ICT Training for Teachers

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Evaluating the impact of using ICT

 

Module 6

Contents

  1. Introduction
  2. Task 7
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Introduction

ICT teachers soon develop an intuition for knowing when to intervene and when to stand back and let the pupil or pupils get on with the task. When using ICT, in the context of other subject teaching, the job is more complex as you need to bear in mind not only the teaching and learning objectives for ICT but also the teaching and learning objectives for the subject which is providing the context for ICT teaching.

You may find it helpful at this stage to have a look at the Introduction to each of the Secondary Subject pages on this website, which identifies how ICT can contribute to the learning of other subjects.

Some general guidance and techniques for evaluating the contribution ICT can make to teaching can be found in Module 6 of the Primary Core, most helpful is the section entitled "Reflecting on Pupils Learning" . You may also find it helpful to work with another colleague and ask them to observe your lessons and give you feedback. It is always helpful to have someone else's perspective on what's happening in your lessons. Click here to have a look at a Peer Observation Proforma and questions to aid observation.

Perhaps you should have another look at these sections, and this material before looking at what follows.

The effective teacher's role involves carrying out a number of tasks including:

  • assessing the ICT for content and relevance, by understanding the computer processes involved and feeling confident in distinguishing computer effects from those purposefully and intentionally performed by the pupils;
  • organising access to the technology in order to provide all pupils with their entitlement, giving them structures to build on previous experiences and to reflect on how ICT was used by the class as a whole and to make amendments and suggestions for development;
  • having an understanding of the terminology associated with ICT;
  • monitoring the integration of ICT into subject schemes of work and identifying ways in which improvements can be made;
  • keeping up-to-date with developments in hardware and software to enable effective delivery across all key stages.

 

Other issues to take into consideration when evaluating the effectiveness of ICT in the lesson are:

  • when assessing the pupils' understanding of basic and sophisticated software, avoid the notion that better results can be produced on more powerful computers or software;
  • while one set of results (such as a report, a graph or an image) may look more sophisticated than another, the process leading to its production may have been purely mechanical, merely combining the use of different inbuilt functions or special effects;
  • students should be able to demonstrate their understanding of a program, and be able to explain important details (such as how much of the data collection or interpretation was done by their own efforts or how any special effects had been used for a particular purpose) and how much automatically by the hardware and software;
  • at all times you should be looking for evidence that the pupils have understood the processes involved.
  • ICT should be used to enhance understanding, to make difficult concepts easier to grasped.

The focus of evaluating the impact of ICT in any context should always be on the question:

"What added value has ICT offered to the teaching of the lesson?

If ICT hasn't brought any additional benefits, then consideration needs to be given to alternative resources.

 

Additional demands

The increased accessibility of information which ICT allows leads to additional problems that we need to be aware of:

  • pupils researching for personal studies should always identify the source of their information, because blocks of text 'grabbed' from the Internet or a CD-ROM could be used and passed off as their own work;
  • similarly, when using images from the Internet or a CD-ROM for research purposes, pupils should indicate where the image has come from; if the images have been incorporated into their own work, they should indicate how they have used the original image;
  • individual contributions to collaborative work using e-mail and the world wide web should be acknowledged.

A useful resource is the DfEE publication "Superhighway Safety" which discusses these and many other issues. This is available on http://safety.ngfl.gov.uk

 

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Finally, you should not forget to evaluate your own progress, and you may now wish to compare how you feel about your NOF Training with the Teacher Training Agency's Expected Outcomes for the NOF Training.

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Activity 

 

Task 7

1. Formally evaluate an activity where you have used ICT in teaching and learning.

 

2. Share your reflections on your own practice in an on-line discussion group.

 

3. Write an action plan for your future ICT training needs (To complete your NOF training you will finally need to submit an Action Plan and your Porftolio in order to receive your ICT Competency Certificate.)

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