Miles Berry, teacher trainer primary, University of Roehampton;

Becoming an ICT teacher… think computing!Becoming an ICT teacher… think computing!

Miles Berry, teacher trainer primary, University of Roehampton;

David Longman, teacher trainer secondary, University of Wales, Newport;

John Woollard, teacher trainer secondary, University of Southampton; and

Tim Tarrant, Head of Technology in Learning & Teaching Team, Training and Development Agency for Schools (TDA).

Welcome to the profession…



Anti-hubris moment

Web 2.0 might imply that teachers of computing are only marginally useful or necessary!


Why should we teach computing?

Our future well-being is dependent on computing. It is a social and economic force. It is a key conceptual-engineering domain which is helping us deal with the very large-scale problems facing the planet.

Easy to say – perhaps harder to promote. To me it means that computing is as important as mathematics, science, or literature.

Remember: teachers make the curriculum. It is yours. It must be kept lively, dynamic, relevant, accessible.

It is exciting: computing is not fixed, not stable. It is developing and it must develop.

Computing is a debate. It could be - needs to be - otherwise.

E.g. consider what Ted Nelson has to say in “Geeks Bearing Gifts”. http://ted.hyperland.com/


Don’t be afraid to promote the cross-curricular importance of computing for all ‘subjects’.

Teachers of computing must get out of their curriculum boxes.

Finally, always keep in mind that “You Are Not A Gadget”

http://www.jaronlanier.com/








There are

10sorts of people…

those who get binary, and those who don’t



Ofsted report March 2009…..“

Although students used ICT well to present their work, communicate their ideas and, increasingly, to manipulate and use a variety of digital media, standards in using spreadsheets, databases and programming remained low.”

“At KS4 students were spending considerable time demonstrating proficiency in what they could already do in order to meet the assessment criteria, rather than being introduced to new and more challenging material and skills.”

Our students need to be challenged and enthused…


STEM is not just science and maths – the “T” isn’t silent and neither is the “E”.


Professional Standards [Q1] to [Q33]

[Q8] Have a creative and constructively critical approach towards innovation.

[Q14] Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.

[Q15] Know and understand the relevant statutory and non-statutory curricula, frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained.

[Q23] Design opportunities for learners to develop their literacy, numeracy and ICT skills.

[S3.1.1] Trainees set challenging teaching and learning objectives which are relevant to all pupils in their classes.


ICT Programme of Study for Key Stage 3

use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and

automating frequently used processes by constructing efficient procedures that are fit for purpose


GCSE Computing 2010 onward will…

give learners a real, in-depth understanding of how computer technology works;

provide excellent preparation higher study and employment in the field of Computer Science; and

develop critical thinking, analysis and problem-solving skills through the study of computer programming.


Computer Programming in Key Stage 3

http://www.computingatschool.org.uk/files/CPinKS3/CPinKS3.pdf

Rationale for computer programming in the key stage 3 curriculum

Aspects of programming

ICT sample teaching units – some scenarios

Scenario 1 Computer Programming using AliceScenario 2 Greenfoot and Game DesignScenario 3 Programming with Visual BasicScenario 4 A game business using Game MakerScenario 5 Games and game authoring


Body of Knowledge (BOK)

A small group in CAS is identifying a body of knowledge for computing at school:

the curriculum aims;

the importance of computing;

the key concepts of computing; and

the key processes of computing:• Specifying • Abstraction and design• Programming, thinking algorithmically• Evaluating, reflecting, and thinking critically.


The way forward…

Stay in touch and support each other…


David LongmanSenior Lecturer in ICT, Newport School of Education, University of Wales, Newport [email protected] http://education.newport.ac.ukSkype: davidjlongman Twitter: davidjlongman Second Life: Thok Tomsen

Tim TarrantHead of Technology in Learning & Teaching Team, Improvement and Training Directorate, Training and Development Agency for SchoolsCity Tower, Piccadilly Plaza, Manchester, M1 4TD 0845 6000 991 [email protected] http://www.tda.gov.uk/about

John WoollardLecturer in Information Technology Education, School of Education, University of Southampton [email protected] http://www.pgce.soton.ac.uk/jw Second Life: Stradd Ling MSN: [email protected] Twitter: JWoollard Skype: "woollard"

Miles BerrySenior Lecturer, ICT, Roehampton University London [email protected] http://www.roehampton.ac.uk 0208 392 3241 Twitter: MBerry

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Miles Berry, teacher trainer primary, University of Roehampton;