This page is for the session in which we discuss the use of ICT in the teaching and learning of IT.
| Introduction | Learning Objectives |
| Task 1: Selecting software to teach capability | Task 2: Selecting ICT tools for activities |
| The Standards and the use of ICT | References |
ICT has two different kinds of role in the teaching of IT:
- you need to consider which piece(s) of software are the most appropriate to help develop different aspects of pupils' IT capability;
- you need to consider what is the most appropriate use of ICT for any given activity - for example which (if any) ICT tool will help you run a class discussion; showing the work of one pupil to the others; summarising a lesson etc..
Today you will consider each of these questions in turn, in the context of the requirements of the Standards for Award of QTS.
The learning objectives of this session are that by the end you should:
- know the requirements of the 'Standards' with respect to the use of ICT in the teaching of IT;
- be able to map aspects of IT capability to different software packages;
- understand the factors involved in selecting ICT tools for use in the classroom.
The Standards for Award of QTS for the use of ICT in subject teaching
The Standards for Award of QTS contain (in annexe B) the skills, knowledge and understanding in the use of ICT expected of those to be awarded QTS. Annexe B consists of two parts - one on concerning knowledge of software packages and the other on the use of ICT in teaching. Since you are IT specialists, your knowledge of software packages will be expected to be more than that listed in section B of annexe B - otherwise you could not teach IT to GCSE and 'A' level. Therefore it is section A of annexe B - the part concerned with the use of ICT to promote effective learning - that is the focus of today.
Task 1: Selecting software to teach capability
How you approach this question depends on the purpose of an IT lesson. For example:
- If the purpose of the lesson is to teach "to be systematic in considering the information they need and to discuss how it will be used " (an aspect of the 'Finding Out' strand) then there is a wide range of software that can be used.
- If the purpose is to teach some concept associated with databases - e.g. field or record - then there is a more limited range available, but one still exists. For example you may choose not to use Access when introducing database concepts because the complexity of the software can hinder a focus on the concepts.
- If however the purpose is to teach the use of a specific software package - e.g. Access - then there is only one possibility.
In practice, you will usually have to consider more than one of these alternatives - but the key point is to ensure that points 1 (especially) and 2 are considered not just point 3.
In a number of sessions we have already discussed the use of different software for the teaching/learning of aspects of capability. For example the use of word processors, DTP software, web-authoring tools, PowerPoint, HyperStudio and Flash in the 'Exchanging and Sharing' strand; the use of Excel, Access and search engines in the 'Finding Out' strand; and the use of Access and Excel for teaching data validation.
Today, each group will be allocated one strand of the National Curriculum and required to think of 3 activities, each of which uses a different piece of software, which can be used to develop each aspect of this strand. You then need to consider the relative merits of each activity and software package - including the ease with which the activity can be fitted within the scheme of work which exists within your PTE school.
Links to the forms for each strand of the National Curriculum are in the table below.
This task is linked to sections 2, 3, 6, and 8 of annexe B. Note that these sections also require you to be able to identify aspects which are best taught without the use of ICT. This is very important in IT - for example a number of teachers say that they cannot set homework because 'the pupils do not have computers at home' (again evidence of a 'skills-based' approach to teaching IT). If one focuses on capability then there are many occasions when you will set non computer-related activities. You will have seen examples of this already in the 'Classroom examples' sections of earlier sessions, and will need to devise similar activities of your own.
Task 2: Selecting ICT tools for activities
You will often wish to explain or demonstrate something to a class. On other occasions you will wish to have group discussions or questions and answers sessions. A number of ICT tools can be used to help you run these activities, including a black/white board; an interactive whiteboard; an OHP; a class monitor (including the use of PowerPoint presentations to the class); video; and a demonstration programme such as RM Tutor.
In this task you consider the relative merits of two different tools for a variety of purposes including: introducing topics and activities; teaching a sequence of keystrokes (i.e. 'how to do...'); promoting class discussion; showing the work of one pupil (or group) to the class; and summarising a lesson.
Details of this task can be found on the attached worksheet.
This task is linked to section 4 of annexe B - "Trainees must be taught the most effective organisation of classroom ICT resources to meet learning objectives in the subject".
See chapters 3 and 11 of 'Learning to Teach Using ICT in the Secondary School' edited by Marylin Leask and Norbert Pachler (Institute library reference Loyx Ref LEA), which discuss 'ICT and classroom management' and 'Using ICT in your particular subject'.
You may also find the chapter 'Teaching using ICT' of interest. I wrote this for 'Lehren und Leren mit IKT' (ed. Norbert Pachler, published 2001 by Studienverlag, Innsbruck) and, although it is addressed at non-IT specialists, it does raise a number of issues that are important to you, including classroom organisation and the role of the teacher. Since the majority of the chapters in this book are written in German it is unlikely to be bought by the Institute library.....
| This page is maintained
by Tim Brosnan. Please send any comments to: t.brosnan@ioe.ac.uk
Last updated on 23rd
June 2001.
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