Learning to Teach ICT in the Secondary School by Steve Kennewell, John Parkinson, Howard Tanner

By Steve Kennewell, John Parkinson, Howard Tanner

This booklet is designed particularly for college students education to educate ICT as a curriculum topic at secondary point. It develops the most important rules of training and studying ICT in a dependent, obtainable manner, and gives a wealth of rules and notion for the training instructor. Key components lined are: where and nature of ICT as a curriculum topic reading and constructing topic wisdom making plans schemes of labor, person classes, actions and assets tracking, evaluate and tests ICT around the curriculum differentiation and specified academic wishes specialist improvement. through the publication there are important projects and actions to aid student-teachers analyze their personal educating and discover the information and talents had to turn into a profitable instructor of ICT. Rooted in most sensible perform and up to the moment examine, this booklet can also be the precise refresher for more matured ICT academics.

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More sophisticated software should be used because the task demands it, and not for its own sake. A pupil may encounter difficulties in the task or problem situation itself, in the use of the system or software, or in the application of the software to the problem. The pupil must find and overcome difficulties somewhere for learning to occur. If the ICT interference factor is very large, the pupil will have little processing power left to use for the application of the software to the problem or to consider the issues arising in the problem domain (which may be another curriculum subject area).

In doing this, you need to make your points simple but still correct. OBJECTIVES By the end of this chapter, you should be able to: • • analyse your own ICT knowledge in terms of capability and concepts; identify ways in which you learn ICT and show awareness of differences in learning styles; 37 38 ICT IN SECONDARY SCHOOLS • • • explain the ideas of continuity and progression from early learning of computer games to advanced study of Computer Science; understand more advanced concepts and other unfamiliar aspects of ICT knowledge where relevant; analyse what you have learned from lectures, books, the internet tasks, projects, discussions, help from others, and helping others.

10 ICT roles in your school Find out which staff have ICT responsibilities in your school (for example, Heads of Department, Head of ICT, ICT Coordinator, Network Manager, Director of Studies). What roles or tasks does each one carry out? The specialist teacher or head of ICT has a key role to play in either the discrete or the integrated model. The role is different from that of the ICT coordinator, as it involves the direct teaching of pupils, and preparing them for examinations. Heads of ICT departments have roles and responsibilities that parallel those of other subject leaders.

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