ICT in Primary Education

The Nature of ICT Competence

Introduction

Trainees are expected to develop and demonstrate:

Evidence may take the form of:

Trainees are encouraged to use a range of software and hardware and ability to transfer expertise between applications rather than being overly dependent on small number of ICT applications and techniques. (Handbook, S2.5)

Most evidence will be generated during school-based training (Handbook S2.5) but other evidence may come from out-of-school contexts (Handbook S3.3.10).

What ICT Skills need to be Developed and Demonstrated?

Reviewing the Handbook and other documentation, together with the now superseded 1998 Initial Teacher Training National Curriculum ('4/98') provides us with a list of areas in which trainees should be able to demonstrate competence in ICT use.

Background Knowledge

Accurate use of ICT terminology

Trainees are not expected to know a great deal of technical vocabulary, or to use it on everyday basis. However they should be able to give learners clear instructions, and in the event that they have to report faults with hardware or software should be able to explain accurately what is wrong. In some areas it is important that trainees realise that terminology is important.

For example, when using the World Wide Web with learners, that the terms 'web site' (a remote set of resources), 'web page' ( a resource which may be remote, on a CD or on a local computer ), browser (a program on your computer used to a view web pages) and 'window' (which may be opened by the browser) are not interchangeable; telling learner to 'close the window' and to 'close the browser' mean different things!

A good general knowledge of ICT packages and processes

Trainees are expected to have a good general knowledge of ICT. Acceptable levels are defined in the baseline tests provided by Teacher Training Agency, and the skills test in ICT which all trainees must pass in order to achieve qualified teacher status is a formal test of this capability.

Trainees are required to undertake 3 short structured tasks which are designed to replicate the type of an administrative activities in which they might use their ICT skills. In the course of the three tasks, trainees use:

They also need to be familiar with the idea of storing and retrieving files in folders or directories on a desktop. The desktop environment (see below) used was developed specially for the tests and is designed to be equally accessible to PC, Macintosh, Linux or Acorn users (although the software itself only runs under Windows).

QTS Skills Test - the desktop environment
Figure 1: QTS Skills Test - the desktop environment

Further information about the tests together with worked examples are available at the TTA web site: http://www.canteach.gov.uk/

Using ICT in Administration, Planning, Recording and Reporting

Planning using ICT

Medium-term and short-term planning can be made much easier by using ICT to develop templates, grids and lists of criteria. The existence of online versions of the National curriculum, QCA schemes of work and other resources allows, with some judicious cutting and pasting, the production of criterion-referenced planning documents and evaluation and assessment frameworks.

Some examples of good practice in using ICT for planning include:

Using the coloured 'highlighters' in Microsoft Word to identify targets for groups and individuals on a version of the National curriculum in Word format. 1.Pupils should be taught to:
a)use their senses to explore and recognise the similarities and differences between materials
b)sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic]
Producing a simple map of the classroom to the used as the basis of group organization, activity plans, and instructions to teaching assistants. Classroom map for planning
Using text boxes in Microsoft Word (although other software such as Inspiration could equally used) in which were relevant parts of the National Curriculum Program of Study in order to generate visual planning documents (i.e. concept maps or spider diagrams). Concept mapping in MS Word
Administration, Recording and Reporting using ICT

Trainees should use ICT wherever possible to collect, collate and analyse data about children's activities and achievement. Wherever possible they should discover what administrative systems are in place within the school and tailor their own record-keeping to those used by the school.

If one is not already available from the school, a carefully constructed Excel spreadsheet of your class list is a useful resource to construct. Remember to put family and given names in different columns so you can sort on either.

Using a Spreadsheet for multipurpose class lists
Figure 2: Using a Spreadsheet for multipurpose class lists

This list can then be used as the basis of planning and assessment sheets, rotas, lists of 'trip monies' collected, group lists or can be cut and pasted into a word processor or DTP program and used as the basis of coat peg labels, cast lists for the class performance - and so on.

Planning ICT Activities

In an ideal world, trainees would look for opportunities to use ICT throughout their teaching. However, differing levels of provision and different patterns of deployment, mean that in many cases, they are restricted as to what they can do and when they can do it. (Handbook S2.5) The prevalence of ICT suites to which teachers have only intermittent access means that planning for ICT use on the part of learners is not always a simple task.

Experience and reports from OFSTED suggest that the most effective planning for ICT takes place at the 'medium-term' level rather than on a short-term or ad-hoc basis. Examples of how ICT may be planned into classroom activities are included in both the National Curriculum and QCA exemplary schemes of work used as the basis on much medium-term planning in partnership primary schools.

The case-studies provided in the TTA 'Using Information and Communications Technology' series provide good models for planning ICT into curriculum areas. The Science KS2 case study, for example, (p.36-48) explains how a teacher might integrate ICT into a topic on animal habitats and based on a QCA Scheme Module taking place over several weeks.

Using Information and Communications Technology in Science
Figure 3: Using Information and Communications Technology in Science

Opportunities were also identified for the use of digital cameras and e-mail links with other schools conducting similar topic work. In each case a clear rationale was provided for the use of ICT; it saved time, provided access to information, allowed analysis of large amounts of data, or otherwise enhanced the learning experience of individuals or of the entire class.

