Professional Documents
Culture Documents
plan, draft, revise and edit their own writing using a word processor and
other desktop publishing packages;
easily locate and read significant parts of the text by using search
strategies;
locate information quickly, confidently and accurately;
publish writing in a variety of forms;
have access to a wider number of texts online e.g. newspapers;
communicate with a wider group of people e.g. via e-mail, newsgroups,
online conferencing;
integrate different media into one text;
use a wider range of texts to:
o compare the way information is presented;
o identify the features of particular text types;
o discuss the merits and limitations of particular text types;
o investigate how reading strategies are adapted to suit different texts.
These are specific skills where ICT is particularly referred to (see - DfEE The
National Literacy Strategy 1998), however many other objectives for both reading
comprehension and writing composition can be supported by use of ICT.
You can explore these ideas further now if you like, by looking at the English ICT
in the Curriculum pages on the Virtual Teacher Centre (VTC). There are lots of
further ideas in the Primary Curriculum links pages, (look for the English section)
and in the Primary Teaching and Learning with ICT area. (The VTC English area
is well worth a thorough exploration. It gives you many useful links as well as
teaching ideas.)
Examples of the ways in which ICT can support English
The following table has been compiled to illustrate possible links between the
DfES Information Technology scheme of work and the National Literacy Strategy
for Key Stages one and two. Refer to the units listed below for examples of how
ICT can enhance teaching and learning in English. You will also find some useful
ideas in the Lewisham Literacy Strategy.
Title: Assembling Text Text 11: Pupils could write sentences describing five
familiar objects. They could use a program like My
World or ClarisWorks to match sentences to clipart
pictures of the objects. They could also match
beginning and ending of sentences or complete the
sentences and match them with the pictures.
Year 1 Unit 1D Year: 1 Term: 1
Title: Labelling and Text 14 & 16: Pupils could use a prepared word
classifying bank with names, shapes, sizes and colours of
objects in your class or objects related to your topic.
Pupils could then choose appropriate words for
objects to make labels which could then be printed.
Year 1 Unit 1C Year: 1 Term: 2
Title: The Information Text 17 & 20: Pupils could use the 'Living Books'
around us CD-ROM of "Just Grandma and Me" or the Oxford
Reading Tree CD-ROM containing a mixture of text,
pictures and icons. Pupils could have a go at the
'Fun with the Characters' activity where they focus
on a particular page and name the characters they
can see; they could click on them and describe their
actions and feelings. Afterwards they could click on
other objects and start to predict what might happen
next. They should recognise that sounds, text and
pictures convey information.
Year 1 Unit 1B Year: 1 Term: 3
Title: Using a word Text 13 & 14: Pupils could select words from a word
bank bank or word list on a word processor to complete
sentences. Ask pupils to produce a piece of text
about themselves or write simple stories based on
previous reading using words from a word bank.
Year 2 Unit 2A Year: 2 Term: 1 - 3
Title: Writing stories: Pupils could do a range of activities with text using a
communicating word processor or a DTP program; this could run
information using text throughout the year.
Title: Finding Text 16, 17 & 18: Pupils could use a CD-ROM
information dictionary to find definitions for unusual words
encountered in texts related to the class topic. They
could make a record of interesting definitions to be
kept in a class or personal dictionary or glossary.
Year: 2 Term: 3
Title: Combining text Text 11, 13 & 14: Pupils should write a description
and graphics of a setting in a known story. They could write shape
poems and present it using templates done with
ClarisWorks.
Title: E-mail Text 16 & 20: Pupils should use e-mail to write to a
range of people. This could be to pupils in another
school involved in a joint e-mail project or an
organisation from which they require information for
the class topic.
Title: Writing for Text 17, 18, 19, 20: They should use web sites of
different audiences national and local newspapers to read a variety of
reports. They should look at the layout and common
features. They could collect, list and compare
opening sentences. They could compare several
reports on the same subject and categorise what is
fact and opinion. Pupils could write articles in pairs
and amend them over a period of time. Their articles
could then be used to produce a class newspaper,
but they should focus on the content of their articles
and consider the layout and presentation later.
Follow these links for a Year: 4 Term: 1
lesson plan and resources
to develop the ICT
technique of using Cut and Text Level work Non fiction: Re-ordering a sequence
Paste to re-order a piece of of instructions using Cut and Paste
text (Claris and Apple
Works files only) Text 22: to identify features of instructional texts:
clearly set out sequential stages
Lesson Plan
Cleaning Teeth
Text 26: to improve the cohesion of written
Cleaning Teeth
(mixed) instructions and directions through the use of link
Toast - hard phrases, sub headings and numbering
Toast - hard
(mixed)
Cup of Tea (mixed)
Year: 4 Term: 2
Analysing data and Text 13: Pupils should record, their ideas, reflections
asking questions: and predictions about a book. They could do this in a
using complex class reading log or journal, which could be set up as
searches a database to be accessed by other pupils. Pupils
could then ask further questions based on their own
data.
Title: Multimedia Text 6 & 18: Pupils could be asked to write and
presentation publish a modern version of favourite fairy tales for
KS1 pupils. They could make books, using a word
processor, story maker CD-ROM, desktop publishing
package or HyperStudio They should then compare
the finished products to evaluate the best method.
