Lecture 1 jl
- 4. ICT for Studying Research, References, Word, PowerPoint, Moodle, BlogFolio ICT for teaching VLEs, Presenting, IWBs, Resources, Web 2.0 ICT for learning E-learning, E-safety, Multimedia, Games, Thinking Finding things out Making things happen Exchanging and sharing information Reviewing, modifying and evaluating work (me at university) (me on school placement by pupils
- 6. How did we get here? Why teach ICT? How should we teach ICT? Communicating ideas with video Language, sound & technology Creative play with technology Meaningful learning and ICT Communicating with image technology Finding things out on the web ICT sessions 2010-11 Sept. Oct. Nov. Nov. Dec. Dec. 2011 2011 2011
- 9. CC by River BeachCC by River Beach CC by-nc AdwriterCC by-nc Adwriter CC by-nc-sa Beppie KCC by-nc-sa Beppie K Preferred ICT learning style
- 11. Industry is screaming for ICT 'professionals' not ICT 'users' @teraknor
- 12. To research more effectively; better communication skills; more efficient use of existing software skills @simonkellis
- 13. It’s Interesting, Creative and Transformative! It's also relevant, bridges generation gaps and is future focused and driven! @clareire
- 14. To connect us with the global community and enable children to be passionate about its potential to develop for the future @dawnhallybone
- 15. It’s the only truly innovative subject - new resources produced every day @goodallict
- 16. Because it is the most exciting, magic & possibly even life changing subject in the curriculum! @janewoods3
- 18. You stay warmer in the winter than PE teachers @simon_elliott
- 19. Don't ... Support it instead. Far more fun ;-) @grumbledook
- 20. Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgements about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future. DfES/QCA 1999
- 21. ICT has enormous potential not just for a National Curriculum. It will change the way we learn as well as the way we work. Chris Yapp, ICL Fellow for Lifelong Learning
- 22. The modern world requires new skills. Understanding ICT and, more importantly, being able to apply it to the problems we face is one of the most important. Increasingly ICT will be vital for our individual prospects and for our economy’s future. Lord Dennis Stevenson, Prime Minister’s Adviser on ICT and Education
- 23. ICT expands horizons by shrinking worlds. David Brown, Chairman, Motorola Ltd
- 24. With scientific method, we took things apart to see how they work. Now with computers we can put things back together to see how they work, by modelling complex, interrelated processes, even life itself. This is a new age of discovery, and ICT is the gateway. Douglas Adams, Author
- 25. To argue against the importance of ICT in the primary curriculum is to ignore the increasing digitisation of information worldwide. This will require digital literacy of all children for their full participation in society.... In all branches of knowledge, all professions and all vocations, the effective use of new technologies will be vital. Children not only need to learn to use specific devices and applications, they also need to understand the fundamental concepts of safe and critical use. Sir Jim Rose, 2009
- 26. Young people have huge appetites for the computing devices they use outside of school. Yet ICT and Computer Science in school seem to turn these young people off. We need school curricula to engage them better if the next generation are to engineer technology and not just consume it Matthew Harrison, Royal Academy of Engineering, 2010