ICT across the Curriculum - Report Example

ICT ACROSS THE CURRICULUM 1. Introduction The National Curriculum requires schools to give pupils opportunities to apply and develop ICT capability to all subjects. ICTAC or ICT across the Curriculum aims to provide all students’ access to ICT in a wide range of lesson and purposes. This research will discuss the contribution that ICT can make to develop and support other areas of the curriculum. It will consider the precise requirement of National Curriculum for both ICT and other subjects and the requirements of ICTAC in the secondary strategy and its implications for pupils, teachers, and schools. It will also cover issues in relation to equal access and provisions, and the extent to which schools are being successful in delivering ICTAC. 2. ICT Across the Curriculum When we say we are committed to delivering ICT across the curriculum, this means all students have access to ICT in a wide range of lessons and using ICT for many different purposes. The delivery of ICT across the curriculum was highlighted by OFSTED as “an area of excellence” (Imision and Taylor 2001:20). An important use of computers is for students to prepare records of achievement and CVs. Having a detailed record of their achievements, well presented on disk with easy updating, raises students’ self-esteem. Students learn to work cooperatively together in many lesson using and sharing computers and this improves their social skills. They regularly use e-mail and video conference links with schools in other country. This is necessary because students have to learn to be reliable correspondents. Their social skills are also important when speaking to foreign students in a more formal environment. To ensure that ICT is delivered across the curriculum, a school must have ICT facilities available across the whole school site. They should also have an open house policy for students before, during, and after school where they may come and use departmental and year facilities (Imison and Taylor 2001). Identifying opportunities for ICT across all the foundation subjects is a challenging task, as the wealth of different opportunities that ICT offers are appropriate to different subjects in different ways (Miller et. al. 2004). All state maintained schools according to Leask and Pachler (2006) are expected to have plans in place to support the use of ICT in the specific subjects across the curriculum. Many schools have intranets, which hold the shared teaching material of the departments including images, simulations, and interactive worksheets and so on. Many schools and subject associations also have material openly available on their website, which you will find valuable in developing your understanding about the use of ICT in different subject area. There is a wide range of contexts in which teachers and pupils work and the provision for ICT is one of the most varied. Some schools are able to provide large numbers of specification computers, whilst others are slowly developing their provisions. School policies for the development of ICT reflect great differences in the knowledge and expertise of teachers and managers, as well as differences in funding. All these influences will have a considerable impact upon a teacher’s classroom. In the beginning, a teacher should be aware of the information and communication needs of their own subject area. The extent to which their subject requires the retrieval and processing of information and the communication of ideas and knowledge will determines the range of work they are likely to undertake. Working in England and Wales, a teacher should be aware of the demands of the National Curriculum with regard to information technology and their own school’s requirements for the delivery of skills in ICT (p.5). 2.1 National Curriculum Requirements How the National Curriculum in IT is delivered depends on the school’s approach. In some schools, the whole staff will be involved in delivering IT across the curriculum. Advice given by BECTA on the Virtual Teacher Centre suggests a series of options from which schools might choose. Achievement in IT capability will not happen by accidents thus pupils need to be taught new techniques and offered opportunities to try them out and to compare the effectiveness of using IT with other methods of working. These opportunities need to be offered in a coherent manner. Pupils are unlikely to be given opportunities to use IT in all areas of the curriculum unless this is carefully planned and coordinated (Leask and Pachler 2006:12). The National Curriculum requires schools to give pupils opportunities to apply and develop ICT capability to all subjects. This should be firmly rooted in moving learning in the subject forward and the use of ICT should be purposeful and add real value to the subject (DfES 2004-A:.6). An ICT capability according to National Curriculum guidelines include “technical and cognitive proficiency to access, use, develop, create, and communicate information appropriately, using ICT tools” (DfES 2004-A: 9). It is therefore expected that pupils can demonstrate this capability by applying technology significantly to solve problems, analyse, and exchange