In this article…
Introduction
Archive, by Terry Freedman
This newsletter, from 2001, demonstrates four main things. Firstly, there was a time when the education department in England actually embraced education technology. You can see that by the number of things mentioned here inn which the government was involved — and that wasn’t all of them, by any means.
Secondly, the ICT Programme of Study had much to offer over the field of technology. There was a requirement that other subjects would make use of ICT, although in my experience — and there was research to support this — the level of ICT proficiency required by pupils in a particular subject tended to be one or two levels lower than that of the subject itself. (I am using the nomenclature of the time.)
Thirdly, Ofsted produced quite useful subject reports in those days.
Finally, although the technology and the curriculum have changed, and most of the links no longer work, what constitutes good pedagogy has not changed. You can see this by the fact that the suggestions made in the Tips sections are still useful.
I hope you enjoy this glimpse into the past. I haven’t changed the formatting much, so it’s true to the look of the original. However, I have added subheadings and a table of contents to make it easier to read and navigate.
The initials DfEE stood for Department for Education and Employment.
I publish these old newsletters from time to time because I think it’s important that the history is preserved, and that prescient individuals and government departments are not forgotten.
Computers in Classrooms
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ISSN 1470-5524
Edited by Terry Freedman
Home Page: http://www.ictineducation.org/compic.htm
Email: compic@ictineducation.org
Volume 1 Issue 8 *** 16 February 2001
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*** STOP PRESS! ***
This year's Annual Ofsted Report has just been published on the web. See
the Features section for what it says about ICT.
*** STOP PRESS! ***
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In this issue:
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* Urgent notes from the Editor
* News
* Resources: The ICT in Education website update * Other useful websites
* Tips
* Over to you: Why do it?
* Features: OFSTED reports on schools and LEAs with regard to ICT
* Newsletter: Next issue's Features * Surveys * About the editor * About
the proofreader * Subscription details * Links summary * Disclaimer
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Urgent notes from the Editor
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Computers for Teachers (CfT) Scheme
The announcement at BETT that the new phase of the CfT scheme is targetted
at secondary (specifically, Key Stage 3) Maths teachers has upset many
people. The arguments have been aired elsewhere, so I won't repeat them
here. It's worth bearing in mind, though, that there may be more money for
yet another version of the scheme in the future.
Why "may"? Because it's within the Government's purview to drop the scheme
as well as amend it, if the overall impression gained by the Minister is
that more people dislike the scheme than like it.
So, being positive, think about this: if there were to be another phase of
CfT, how would you like it to be organised? One suggestion has been to
give money to schools for a bank of laptops rather than to individual
teachers. One thing is fairly certain: it is highly unlikely that the
Government will make available enough money to enable all teachers to have
a laptop, or to be able to buy a laptop free of VAT.
So, what would *you* like the criteria to be, assuming that you would like
the scheme to continue? (If you don't think it should continue, what, if
anything, should be put in its place?) How should the issue of
sustainability be tackled (ie what happens in 4 years' time when the
computers are out of date?) The questions below set these points out in a
more structured fashion. The first 3 were written by Steve Bacon, for
members of the National Association for Advisers of Computers in
Education. Steve gave me permission to reproduce the questions here.
Incidentally, comments from subscribers who have experience of similar
schemes abroad would be most welcome.
1. How can the scheme be phased given, as Michael Wills said in his
speech, it can't all be done at once. How can groups of teachers be
identified for inclusion in different phases? By role, subject, phase,
responsibility? Or is a first come, first served arrangement more
appropriate?
2. Should the subsidy be directed at schools rather than at teachers? If
so, how can schools be chosen for selection in different phases? How
would DfEE monitor the benefit for teachers, rather than just increasing
the school's stock of ICT equipment?
3. How can administration and organisation of the scheme be improved?
DfEE acknowledges that the admin of Phase 1 was poor - what suggestions do
we have for improvements in the process?
4. How should the issue of sustainability be tackled?
5. If you don't think the scheme should continue, what (if anything)
should replace it?
6. Any other comments?
Email me by 12 midnight (GMT) on Monday 19th February 2001, using the
email address cft@ictineducation.org, and I will collate/summarise the
replies and send the summary on to the Minister, Michael Wills, and to the
National Association of Advisers for Computers in Education (NAACE).
Please be positive and constructive in your responses!
For more details of the CfT scheme, see http://cft.ngfl.gov.uk/user/
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An opportunity to win a copy of Managing ICT or Make Time With IT
Thanks to everyone who responded to my question about how many people you
circulate the newsletter to. From the response I have been able to
ascertain that the total readership is *at least* about 2000 people. This
is almost certainly an underestimate, because some subscribers who
responded are passing the newsletter on to 200 people. I think this is
excellent news because it means that any pearls of wisdom that you would
like to share are going to be read by thousands of other teachers; in
other words, you could make a real difference. So please let me know of
any websites, books or programs you have found useful, along with useful
hints and tips. Don't forget also that you can make a real contribution by
completing the survey at http://www.ictineducation.org/cics -- you can
remain anonymous if you prefer.
However, I should like to be able to calculate what the likely *average*
circulation is rather than just the minimum. So I have extended the
response deadline to 12 midnight GMT on Monday 19th February. As an
incentive to respond, I will pick a name at random from everyone who
responds, including those who have already done so, and send him or her a
copy of Managing ICT (or, if they already have that, Make Time With IT).
All you have to do is send an email to readership@ictineducation.org
saying how many people you tend to pass the newsletter on to. If the
answer is "none", you still qualify for the prize draw!
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Reviewer needed
I'm compiling a new ebook on the subject of essential books for the ICT
Co-ordinator. Obviously, I'd like to include my own, so I am looking for
someone to review it. Whoever does it gets to keep the book -- even if
it's a bad review :-(. If you're interested, please email me at
review@ictineducation.org, with a bit of information about yourself. The
review will need to consist of two parts: answers to a standard
questionnaire, plus your own comments.
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News section
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Educational publishers discover e-learning
According to a recent article in The Bookseller, a number of UK publishers
are about to start developing new digital technology and content for
education. For example, Nelson Thornes' owner, Wolters Kluwer, intends to
invest at least £1m a year in this area. Hodder and Stoughton Educational
has developed a number of websites to support certain courses, while the
Oxford University Press offers interactive materials online to supplement
its textbooks.
One likely approach by publishers is the subscription model, exemplified
by Research Machine's Living Library and others. If you are concerned
about whether your school can afford subscriptions (The Living Library
costs £1299 pa), there is money in the pot because 15% of the school's
National Grid for Learning (NGfL) funding has to be earmarked for content.
So if your school receives such funding, you may be able to use some of it
for online subscriptions or other digital resources.
Interestingly, according to an article by Terje Johansen in Inklings Issue
7.3, Forrester Research in the USA predicts that ebooks will be a big flop
for the big publishers. However, they do lessen the gloom by stating that
ebooks, Print-on-Demand and digital textbooks will force publishers to
issue their wares in different formats at the same time (at least, I
assume that is what they mean by "multichanneling").
