University of Roehampton

Developing pupils' ICT capability, Lecture 2

Developing pupils' ICT capability

2. What is good ICT practice?

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Outstanding teaching

Your aims

Horror stories

Digital art - practical

IWBs

Meaningful learning

ICT in Art

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

"Our concept of an educated person is of someone who is capable of delighting in a variety of pursuits and projects for their own sake and whose pursuit of them and general conduct of life is transformed by some degree of all round understanding and sensitivity"

Peters, R S, 1977, Education and the Education of Teachers . Abingdon: Routledge

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Looking beyond ICT,

What would you hope for in the children that leave your class?

(three words)

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Fox, 2003

Characteristics of good practice

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Teachers of ICT communicate high expectations, enthusiasm and passion about their subject to pupils. They have a high level of confidence and expertise, both in terms of their specialist knowledge and technical skills and their understanding of effective learning in the subject. As a result, they use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure outstanding progress across all aspects of the subject.

Ofsted on outstanding ICT teaching

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Teaching enables all, ornearly all, pupils to developand use their ICT capabilitywith confidence through awide range of appropriatecontexts and challengingexperiences. Teachingbuilds effectively on pupils’use of ICT beyond theschool.

All, or nearly all staff, makeuse of ICT as an integral,and natural part of learningand teaching across allcurriculum areas and yeargroups.

All, or nearly all, staffharness the full potential ofICT to enhance and extendlearning and teaching.They provide opportunitiesfor creative andindependent learning thatextends pupils’ capacity tolearn within and beyondthe school.

ICT is used innovatively toenable pupils to continueand extend their learningwhere and when they want.Wider curriculumexperience is enabledthrough the extended useof ICT. Expectations ofpupils’ learning with ICTbeyond school are highand such learning is valuedand celebrated.

All, or nearly all, staffcritically evaluates the useof ICT in their teaching andits impact on pupils’learning wherever thattakes place. Outcomes areroutinely shared withcolleagues within andbeyond the school. Thisprocess is an integral partof the school’s reflectiveculture and has asignificant impact onpractice.

Becta on excellent teaching

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Roehampton students on unsatisfactory ICT teaching

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Effective integration of ICT in art and design is typically based on ideas rather than technology. Critically, it would appear to be the quality of ideas (both teachers’ and pupils’) that provides substance and drives new projects and approaches. The technology facilitates this process but is rarely the central focus of the project.

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own

Upload your finished portrait to your Google site.

Record a brief conversation with your partner about this task and upload this to your site.

University of Roehampton

Developing pupils' ICT capability, Lecture 2

Graham et al (1999) Towards Whole-class interactive teaching , Teaching Mathematics and its Applications, 18:2, 50-60

University of Roehampton

Developing pupils' ICT capability, Lecture 2

a resource which is immediately useful to teachers in conducting whole-class teaching

Pupils are universally enthusiastic about the interactive whiteboards, because of their clear visibility (‘We can see!’), the easy access they give to ICT through touch, and the added variety they bring to lessons.

The interactive whiteboard is an ideal resource to support whole-class teaching. It acts as a focus for pupils’ attention and increases their engagement in whole-class teaching. Teachers tend to spend more time on whole-class teaching when they have an interactive whiteboard

The interactive whiteboard acts as a multi-modal portal, giving teachers the potential to use still images, moving images and sound

we saw many classrooms where the ambience was of teacher and pupils ‘working together’, often with attention directed to the interactive whiteboard rather than the teacher for part of the time

University of Roehampton

Developing pupils' ICT capability, Lecture 2

University of Roehampton

Developing pupils' ICT capability, Lecture 2

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