information, develop ideas, create models, and control devices. However, ICT capability is much more than learning a set of technical skills in software applications as use and evaluation of ICT is equally important. In short, they need to learn what ICT is accessible, when it is the proper time to use it, and why they need to use it in performing a certain task. In general, there are two statutory responsibilities within the National Curriculum for teaching ICT at Key Stage 3. First is teaching the programme of study, at key each key stage following the guidelines of National Curriculum for Information and Communication Technology. These are the attainment target, ICT capability, and the standards of pupil’s performance required. Second, are allowing the pupils to apply and develop their ICT capability with ICT tools to support their learning in all subjects (DfES 2004-A: 9). 2.2 ICT in Subjects In English, for instance, there are a number of ways ICT uses that can raise its standards. According to DfES (2004-B), ICT can be used as tool to support teachers in improving their lesson design. It can help them transform teaching and learning, and to engage and motivate pupils to learn more effectively. It can provide pupils with opportunities to learn in alternative and challenging ways through a wide range of sources of information and techniques to support critical thinking. It can be a tool to support both individual and collaborative work and allows to pupils access to a wide range of texts, to analyse and manipulate texts for audience, purpose and meaning and to develop strategies to improve attainment in reading. It enables pupils to draft and plan, manipulate text and access a wider variety of strategies to improve attainment in writing. It can provide structures opportunities for improving attainment in speaking and listening, and support talk for learning, leading to improvement in reading and writing (p.15). 2.3 Requirements of ICTAC in the Secondary Strategy The use of computers and other ICT equipments in the classroom appears to be either loved or hated by the classroom teacher. However, whatever feelings they may have there is always the potential for an extra pair of hands and room for some more brainpower to work alongside the teacher in facilitating the children’s work in ICT. Campbell and Fairbairn (2005) explains that ICT in the curriculum is unique as it is relatively new, it can technical and outputting, it is not a subject on its own and development across the curriculum requires knowledge of all other subjects (p. 67). ICT is also unique in that it is modern and has ‘street cred’ with the children. Exciting, motivating, and innovative ways of using ICT can support children’s learning, and good programs are helpful for children and give instant rewards. Therefore, the teacher and classroom assistant working together should be able to create good working environment for the children, which embraces ICT in a natural way (Campbell and Fairbairn 2005:68). In my experience facilitating and supporting other teachers doing interactive electronic whiteboard training in school, I found its interactivity useful in giving pupils opportunities to use software in new and different ways. For instance, interactive electronic whiteboards encourages collaboration as it allows pupils to work hand in hand productively in small groups, as a class and in various year groups. Campbell and Fairbairn (2005) referring to the works of Loveless and Dore (2002) suggest that the unique features of ICT, interactivity, provisionality, capacity, and speed make contribution to the teaching and learning process. This is because they motivate and interest children by engaging them in interaction, allowing them to change and amend work in progress and facilitate a variety of paces of working (p.68). As part of the aims of the Secondary National Strategy to strengthen teaching and learning across the curriculum for all pupils aged 11 to 14, the framework for teaching ICT capability is considered an integral part of Key Stage 3 Strategy. Effectual use of ICT in other subjects often builds on distinct ICT lessons by providing brand new environment for applying recently learned skills and understanding. However, there are statutory requirements to use ICT to support pupil’s learning in every Key Stage 3 subject. The use of ICT in a lesson may vary. For instance, it may be use to develop pupil’s skills and understanding in a particular subject while it can be a tool to enhance pupil’s ICT capability in a different context. It is therefore clear that the supplementary objectives for the other subject must be sufficient to meet pupil’s requirements in that subject without obstructing the ICT objectives. It is important to plan ICT carefully into departmental schemes of work in to for pupils to progress effectively. To check of ICT is appropriate, teachers may ask whether it will allow pupils to explore or be creative in ways not possible otherwise. Check whether it gives pupils access to information not otherwise readily available or engaging them in the selection and interpretation of information. Ask whether it helps the pupils to see patterns more clearly and understand important ideas. More importantly, check whether ICT adds consistency or accuracy to measurements and enhance the quality of pupil’s presentation (DfES 2004-C: 1). 