Governments and ict

Bringing about the Curriculum

When the National Curriculum came approximately, schools were really different to how they are now, due to the mass standardization of schools in response to the industrial revolution. The focal point of instruction being, for the kids, to larn cardinal accomplishments to utilize in the outside universe. At this clip kids came into schools as the “raw stuff and left crammed full of facts.” ( SparkNotes Editors, 2003 ) . The instructor at this clip was a instructor, learning kids new facts.

ICT was foremost introduced into the National Curriculum as an component of a much more general Technology Curriculum than we have today. Harmonizing to Higgins ( 1995 ) this was finally changed to give ICT a greater position as a separate topic.

The Governments and ICT

In 1997, the Government announced its programs to develop the usage of ICT in learning and larning. This was due to the widespread application of ICT in the “outside world” . Their purposes were to make a National Grid for Learning ( NGfL ) and to fit schools with ICT installations. These included computing machines in every school and finally internet in every school. Tony Blair was quoted stating that schools had to do the most of engineering and that we need “to make the most of this technological change.” ( Blair, 1997 cited in DfEE 1997 )

During this clip America were besides detecting the addition in ICT. President Bill Clinton and Vice President Al Gore pushed for technological promotions in instruction by, harmonizing to Kennedy ( 2009 ) , encompassing the metaphor of the information expressway and edifice a span to the 21stcentury. 1998 proverb schools that already crossed that span, and 1000s of schools were rushing along “well-worn waies of that superhighway” .

Despite widespread entree to computing machines, research suggests that computing machines were continually being underused within the primary schoolroom. Rosen and Weil ( 1995 ) reported that although computing machines were in every schoolroom of the schools that they had researched, merely half of the schools used them. For America they found that the same thing was go oning with them. The Presidents end was to hold every schoolroom connected to the Internet. In 1994, that seemed like a pipe dream — merely 3 per centum of public school schoolrooms were connected to the Internet, harmonizing to Ofsted ( 2000 ) . However America noticed that as the costs of engineering steadily decreased the dream rapidly became world. ( Kennedy, 2009 )

This shortly changed as in 2005, virtually all public schools had entree to the Internet, and 94 per centum of all schoolrooms were connected, harmonizing to the National Centre for Education Statistics ( NCES ) . About 97 per centum of the schools with Internet entree had broadband connexions.

With the usage of ICT being noticed and used within the schoolroom the DfEE were chosen by the Government for the function of explicating an ICT policy for schools, and for maneuvering the execution of most facets of the Governments ICT scheme. During this clip ICT was merely merely taking off in primary schools throughout the United Kingdom, therefore the function that the DfEE took in implementing the ICT policies was a new one.

The twelvemonth 2000 brought about appraisal in ICT. Ofsted ( 2000 ) discussed that the criterions of accomplishment in ICT remained low, much lower than that of other National Curriculum topics. Further research by Ofsted has shown that all facets of ICT as of yet had non been designated to a coordinator. However, most schools were now garnering little support squads to cover with the inflow in ICT. These squads were to the full stretched to run into the proficient and administrative demands that were needed, therefore they were unable to back up instructors efficaciously within the schoolroom. Because of this IT planning was unsatisfactory harmonizing to Ofsted ( 2001 ) , who quoted, “one in five primary schools did non follow to the full with the NC demands for ICT.” When approached a school in South Wales believed the ground behind this was the squad of staff designated to that of ICT were unsupported in the latest developments. They besides believed that because they were still acquiring to clasps with the rudimentss of the engineering being brought into school, they were non presenting to the best of their ability. Anon ( 2010 )

The terminal of the twelvemonth 2000 brought about support for the ICT coordinator. However this support was designated to the proficient affairs of ICT instead than enabling the ICT coordinator to prosecute in course of study and professional development. This made an alternate weak point in the topic of ICT for the monitoring and evaluating of the topic, harmonizing to Mansell ( 2008 ) . This was due to the ICT coordinator moving on a function of a technician- making the physical instead than assisting to better the usage of ICT in the school.