For more info see:
http://www.inkspot.com/inklings/issues/ink0703.html
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BETT gets BETTER (in some respects)
The BETT show in January seemed bigger than usual -- although that is not
*necessarily* a good thing. As subscriber Rob Halls says, there is too
much to take in and take home if you do the rounds in a general sort of
way -- which is why I recommend leaving your business card all over the
place and asking them to send you their literature afterwards. On the
other hand, if you go with the intention of looking at one particular
aspect -- Rob mentions training -- the experience is somewhat more
manageable.
I find a good approach is a kind of compromise between looking at one
thing and looking at everything. I go through the list of exhibitors
before the show to make a note of the ones I really want to see. Then at
the show I see all the ones I've marked, and then amble around looking at
as much as I can.
What appeared to be better this year -- and I've heard several people
comment on it -- is that there seemed to be more content this time. Last
year seemed very hardware-focused, and there didn't seem to be very much
that was new in terms of software. This year there was more digital or
online content being displayed. Mind you, I have to say that I didn't see
*any* content to do with ICT itself, ie as a subject in its own right.
Perhaps I missed it.
Another thing I may have missed is any really new or exciting
developments, although that may be because I get to see and hear about
quite a few new things as part of my job. I'd be interested to hear your
views on BETT that can be shared with other subscribers. Email me at
terry@ictineducation.org with your comments.
If you didn't manage to get to the BETT show, or you've mislaid the
catalogue, you can obtain exhibitors' details online at
http://www.bettshow.com/
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New Opportunities Fund (NOF) Training and NGfL
Although NOF-financed ICT training for teachers is still voluntary,
guidance from the DfEE is that schools will be expected to indicate in
their ICT Strategy "how investment in ICT will be co-ordinated with
meeting the professional development needs of its teachers, including
through the take up of training opportunities funded by the New
Opportunities Fund (NOF)" (National Grid for Learning (NGfL) funding:
further guidance for schools and LEAs), if they wish to receive the NGfL
Standards money.
The emphasis now is on schools reaching the baseline targets and providing
meaningful curriculum content. The baseline targets, just to remind you,
are as follows:
2002 2004
Primary 11:1 8:1
Secondary 7:1 5:1
If your school hasn't signed up for NOF training yet, you can obtain
further details of the scheme, and details of approved training providers,
by going to http://www.nof.org.uk/edu/temp.cfm?content=edu_4
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I'm a member of an e-mentoring team run by Jane Field under the auspices
of Mirandanet and sponsored by Compaq. The following news item was sent to
me by Jane.
TEN HEADS ARE BETTER THAN ONE
Teachers wishing to improve their ICT skills are being given the chance
through a new mentoring scheme available on the Internet. A team of
teachers with expertise in various fields, all Mirandanet Fellows, are
working within the Oracle UK Thinking Space project, in partnership with
Compaq UK. As pressure from the Government mounts for all school children
to have access to a computer by 2002, teachers will also come under
pressure to understand the technology that they will use. The e-
mentoring scheme enables any teacher (the participants) to ask questions
to the mentoring team all of whom have been teaching and using ICT in the
classroom for a number of years. The e-mentoring service uses think.com:
secure, web-enabled software designed and built by Oracle for students
aged 9 to 18 years and their teachers.
The mentoring team includes primary and secondary school teachers, a head,
a deputy head, a special education needs coordinator, two members with LEA
education and ICT experience, a teacher trainer, and lifelong learning
consultants. Jane Field the e-mentoring programme manager, says: "The
mentors have been chosen based on their collective and complementary
experience in the use of ICT in schools, and all mentors are members of
online communities." The e-mentoring team are collaborating to develop,
monitor, evaluate and review the online mentoring service.
Caroline Hook, director of Think.com commented: "Through our work with
schools on the Think.com project we have found that there is a great need
for this kind of scheme. It is a project built by teachers, for teachers
which will help in the long term development of all those involved." Paul
Steels, director of Government education and medical for Compaq UK and
Ireland, added: "This pioneering e-mentoring project is one way to support
teachers in an online environment, where there is no pressure - just easy
access to mentors who really understand the challenges they face. It's a
great place to go if you're looking for inspiration".
Jane Field said: "The e-mentoring service provides an opportunity for
teachers to network and share the challenges of using ICT effectively in
the classroom. As an online community it also allows teachers to
participate in online discussions, which provides added value for those
looking to develop online education communities within the classroom."
While there is a public mentoring community on Think.com, the mentoring
team have their own private community and the e-mentoring service takes
place within a private community accessed only by the e-mentoring team and
participants (i.e. the mentees). Teachers not already using think.com have
to be verified (Think.com has been designed as a safe environment for
pupils) before being allocated their guest-ID and password.
What the mentors say: "e-mentoring provides an interesting insight into
the challenges being encountered by teachers who are attempting to enhance
learning opportunities through the use of ICT" Robert Ellis, Leigh
Technology College, Dartford - 31.12.00
" ... utilises the available technology to support colleagues with on-line
discussions that actually make a difference in the classroom" Peter
O'Hagan, Stoke LEA - 29.12.00
"e-mentoring is a two-way process, using a conversational approach to
problem-solving; it allows teachers to tap into the collective brains of a
wide range of practitioners; when this works well it sparks off ideas from
other mentors, which in turn should stimulate new ideas in the mind of the
original enquirer." Francis Howlett, The Learning Circuit - 01.01.01
Find out for yourself: teachers wishing to access the e-mentoring service
should go to: www.compaq.co.uk/education or www.mirandanet.ac.uk
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Copyright issues
A few issues ago I mentioned that I had contacted BECTa to say that I
disagreed with their stipulation that the copyright in any materials
submitted to the Contributory Database (now the Teacher Resource Exchange)
belonged to BECTa -- even though it was done with the best of intentions.
Richard Hammond of BECTa has informed me that discussions are in progress,
and it is very likely that changes will take place, including a few
suggestions I put to him. Apparently, a number of people contacted Richard
about this issue. So, watch this space!
To see the Database go to http://contribute.ngfl.gov.uk/
http://www.official-documents.co.uk/document/ofsted/hc102/102.htm
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Resources
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The ICT in Education website update
Free ebook: Using ICT
The ebook, Using ICT, has proved very popular. The original deadline of 31
January has been extended to 30 March, because the Times Education
Supplement want to review it.
Have you picked up your copy yet? It consists of nearly 200 tips for using
computers in classrooms. In addition to the material that is already on
the ICT in Education website, such as how to start a lesson in a computer
room, there is advice on other issues too -- such as how to get the most
out of your school's ICT Co-ordinator!
Contents include:
* 11 ways to be a good role model * 8 reasons to use computers in lessons
* 22 example activities * 16 ways of telling if you're doing a good job *
17 ways to help your ICT co-ordinator help you
It's in pdf format, so can be read by both PC and Mac owners, and it's
free. Download it from http://www.ictineducation.org/ebook01.htm
I will shortly be making an alternative version available for
non-subscribers. This will have exactly the same content, but will only be
readable on a computer screen: printing and copy/paste will be disabled.
