ICT School Planning
Learning today demands new pedagogical and technological approaches to using Information and Communication Technologies (ICT). School leaders and teachers have the responsibility to prepare students for the demands of an ever-changing world by facilitating learning in a technology-rich environment where students and teachers don't just learn about technology, they use it to achieve powerful learning and teaching, and improve student learning outcomes. The resources here will assist schools to plan for the effective use of digital technologies in their everyday practices to prepare students for the demands of an ever-changing world, to achieve powerful learning and teaching, and improve learning, teaching and administration. When developing a plan you need to incorporate a vision that provides direction for your school in order to create a picture of the future, how it looks and how ICT enables improvement.
Open Admin for Schools
Yes! I just received an email wondering if Open Admin was still 'alive'. Yes, I am continuing development for many schools here in Canada, mainly including new features for assessment of student reading and numeracy. These include system for recording DRA (Diagnostic Reading Assessment), LLI (Literacy Intervention), PPVT (Peabody Picture Vocabulary Test), FSTEP (First Steps in Math), and have just finished starting applications for storing scores for a Common Math Assessment system based on outcomes from Saskatchewan Mathematics curriculum. (Add and View scripting only so far). I've also developed comprehensive scripts to evaluate all of these systems and track them for 20+ schools. As a result, I haven't had time to make a new release or update the docs for 'quite a while'.
The Naace Curriculum - An ICT Framework
The Naace curriculum area is the place to find all the latest updates to the Naace Curriculum Framework. This has been developed in consultation with members to offer a comprehensive, coherent and flexible starting point for schools to review and develop their own personalised curriculum. Supporting materials will be added to the relevant key stage curriculum pages. Even before the announcements made by Michael Gove and the Royal Society in January 2012, consultations and preparations for an ICT curriculum evolution were underway at Naace. The Naace curriculum area is the place to find all the latest updates to the Naace Curriculum Framework, with links to resources on KS1/KS2 and KS3 areas which will be developed in order to support teachers using the framework. The visual representations of the curriculum show how the three strands form the basis for the suggested areas of knowledge in the proposals, with e-safety considerations running throughout all the strands.
Teachers, Teaching and ICTs
Note to reader: infoDev – a program of the World Bank – promotes innovation and entrepreneurship in smart agriculture, digital technology, and climate change technology. Through business programs and early stage financing, we help developing countries in the Caribbean, Africa, and Asia go green and develop solutions to local problems. In the past, infoDev worked with ICT and education. Current knowledgebase What we know, what we believe -- and what we don’t General Training is key Teacher training and continued, on-going relevant professional development are essential if benefits from investments in ICTs are to be maximized. Role of the teacher Teachers remain central to the learning process A shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation, and follow-up). Pedagogy
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Integrated Co-Teaching (ICT)
Students with disabilities who receive Integrated Co-Teaching services are educated with age appropriate peers in the general education classroom. ICT provides students the opportunity to be educated alongside their non-disabled peers with the full or part-time support of a special education teacher to assist in adapting and modifying instruction. As described in the NYC Continuum of Services for Students with Disabilities, Integrated Co-Teaching “ensures that students master specific skills and concepts in the general education curriculum, as well as ensuring that their special education needs are being met, including meeting alternate curriculum goals.” The title of the services was changed from Collaborative Team Teaching to Integrated Co-Teaching when the service was incorporated in the New York State continuum of services. Learn more about... Staffing Collaboration Ratio/Maximum Number of Students with Disabilities and Variances Class composition and functional grouping Staffing
ICT resources for graduate teachers - Learning and Teaching
Start here... This site provides the student teacher with links to a series of valuable resources. It has been designed to help you develop your ICT skills, pedagogical knowledge and awareness of how ICT may be integrated into teaching and learning processes. Description Rapid and continuing advances in information and communication technologies (ICT) are changing the way people share, use, develop and process information and technology. It's essential that the contemporary teacher has good ICT skills and is able to integrate ICT into the teaching and learning processes. basic operational skillsinformation-technology skillseffective use of the internetsoftware-evaluation skillspedagogical skills for classroom management. References Meiers, M. (2009).