The Strengthening of the Coordinator

Before 2002, as antecedently mentioned, there were spreads in what the function of the ICT technician should be. Many coordinators received deficient support from senior direction every bit good as their co-workers harmonizing to Mansell ( 2008 ) . This is backed up by Cohen ( 2009 ) who believes that links between the caput instructor and the coordinator were nonexistent at this clip. Besides looking at the Government Initiates for 2001 it does demo a low degree of successful usage of ICT in schools endorsing up what Mansell and Cohen have stated, “Ofsted were unable to convey about the alterations necessary to implement ICT development.

After the negative visible radiation that was shone on the effectual usage of ICT, 2002 brought approximately stronger links between the caput instructor of a school and the coordinator for ICT. ( Ofsted 2004 ) . The coordinator harmonizing to Ofsted has now become the driving force behind betterments in schools ICT instruction and acquisition. This is backed up by Moraver ( 2009 ) who is quoted stating that instructors have started to go more comfy with learning ICT accomplishments. However Mansell believes that these ICT accomplishments are merely being used within the ICT lesson and the Literacy lesson. Further research through Ofsted ( 2004 ) backs up Mansell as facts show that merely a choice few schools have expanded greatly with their ICT accomplishments, implementing ICT within more than merely its capable and Literacy.

Technology Travels

As mentioned above the growing in computing machines from a school holding one to so holding a computing machine suite and the cyberspace traveling from dial up to broadband, comes the synergistic whiteboard. The growing from a chalkboard to an synergistic whiteboard is great. We have moved on from “a black hole of attending, sucking the lives out of kids and instructors likewise, ” to a engineering that brings about a ocular stimulation to lesson. However the spring from this every bit good as deficiency of support from the ICT coordinator has allowed instructors to provide every lesson with a power point presentation. ( Beadle, 2008 )

Right Now

When Something Old… … .

During my clip in school, as a kid, I had a antic experience of being chosen as a pen buddy for a kid in America. During the twelvemonth we were able to interchange letters and exposure, and at one point I vividly retrieve a friend even got to phone her pen buddy! Having a opportunity to really speak to her pen buddy was a great experience and many of us wished we could make the same thing.

Becomes Something New

Fast forward to today. You ‘re category are analyzing about a state, 1000s of stat mis off, in Geography and you have registered on ePals for a pen buddy from that same state for each of your pupils. The students have sent a few electronic mails across, but like when I was in school, the kids have found that written communicating is non plenty. Children are ever looking to take what they are making to the following degree, and are ever enthusiastic to seek out new engineerings. You as the category instructor decide to take advantage of the chances that Skype can give you. When you look at this scenario you come to gain that you, as the instructor, hold merely provided the kids with a voice-to-voice acquisition experience that will spread out the four walls of the schoolroom. Therefore as Dyck ( 2008 ) suggests:

Childs are going “global partners” with pupils across the state and even across the universe.

The New Curriculum? Exit Winston Churchill, enter Twitter.

Technology is come oning quickly in the modern twenty-four hours and the new acquisition chances that are available to kids do it obvious that ICT should play a more critical function in the National Curriculum.

In 2005, a primary caput instructor was quoted “The whole educational system is jam packed, traveling so rapidly that it does n’t let the clip or infinite to present or develop what will truly animate our pupils”

Since this, the Rose Review ( DCSF 2009 ) has brought about the demand for ICT to be noticed as a possible manner of heightening kids ‘s indispensable life accomplishments. The study backs up what Niess et Al ( 2008 ) believe that the pendulum now seems to be singing off from capable learning towards cross curricular lessons. I have noticed through my clip in school the increasing development of cross curricular work and that subject work is fast going more apparent in the primary school. My findings are backed up by The Rose Review, as it continues to propose that ICT should be viewed as a instruction and larning tool and that it should be used and developed through all curriculum countries.