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Online quiz
Most teachers like to give their students a test at some point. I've come
across a website that enables you to create a test ("quiz") on the
internet that will not only automate the marking but email both the
student and yourself with the results. More details below, but in the
meantime why not have a go at the quiz I devised? Just go to
http://www.ictineducation.org and click on the "Quiz!" button.
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Newsletter support
This newsletter is supported by the ICT in Education website. I have
transferred some of the information from the newsletter to the website.
For example, the section called Jargon Buster has been transferred to
http://www.ictineducation.org/jargon_buster.htm
Access other information about the newsletter at
http://www.ictineducation.org/compic.htm
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Other useful websites
First, as usual, a few official UK sites. The situation here is that there
are still too many all over the place to be entirely comfortable, but each
is being developed and the ultimate aim seems to be to have all of them
accessible from a central portal, UK Online (no relation to the UK-based
internet service provider). This website, at http://www.ukonline.gov.uk/,
is still very much under development, and your views are sought about it.
It is potentially extremely useful -- even now, it is worth bookmarking
and using as a starting point. Through an obvious oversight, the
Department for Education and Employment (DfEE) does not appear to be
listed except under the heading "Disability", but these kind of glitches
are almost bound to occur in the early days. When you visit, click on the
Quick Find button to look at an alphabetical index of Government services.
The overall verdict for each of the official websites reviewed here is
that it is now more than feasible to recommend teachers to look at them.
Not only is there useful stuff there but it is easier to find, and the
interface is much more modern than it used to be.
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The National Curriculum website, http://www.nc.uk.net/, has been
developed. You can now look at a particular aspect of the ICT Programme of
Study and find recommended resources for it -- or recommend them yourself.
In addition, you can look at a particular strand, such as modelling, and
see where it occurs in other subjects.
Both of these are great ideas, although the first one suffers from the
fact that it is so new that there are large gaps in the numbers of
recommended resources. That, of course, is something for us to rectify by
making sure we recommend websites etc we come across.
Curiously, the second one didn't seem to work as well as it might -- but
these are early days, and the site is still very much under development.
It certainly promises to be a kind of one-stop shop, where the National
Curriculum, Schemes of Work and resources are linked to each other under
one roof. In the meantime, I will be sending out 4 quick guides to where
the strands in the ICT Programme of Study are found/reinforced in other
subjects, as a supplement to this newsletter. They were produced with the
aid of this website. The Key Stage 1 and Key Stage 2 are based on work
done by an ex colleague of mine and subscriber Andy Bush.
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The National Grid for Learning and Virtual Teacher's Centre websites
Each of these has been given a facelift, and now have a much more modern
look, and are easier to use. The VTC in particular is very good, for 2
reasons. First, it indicates where you are in relation to the home page;
secondly, it has an extremely useful section on ICT in the Curriculum, in
which additional useful resources are to be found. Visit
http://www.ngfl.gov.uk/index.html and http://vtc.ngfl.gov.uk/ respectively.
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The DfEE website has also undergone a facelift, and is now easier to look
at and to use, although looking for a particular document still entails
looking in several places. Again, well worth bookmarking to make it easy
to visit on a regular and frequent basis.
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Other websites
Tests, Puzzles and Quizzes online
As mentioned earlier in this newsletter, teachers like to set tests: it's
the marking that's a real killer! I've been experimenting with an American
website's facility to create quizzes/tests which students can do online.
When the student clicks on the Submit button, the test is marked
automatically and the results emailed to the student and, if you like, to
you, the teacher. Have a look at the one I created by going to
http://school.discovery.com/quizzes3/etfreedman/quiz01.html
To look at the other facilities available, go to
http://school.discovery.com/. There are tools to create word puzzles such
as word searches, crosswords and matching exercises, glossaries, mazes and
quizzes.
The quizzes can include links to websites, photos, video clips and so on
-- there are some great examples of what you can do at the Discovery
website.
When you set up a quiz you can select the sort of answers you want to
allow. I found that the short (open-ended) answers didn't work too well:
the yes/no and multiple choice types are much better from a marking point
of view.
On the whole, a truly excellent resource.
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WebQuests UK
Some time ago we included references to WebQuests. A WebQuest is an
approach to using the internet that requires students to do something a
little more involved than simply finding and then copying information from
websites. Most of the ones that are around are American or Australian, but
there is a UK portal too, at
http://www.learning.worcestershire.gov.uk/WebQuests/.
If you are interested in developing your own WebQuests rather than just
using somebody else's, click on the DIY link, where you'll find 3 papers
which explain everything you need to know. But still explore the existing
WebQuests anyway: even if there isn't one that exactly fits your
requirements, the sheer range and originality of the ones on offer will
inspire you!
I have prepared a sheet summarising the different types of webquests there
are. I am amending it at the moment to include other useful approaches to
ICT-based research. Do you have any advice for people wanting to use the
Internet or cd-roms with their pupils, specifically on the kinds of
activities that can enable pupils to reach the higher levels of ICT
understanding? If so, please send them to me at
research@ictineducation.org.
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Book Review
No book review this month. I'm working on a compilation of book reviews --
see beginning of this newsletter for details.
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Tips
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If you have any tips you'd like to share with other teachers, please send
them to tips@ictineducation.org
You are here
In many London Underground stations there is a street map showing the
station and its environs. The station is usually enclosed in a circle,
with a big arrow pointing to it with the words "You are Here". That is
pretty crucial information, because the only place you can start from is
where you are!
It's the same with using ICT in lessons. There's a tendency for teachers
to become despondent at the gulf they perceive between their own level of
understanding of ICT and what they are expected to do.
But a good place to start is with something you feel very comfortable
with, and see if you can incorporate ICT just to some extent.
For example, that lesson where you look at Volcanoes: is there scope for
borrowing a computer and a cd-rom to use an extra resource in the
classroom where pupils can look for information?
The point is, you don't have to know everything about computers before you
can start using them effectively in the classroom. Think about it: do you
know how books are made? Do you know how a video recorder/player works,
apart from how to switch it on and play and rewind a tape?
If you're still not convinced that you can do it, have a look at my ebook,
Using ICT. You can download it free of charge from
http://www.ictineducation.org/ebook01.htm.
Bear in mind that good teaching with the use of ICT is different from, but
not necessarily more difficult than, teaching *without* ICT. The teacher's
"toolkit", which includes questioning, planning, cajoling and so on, is
the essential thing.
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Printing Tip
What does your classroom resemble when it comes to printing? Does it look
like a street market? If pupils are queuing up at the printer, they are
not doing anything useful, and the scene is set for major disruption. Here
are a few suggestions to make printing manageable.
* Find out the school's policy on printing. (Some school's encourage
pupils to print everything, while others try to keep printing to a bare
minimum.) Then make it clear to pupils what printing is/is not allowed.
