1. ICT in Primary
Education
Coordinating ICT in the Primary School
Lecture 1, 25th April 2012

3. The module
• ICT in primary education • Models of good practice
• The ed/tech ecosystem • Resources and support
• Computers
• • Professional development
Mobile tech
• Software • Innovation and the future
• Networks / The Internet
• The Web
• Apps
• Computer Science
• Programming
• Curriculum development

4. Assessment
An ICT Policy
A seminar Aims, pedagogy, legislation, AUP,
social networking,
30 minutes on an innovative
assessment, procurement, job
technology or pedagogic practice
description
(with links/refs please)
Presentation slides
Outline scheme of work
24 units, titles, objectives, outline
of activities, resources, cross
Handout curricular links
750 words

5. This morning

6. 1. ICT in teaching

7. 2. ICT for learning

8. 3. ICT as a subject

9. Moore’s Law

10. "Now, what I want is, Facts. Teach these boys and girls
nothing but Facts. Facts alone are wanted in life. Plant
nothing else, and root out everything else. You can only
form the minds of reasoning animals upon Facts:
nothing else will ever be of any service to them. This is
the principle on which I bring up my own children, and
this is the principle on which I bring up these children.
Stick to Facts, sir!"

11. 1895?

12. 1903?

13. 1911?

14. 1967 - Plowden
• 'At the heart of the educational process lies the child'
• 'Until a child is ready to take a particular step
forward it is a waste of time to try to teach him to
take it'
• 'One of the main educational tasks of the primary
school is to build on and strengthen children's
intrinsic interest in learning and lead them to learn
for themselves'

15. 1983

16. 1988
The National Curriculum
• Entitlement
• Standards
• Continuity and coherence
• Public confidence

17. 1992 – Three Wise Men
Curriculum organisation and classroom practice in primary
schools: a discussion paper Alexander, Rose, Woodhead
(1992)
•much topic work has led to fragmentary and superficial
teaching and learning
•avoid approaches which are excessively complex in order to
make best possible use of the teaching time available
•a variety of teaching roles from generalist to specialist.

18. 1995

19. 2003

20. 2005 – Schools White Paper
• Personalisation … means a tailored education for every
child and young person
• It means every pupil being able to extend their learning
and develop their interests and aptitudes
• Good schools already use ICT … to set and mark work
online … and to link the classroom and home
• By 2008 all schools will be able to offer access to e-
learning resources both in and out of school. We will
encourage all schools … to make available a personal
online space to every pupil

21. 2008?

22. 2009 - Rose
“The approach advocated in this report of embedding
ICT throughout the primary curriculum will yield a
number of benefits, such as the use of technology to
develop deeper cognitive skills; education of young
people so that all can use technology, with none
excluded; and an informed understanding that ensures
full ‘digital literacy’. Given these benefits, by the end of
Year 6 primary children would be well on the way to
harnessing technology for lifelong learning.”

23. 2010 – the first 100 days
• Becta
• Rose
• Harnessing Technology
• BSF

24. 2011
Despite their importance in balanced educational provision, we
are not entirely persuaded of claims that design and technology,
information and communication technology and citizenship have
sufficient disciplinary coherence to be stated as discrete and
separate National Curriculum ‘subjects’. We recommend that:
Information and communication technology is reclassified as part
of the Basic Curriculum and requirements should be established
so that it permeates all National Curriculum subjects. We have
also noted the arguments, made by some respondents to the Call
for Evidence, that there should be more widespread teaching of
computer science in secondary schools. We recommend that this
proposition is properly considered.

25. 2012
In order to facilitate more innovative ICT provision in schools, I
am proposing to make provision under the 2002 Education Act to
disapply the existing ICT Programmes of Study and Attainment
Targets at all four key stages, and the associated statutory
assessment arrangements at Key Stage 3, from September 2012.
Under this proposal ICT would remain a compulsory subject
within the National Curriculum, subject to the outcomes of the
National Curriculum review. However, schools would be freed of
the requirement to adhere to the existing Programmes of Study,
Attainment Targets and statutory assessment arrangements.

26. 2012

27. Why teach ICT?

29. #WhyTeachICT
To research more effectively;
better communication skills;
more efficient use of existing
software skills
@simonkellis

30. #WhyTeachICT
Industry is screaming for ICT
'professionals' not ICT 'users'
@teraknor

31. #WhyTeachICT
It’s Interesting, Creative and
Transformative!
It's also relevant, bridges
generation gaps and is future
focused and driven!
@clareire

32. #WhyTeachICT
To connect us with the global
community and enable children
to be passionate about its
potential to develop for the
future
@dawnhallybone

33. #WhyTeachICT
It’s the only truly innovative
subject - new resources
produced every day
@goodallict

34. #WhyTeachICT
Because it is the most
exciting, magic & possibly
even life changing subject in
the curriculum!
@janewoods3

35. #WhyTeachICT
You stay warmer in the winter
than PE teachers
@simon_elliott

36. #WhyTeachICT
Don't ...
Support it instead.
Far more fun ;-)
@grumbledook

37. The Importance of ICT
Information and communication technology (ICT) prepares pupils to participate
in a rapidly changing world in which work and other activities are increasingly
transformed by access to varied and developing technology. Pupils use ICT tools
to find, explore, analyse, exchange and present information responsibly,
creatively and with discrimination. They learn how to employ ICT to enable rapid
access to ideas and experiences from a wide range of people, communities and
cultures. Increased capability in the use of ICT promotes initiative and
independent learning, with pupils being able to make informed judgements
about when and where to use ICT to best effect, and to consider its implications
for home and work both now and in the future.
DfES/QCA 1999

