ICT Training for Teachers|
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Secondary D&T - Planning and Assessing the Integration of ICT
| Module 5 | Contents |
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ICT in Design and Technology Scheme of Work
ICT shouldn't be a 'bolt-on' extra in D&T. ICT is part of the pupils' entitlement, and its use should be fully documented in the D&T scheme of work. If your scheme of work has not been reviewed for some time, this might be a good opportunity to look again at how you cover ICT in your plans. There are are some further thoughts on pupil entitlement on the Virtual Teachers Centre.
The use of ICT to enhance teaching and learning in design and technology, reflected in the scheme of work, should:
- be the most effective way of achieving design and technology teaching and learning objectives, and not simply for motivation or reward
- be used for tasks not otherwise achievable without ICT
- ensure content is given importance over quality of presentation alone
- maximise the use of time and resources
- incorporate high expectations of students
- include, where possible, links between design and technology and everyday applications
- ensure judgements about achievements in design and technology are not masked by ICT
- ensure, when working as a class, that all students cover key concepts
- ensure, when working individually or in groups, that all students are fully engaged and collaboration is balanced
- provide ICT resources for ad hoc requirements for research
- include consideration of positioning of resources to minimise distractions and show concern for health and safety
- ensure ICT supports learning.
The scheme of work related to the use of ICT must show:
- where ICT meets design and technology teaching and learning objectives
- how students' learning is directed and stimulated by using ICT
- how students' progression will be assessed and recorded
- how the impact of ICT use is managed
- how students' earlier experience and capabilities are accounted for.
Discussion
What ICT skills do you think an 'average' pupil should be able to demonstrate in their D&T work without help, at the beginning of key stage 3 and at the end?
- You might need to talk with colleagues in your department and elsewhere, including teachers of ICT, to build a picture of the skills your pupils actually do have.
What range of ICT skills do you think all your pupils will be able to demonstrate?
- Provision should be made for the diverse learning needs of all your pupils.
- The use of ICT in D&T can enhance subject learning for all abilities, see the Inclusion section of the national curriculum for D&T.
- All pupils use ICT in their primary schools, in D&T you can build on these skills from the start of key stage 3. These will have been assessed at the end of key stage 2.
ICT TASK - Using a spreadsheet to explore aspects of batch production in food technology
For other areas of design and technology also see:
Teacher Training Agency (1999) Identifying ICT training needs - Secondary, CD-ROM London: TTA
'To use Lego Dacta construction kit and interface to control a papier mache mask' in Deadman, G. ed.(1999) Ideas for integrating Information Communications technology into the primary and secondary classroom, London: Lewisham Education and Community Services, p.29,30
Sample Assessment Scheme for Lesson
ICT Assessment Sheet - Using a spreadsheet to explore aspects of batch production in food technology
Discussion
What are the opportunities for progression in pupils’ use of ICT in D&T?
- Use the Programme of Study for D&T, particularly the opportunities for ICT printed in the margins.
- Pupils’ progression must be planned both in terms of their development of skills, knowledge and understanding of D&T and their development of ICT capability.
- There are implications for tracking, monitoring, recording and providing evidence for progression when pupils use ICT in their D&T work.
Integrating ICT into the Design and Technology Curriculum
There are many opportunities for integrating ICT into aspects of design and technology. It is important that ICT is used thoughtfully, that is in order to enhance learning in design and technology, to introduce or consolidate ICT skills knowledge and understanding, to provide opportunities for students to demonstrate success in attainment and to support progression and improved standards of teaching and learning.
Opportunities include:
- Control
This is most often related to construction and robotics kits but will also involve specially made electronics boards. Examples will also include floor turtles, popular in primary education, toy robots and radio controlled models. In industrial applications, ICT control systems usually interface with mechanical, electronic, pneumatic or hydraulic systems.
- Computer-Aided Design
These are specially developed graphics packages, usually using vector graphics, which allow designs to be created and modified (including dimensioning) with a computer. These packages often include libraries of graphic objects for a range of applications including architectural, interior design, ergonomic, electronics, fashion, catering and town planning. The software might best be used with special input devices such as graphics palates, and with special printers such as plotters. They may also require special electronic components to be added to computers, such as maths co-processors. Many CAD applications can link directly to CAM giving the possibility of ICT support from design to manufacture. You will need to consult the documentation which comes with your CAD package to see what is required.
- Computer-Assisted Manufacture
These packages allow encoded information, often from CAD software, to be interpreted as actions for machinery, including printers, sewing, knitting and embroidery machines, cutters, routers, engravers, CNC (computer numeric control) lathes and milling machines.
- Computer-Assisted learning
Software written specifically for learning in design and technology, for example in:
- Food technology
- Electronics
- General
- Generic software:
- ICT sources of information
- Collecting data
- Monitoring events
- Analysing data
- Modelling
- Communicating
- Publishing
You will need to think also about how you will assess and evaluate your use of ICT in D&T. We have given detailed guidelines on this in Module 5 of the Primary Core, and you should look through this section now.
Task 5
- Plan and teach an aspect of Design and Technology
- Consider using ICT advisory teacher support
- Assess and evaluate this activity using the guidelines from Module 5
- Publish a report of the activity on the web
Include your lesson plan and assessment scheme, and your lesson evaluation
- Use the conferencing software to discuss issues of integrating ICT in Design and Technology teaching
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