* Tell pupils to make sure their name is on everything they print. In many
programs you could even have this set up automatically or
semi-automatically in a template. For example, if your school uses Word,
you could set up the default template to include a footer containing the
pupil's name (or user ID). In virtually any program, the default template
could include a box for inserting the pupil's name.
* Tell pupils that if their print-out is not ready straight away, they
should carry on working, not hang around the printer for 10 minutes
waiting for it.
* Tell pupils not to send any more work to the printer once there are only
10 minutes to go before the end of the lesson. Not only is it hard to
round off the lesson effectively with all the hustle and bustle going on,
but also it is extremely annoying for the next teacher to have to start a
lesson with the printer still churning out stuff from the previous class.
* Check with the ICT co-ordinator if there is a printing management system
if your school has a network. If there is, find out if you have access to
it and, if so, how to use it. A print management system may help you
prevent a 20 page document being printed out 400 times "accidentally" by a
pupil.
* Find out what to do in the event that a 20 page document has already
started to be printed out 400 times before you've had a chance to stop it.
* Find out how printing is paid for, who pays for it, and whether there is
a system of pupil credits.
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Student helpers
One of the worries that are constantly voiced by non-ICT specialists in
teaching is that the pupils may know more than they do. This, of course,
is quite likely -- but is it necessarily a bad thing?
Professor Edna Aphek has conducted research which involves using primary
school children to teach children of their own age in a neighbouring
school, and also to teach elderly people. Apparently, the experiments were
very successful. The research was carried out in Israel, but a similar
experiment was carried out in the USA too, some years ago. See
http://www.thereporter.com/Current/Word/word020497.html for details. If
you are interested in the Israeli research, let me know and I'll send you
the summary of it sent to me by Professor Aphek.
So, on a more day to day level, can and should pupils be used to help
teach ICT?
First, yes, pupils can be used. I have successfully used children to help
their peers, as I am sure many of you have, and also to help me run staff
in-service training.
Secondly, *should* pupils be used? I believe the answer is yes, as long as
it's thought through properly.
Here is a set of guidelines for using pupils as helpers successfully.
* Be aware of the potential advantages of doing so: there is only one of
you in the classroom, or maybe two if you have a classroom assistant. If
pupils help each other, especially with the more basic tasks, it frees you
up to go round the class asking questions that prod the pupils into new
lines of enquiry.
* Make sure that pupils don't "help" by seizing control of the mouse or
keyboard!
* Make sure that the same pupils are not chosen as helpers time after
time, because their own work will probably suffer as a result (ie they
will fall behind).
* It's quite legitimate to ask pupils to take responsibility for helping
others, because by explaining concepts to others they are reinforcing
their own understanding -- or bringing out the evidence that they need
assistance themselves!
* Consider appointing class monitors to check mice, refill the printer's
paper tray and so on...
* ... but make it clear that each member of the class is still responsible
for his/her own equipment!
Please do *not* fall into the trap of saying "my pupils know more about
computers than I do", and using that as an excuse to refrain from learning
yourself. It is, however, perfectly acceptable for your pupils to know a
few snippets of information that you don't, because today's software
applications are so vast that no one person could be expected to know all
of it. Even in those situations, though, you are still the teacher, and
should be able to think of strategies that will move the pupils on from
where they are now.
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Internet Tip
Here is a question I came across recently on a worksheet:
"Use the internet to find out the following:
1. What was the average wage in Britain in 1990?
2. ,,,"
Why use the internet to answer closed, low level questions like this? Ever
heard of books? A more interesting kind of question might have been:
"Are people in the UK better off or worse off than they were 10 years ago?"
Why is that better? Because before the student even starts the research
s/he has to think about what terms like "better off" actually mean, and
therefore how to measure it and therefore, of course, what to search for.
The purpose of a question should not be to give students practice at, or
an excuse for, searching on the internet, but to enrich the student's
experience and ability in the subject. Thinking, planning, getting the
facts and then integrating them are all much more interesting.
You can even adopt a similar approach at the Primary level. Questions like
"Which of these 3 places should we go to on our school trip?" are likely
to be more educationally useful than simply finding out questions alone.
So, here is a challenge: how can you apply the same logic to your own
teaching to make internet or cd-rom research more interesting and
educational?
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Classroom Tip
Build quality time into your lessons -- for the pupils, that is! Can you
set up some activities which allow you to talk to children individually?
If you can have individual chats with each child two or three times a
term, you're doing well.
By chatting, you can find out more about how they have approached the
tasks you've been setting them, and whether they need more help. In other
words, chatting is an essential aspect of formative assessment, ie
assessment which informs your lesson planning and approach as the term
progresses. Anything that comes to light during the chat should be
recorded in your markbook of course.
In order to be able to use chatting in this way, you must create a
conducive environment. This takes time, but this is what a conducive
environment looks like:
* pupils are able to get along without constantly needing your help,
because
- they have been shown how to use the programs
- there are posters and/or manuals available
- they can use the Help in programs
- they work collaboratively with their peers;
* they are used to, and feel confident in, working on a task or project
without constant instruction from you;
* they enjoy exploring and researching without you looking over their
shoulder all the time!
---------------------------------------------------------------
Word Tip
If you use Microsoft Word, here is a handy tip. To change case, select the
text and press SHIFT-F3. This will toggle between lower case, UPPER CASE
and Title Case. Note that if you want to change only one word, you need
only click inside the word, not select it completely.
---------------------------------------------------------------
Excel Tip
If you use Microsoft Excel, you don't need to remember how to use
functions. Just enter the first part of the function in a cell, such as
"=COUNT(" (without the quotation marks), and press CTRL-A or CTRL-SHIFT-A.
I won't tell you what those commands do -- try them out!
---------------------------------------------------------------
For more tips, look at the ICT in Education website at
http://www.ictineducation.org, especially the articles section and the
Walk-throughs.
If you're interested in the kinds of things you can do with Excel, have a
look at the Utilities section of the website. One application that may
appeal is the Homework Excuse Management System!
===============================================================
Over to you
---------------------------------------------------------------
Why do it?
---------------------------------------------------------------
In this section of the newsletter we look at why teachers use computers in
their schemes of work and lessons -- and what puts them off. This section
is, in effect, written by you. If you have any views on what makes
teachers reluctant or willing to incorporate computers in their curriculum
work, please complete the survey form at
http://www.ictineducation.org/cics. I won't use your name or position
unless you authorise me to do so.
I've received a big "postbag" in the last few months. There seems to be
pretty much a consensus on what makes people reluctant to get to grips
with computers,or to use them in their lessons. The crucial factors seem
to be the following:
* lack of time
* fear of equipment breaking down
* concern that pupils know more than they do
* concern that the cost, in terms of time, of using computers will
outweigh any advantages to be gained from using them
* not understanding how to assess pupils' work in ICT
* fear of technology
I should like to thank everyone who sent in their comments; there were
too many to mention everybody by name. However, a couple of people came up
with some pretty good suggestions on how the ICT Co-ordinator can help to
overcome the kind of factors mentioned above.
