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ICT Training for Teachers |
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| Module 2: The Use of Generic ICT Resources |
There is a wide range of ICT tools (software, CD-ROMS and web sites) available to support teaching and learning. Children will learn to use these tools at home, at school, in libraries and Youth Spaces. Children's confidence and competence will develop quickly if they have access to ICT outside school. Teachers also need to become more familiar with the software so that pupils are provided with activities which enable them to develop and extend their learning.
Difference between Generic and Content specific software
Generic software such as word processors, desk top publishers, spreadsheets, databases and hypermedia applications enable children to develop their own content. For example, a pupil might write a story using a word processor, or collect information on a topic and enter it into a database for later analysis. Content specific software such as CD-ROMs will have been written for a specific purpose, such as a storybook on CD to help to teach a child to read. Web sites offer content created by enthusiasts or specialists in a particular field, such as information on volcanoes.
Most software and CD-ROMs cost money to purchase whereas most web sites are free. Some software (shareware) is free, but this is often an outdated or truncated version of the software. Although it's rare to be able to purchase software on a trial or return basis, there are some packages which you can trial for a short period before they 'switch themselves off', or which you can try out in a truncated version prior to buying the full version. Many CD-ROMs, however, can be purchased on a trial or return basis, or loaned through loan schemes such as that offered by the Lewisham ICT Centre.
ICT Resources and the new National Curriculum for ICT
The National Curriculum for ICT (DfEE, 1999) states that during KS1 pupils should develop familiarity with hardware and software and that at KS2 they should extend the range of ICT tools that they use. ICT in the NC is split into four strands:
Finding things out
At KS1 this strand is concerned with using CD-ROMS and databases to gather information; collecting information and entering it into pre-prepared databases in order to answer questions.
At KS2 it is concerned with using a database to help in the collecting, organising, recording, processing, analysing and presenting information; using the Internet or CD-ROM to search for information.
Developing ideas and making things happen
At KS1 this strand is concerned with using spreadsheets to make charts; multimedia software to combine pictures sounds and words; desk top publishing to combine pictures and text; using floor turtles to give instructions in the right order; using adventure games or simulations to explore different situations.
At KS2 This strand is concerned with using desk top publishing and multimedia software to organise and present information in different forms; using monitoring software to monitor experiments; using modelling software such as Logo or spreadsheets to model situations and answer 'what if... ?' questions.
This work will have relevance and provide knowledge and understanding in English, maths, science and other NC subjects.
Exchanging and sharing information
At KS1 this strand is concerned with using similar software to that used for developing ideas and making things happen, but encouraging pupils to take their work a stage further and developing it to present to an audience. For example, presenting the results of an investigation in chart form to the class or making a multimedia talking picture book for another pupil.
At KS2 this strand is concerned with using e-mail, animation, music software to communicate and exchange information and to present information for different audiences, including publishing on the Internet for a world-wide audience.
Reviewing, modifying and evaluating work as it progresses
At KS1 this strand is concerned with pupils reflecting on, talking about and writing up their work. Pupils could use a word processor to write up their results or record their reflections on tape.
At KS2 this strand is concerned with pupils reflecting on their work, comparing their use of ICT tools with other methods and thinking about how they can develop their work in future. Again word processors can be used to help pupils to write up and present the results of their reflections.
Work done in any of the strands will have relevance and provide knowledge and understanding in English, Maths, Science and other National Curriculum subjects. However, at KS1 teachers will be expected to teach ICT in the core only, and outside the core at their discretion (see QCA, 1999, Developing the School Curriculum).
To see examples of how ICT can be used in English, Maths, Science and the Foundation Stage click below:
ICT Resources for the Foundation Stage
Click below to see some of the resources available for use in the teaching of the Foundation Stage.
Task 3
Task 4
Task 5
ICT Resources for English, maths and science
Your school may already have a wide range of software, CD-ROMs, peripherals, and paper based resources; however, you may find the following helpful if you need to purchase new ICT resources.
Click below to see some of the resources and web sites available for the teaching of maths
Click below to see some of the resources and web sites available for the teaching of English
Click below to see some of the resources and web sites available for the teaching of Science
Task 6