PGCE Secondary ICT PGCE Secondary ICT SSSS

Session 1Session 1

SessionsSessions

Overview of course and assignmentOverview of course and assignment Using ICT to facilitate learning Using ICT to facilitate learning in Literacy ain Literacy a

Using ICT to facilitate learning Using ICT to facilitate learning in Numeracyin Numeracy

Using ICT to facilitate learning Using ICT to facilitate learning in in foundation subjects in in foundation subjects

Using social software to Using social software to facilitate learningfacilitate learning

TodayToday

Introductions Introductions

– who you are, subject speciality, who you are, subject speciality, year group being taught, area for year group being taught, area for researchresearch

– Resources - website, wikiResources - website, wiki

– Readings and discussion thereofReadings and discussion thereof

TodayToday

The AssignmentThe Assignment

– begin reading early, both on begin reading early, both on subject area and subject area and research methodologyresearch methodology

– Essay structureEssay structure

ContextContext

Locates your area of research within Locates your area of research within the disciplinethe discipline

I would provide an overview of the I would provide an overview of the development of the use of computers as development of the use of computers as educational tools and provide a brief educational tools and provide a brief overview thereof... introduced nearly overview thereof... introduced nearly 30 years ago, increasing accessibility 30 years ago, increasing accessibility in (especially) developed world, but no in (especially) developed world, but no clear evidence of their use having clear evidence of their use having impacted on learning.impacted on learning.

IntroductionIntroduction

Narrow focus to the UKNarrow focus to the UK– Use of computers supported by Use of computers supported by (especially) Labour and numbers of (especially) Labour and numbers of computers in UK secondary schools computers in UK secondary schools grown (provide figures). grown (provide figures).

– ICT a discrete subject but also ICT a discrete subject but also supposed to be used as cross-supposed to be used as cross-curricular tools in subject teaching. curricular tools in subject teaching. However, this has proved problematic However, this has proved problematic due to lack of equipment in classes, due to lack of equipment in classes, lack of training for staff... Some lack of training for staff... Some believe that IWBs can solve problembelieve that IWBs can solve problem

The Interactive The Interactive WhiteboardWhiteboard

Describe what an IWB is and Describe what an IWB is and what it doeswhat it does

Detailed discussion of academic Detailed discussion of academic literature on use of IWBs in literature on use of IWBs in schools, focused on UK and schools, focused on UK and secondary schoolssecondary schools

Research ProjectResearch Project Describe what you wish to doDescribe what you wish to do

– Look at use of IWB in a specific class/classes Look at use of IWB in a specific class/classes – Describe research paradigm to be used Describe research paradigm to be used (quantitative , qualitative) and approach to be (quantitative , qualitative) and approach to be used (how data gathered, analysed, interpreted)used (how data gathered, analysed, interpreted)Detailed explanation of strengths, weaknesses Detailed explanation of strengths, weaknesses of both paradigm and methodology, approachof both paradigm and methodology, approach

– The issue of validity... steps taken to ensure The issue of validity... steps taken to ensure validity of data and interpretation thereofvalidity of data and interpretation thereof

YOU NEED TO CONVINCE ME THAT YOU FULLY YOU NEED TO CONVINCE ME THAT YOU FULLY UNDERSTAND THE IMPLICATIONS OF THE UNDERSTAND THE IMPLICATIONS OF THE PARADIGM CHOSEN, THE CHOICE OF DATA PARADIGM CHOSEN, THE CHOICE OF DATA COLLECTION INSTRUMENT AND YOUR COLLECTION INSTRUMENT AND YOUR INTERPRETATIONINTERPRETATION

Description of research Description of research and findingsand findings

Brief description of how you Brief description of how you went about your research... went about your research... from research diaryfrom research diary

What you discovered, discussion What you discovered, discussion thereofthereof

ConclusionsConclusions

Brief overview of all you did, Brief overview of all you did, and whyand why

Your findings set against the Your findings set against the existing research, similarities, existing research, similarities, contrastscontrasts

Implications of your own research Implications of your own research for school, university, otherfor school, university, other

Recommendations for further study Recommendations for further study in areain area

ResourcesResources

The Secondary PGCE ICT Special The Secondary PGCE ICT Special Study websiteStudy website

The Secondary PGCE ICT Special The Secondary PGCE ICT Special Study wikiStudy wiki

ReadingsReadings

Printed readingsPrinted readings

Electronic resources on websiteElectronic resources on website

Electronic resources on wikiElectronic resources on wiki

ICT in schoolsICT in schools

Learning toolLearning tool– Skills : research, investigative, Skills : research, investigative, presentation, thinking, writing, …presentation, thinking, writing, …

Teaching toolTeaching tool– IWB, web, subject specific IWB, web, subject specific softwaresoftware

Administrative toolAdministrative tool

Using ICT in SchoolsUsing ICT in Schools

M’s 3 rules of ICTM’s 3 rules of ICT

– Use to do things Use to do things

more efficiently, more efficiently, More effectively More effectively and to do things that you could not and to do things that you could not do beforedo before