Drew Buddie, ICT Co-ordinator at the Royal Masonic School, suggests:
* provide support
* offer to 'take' or lead lessons in first instance
* provide support materials
* run good INSET
* demo software
* invite colleagues into your ICT lessons to observe pupil skills in
action to reassure the teacher that pupils *are* capable of complex tasks
Sally Caplan, IT Co-ordinator at The Holy Family Technology College,
recommends:
* support in the lessons
* INSET prior to lesson
* encouragement to do the task themselves first
* inviting staff to lessons when they are free, to observe or join in
* be user-friendly and offering help sheets etc
Are there any other things worth trying? If you are not an ICT
Coordinator, how could your ICT Co-ordinator encourage you to take the
plunge?
There have been a number of inspiring developments in some places too,
such as teachers doing things neither they nor anyone else expected. For
example, some teachers reported people who they thought were technophobes
trying out a program like PowerPoint -- with the pupils too!
Another example, this time from Fred Martin, lecturer at Bath Spa
University College:
"I was met by one trainee in a school last year who presented me with the
CD-Rom of the lesson he was about to teach. It was a multi-media authored
file (using Illuminatus) that he had produced and can now take to any
school and use (it has its own .exe file). This is simply indicative of
the way he developed the use of ICT in his subject work.
"A trainee from last year who is now working in a school has now set up
his own geography web site. It is in its initial phase but it will extend
rapidly.
"I have run ICT courses for teachers both in my own subject area and
across both subjects and phases. Although there are some teachers who
dislike computers, the overall impression I get is that they are only too
willing to learn."
If you would like to contribute to this section, complete the survey at
http://www.ictineducation.org/cics
===============================================================
Features
---------------------------------------------------------------
I have been intending for some time to look at the classroom of the
future. However, BECTa has just produced two reports on this subject, one
for Primary and one for Secondary. I should like time to read and digest
them before putting my own pen to paper, as it were. You can find the
reports on the BECTa website at http://www.becta.org.uk
In the meantime, ponder on the state of ICT education in the UK....
Feature (1): Annual OFSTED report
The full title for this is:
1999-2000
Standards and Quality in Education
The Annual Report of Her Majesty's
Chief Inspector of Schools,
and it can be found at:
http://www.official-documents.co.uk/document/ofsted/hc102/102.htm
(c) The Stationery Office
I have copied and pasted all the IT and ICT references for ease of use, as
seen below. Numbers refer to the original paragraph numbers in the Report
itself.
Primary
About one in eight schools does not have a fully appropriate curriculum in
place, mainly because of shortcomings in information technology.
12 In information technology pupils' data handling and presentation skills
have improved. Although there is more good achievement than in previous
years, there is still substantial under-achievement in a third of schools
having full inspections. Pupils' general confidence with information and
communications technology (ICT) has continued to grow, particularly where
it is being used across the curriculum.
22 Teachers' knowledge and understanding of the subjects they teach remain
a key factor in their effectiveness. The training provided by the national
strategies for literacy and mathematics has improved this greatly. Many
teachers still need extra guidance on aspects of their work such as the
teaching of grammar and written methods of calculation. Although much
improved, subject knowledge remains a particular weakness in information
technology. In science the progress of more able pupils is limited by
shortcomings in teachers' own subject knowledge and understanding of
pupils' scientific misconceptions. This also accounts for the lower
attainment in physical processes than in other sections of the programme
of study.
23 Teachers' expectations are still too low in about one in eight schools
having a full inspection and are a particular problem in schools in
disadvantaged areas. Lack of subject knowledge continues to limit some
teachers' expectations, particularly in information technology, where
expectations are too low in about one in five schools that had a full
inspection. The expectations of able pupils is a concern in some subjects,
particularly in geography and design and technology where they are often
set insufficiently challenging work.
24 The quality of teaching in information technology (Charts 10 and 11),
although improving, remains the weakest of the National Curriculum
subjects. The impact of the New Opportunities Fund initiative has not yet
fully worked through, but the early signs are encouraging. More teachers
are now more confident and proficient users of ICT, but not all have yet
received the expected additional training.
28 Most schools have a broad and balanced curriculum. However, in about
one in eight schools a fully appropriate statutory curriculum is not in
place, mainly because of shortcomings in information technology. Nearly
all schools give sufficient time and attention to English and mathematics.
Despite considerable investment in new facilities and equipment,
information technology still does not feature enough in the timetable and
is too often seen only as a service subject for other work rather than as
a subject in its own right. Schools that devote a lesson a week to
teaching the subject have often seen a substantial improvement in pupils'
achievement.
52 Learning Resources are adequate in more than nine in ten schools having
a full inspection. The national strategies have provided the funding for
many new books and more equipment for literacy and mathematics. National
initiatives in information technology have also provided welcome
additional resources.
Secondary
Four in ten schools do not have a fully appropriate statutory curriculum
in place; the figure is half of schools for Key Stage 4. Information
technology, religious education and, to a lesser extent, design and
technology are the most common omissions.
69 Pupils' skills in information technology have also improved. The
increased use of separate lessons for information technology alongside the
effective use of ICT across the curriculum has contributed to higher
achievement. Nevertheless, there is substantial underachievement in about
one-third of schools having a full inspection (Charts 23 and 24, page 38)
many of which fail to comply with the National Curriculum.
The teaching of information technology has improved as teachers have
increased their knowledge and understanding of the subject; there is now
much less unsatisfactory teaching, but still not enough that is good.
76 Teaching in summer literacy schools was good in two-thirds of the
lessons. In these, teachers read aloud, presenting models of work for
pupils to emulate, explained points of grammar clearly, taught spelling
rules, introduced pupils to stimulating books, and used libraries and ICT
to good effect. In the effective summer schools, co-ordinators provided
appropriate training for colleagues; this was one of the most significant
determinants of success. Target-setting, an important aspect of the
literacy summer schools, was often adversely affected by the inadequate
information provided on pupils' prior attainment. In two-thirds of lessons
in summer numeracy schools the teaching was good. Teachers made good use
of the National Numeracy Strategy's Framework to plan their work and to
organise their teaching. However, target-setting and the tracking of
pupils' progress were often weak. Attention was rarely given to following
up pupils' progress from primary schools into Year 7 and beyond.
81 A major weakness at Key Stage 4 is the unsatisfactory provision for
information technology. In a minority of schools pupils do not have
designated information technology lessons and the teaching is solely
through other subjects. Such provision is often poorly co-ordinated and
some teachers lack the confidence to use ICT effectively and improve
pupils' skills within their subjects.
109 Of those schools having a full inspection over a quarter have
inadequate accommodation, adversely affecting the quality of teaching and
learning. Subjects most seriously affected are music, design and
technology, and science. Overall, learning resources are inadequate in
about a quarter of schools having a full inspection. Information
technology, design and technology, and music are the subjects most
severely affected.
Post-compulsory education
The quality of teaching in prisons is generally good, but in most
establishments the curriculum was too narrow and ICT provision too
variable.