Through looking at the Rose Review and the concluding study of the National Curriculum a big focal point is on promoting schools to set a big accent on cyberspace accomplishments. Children harmonizing to Niess et all ( 2008 ) should be looking to get the hang web sites such as Wikipedia, blogging and podcasting, which links in with what Rose ( 2008 ) has discussed in the Rose Review. However during my last teaching pattern this was non apparent. Teachers in the school were unsure of how to incorporate engineerings within their lessons and were remaining “safe” by utilizing the computing machines for Microsoft Office and for entree to the cyberspace in respects to research. Communicating with the ICT coordinator of the school brought about a distressing conversation- she had really small experience of utilizing blogging within the school and on adverting podcasting for the twelvemonth 6 category, had no thought what this was. This is really distressing when you have the Government foretelling that schools are fast going strong in ICT and that it is being used efficaciously throughout the course of study ( Ofsted, 2008 ) . What will go on to our kids if some schools are overlooked utilizing this engineering efficaciously?

It ‘s How You Use Them

There are huge sums of engineering available for the usage within the schoolroom today and kids want to larn, and to be able to larn with the tools that will determine their hereafter. Prensky ( 2001 ) believes that when it comes to kids we need to prosecute them or enrage them. By this Prensky is stating that we need to prosecute kids with the engineerings we have available now so that the kids are prepared for the engineerings of the hereafter. This is backed up by the DCSF ( 2009 ) who mention that by beef uping the instruction and acquisition of ICT in primary schools, it will enable kids to go confident and independent users of engineering. Therefore leting kids to take clasp of engineering and develop their accomplishments into 20 first century accomplishments.

Primary schools have readily accepted the usage of societal networking into the schoolroom, and this is continuously turning. Kist ( 2010 ) has late noticed a growing in the usage of societal networking sites such as Face book and Twitter within the schoolroom. She besides mentions the huge usage of podcasting and wikis in schools. However on a recent arrangement I have seen negative attitudes to these engineerings due to instructors holding a deficiency of clip and support every bit good as force per unit area on proving. This is where the coordinator must step in if the function is to be kept on in the hereafter.

As Kist ( 2010 ) is quoted stating:

If we do non prosecute kids in these modern engineerings they will make so on their ain, go forthing us, the pedagogues behind.

These accomplishments have been brought about from a 2.0 society. We are presently populating in a “knowledge based” society that is driven by the growing of networking engineerings ( Maravec 2009 ) . Therefore people are going valued more for their personal cognition of ICT than for their ability to utilize it efficaciously.

Presently the society is easy moving signifier a 2.0 society to a 3.0 society. This refers to an emerging invention ; nevertheless it has non taken off merely yet. In an epoch of “accelerated change” Moravec believes that we need to go advanced minds in order to remain in front of the information available to us that are duplicating at an dismaying rate.

One of the most talked about issues presently within engineering is that of larning platforms for schools. The Government has a mark that by the terminal of 2010 all schools will hold introduced this platform. These learning platforms are already implemented in school which allow kids internal and external entree to learning resources. A school I have worked at late already has this engineering available, leting kids to hold a more individualized learning instruction. Barker ( 2009 ) attended BETT last twelvemonth and found that this acquisition platform has non been readily accepted within the school and that many of these schools are still behind. This is seemingly due to miss of support and preparation. However the Government are looking into implementing preparation for instructors by the terminal of this twelvemonth in the hope of making their marks. BESA ( 2009 ) .

Educational or Technical?

The function of the coordinator has become a immense thing in primary schools. Coordinator occupations are given to current teaching staff in the school for about every topic of the National Curriculum. More frequently than non, today, coordinators are seen as capable leaders. This is due to betterments in the instruction and acquisition in their capable countries and that the leader ‘s function is seen as being “developmental” harmonizing to Ofsted ( 2008 ) . However Becta ( 2007 ) have quoted that the function of the ICT coordinator includes raising criterions and managing resources. This includes pull offing the school web, ICT budgets and amending the ICT policy. The list is eternal. Becta believe this is a considerable sum of responsibilities for one individual to take on and that on top of a duty of a category of kids. I found this go oning in a school I taught at last twelvemonth. There were excessively many demands placed on the coordinator, with ICT in the school agony as a consequence. One category instructor was frightened of utilizing the whiteboard, whilst others did non utilize the ICT suite efficaciously within their lessons. If a coordinator of ICT is so stay in the school, to remain effectual in the school, so he or she needs to hold the excess support if needed. On one of my learning arrangement the ICT undertakings were distributed amongst two members of the teaching staff and 1 full clip coordinator. This worked really successfully as a squad had been made to carry through the ICT undertakings needed.