38. The Importance of ICT
ICT has enormous potential not
just for a National Curriculum. It
will change the way we learn as
well as the way we work.
Chris Yapp, ICL Fellow for Lifelong Learning

39. The Importance of ICT
The modern world requires new skills.
Understanding ICT and, more importantly,
being able to apply it to the problems we face
is one of the most important. Increasingly
ICT will be vital for our individual prospects
and for our economy’s future.
Lord Dennis Stevenson, Prime Minister’s Adviser on ICT and Education

40. The Importance of ICT
ICT expands horizons by
shrinking worlds.
David Brown, Chairman, Motorola Ltd

41. The Importance of ICT
With scientific method, we took things apart
to see how they work. Now with computers
we can put things back together to see how
they work, by modelling complex,
interrelated processes, even life itself. This is
a new age of discovery, and ICT is the
gateway.
Douglas Adams, Author

42. The Importance of ICT
To argue against the importance of ICT in the primary
curriculum is to ignore the increasing digitisation of
information worldwide. This will require digital literacy of all
children for their full participation in society.... In all
branches of knowledge, all professions and all vocations, the
effective use of new technologies will be vital. Children not
only need to learn to use specific devices and applications,
they also need to understand the fundamental concepts of
safe and critical use.
Sir Jim Rose, 2009

43. dICTatEd
http://www.med8.info/qqa/
(select Roehampton)

44. Aims
• To develop confident, safe and independent users of
technology.
• To develop the knowledge and understanding
needed to apply and develop technological solutions
purposefully and creatively.
• To build knowledge and understanding of how
hardware and software works and is made.

45. And yet…
Young people have huge appetites for the
computing devices they use outside of school.
Yet ICT and Computer Science in school seem
to turn these young people off. We need school
curricula to engage them better if the next
generation are to engineer technology and not
just consume it
Matthew Harrison, Royal Academy of Engineering, 2010

46. Learners and technology 7-11
“At present it would seem that there is little enthusiasm
or excitement amongst primary pupils about ICT uses
related to formal education.”
•Draw on the best elements of home ICT, above and
beyond games and passive consumption
•Cultures of trust
•Enthuse children about learning with ICTs
Cranmer, Potter & Selwyn (2008)

47. Ofsted 2011
• Most of the Key Stage 1 pupils observed were able to learn
programming through devising and testing sequences of
instructions for floor robots. However, in Key Stage 2, pupils in
the majority of schools visited had insufficient opportunities to
develop their understanding and use of programming, and data
logging and handling.
• In schools where teaching and learning were judged to be
satisfactory or inadequate, less confident teachers took a rigid
and prescribed approach to lessons in case they were unable to
respond to the more advanced questions from pupils.
• Where the curriculum was inadequate, schools were not
delivering the full National Curriculum and were failing
especially to deliver the requirements in the more demanding
areas of data handling and logging. In one school pupils
reported that they learned more about ICT at home than at
school.

48. Teachers using ICT with
learners

49. Strongly agree:
ICT makes learning more effective

50. ICT has a positive impact on
pupils’ attainment

52. The overwhelming message is that most
pupils and teachers have found the
introduction of ICT into the classroom a
positive development, motivating pupils
and teachers alike and changing radically
the learning experiences of both.
The literature contains a great deal of
persuasive argument that ICT is valuable
in improving learning, teaching,
motivation and achievement
It is not easy to determine causal
relationships between a single initiative
and any observed changes in behaviour
or achievement.

54. ‘Does technology improve learning?’ is
not a straightforward question with a
straightforward answer. Indeed a mass
of conflicting debates and arguments
surround this topic.
Digital technology will not
automatically support and enhance
learning processes unless some
thought is given to the ‘goodness of fit’
between the learning task and the
learning technology.
Many debates over technology and
learning appear to be driven by wider
beliefs of what constitutes ‘good’ or
‘desirable’ learning.

55. Counter arguments

56. Counter arguments
• Children spend too long in front of screens anyhow
• They’re digital natives – they can do all this already
• It’s boring
• Literacy and numeracy are more important
• It doesn’t need to be on the curriculum as it’s already
embedded
• The web isn’t a safe place for children
• It’s a waste of money
• It doesn’t raise attainment

57. ICT Policies
• St Bede’s: http://is.gd/fA1G4u
• Crick: http://is.gd/39hJP2
• St John the Baptist: http://is.gd/AEDuSy
Or just Google primary school ICT policy

58. Your policy:
• A school ICT policy, which should include the following elements:
• The aims of ICT education
• Guidance on pedagogic approach
• Coverage of relevant legislation specific to ICT
• An acceptable use policy in appropriate language for primary pupils
• Advice to teachers on the use of social networking sites
• Statements detailing the assessment of ICT
• Specific guidance on how ICT can support inclusion
• Criteria on which resource procurement decisions are to be based
• A job description of the ICT or e-learning coordinator
• As assessed work, this should be supported by reference to academic or
professional literature