Non-specialists taught a small but significant number of information
technology lessons. In some schools that relied heavily on the use of
supply teachers and suffered frequent changes of staff, students were
acquiring only a fragmentary understanding of the subject they were
studying.
Adult education
149 During 1999/2000 HMI carried out inspections of adult education in
seven authorities. In almost all sessions, the achievement of adult
learners was at least satisfactory and in six out of ten sessions it was
good or very good. The work in art and craft and in ICT was particularly
good. In the practical classes students produced artefacts of high quality
in a range of specialisms, sometimes setting up small businesses or
gaining qualifications on the strength of their newly acquired expertise
in, for example, quilting, pottery, lace-making, embroidery, flower
arranging and cake decoration. In ICT classes adults rapidly overcame
their lack of confidence about new technology and made discernible
progress in mastering the techniques of word processing, databases and
spreadsheets.
Prison education
165 Resources to support learning are generally satisfactory, with the
exception of ICT, where the provision is highly variable. In the majority
of prisons and YOIs, libraries are treated as places to select and
exchange books rather than as a wider resource or facility to support
learning. Stock levels in libraries generally comply with national
guidelines but there is a shortage in the majority of establishments of
suitable material for students with reading difficulties and a general
shortage of careers information. ICT facilities in libraries are generally
poor.
Special education
Pupils' achievements and the quality of teaching in ICT remain low.
172 Pupils' achievement is lowest in information technology. Achievement
is good in less than half and unsatisfactory in two in five schools,
reflecting teachers' uncertainty with the effective use of ICT across
other subjects as well as with teaching information technology. Pupils
make the best progress in information technology in schools for pupils
with EBD and for those with physical disabilities (PD).
179 As in earlier years, information technology is the subject which is
least well taught. Teachers lack confidence in developing pupils' use of
ICT in specific lessons. Not only are opportunities to use ICT in subjects
frequently missed, but also the quality of work within these subjects is
often lower when ICT is used, often because programs are over-elaborate
and the context is trivial. The exclusion of teaching assistants from the
training associated with the National Grid for Learning and New
Opportunity Funding is regarded by schools as an anomaly. Many schools
have sought ways of giving assistants access to this training as they play
a key role in pupils' use of ICT.
208 Resources for learning are generally satisfactory for the curriculum
offered, though weaknesses remain in science, design and technology and
humanities. The resources for ICT have improved in most of the PRUs. The
adequacy of resources is often an issue to be addressed as the PRUs move
to the provision of full-time education, particularly as most have
relatively limited budgets for purchasing learning resources.
Improving attainment in under-performing schools
249 Few initiatives sponsored by the zones were radically innovative in
character; some, such as pupil mentoring, were new to the schools
involved; the majority enhanced provision already in place. While ICT
attracted a significant element of zone funding, over 50 per cent of it
was devoted to extending work in literacy and numeracy, with the majority
in primary schools. Zones have not yet used the flexibility offered by the
legislation to pursue alternative methods of governance or to promote
different patterns of working or rewards for teachers.
250 In some cases the design and implementation of action programmes have
been good and show signs of success. Zone managers have generally found it
easier to work constructively with primary than with secondary schools.
The more promising developments in primary schools have included: the
provision of consultant teachers to model lessons for school staff,
particularly in literacy and numeracy, but also in ICT and science;
developing the skills of classroom assistants to support literacy and
numeracy; and encouraging the participation of parents in their children's
education. Much of the work seen in secondary schools was intended either
to extend the availability and use of ICT or to provide alternative
curriculum provision at Key Stage 4 for disaffected or low-attaining
pupils.
Teacher education, training and supply
In secondary training, trainees are generally attaining the new ICT
standards at least at an adequate level. The major constraint on further
improvement in ICT training is the lack of high-quality facilities and ICT
practice in departments in the schools.
Training to meet new standards for ICT in subject courses
275 Since September 1999, all ITT courses have had to meet the new
requirements for training in ICT set out in Annex B of DfEE Circular 4/98.
Inspections of over 200 secondary subject courses in 1999/2000 indicate
that providers have generally responded successfully to these
requirements. The best training includes skill development and
subject-specific applications, prepares trainees to incorporate ICT into
their teaching and shows how it can enhance pupils' learning in the
subject. Successful partnerships have carried out staff audits and
provided training; school mentors, trained in the practical implications
of the new requirements, reinforce central training effectively during
school placements.
276 Providers' ICT facilities and access for trainees have improved
considerably in the last two years and in most cases are sufficient to
prepare trainees for using ICT in schools. However, access to ICT in
partner schools is such that many trainees have insufficient opportunities
to use ICT in lessons or to explore the potential of ICT for pupils'
learning in their subject. This is a weakness in the training.
277 Most providers audit trainees' ICT expertise comprehensively. In all
subjects there is a steady improvement in the ICT skills of trainees on
entry to the courses. Most have strengths in word processing and, to a
lesser extent, in using spreadsheets, and know how to use the Internet,
e-mail and CD-ROMs to search for information. In the best practice
trainees maintain an effective ICT profile during the training and
complete an ICT assignment to provide evidence that they meet the
standards specified in Circular 4/98.
278 Trainees entering secondary ITT courses with weak ICT skills mostly
develop to an adequate level, and those who are good often improve to very
good. Many trainees make good use of ICT to organise their teaching
folders, to research materials for pupils to use and to present
information to pupils. They also plan explicitly to use ICT to develop
pupils' subject knowledge and understanding. Nevertheless, there are
unacceptably wide variations in the quality of trainees' planning and
practical use of ICT between different subjects and between different
providers.
The recruitment and retention of teachers
291 Recruitment to primary ITT courses is reasonably in line with national
targets. Although recruitment to secondary ITT courses in mathematics and
science improved this year in response to new financial incentives, the
total of secondary trainees recruited in all subjects in both 1998 and
1999 remained substantially below target. In 1998, there was an overall
shortfall of 25 per cent against the target of 20,355 teachers. Teacher
Training Agency data for 1999 show shortfalls of 41 per cent in
technology, 33 per cent in modern foreign languages, and 23 per cent in
mathematics. Recruitment to newly established courses for secondary
specialists in ICT was also well below target in most providers. Chart 45
shows that NQTs in shortage subjects tend to teach higher proportions of
unsatisfactory lessons than those in subjects such as history and PE where
recruitment is more buoyant.
295 Most vacancies are eventually filled, but heads report that there are
few good applicants, and sometimes few applicants at all, in an increasing
range of subjects. The vacancy rate published in the DfEE's annual report
does not, on its own, describe the nature of the difficulties secondary
schools may have in filling vacancies in many parts of the country. In
particular, subject shortages are often hidden. In mathematics and in
geography, for example, non-specialists often teach the subject in Years 7
and 8 to release specialists for classes higher up the school. In design
and technology many posts are unfilled, with a particularly acute shortage
of teachers of food technology. ICT is largely taught by non-specialists
and, in some parts of the country, many of the most expert teachers and
technical staff have been recruited to run the National Grid for Learning
initiative.
