to learn new skills as needed

Has high level of information literacy

Has high level of information literacy

e-confident learner

e-confident learner

Knows when ICT can assist their learning

Knows when ICT can assist their learning

Prepared to explore and experiment in their use of ICT

Prepared to explore and experiment in their use of ICT

Can talk about the way ICT can

enhance their learning

Can talk about the way ICT can

enhance their learning

Can select appropriate tool for the

task

Can select appropriate tool for the

task

Uses technology creatively, with

ease, in life outside the institution

Uses technology creatively, with

ease, in life outside the institution


Warren Junior School


Embedding ICT in all subjects

• What are you doing already?• What are does the National Curriculum require

you to do?• What other opportunities are there to make

use of ICT?• How does this align to what pupils are

experiencing in ICT ‘lessons’?• Are we talking about pupils’ use of ICT or

teachers’?• Are we talking about: Software? Hardware?

The Internet?• In school? In classroom? In ICT suite? Beyond

school?


What are does the National Curriculum require you to do? – NCaction website

This website includes examples of pupils' work with ICT across a range of subjects, with teacher commentary on how the use of ICT enhanced learning in the subject. The work exemplifies the requirements to use ICT in subject teaching. As a general requirement, teachers should provide pupils with opportunities to apply and develop their ICT capability in all subjects (except physical education and the non-core foundation subjects at key stage 1).


What other opportunities are there to make use of ICT? Sample Materials

As part of its commitment to support schools in raising their standards, the Primary Strategy has created a range of Examples, showing how ICT can be used to enhance teaching and learning across the primary curriculum. The Examples cover each of the 9 National Curriculum subjects in Years 1 to 6 and each of the 6 areas of learning in the Foundation Stage.


Renewed FrameworksThe renewed Primary Framework for literacy and mathematics offers everyone involved in teaching children aged from 3 to 11 an opportunity to continue the progress made in raising standards by embedding the principles of both Every Child Matters and Excellence and enjoyment into practice.

A relatively recent addition to the site is the identification of ICT applications in Literacy by category


Keys to LearningThis pack develops the use of ICT by children, for example carrying out investigations, using digital video cameras to practise and develop their use of mathematical language, creating their own multimodal texts and presenting their ideas.

The DVD supports teachers’ professional development and children’s learning by linking teachers’ and children’s use of ICT.


• What are the opportunities to develop the use of the SWGfL in terms of embedding ICT?

Using the SWGfL


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