By Steve Kennewell
This e-book explains how info and Communications know-how (ICT) has the capability to make a true development to educating and studying around the curriculum in secondary colleges. It illustrates a large choice of how within which ICT can be utilized to augment studying, delivering a clean burst of concept for the busy secondary college teacher.The writer takes a dependent process, making sure that the reader is guided steadily via all of the fabric which will in attaining the mandatory criteria for attaining certified instructor prestige, and likewise to proceed their improvement in ICT to a complicated point. This booklet usefully:* analyzes all of the universal ICT instruments and explains how academics of every topic within the nationwide Curriculum can make the most those instruments for powerful studying* explores how humans can examine with ICT, how their talents advance, and the way those abilities can reduction their studying* presents a framework for making plans, analysing and comparing instructing with ICT* deals quite a number cutting edge initiatives, assets and strategies of overview.
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Additional resources for Meeting the Standards in Using ICT for Secondary Teaching: A Guide to the ITTNC (Meeting the Standards Series)
This will be considered in Chapter 6. 4 Analyse the examples of activities in Chapter 1 in terms of the features used. 9 Capacity Range Speed Automation Provisionality Interactivity Clarity Authenticity Focusability Multimodality Availability Suggested answers are given in Appendix C as a check. In order to make the most of the features of ICT there may be a need for fundamental changes in teaching approach compared with traditional methods. ICT supports a shift from an instructive mode to a constructive mode of classroom activity.
If you are to prepare pupils for a future characterised by lifelong learning, it is important that they gain early experience of independent study. However, young learners generally need help in making choices concerning content and methods, and ICT can provide a varying degree of structure to their learning strategies and resources to support their learning without requiring the immediate presence of a teacher. The teacher will still be needed as part of a team providing the structure and resources, but learners can work at their choice of time and place.
Spellcheckers provide further assistance with accuracy of writing, if used sensibly. Graphs generated by computer or calculator may be limited in their accuracy because of screen or printer resolution, but they will at least have the scales correctly represented and points plotted in the correct places! The learner can then focus on whether the type of graph selected correctly represents the data. This combination of features is very powerful and promotes a continued engagement with the activity – learners will persevere longer with ICT tasks (NCET, 1994).