313 In most areas there were examples of intellectually challenging
training that provided good practical work for teachers and headteachers
and equipped them with new skills in, for example, target-setting or ICT.
Trainers often maintained an effective balance of theory and practice,
required participants to analyse and understand their practical classroom
experiences and drew effectively on research and inspection evidence.
Where design and delivery were weak, this often related to the fact that
material had been designed for a long-established course which had not
been adjusted to the teachers' needs.
Independent schools
327 Learning resources are usually in good supply, but there are two
significant areas for development. Some schools have poor libraries, or do
not utilise them to the full in promoting independent learning amongst
pupils. In a few schools, especially preparatory schools, the use of ICT
is also weak, either through lack of provision or staff expertise.
Schools' accommodation is usually good but related health and safety
matters, most of a minor nature, need attention in many secondary schools.
LEA support for school improvement
Support for ICT, despite much effort, remains rarely good and is
unsatisfactory in almost two-thirds of LEAs
345 The main area of weakness is support for ICT, which is rarely good and
is unsatisfactory in almost two-thirds of LEAs inspected. LEAs' attention
has focused too exclusively on the installation of equipment. Few LEAs
have a convincing strategy either for raising standards in ICT or for the
use of ICT to raise standards across the curriculum. This is an issue to
which further attention needs to be given nationally.
---------------------------------------------------------------
Feature (2): ICT extracts from the OFSTED report, "LEA Support for School
Improvement"
You can find the whole document at:
http://www.official-documents.co.uk
I am indebted to Mike Smith, Professional Officer of NAACE, for the
following ICT summary of this report.
Extract from School Improvement (Section 4)
Support for ICT
94 Support for ICT was one of the weakest aspects of the work of the
LEAs inspected. It was good in only five per cent and unsatisfactory in 67
per cent of the LEAs in which a judgement was made, with no sign of recent
improvement.
95 Most LEAs included support for ICT in their EDP and this helped,
to some extent, to reinforce their strategy for the introduction of the
National Grid for Learning (NGfL). However, the actions planned in the EDP
usually related to provision, rather than standards, owing partly to a
general dearth of attainment data on ICT capability. Although there was
usually evidence of links between the ICT advisory team and support for
literacy and numeracy, there was little indication that this had any
impact. These endemic weaknesses, particularly in the early stages of NGfL
implementation, were exacerbated by shortages of staff, a lack of
information and a lack of understanding of the needs of individual
schools. Generally speaking, technical installation and support had a much
higher profile than consideration of the implications of ICT for teaching
and learning. Monitoring and evaluation were weak, and support for school
development planning was very variable.
96 In the few examples of effective support, LEAs struck a balance
between the provision and installation of equipment and infrastructure,
support for teaching and learning and support for school planning,
recognising that effectiveness depended on dealing with all three elements
coherently and in a planned sequence. This was most likely to occur where
senior officers and key elected members took a close personal interest,
and where the Council as a whole had a convincing ICT strategy.
Introduction of the NGfL sometimes acted as a catalyst for better liaison
between the education department and corporate ICT services.
Extract from LEA management and management services (Section 7)
ICT
231 The inspections cover the period of the introduction of NGfL.
Although LEAs are making great strides many have struggled to get the
infrastructure in place fast enough to satisfy schools' expectations. Good
LEAs are breaking down the distinction between curriculum and
administrative ICT in favour of a common infrastructure and an integrated
strategy for managing information flows.
232 Electronic information flow between schools and the LEA received
one of the lowest ratings on thE school survey in 2000. Comments reveal
that this, in most cases, resulted from a lack of service rather than a
poor quality one, and is perhaps an indicator of raised expectations on
the part of schools. Even those making good progress with communications
infrastructure have mostly not yet fully exploited the technology for the
transfer of data between the LEA and schools, and in the better management
of information flows. However, they are well placed to do so, and the new
requirement to analyse and track pupil results using a unique pupil
identifier will make progress essential.
Extract from Conclusions and recommendations (section 8)
249 The most successful aspects of school improvement currently are
the NLS and the NNS. The least successful is provision for ICT. Again and
again, LEAs have shown that they can be an effective conduit for central
initiatives. Conceiving, then disseminating, well-considered strategies is
not their strength. ICT planning in most LEAs focuses on equipment,
installation, maintenance and the development of teachers' skills, but
necessary distinctions are not made between;
ß personal skills as users;
ß skills in using ICT for management;
ß pedagogic skills for teaching ICT or other subjects using ICT; and
ß skills in using ICT for curriculum design.
250 Our sixth recommendation is that consideration be given to
developing the national ICT strategy, to increase greatly the focus on
raising standards both in ICT itself and across the curriculum through ICT
use.
---------------------------------------------------------------
Feature (3): Teacher statistics (UK)
Neil Stanley has kindly drawn a mailing list's attention to a recently
published Government report containing loads of statistics. For example,
58% of IT is taught by non-specialists (Table 30).
Interestingly, 47% of IT teachers were over 40, while only 41% were under
40 (Table 30).
As you might expect, in England and Wales the percentage of vacancies for
IT teachers grew from 0.4% in 1997 to 1.2% in 2000.
Thanks to Neil for all the references.
===============================================================
Next issue
---------------------------------------------------------------
More statistics, The Classroom of the Future, plus, of course, tips, news
and reviews.
If you like this newsletter, tell someone about it!
===============================================================
Surveys
--------------------------------------------------------------- There are
three main surveys running on my web site at the moment, these being the
ICT Co-ordinators' wish list, one on why teachers do or do not use
computers in their lessons, the response form to this month's Scenario and
your horror story about a management aspect of ICT. Details of all of
these can be found on my web site at
http://www.ictineducation.org/surveys.htm
===============================================================
About the editor
---------------------------------------------------------------
I work in ICT in education. You can find out more by going to
http://www.ictineducation.org/tfcv.htm, or by sending any email to
tfresume@fastfacts.net.
My most recent book is Managing ICT. My previous book was Make Time With
IT.
Managing ICT looks at all aspects of managing ICT in schools and colleges,
and provides checklists to help the busy ICT Co-ordinator. A review in
InteracTive said:
"Essential reading for anyone establishing an ICT policy or interested in
raising or monitoring pupils' ICT skills."
Managing ICT, Terry Freedman, £9.99, Hodder and Stoughton, ISBN
0-340-75334-X.
Make Time With IT considers numerous ways in which teachers and
school/college administrators at all levels can use computers to reduce
their workload. The tips contained in the book are summarised on my
website. The review in InteracTive said:
"...it tackles the complexities of computing across a wide range of
technicalities and procedures and does all this with a lightness of
approach and welcome snippets of humour..."
Make Time With IT, Terry Freedman, £19.95, Questions Publishing, ISBN
1-898149-54-2
Both of these books are available from Amazon via
http://www.ictineducation.org/buybooks.htm
===============================================================
About the proofreader
---------------------------------------------------------------
Mark Adams works as a primary mathematics advisory teacher/numeracy
consultant. He is married to an ICT advisor and enjoys proofreading a
variety of documents. (Please send comments/suggestions to
mark@eurobell.co.uk.)