2.4 ICTAC Implications for Pupils, Teachers, and Schools ICT as a subject in Key Stage 3 ICT framework suggests that schools allocate a minimum one hour per week for separate ICT teaching in each year of Key Stage 3. This is to guarantee that sufficient time for the programme of study to be taught efficiently. On the other hand, ICT in subjects may require sound level of ICT capability and transferable skills to build upon in there learning of other subjects. This has consequences for teachers across all subjects in the curriculum. Ideally, pupils might apply ICT to move their won learning forward when they come to subject lessons. Therefore, subject teachers do no need to teach ICT capability but rather explore new opportunities for pupils to apply and develop the ICT capability they possess. As a result, the lesson will be firmly rooted in the subject since teachers are not anymore obligated to teach ICT. However, there are implications for subject teachers since they will have to be equally good in ICT to understand their pupils ICT capability. Moreover, they also need to know which parts of ICT capability best suited for teaching and learning in their own subject (DfES 2004-A: 10). The ability of pupils to use ICT capability across the curriculum is reliant on the efficient teaching and learning of ICT. This is because their use of ICT in other subjects may be fruitless if they lack the required level of ICT capability. Consequently, this may result to lack of progress in both the subject area and ICT. For instance, requiring a pupil to create a presentation in a particular subject will be futile if they lack the necessary experience using the software. It is therefore necessary for pupils to have ICT capability first before applying it in other subjects. Moreover the relationship between ICT as a subject and ICT in subjects is therefore interactive and mutually supporting each other. Finally, although the Framework for Teaching ICT capability suggests that schools apportion separate ICT teaching time in all years at Key Stage 3, it is still up to the schools to determine the most efficient model (DfES 2004-A: 11). 2.5 Issues Related to Equal Access and Provision for All Policies of permeating ICT throughout the curriculum pose particular difficulties in ensuring that pupils develop ICT concepts and skills, and in assessing their developing capability. According to Kennewell et. al. (2000), head teachers, coordinators, and teachers in schools that have attempted to implement a full integrated model have met with considerable difficulty in realising the intended aims. Large numbers of pupils experience the application of ICT in only a very small number of subjects, and a significant minority of pupils do not encounter ICT at all unless discrete lessons are scheduled. Head teachers are thus faced with major challenges to the entitlement of pupils, which they set out in policy documents, and school inspections have revealed that cross-curricular delivery of ICT works only when subject teachers are also confident with ICT, pupil’s progress is monitored, and structures are in place for motivating and effectively coordinating delivery (p.50). In view of these reactions, many schools have abandoned their ambitious initiatives and returned to a pattern for teaching ICT, which is similar to the favoured approach for traditional subjects. Many schools adopted the discrete approach at the inception of the National Curriculum and have maintained that approach ever since, often because the ICT coordinator wished to ensure that specialist taught all pupils. The existence of discrete lesson elsewhere on the timetable seems to teachers of other subject remove much of the rationale for including ICT in their own lessons. Although this reaction is partly a reflection of those teachers’s view of ICT as a discrete activity in their subject in any case, it still means that pupils’ experiences of some aspects of ICT in the curriculum can be in a single context or even without a meaningful context at all. Furthermore, ICT coordinators are given only limited curriculum time for discrete lessons, with the result that the lessons are either brief or infrequent. Both alternatives are seen as unsatisfactory for effective progression (Kennewell et. al. 2000:55). Without good software, the school computer is about as useful as a cassette recorder without tapes. It is important to regard the computer as a resource to be integrated within the curriculum and not as an object in its own right. For this reason, each school needs to create a structure in which computer material can be used across the curriculum. They should have a system whereby staff can communicate their computer experiences to their colleagues and an environment where all teachers understand the possibilities offered by computers to enhance pupils’ learning and are willing to have a go themselves. It is only by adopting a positive attitude that teachers will facilitate the success of computing in school (Poole et. al. 2002:14). An OFSTED inspection reveals that ICT is being marginalised due to other pressures and a lack of teacher expertise. There is little teaching that will help pupils progress beyond their existing levels of attainment. The development and support of pupils’ ICT capability depends on the commitment and expertise of too few staff in schools and the need of such staff when teaching and assessing ICT are rarely met (Poole et. al. 2004:16). 