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Open Source software and principles in education
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Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role. You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing. We discuss criteria for selecting ICT resources and for obtaining best value. We look at approaches to supporting ICT in schools, and consider the role of the school network manager. READING Becta (2007). Quality principles for digital learning resources. Coventry: Becta. Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta. Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts. Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft Ofsted (2011). ICT 2008-11. London: Ofsted.
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We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software. FOLLOW-UP • Post your screen cast and interview to your blog. • Make a start on creating your video essay, perhaps incorporating sections of your screencast. • Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay. • Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980) ADDITIONAL RESOURCES • Chapter 3 of Pritchard (2008) • Counts (2004)
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Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support. We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development. I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
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• ICT Capability • Exploratory play with ICT • Programmable toys • Game based learning SESSION TASK • Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment. • Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology. FOLLOW-UP ACTIVITY • Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education. • You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing. • Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Toys, play and games : Y1 ICT, Lecture 5
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Miles Berry
• Video and multiple intelligences • Reflections on using video to evaluate teaching • Video editing skills revisited • Other software for video editing (as required) SESSION TASK The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor. FOLLOW-UP ACTIVITY • Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.
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