The function of the coordinator today became so great and frequently proficient that schools are now using technicians as either lasting people in the school or placed portion clip in a figure of schools. This is due to the high demands placed on the ICT coordinator. It seems that instructors are going to the full involved in the usage of ICT within schools. Ofsted ( 2008 ) believe that instructors are taking increasing hazards to seek out new engineerings that are fast going available. This has seemingly led to increasing Numberss of staff INSET yearss and preparation Sessionss. However on my most recent arrangement ICT was non used to the best of its ability. Although instructors were utilizing engineering in their lessons, it came to my notice that the instructors in the school where non excessively confident at seeking out new engineerings. Using a picture camera in my literacy lesson impressed members of staff as they had ne’er thought to utilize one in this manner. This to me is raising alarm bells for the effectual usage of ICT in schoolrooms. On farther review I have come to detect that there are schools merely like this that do non hold the assurance to put in new engineerings nor have the experience needed from go toing preparation classs. This is due to clip direction and as on my last arrangement excessively much to take on- the ICT coordinator was besides the early old ages specializer.

“How am I supposed to go to classs for both ICT and Early old ages? ! ? ! ”

Anon ( 2010 )

Teachers are expected to fix their pupils for a universe that is and will go different from the universe in which they were prepared for. If the coordinator can non maintain up with the of all time altering development of ICT so how are we to fix these kids for their hereafter?

“If we teach today as we taught yesterday, so we rob our kids of tomorrow”

John Dewey ( )

Looking Forward

Will it Last?

Looking in front at our future Government, if Michael Gove becomes the educational secretary there shall be a complete Reconstruction of the National course of study, with alterations to core topics by 2011 ( Gove 2010 ) . From this it is predicted that as a consequence of these occurrences the course of study will merely be renewed every 10 old ages. ( Morris, 2009 ) This bates the inquiry of what will go on to ICT? Will it go outdated in the course of study? Morris 2009 believes that regenerating the course of study every 10 old ages may hold been possible when the gait of alteration was slower, but now kids need to be kept up to day of the month with the new cognition that is immensely going available to them. For me, this treatment shows that within the following 10 old ages the ICT being taught throughout schools will go greatly outdated in the course of study, giving an added force per unit area on the ICT coordinators.

Not merely will at that place be an added force per unit area on the ICT coordinator but instructors will no longer be seen as instructors. Neiss ( 2008 ) predicts that instructors will go wise mans, as pupils become sceptered. This is due to kids going more imaginative with new engineerings whereas instructors will lodge to what they know due to see. Prensky ( 2001 ) believes this to be because whilst we are best described as digital Immigrants are pupils are more suitably described as digital indigens.

Mobile Technology in the School

It is of import for our hereafter, to put in the tools and preparation, to prosecute pupils in larning undertakings that emphasise invention and cognition building. Without this we shall be left behind in an of all time turning technological universe.

I predict that nomadic engineering is one manner of maintaining in front of the huge growing of engineering. Through the tests being used in the primary and secondary sectors presently, I believe that the usage of nomadic engineering will be a successful 1 for the hereafter. Cook ( 2009 ) has trialled the usage of nomadic engineering in his school in Florida USA. He believes that in the long tally Mobile engineering will go the cheapest manner to make one to one computer science. Some kids still do non hold entree to a computing machine or laptop but about every kid has a nomadic phone or entree to one. A concern raised by Bafile ( 2009 ) suggests that kids will non utilize nomadic phones efficaciously in the manner that is needed in the schoolroom. She believes that kids will be more concerned with texting friends and that cyber strong-arming will go two fold. However Cook ( 2009 ) has used these nomadic phones without the map of text or voice, with the aid of Microsoft Mobile. Microsoft have besides helped with providing package that will assist kids to join forces by sharing information, gather informations, take exposure and picture of their work and have besides installed Microsoft Excel and Word.

Although presently a test, consequences have shown to be effectual. The kids trialled have shown a greater enthusiasm for larning in school and this shall be of import for the hereafter of engineering in schools. It shall be of import to maintain up to day of the month with engineering and I believe this to be an of import facet of engineering within the school, as this will take the kids ‘s larning beyond the four walls of the schoolroom, maintaining in line with the twenty-first century scholar.