2.6 Schools Level of Success in Delivering ICTAC The extent to which schools will be successful in delivering ICTAC depends on strength of their commitment. This means all students in that school should have access to ICT in a wide range of lessons, using ICT for many different purposes. For instance, to ensure that ICT is delivered across the curriculum, the Hampstead School provides ICT facilities available across the whole school site. There is also an open-house policy for students before, during, and after school where they may come and use departmental and year facilities. The also have an Independent Learning Centre with 41 networked PCs which allow students access to a wide range of ICT tools, reference material and learning software. They also work in some classes with sufficient computers for half the pupils to allow colleagues to teach half groups while the other half are working independently. Moreover, all students can apply for their own e-mail address and work can be stored and retrieved easily (Immison and Taylor 2001:20). According to Elston (2007), a recent research of Becta reveals that schools judge by OFSTED to have very good ICT resources achieved better results than schools with poor ICT. The difference between the two groups of schools has increased in comparison with the results for the previous year. The very good ICT schools had improved their performance and the poor ICT schools had worse overall. This difference was also seen for schools in similar socio-economic circumstances. When schools with similar socio-economic backgrounds were compared, those with good ICT resources tended to achieve better results than those with unsatisfactory ICT (p.67). In considering how well pupils are taught, Farrell (2003) explains that OFSTED inspectors also consider whether teachers use time, support staff, and other resources, especially ICT, effectively (p.82). In an OFSTED report on ICT in schools, which considered the impact of government initiatives in primary, secondary, and special schools considered that there, was particular need for improvement in the effective implementation of ICT across all subjects. Among its recommendations was that there should be further development in the role of ICT in the National Literacy Strategy, the National Numeracy Strategy and the National Strategy for Key Stage 3 (Farrell 2003:82). 3. Conclusion The argument about the comparative values of the teaching of ICT as a discrete subject or its use across the curriculum is a long lasting discussion, which shows no sign of coming to resolution. For secondary schools, key findings suggest the better ICT resources achieved, on average, better results. Moreover, individual subject use at secondary school level is enhancing by the use of ICT across the curriculum. This suggests that a whole school policy of support across the curriculum is necessary and that the development of pupils’ ICT skills is transferable from one subject to another. On my personal view, the extent to which a school will be successful in delivering ICTAC depends largely on its ICT resources and staff expertise. Therefore, all schools with good ICT provisions will likely to deliver ICT across the curriculum successfully. 4. Bibliography Campbell Anne, Fairbairn Gavin, 2005, Working with Support in the Classroom, Published 2005 SAGE, ISBN: 141290241X DfES, 2004-A, ICT Across The Curriculum-Management Guide, Key Stage 3 National Strategy, Department for Education and Skills, Ref: DfES 0172-2004 G DfES, 2004-B, ICT Across The Curriculum-ICT in English, Key Stage 3 National Strategy, Department for Education and Skills, Ref: DfES 0174-2004 G DfES, 2004-C, ICT Framework- Using ICT Across the Curriculum, The National Strategies- Secondary Key Stage 3, online, http://www.standards.dfes.gov.uk /secondary /keystage3/respub/ictframework/ict_across_curriculum/ Elston Carol, 2007, Using ICT in the Primary School, Published 2007 Paul Chapman Publishing, ISBN: 1412930006 Farrell Michael, 2003, Understanding Special Educational Needs: A Guide for Student Teachers, Published 2003 Routledge, ISBN: 0415308224 Imison Tamsyn and Taylor Philip Hampson, 2001, Managing ICT in the Secondary School, Published 2001 Heinemann, ISBN: 0435800612 Kennewell Steve, Parkinson John, and Tanner Howard, 2000, Developing the ICT-Capable School, Published 2000 Routledge, ISBN: 041523512X Leask Marilyn and Pachler Norbert, 2006, Learning to Teach Using ICT in the Secondary School, Published 2006 Routledge, ISBN: 0415351049 Miller Jen, Higgins Steve, and Nick Packard, 2004, Meeting the Standards in Primary ICT: A Guide to the ITT NC, Published 2004 Routledge, ISBN: 0415230470 Poole Philip, Poole Phil, Phillips Barry, and Pierson Andy, 2002, English, Published 2002 Nelson Thornes, ISBN: 0748763260 Read More