Any planning undertaken should be accompanied by a process of critical evaluation of the effectiveness of the use of ICT - both across the topic as a whole or within specific learning activities. More on this later.

Locating, Selecting and Adapting Resources

The Handbook suggests that trainees should be able to "access interactive on-line database content using, for example, the National Grid for Learning (NGfL) or the Teacher Resource Exchange (TRE) and select, customise and use these materials with pupils".

Locating Resources

Trainees should be able to access a range of online resources designed to assist them in the development of their own knowledge, in developing resources, and in identifying software, CD-Roms and websites suitable for learners.

Trainees should be able to use an internet search engine effectively, and be able to assist learners in doing the same. The 'Google' search engine at http://www.google.com is particularly recommended because of its scope, accuracy and (comparative) lack of intrusive advertising.

The online module on Agencies, Networks and Resources is a good starting point, as is the NGFL Virtual Teacher Centre .

For information related to developing your own expertise in the use of ICT, the BECTa information sheets at http://www.becta.org.uk/technology/infosheets provide succinct overviews of the nature and implications of new developments, enabling technologies and specific hardware and software.

Selecting Resources

Resources should be selected on a number of bases:

The 'What Makes a Good Website?' checklist in the ICT Toolkit may help in assessing web-based resources. While there are some excellent online learning resources, those designed for the US and Canada should be used with care because of differing curriculum and pedagogical styles.

The Virtual Teacher Centre (http://www.ngfl.gov.uk) provides a 'portal' to educational resources which is a useful starting point; this classifies websites according to their suitability for different age groups and matches them (with varying success) to curriculum areas. It does, however, link to commercial sites, so should be handled with care!

Adapting Resources

The module on ICT for Differentiation and Inclusion provides some useful information about adapting resources to take account of the needs of all learners including those with sensory impairments.

Producing Your Own Resources

You can of course produce your own resources either for use on screen or paper-based materials. The module on Developing Classroom Resources for some ideas about getting started.

Introducing and Supporting the use of ICT

Introducing ICT

In introductory sessions, trainees should make be prepared to discuss with children what ICT is to be used and what advantages it offers. Wherever possible, links should be made to 'non-ICT' means of working and to familiar processes.

Issues such as 'provisionality' (the ability to alter and maintain different versions of data with ICT); the access ICT provides to remote resources or expertise; the ability to study the very large or very small; and the ability to effect analysis of large sets of data are all worth mentioning explicitly to children as reasons for using ICT. Simply producing work which looks nice by word-processing rather than hand-writing it is a less compelling reason - Ofsted warn against attaching too much importance to matters of presentation, other than in areas where design and consideration of audience (e.g. Desktop Publishing or Web Page Construction) are concerned.

Good practice might include:

Using ICT to support Differentiation

The expectation in the Handbook (S2.5 and S3.3.10) is that "trainee[s] make use of ICT with individuals, groups and the whole class". This implies a differentiated approach and a willingness on the part of trainees to use ICT not solely as an 'instructional' or didactic' tool used in whole class teaching. Nor is the model of a single computer being used independently by individuals adequate.

The 'Using Information and Communications Technology ...' series provide case studies of good practice in management of ICT in classrooms and the module on ICT for Differentiation and Inclusion provides further information on the development of differentiated resources to address the different learning needs of groups or individuals children.

Using ICT to enhance Learning

Enhancing learning is the primary reason for using ICT in classrooms. The expectation in the Handbook (S2.5 and S3.3.10) is that "trainee[s] provide opportunities for pupils to use ICT to find things out, try things out and make things happen".

"Find out about ..." tasks should be designed and introduced with care; lack of direction may set children off on unstructured searches. If a trainee were using ICT (CD-Roms and Websites) to locate information about the Rainforests, for example, better tasks than 'find out all you can' might be:

The investigative and design 'cycles' used as the basis of planning in many subjects can also be used as the basis of ICT planning; in DT, for example, the 'identify needs - design - build - evaluate' cycle can be enhanced at all stages by the use of ICT (for example: questionnaires for needs identification and 'audience research'; drawing packages for design; painting packages for packaging and decoration; word-processing with scanned or photographed images as appropriate to produce reports).

'Making things happen' suggests the use of control technology, simulation and modelling software and the use of peripheral devices such as cameras, scanners, and floor and table-top robots. At the same time, the increasing sophistication and interactivity of web resources means that much is now offered online. See for example a web based 'softbot' designed to address parts of the 'Control Technology' element of the ICT curriculum, available online at: http://www.mape.org.uk/startower/unit/index.htm

Critical Evaluation of the Role of ICT in Teaching and Learning

The Using Information and Communications Technology guides all state clearly that there are three principles which should underpin the use (or non-use) of ICT in teaching and learning activities:

Clearly this requirement involves students in evaluating whether the activities which they have planned would either have been more effective had ICT been differently deployed, introduced or resourced. It may be that, with the benefit of hindsight, the use of ICT in a particular setting may have been ineffective or ill-advised.

Assessment Tools

The ICT Toolkit includes three assessment tools designed to assist trainees and their mentors and tutors assess progress in ICT use: