It is recognised that the standard of teaching ICT has improved significantly in recent years. However, high quality ICT teaching is far from universal. This session will explore, from several perspectives, what is meant by ‘good practice.’ We also explore some ideas for incorporating ICT in art and design, and you engage in a practical task on the theme of self portraits. You reflect on this work with your partner, uploading a recording of your discussion to your site. We conclude with a discussion of interactive whiteboard practice in schools. IN-SESSION TASK 2 • Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own • Upload your finished portrait to your Google site. • Record a brief conversation with your partner about this task and upload this to your site. TO FOLLOW UP • Read Higgins et al (2007), whilst reflecting on your own or your class teacher’s use of the interactive whiteboard. • You may wish to practice your own IWB skills over lunchtime using one of the Lulham ICT Centre boards, or IWBs available for student use in the Library. • Watch Jen Deyenberg’s online presentation on geocaching, http://www.trailsoptional.com/2010/10/k-12-online-conference-presentation-gps-and-geocaching-k12online10/

1. University of Roehampton
Developing pupils' ICT capability
2. What is good ICT practice?
Developing pupils' ICT capability, Lecture 2

2. University of Roehampton
Meaningful learning
Your aims
Outstanding teaching
Horror stories
ICT in Art
Digital art - practical
IWBs
Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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"Our concept of an educated person
is of someone who is capable of
delighting in a variety of pursuits
and projects for their own sake and
whose pursuit of them and general
conduct of life is transformed by
some degree of all round
understanding and sensitivity"
Peters, R S, 1977, Education and the Education of Teachers . Abingdon: Routledge
Developing pupils' ICT capability, Lecture 2

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Looking beyond ICT,
What would you hope for in the
children that leave your class?
(three words)
Developing pupils' ICT capability, Lecture 2

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Characteristics of good practice
Fox, 2003
Developing pupils' ICT capability, Lecture 2

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Ofsted on outstanding ICT teaching
Teachers of ICT communicate high
expectations, enthusiasm and passion about
their subject to pupils.
They have a high level of confidence and
expertise, both in terms of their specialist
knowledge and technical skills and their
understanding of effective learning in the
subject.
As a result, they use a very wide range of
innovative and imaginative resources and
teaching strategies to stimulate pupils’ active
participation in their learning and secure
outstanding progress across all aspects of the
subject.
Developing pupils' ICT capability, Lecture 2

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Becta on excellent teaching
All, or nearly all staff, make ICT is used innovatively to
use of ICT as an integral, enable pupils to continue
and natural part of learning and extend their learning
and teaching across all where and when they want.
curriculum areas and year Wider curriculum
groups. experience is enabled
through the extended use
of ICT. Expectations of
pupils’ learning with ICT
beyond school are high
All, or nearly all, staff
and such learning is valued
harness the full potential of
and celebrated.
ICT to enhance and extend
learning and teaching.
They provide opportunities
for creative and
independent learning that
All, or nearly all, staff
extends pupils’ capacity to
critically evaluates the use
learn within and beyond
of ICT in their teaching and
the school.
its impact on pupils’
learning wherever that
takes place. Outcomes are
routinely shared with
colleagues within and
Teaching enables all, or beyond the school. This
nearly all, pupils to develop process is an integral part
and use their ICT capability of the school’s reflective
with confidence through a culture and has a
wide range of appropriate significant impact on
contexts and challenging practice.
experiences. Teaching
builds effectively on pupils’
use of ICT beyond the
school.
Developing pupils' ICT capability, Lecture 2

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Roehampton students on unsatisfactory ICT teaching
Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Effective integration of ICT in art
and design is typically based on
ideas rather than technology.
Critically, it would appear to be the
quality of ideas (both teachers’ and
pupils’) that provides substance and
drives new projects and
approaches. The technology
facilitates this process but is rarely
the central focus of the project.
Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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Create a self portrait using ICT tools – your
tutor will model one or more approaches to
this task, but you are welcome to work
independently using ideas of your own
Upload your finished portrait to your Google
site.
Record a brief conversation with your partner
about this task and upload this to your site.
Developing pupils' ICT capability, Lecture 2

19. University of Roehampton
Graham et al (1999) Towards Whole-class
interactive teaching , Teaching Mathematics and its
Applications, 18:2, 50-60
Developing pupils' ICT capability, Lecture 2

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a resource which is immediately useful to
teachers in conducting whole-class
teaching
Pupils are universally enthusiastic about the interactive
whiteboards, because of their clear visibility (‘We can see!’), the
easy access they give to ICT through touch, and the added
variety they bring to lessons.
The interactive whiteboard is an ideal resource to support whole-
class teaching. It acts as a focus for pupils’ attention and
increases their engagement in whole-class teaching. Teachers
tend to spend more time on whole-class teaching when they have
an interactive whiteboard
The interactive whiteboard acts as a multi-modal portal, giving
teachers the potential to use still images, moving images and
sound
we saw many classrooms where the ambience was of teacher
and pupils ‘working together’, often with attention directed to the
interactive whiteboard rather than the teacher for part of the time
Developing pupils' ICT capability, Lecture 2

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Developing pupils' ICT capability, Lecture 2

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To follow up...
Developing pupils' ICT capability, Lecture 2