Updating Ict Schemes 4 Strands Of Ict
- 1. ICT Pupils’ experience in Key Stage 2
- 2. The importance of ICT 'The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society…….
- 3. The Importance of ICT …… ..ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale. ICT acts as a powerful force for change in society, and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports initiative and independent learning, as pupils are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work.'
- 4. The four strands of study for ICT Finding Information Developing ideas Communicating information Evaluating
- 5. Finding Information Gathered, Collected, Stored, Displayed Data Gathered data from books, internet, CD-ROMs, Collected data from weather stations experiments simple surveys for very specific purposes.
- 6. Finding Information Categorised, Stored data Displayed data graphs, charts tables. Evaluated information awareness that errors or omissions in a set of data can lead to anomalies in graphs or on a calculator.
- 7. Finding Information Searching electronic media used search engines how to use AND/OR/NOT to refine their searches. care in framing questions checking accuracy of information before using it .
- 8. Finding Information Finding information from different sources How: to access information from a wide variety of sources, including large data sets to recognise the origin of information and to judge its accuracy, validity and possible bias to assess how useful and relevant a source of information and its contents are for a particular enquiry or piece of research.
- 9. Finding information Drawing conclusions from collected data , identify exactly what information is required to solve a problem, complete a task or answer a question assess the value and validity of what they read, see and hear find, collect and store data efficiently, and use data appropriately to draw conclusions based on evidence.
- 10. Finding Information What do you want pupils to achieve? Understanding of what makes information, Motivating enquiry Making pupils' independent study more focused and productive. How to validate and evaluate information on the Internet
- 11. Information found on the Web How reliable is it? Websites Blogs Social networks, e.g SuperClubs Plus Wikis Other 2 way applications –including Chatsites Photographs Podcasts Videos
- 12. Validating Web Sites • R – Read the URL • E – Examine the site’s content • A – Ask about the author/publisher • L – Look at the links With thanks to Alan November
- 13. Developing ideas Modelling Asking “What if..” questions to interpret and explore models Spreadsheets Investigate a rule that transforms one number into another Use of data in a spreadsheet model from a Science experiment Finding the total of a shopping bill when the number or price of the items changes Planning a family holiday.
- 14. Developing ideas Graphics and Games Computer games developed their ability to visualise complex maps and to represent pictorially real or imaginary environments. Object-oriented graphics Moving objects - considered the effect of altering the organisation of furniture in a classroom
- 15. Developing ideas Control Developed, tested and modified a series of instructions; programme a floor robot or screen turtle and solve a straightforward problem. Controlled models Created programme for model of lighthouse to warn ships, of hazards, when it is dark Designed a house alarm system
- 16. Developing ideas Problem Solving Pupils are usually excited about this aspect of ICT study as it offers scope for experimenting and collaborative problem solving. It is possible that pupils entering Year 7 will not have developed work in this area to the same level as their other work in ICT .
- 17. Developing Ideas Key Stage 3 Developing ideas has 3 sub-strands Analysing and automatic processing Models and modelling Sequencing and instructions
- 18. Communicating Information Created Electronic Presentations e.g. web pages, PowerPoint Captured images, sound and video for their presentations with digital cameras and microphones. Presentations include selected sound clips and some animation effects.
- 19. Communicating Information Display and presentation Work is well presented, Use of various applications to display text and create charts. Some displays will have resulted simply from inputting data and automatic display of graph
- 20. Communicating Information Exchanging and sharing information Indicated an awareness of their audience and a wider purpose for the display by adding meaningful titles, pictures comments, a description of what they have done and the conclusions they have reached. Incorporated graphical displays of data in presentations, with the axes labelled correctly.
- 21. Communicating Information Email Basic use of email Difficult to detect purpose or a recognition of the need for speed, informality or convenience of email over ordinary post. Clear focus to inform a class study Focus is well defined, the activity will have yielded some informative and topical exchanges in text, graphs, charts and digitised images.
- 22. Types of screen texts Computer Applications e.g. Word, CD ROMS , Websites Blogs Social networks Wikis Other 2 way applications –including Chatsites The Internet Presentation software e.g. Interactive Whiteboards
- 23. Communicating Information Web 2 Allows users to write to as well as read pages on the Internet Read Download Consumer Keep to yourself Watch Static pages that don’t change Locally Installed application Work on your PC Web 1 Write Upload Publish Share Participate Dynamic pages that change Web based application Work on the Internet Web 2
- 24. On screen texts Awareness of the range of examples of on screen reading available to children and the different conventions that go with them Able to identify skills and strategies for on screen reading Validating and evaluating information on the Internet
- 25. Implications for shared, guided and independent reading Explicit discussion of reading pathways and factors that influence a reader’s choice Modelling reading pathways with children Drawing on children's own pathways Explicit teaching of page design as an indicator of authorial intent
- 26. Evaluating How ICT can improve work Understand that changes can be made to ICT outcomes within a range of digital materials spreadsheets word-processed writing, Artwork Logo programs, multimedia presentations Have modified their work to meet specific objectives; to include pictures within text, change a Logo procedure to draw a more complex shape, compare the presentation of statistical data in different types of graph.
- 27. Evaluating Making Judgements Developed the notion that ICT outcomes can be judged against criteria of quality , and will have gone through this process for their own work as well as that of their peers and others. Few pupils will have articulated and recorded these criteria and judgements in writing or orally.
- 28. Evaluating Evaluating Information Understand the need to check the accuracy of the information they have gathered from the internet. The extent to which pupils will have made judgements about the quality of information from different sources, as well as its authenticity and plausibility, is likely to vary. Some will have considered the relevance to the task of the images, sounds and text they have gathered, but again the extent to which this has happened will vary.
- 29. Technical competences selecting and copying text and images from CD-ROMs or websites pasting the text and images into documents and presentations Importing images, sounds into computer files Management of files …………………… .
- 30. What next? Consider what you are already doing How can develop it? Is there anything that you are not covering and should be? Are you doing anything else? Any other ideas?
- 31. Resources Renewed framework – literacy – ICT applications Local Authority Grids for Learning Swindon Hertfordshire National Strategy Secondary ICT website QCA website ………… .