===============================================================
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Disclaimer:
---------------------------------------------------------------
Whilst every care has been taken in the preparation of this newsletter, T
Freedman cannot be held responsible for the accuracy of the information
within it or for any consequences arising from it.
(c) 2000 T Freedman email: compic@ictineducation.org
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Computers in Classrooms
===============================================================
ISSN 1470-5524
Edited by Terry Freedman
Home Page: http://www.ictineducation.org/compic.htm
Email: compic@ictineducation.org
Volume 1 Issue 8 Supplement
===============================================================
Guides to the ICT Requirements in the UK National Curriculum
These guides produced with the aid of the National Curriculum
website, http://www.nc.uk.net/. The Key Stage 1 and Key Stage 2
are based on work done by an ex colleague of mine and subscriber
Andy Bush.
A quick guide to ICT requirements at Key Stage 1
Find things out:
Research:
History, key stage 1/4a
Geography, key stage 1/6b
Record data:
Maths, key stage 1/Ma3/1b
Physical education, key stage 1/6 and 8
Collate and analyse:
Science, key stage 1/Sc2/2a and 4a
Science, key stage 1/Sc4/3c
Geography, key stage 1/4a
Develop ideas:
Programme:
Maths, key stage 1/Ma3/4b
Geography, key stage 1/2c
Draft / manipulate:
English, key stage 1/En3/2c
History, key stage 1/5
Art and design, key stage 1/4a
Music, key stage 1/2b and 3b
Exchange and share information:
Present ideas:
Maths, key stage 1/Ma2/1f
Science, key stage 1/Sc3/1b
Design and technology, key stage 1/1e and 2e
---------------------------------------------------------------
A quick guide to ICT requirements at Key Stage 2
Find things out:
Research:
Science, key stage 2/Sc2/5b
Science, key stage 2/Sc3/2e
Science, key stage 2/Sc4/4b-d
Geography, key stage 2/3d and f
Art and design, key stage 2/2b
PSHE, key stage 2/2k
Record data:
Science, key stage 2/Sc3/2b
Art and design, key stage 2/1c
Physical education, key stage 2/6, 8 and 10
Collate and analyse:
English, key stage 2/En2/8
Science, key stage 2/Sc2/2b, 4a and 2c
Science, key stage 2/Sc4/3f
History, key stage 2/4b and 5c
Geography, key stage 2/2d
Calculate / create formulae:
Maths, key stage 2/Ma2/4d
Develop ideas:
Model:
Maths, key stage 2/Ma3/1c
Science, key stage 2/Sc2/5f
Science, key stage 2/Sc4/1a
Draft / manipulate:
English, key stage 2/En3/1
Maths, key stage 2/Ma3/2c
Exchange and share information:
Present ideas:
Design and technology, key stage 2/1b-d
Use e-mail:
Geography, key stage 2/6d
Art and design, key stage 2/3a
---------------------------------------------------------------
A quick guide to ICT requirements at Key Stage 3
Find things out:
Research:
Science, key stage 3/Sc3/1a, 2i and 3a
Science, key stage 3/Sc4/4a, 4c, 4e, 5a, 5c and 5e
Geography, key stage 3/5a and 6b
Record data:
Science, key stage 3/Sc2/3a
Science, key stage 3/Sc3/2a
Geography, key stage 3/1c and 6d
Art and design, key stage 3/1c
Physical education, key stage 3/7
Collate and analyse:
Maths, key stage 3/Ma2/6g
Science, key stage 3/Sc1/2d and 2j
Science, key stage 3/Sc2/2a
Design and technology, key stage 3/4b
History, key stage 3/4b
Geography, key stage 3/6j
Physical education, key stage 3/4,7 and 9
Calculate/create formulae:
Maths, key stage 3/Ma2/5f
Develop ideas:
Model:
Science, key stage 3/Sc2/2n and 5f
Science, key stage 3/Sc4/1a
Design and technology, key stage 3/1g
Art and design, key stage 3/2a
Draft / manipulate:
English, key stage 3&4/En3/1h and 5c
Maths, key stage 3/Ma4/1f and 5c
Geography, key stage 3/6g
Use email:
Modern Foreign Languages, key stage 3&4/4b
Art and design, key stage 3/3a
Citizenship, key stage 3/2b
Exchange and share information:
Consider the role of ICT:
Geography, key stage 3/6h
Citizenship, key stage 3/1h and i
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A quick guide to ICT requirements at Key Stage 4
Find things out:
Research:
Science, key stage 4 single/Sc2/3g
Science, key stage 4 single/Sc3/2b, 2c and 2e
Science, key stage 4 double/Sc2/2d, 2h, 3e and 4h
Science, key stage 4 double/Sc3/2b, 2c, 2f, 2g and 3
Science, key stage 4 double/Sc4/5b
Design and technology, key stage 4/4b
Record data:
Science, key stage 4 single/Sc3/3h and i
Science, key stage 4 single/Sc4/1c-e
Science, key stage 4 double/Sc2/3b
Science, key stage 4 double/Sc3/3n and o
Science, key stage 4 double/Sc4/1c-e
Physical education, key stage 4/6 and 9
Collate and analyse:
Science, key stage 4 single/Sc1/2d
Science, key stage 4 single/Sc3/3c
Science, key stage 4 double/Sc1/2d and 2k
Science, key stage 4 double/Sc4/2b
Physical education, key stage 4/6-10
Calculate / create formulae:
Maths, key stage 4 foundation/Ma2/5f and 6d
Maths, key stage 4 higher/Ma2/5g and 6c
Develop ideas:
Model:
Maths, key stage 4 higher/Ma2/6g
Maths, key stage 4 higher/Ma3/3b-f
Science, key stage 4 single/Sc2/2d and 4a
Science, key stage 4 single/Sc3/1b
Science, key stage 4 single/Sc4/2a, 3a, 3b and 4b
Science, key stage 4 double/Sc2/5a
Science, key stage 4 double/Sc3/1d, 1e and 3s
Science, key stage 4 double/Sc4/2i, 3a, 3n, 4a and 6d
Design and technology, key stage 4/1d
Exchange and share information:
Present ideas:
English, key stage 3&4/En3/1h and 5c
Maths, key stage 4 foundation/Ma4/5c
Maths, key stage 4 higher/Ma4/1c and 5c
Physical education, key stage 4/6
===============================================================
About the editor
---------------------------------------------------------------
I work in ICT in education. You can find out more by going to
http://www.ictineducation.org/tfcv.htm, or by sending any email
to tfresume@fastfacts.net.
About the proofreader
---------------------------------------------------------------
Mark Adams works as a primary mathematics advisory
teacher/numeracy consultant. He is married to an ICT advisor and
enjoys proofreading a variety of documents. (Please send
comments/suggestions to mark@eurobell.co.uk.)
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Whilst every care has been taken in the preparation of this
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(c) 2000 T Freedman email: compic@ictineducation.org
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