Year: 6 Term: 2
ICT is increasingly used in education and in the business and leisure industries.
This means children have access to ICT in many different aspects of their lives. It
is essential, therefore, that we give them a wide variety of opportunities to
explore how the technology can support them in their learning. For example,
while pupils are using a desk top publishing package to create a school
newspaper they are also developing their ability to communicate more effectively.
This provides both a context and a meaning for the ICT activity. Taking the IT out
of context and teaching IT skills separately, not only decontextualises ICT but
also places additional burdens on curriculum time. The use of ICT therefore
should be a meaningful part of an activity where it is used to consolidate or
extend pupils' learning.
Some examples of how ICT can be used to support pupils learning are:
Planning for ICT in the curriculum should take place at whole school level and as
well as plans for individual classroom activities. Schools should have a policy for
planning which ensures that pupils' school experiences with ICT are planned to
ensure continuity and progression. Schools may be using their own schemes of
work, LEA schemes such as the Lewisham IT scheme published in the
Lewisham "Planning for Learning" document published in 1996. Many schools
are using and adapting the DfES Schemes of Work for Information Technology
(DfEE, 1998). The de scheme provides a set of units together with guidance on
sequencing the units to produce a coherent progressive curriculum. These are
proving to be very helpful to teachers in planning ICT in the curriculum.
Schools will also need to ensure coverage of the National Curriculum. The
strands in the new National Curriculum, the software requirements and how
children might progress in their use of software have already been outlined in
Module 2 and you may find it helpful to refer to this when you are planning
activities.
When planning activities you will need to ensure that you build in opportunities to
develop and extend pupils' learning. However, you will need to become familiar
with the software, CD-ROMs or web sites you are intending to use so that you
can identify how they can contribute to pupils' learning. You will, therefore, need
to build in time to evaluate some ICT resources so that you are familiar with their
strengths and weaknesses.
You will also need to find a way of identifying what pupils have learned. You may
do this by observing pupils while they are using ICT. Guidelines for carrying out
pupil observations are included in this module.
Before using an ICT resource you will need to try it out for yourself in order to see
the strengths and weaknesses and identify how it might support your teaching
aims. Below are some questions to help you.
Design
Content
Are there useful support materials which come with the package?
Is the language and information suitable for the age range and
special needs of the children you are working with?
Is the content non-sexist? Are both girls and boys in active, positive
roles? Is the subject interesting and motivating to both sexes? (this
question shouldn't apply to generic software)
Does it encourage cultural diversity?
Is it relevant to your scheme of work?
What links are offered to other sites? (web sites only)
In order to help you reflect on your practice you may find it useful to draw on
some of the techniques of 'Action Research'. Action Research is the kind of
research which you carry out in the course of your teaching. It is a way of helping
you, as you teach, to become a more reflective teacher, and it can be built into
your normal lessons. They include the use of:
diaries;
document analysis;
photographic evidence;
tape or video recordings and transcripts;
observation;
interviews and
questionnaires.
For example, when planning an ICT activity you might also plan to observe pupils
at work, so that you can identify what they are learning while they are engaged in
this activity (see Module 3 for more on planning, and Module 4 for more on
assessment and observation techniques). If you are interested in reading more
on Action Research, you should find the following book helpful: 'Teachers
investigate their work' by Altrichter, H., Posch, P. & Somekh, B. (1993).
You may also by now have completed a portfolio which contains your reflective
notes, pictures of pupils, samples of pupils' work, software evaluations, notes on
your observations of pupils, and so on (see the Talent Guide for more on this).
The process of collating this material and reflecting on your practice will have
helped you to identify strengths and weaknesses both in your teaching strategies
and in the software you were using.
You will by now want to summarise your reflections on your use of ICT in
teaching your pupils. The following series of questions will help you think about
what your pupils have learned as a result of the use of ICT in your teaching.
What evidence is there that specific learning objectives have been met?
Were there any unexpected learning outcomes? If so, how did they arise?
Were any of your learning objectives not met? If so, what impeded progress?
What were the plus factors for the pupils in using ICT?
Were there any negative factors for the pupils in using ICT?
If you offer these particular ICT activities again, what changes would you make?
How do you plan to consolidate and build on the learning gains that the pupils
have made?
In addition to reflecting on what the pupils have learned you will also want to
reflect on what you have learned. By the end of this training you should have:
At the beginning of the training you will have used a range of resources to help
you identify your training needs. These included:
When you have completed your training you will find it helpful to draw up an
action plan to map out where you want to go next in terms of your own
professional development in ICT. Revisiting the needs identification materials
indicated above will help you to identify what you have learned and what areas
you feel would benefit from further training. You may find it helpful to map your
portfolio against the level 4 qualification: "Professional Development Certificate in
ICT for Teachers", awarded by Edexcel. Achieving this award might be one of
your targets for future progress. Click here to see a checklist of the objectives.
You may also want to review the impact of ICT at the whole school level. In this
context, Headteachers and ICT Co-ordinators should find the following websites
helpful:
The Becta Building the Grid site (www.becta.org.uk/buildingthegrid): this will lead
to a wealth of useful tools for schools wishing to review and evaluate the impact
of the NOF ICT training.