The usage of nomadic engineering and its addition in positive tests in schools has made companies more inclined to bring forth package for it. Presently being trialled is that of Gaggle for nomadic phones. This can be used safely and expeditiously in schools for email communicating, which I believe will go utile package to utilize with nomadic engineering in schools. Keith ( 2010 ) believes Gaggle to be a utile tool to utilize with nomadic engineering due to its built in monitoring system, leting instructors to command pupils electronic mails and for custom-making diction to be filtered. As this is a new engineering the Gaggle Network are trusting for this package to “become the anchor of the school of tomorrow.” Email is merely the first connected larning tool, and they are trusting to put in more learning tools for the hereafter.

However Neilson ( 2010 ) believes that there are more disadvantages to utilizing this engineering in the schoolroom, the most of import being the usage of the cyberspace and the little screen of a phone. He believes that kids will non larn from utilizing the cyberspace due to web sites scaling down to suit onto a nomadic phone. Therefore making scaled down web sites and eliminated artworks. Knocking this Apple ( 2009 ) have now included apps with their I-pods and I-phones and web sites have started to make extra web sites for the usage with these nomadic engineerings.

I believe after sing both the positive and negative utilizations of nomadic engineerings, that the most of import thing to retrieve and to include is that you have to retrieve to ENHANCE and non DETRACT from the traditional content.

Where is the Coordinator?

Therefore for myself, as a coordinator of ICT, it is of import for me to remain in front of engineering. To make of import and relevant links, so that kids can go effectual and talented users of ICT.

As a coordinator I predict the function to alter vastly from that of implementing engineerings and developing staff to going slightly of a wider function in the community. The usage of nomadic engineerings for illustration in the schoolroom will intend pass oning with the community, most significantly the parents in what their kids are utilizing within the school. This is backed up by Neilson ( 2010 ) who believes that the function of the coordinator will go person who creates and leads regular workshops for both staff and parents to maintain them informed and in front of the nomadic engineerings, so that they can understand their kid ‘s acquisition. He besides believes that there should be termly updates of what has happened and is traveling to go on with the continual growing of this engineering.

Without coordinators going this I predict that the coordinator will go illusory in the school, as kids will be taking on the function of happening out about new engineerings themselves, going the leaders of new engineerings, as instructors are being left buttocks.

If we are non careful, there shall be no demand for an ICT coordinator and kids will finally over shadow us. Lone clip will state if this will go on, but hopefully for me, I shall remain one measure in front of the game.

Mention Page

Books

Alexander, R.ed. , 2010. Children, their universe, their Education: Concluding study and recommendations of the Cambridge Primary reappraisal. Routledge: Oxon

Barker, R. , 2009. How engineering is being used in UK schools to better instruction and acquisition. Routledge: Oxon

DCSF. , 2010. Independent Review of the Primary Curriculum: Concluding Report. DCSF: Nottingham

Hargreaves et al. , 2001. Learning to alter: Teaching Beyond Subjects and Standards. Jossey Bass: San Francisco

Kennewell, S et al. , 2000. Developing the ICT Capable School.Routledge Falmer: London

Niess, M et al. , 2008. Steering Learning with Technology.Wiley & A ; Sons: America

Siray, I & A ; Siray J. , 2006. A usher to developing the ICT course of study for early childhood education.Trentham Book Ltd: Staffordshire

Somekh, B & A ; Davis, N. Ed. , 1997. Using Information Technology Efficaciously in Teaching and Learning. Routledge: London

Weller, M. , 2007. Virtual Learning Environments: Exploitation, taking and developing your VLE. Routledge: London

Willoughby, T et Al. Ed. , 20008. Children ‘s Learning in a Digital World. Blackwell Publishing: Oxford

Web sites

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Prensky M. 2001. Digital Natives, Digital Immigrants [ Online ] Available at:

hypertext transfer protocol: //www.hfmboces.org/HFMDistrictServices/TechYES/PrenskyDigitalNatives.pdf [ Accessed 10 May 2010 ]

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July 13, 2017