[Advisory] Re: [Primary] ICT Subject Knowledge for Primary Teachers

[Ian]

On Sun, 2009-11-15 at 10:44 +0000, Miles Berry wrote:
> Hi Folks,
> 
> Roehampton's School of Education is engaged in a process of reviewing
> and revalidating it's BA (QTS) undergraduate primary teacher training
> programme at the moment, and so my colleagues and I are looking at the
> structure and content of the ICT components of the programme, amongst
> much else.
> 
> I'd be very interested to have thoughts from fellow Naace members on
> what sort of *subject knowledge* of ICT one would expect from a new
> entrant to the profession, and particularly for one who had ICT as
> their subject specialism as part of a general teacher training
> qualification. I suspect it wouldn't be unusual for our ICT subject
> specialists to become ICT subject coordinators at a fairly early stage
> in their careers.
> 
> As these programmes run for a number of years between these validation
> exercises, you may wish to get the crystal balls out to do a little
> future gazing, as those who join us in September 2010 won't be
> starting their NQT year until September 2013.

And more importantly, the children they teach will not leave schools
until 2020-2030!

> My thanks in anticipation,

First thing is to be sure that they understand underlying principles
that are not going to change with technologies, then current
applications and trends, then professional issues. TAP - Technical,
Applications and tends, Professional

Technical

      * What is digital data?
      * How is it structured and organised to create information? 
      * What are the properties of this information in terms of storage,
        transmission and interoperability? (Size, file types,
        compatibility, licensing)

Applications and trends

      * Desktop applications
      * Cloud applications
      * Mobile technologies
      * Trends - The increasing importance of open systems and the
        influence of the internet in driving them. The shift from the
        desktop to the cloud and the role of mobile technologies. 

Professional

      * Dealing with resistance to change
      * The National Curriculum and statutory requirements.
      * Learning styles and the way these are interdependent with the
        technologies used - team work, whole class teaching, individual
        study, support for literacy and numeracy and learning how to
        learn
      * Non-statutory but important strategies eg APP, Specialist
        Schools community plans, cross-phase transition, TLA stages for
        CPD, chartered assessors.
      * The National Occupational Standards for IT Users and how they
        relate to the school curriculum and teacher IT skills. (All
        teachers should be at least familiar with level 2 standards in
        the main areas of competence Using IT Systems and Using IT to
        communicate)
      * Inclusion and the use of free resources to enable home learning
        and maximise value for money for the tax payer.
      * P-Scales and assessing ICT in special needs groups

HTH,
-- 
Ian
Ofqual Accredited IT Qualifications
A new approach to assessment for learning
www.theINGOTs.org - 01827 305940

You have received this email from the following company: The Learning
Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79
8AQ. Reg No: 05560797, Registered in England and Wales.