How Will Subjects Be Covered?
Each module will provide a range of exemplary projects for teachers to use and adapt during the training programme. Modules will follow a consistent structure:Introduction to Programme
This first activity introduces teachers to the programme and describes the materials included. It will include a "How to" guide covering:- Needs identification
- ICT resources requirement
- Starting instructions
- Support for INSET co-ordinator
- Support for SMT, department heads and parents
Knowing and Understanding Information/Information Ethics
Through the context of the curriculum, teachers will develop understanding of issues relating to information ethics (personal information, copyright, illegal and unsuitable information, authenticity, monitoring use). A model policy will be provided as the basis for the development of a local policy. Pre-course Materials This pack will prepare participants for the module they are undertaking. Resources included in this section are:- Contents of training module
- Portfolio activity pack
- Action plan
- Guidance on supported self-study
- Tutor mentor identified chart
Face-to-Face Session
This section will concentrate on methodology. The face-to-face sessions are approximately 6 hours long and will consider the range of software and resources appropriate to each module, a quick guide to the main learning resources, a review of ICT terms and an opportunity to discuss key teaching points with the tutor and group. Resources included in this section:- "How to" guides to make sure ICT resources are working before you start a class
- "How to" guide to critically reviewing ICT materials for use in the classroom
- A personal glossary of ICT terms
- Starter file of key ICT techniques being developed
- These resources will also form the basis of supported self-study material designed for use individually, or in small groups
Developing a Teaching Repertoire
The focus of this activity is the effective use of ICT to achieve subject specific objectives. Hints, tips and organisational points support the teacher as they introduce ICT into the classroom. Task based resources in this section include:- Developing strategies for finding material for use in planning and teaching using CD-ROM and Internet key word searches
- Refining these selections through further specification
- Purposeful side tracking
- Developing strategies for authenticating information sources
- Developing strategies to improve the quality of learning by transferring ICT skills
Classroom Organisation/Health & Safety
This section concentrates on maximising ICT resources through effective organisation. Looking at classroom situations from single computer to networks teachers will develop a deep understanding of organisation and health & safety issues. Resources included in this section:- Classroom management and organisation pack, covering Teacher ICT competence, pupil ICT competence, access issues, pupil groupings, teaching methodology, additional adult support, help sheets and resources
- Health and safety issues pack, based on current HSE regulations
Developing An Entitlement Curriculum
Case studies show how ICT can genuinely create an inclusive curriculum. By developing a module of work for use in the classroom teachers will recognise the specific contribution ICT makes to teaching pupils of a variety of ability levels. Teachers will develop expertise in identifying how successful the use of ICT was and a range of intervention strategies using ICT. Resources included in this section:- Guide to covering statutory and non-statutory requirements
- Covering local circumstances (school, community, special groups)
- Guide to teaching underlying skills and knowledge
- Providing differentiation
Action Planning
This activity encourages teachers to develop strategies to improve efficiency and reduce administration through the appropriate use of ICT. The final set of activities is designed to create a workable plan for teachers to continue their professional development. Guidance and resources are provided on:- Reading complex and dynamic texts
- Listening to and understanding electronic sounds
- Writing using electronic tools
- Making decisions about how to communicate with others and receive information
