The Teaching of the ICT National Curriculum
“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”
ICT stands for Information and Communication Technology. In our
rapidly changing world the subject of ICT allows children to prepare
and participate in exploring, analysing, exchanging and presenting
information creatively. Through this children learn to have initiative
and independent learning.
ICT is able to support teaching, learning and a range of activities in
education. Such ICT-related activities include, for example, the use
of: Broadcast material or CD-ROM as sources of information in history;
Micro-computers with appropriate keyboards and other devices to teach
literacy and writing; Keyboards, effects and sequencers in music
teaching; Devices to facilitate communication for pupils with special
needs; Electronic toys to develop spatial awareness and psycho-motor
control; Email to support collaborative writing and sharing of
resources; Video-conferencing to support the teaching of modern
foreign languages; Internet-based research to support geographical
enquiry; Integrated learning systems (ILS) to teach basic Numeracy;
and communications technology to exchange administrative and
assessment data.
The present is a time of such accelerated change of ICT in schools.
Spending on computer equipment increased exponentially. Since 2002
more than 1.6 billion has been committed to ICT in education.
However, change on such a huge scale is not without difficulties and
much still depends on how the growth in funding for ICT in schools is
managed at the local level, either by the local education authority
(LEA) or by the management within the school.
Within the national curriculum there are strict guidelines for
knowledge, skills and understanding. In the section entitled Finding
Things Out 1a in particular states that children should be taught ‘to
talk about what information they need and how they can find and use
it’ not only is this specific to ICT but it can be used as cross
The National Curriculum seems to pursue the route of a “… shared and authentic ‘national’ body of accepted knowledge and standards.” (Walkup, 2011). This appears to tell us that, with the National Curriculum, we are brought together, and taught the same subjects, and have similar attainment targets; however once difference that can also come out of this, is the level and standards at which it is taught, this is because different teachers will have different ideas as to how it should be taught.
Information technology has advanced in multiple ways in society, where organizations has implement the structure into their work environment. Industries have outsource their manufacturing to other places in the world and rely on telecommunication to keep the marketing. The geographic distribution has changed significantly by reducing the distance it takes to complete an operation, due to information technology. These are just a couple of examples of how this advanced technology has reshape our society and continuing.
”Technology should not drive the curriculum; the curriculum should drive the technology,” says Angers (2004). One may ask what does this mean. Simply put, it means that the curriculum should dictate how technology will be used in the classroom. The purpose of this paper is to explain how to infuse technology into the curriculum, and the effect of technology on curriculum design.
ICT created new industries and new markets, through hardware and software, so customers can purchase all their needs online; this is called e-commerce. Having the bases of a business operating on machines, the employees are trained to master the new systems.
bundle of information. For others such as myself, the Internet is not only a form
and people (Misra). It is a term that refers to the fast incorporation and interdependence of
Developing the Mathematics Curriculum: Using ICT Choosing a project Through discussion with my mentor, it was preliminary decided that my ICT project will be on something to do with shapes. I then went away and came back with some more specific ideas. These were: * An introduction to geometrical properties of quadrilaterals * An introduction to geometrical properties of triangles * Reflection and Rotation * Angles Once I had my ideas, I asked the teachers in the department what they would prefer the resource to be. Most thought that reflection and rotation was easier to teach than the others, and that more resources were available to them for that area of mathematics.
Not many people would argue that computer technology is bad for the K-12 classroom. There is, however, a serious and thought-provoking debate going on regarding computer technology in the classroom. At issue is to what extent and at what age should computers be integrated in American classrooms. There is no question that a certain level of technology will bring improvements in academic achievement. In one study on children of low socioeconomic status a definite improvement was seen. It was noted that, “Increasing the technology available to students encourages, facilitates, and supports student achievement – at the elementary level, the most profound effects were found in the area of mathematics” (Page 391). Page also states that, “numerous studies have demonstrated that young children’s self-esteem or self-concept directly affects their academic performance” (Page 391).
It is now about fifteen years since microcomputers and therefore educational computing began to appear in schools. Since that time there has been much excitement with regard to the role that these machines would have on education in our schools. During that fifteen years, we have seen many examples of uses of computers in school. Teachers experimented with this technology in their teaching. These teachers spent many hours of their own time coming to grips with this technology and setting up activities.
Modern technology has made it so much easier to obtain educational information for classroom or homework assignments. It offers educational games that stimulate the brain and help children who have difficulties focusing on traditional teaching and learning procedures. College students are even taking advantage of online courses that many colleges are offering as an alternative to physically attending classes. Advances in technology and computers will continue to play an important role in education for many generations to come.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).
- Support the idea of being fully applicable in learning and teaching of any subject, insist that ICT is supportive of the work of teachers and learners, and whoever related to the teaching and learning process in this
CTE courses were originally built to as a pathway to prepare students for industry endorsed certifications. ICTs have become a valuable tool to enhance teaching and learning in all schools. For teachers ICT is a professional resource, a mode of classroom delivery, and a source of valid and valuable text types. For students, ICT provides opportunities to communicate more effectively and to develop literacy skills. Because of its interactive and dynamic nature, ICT has the potential to meet the needs of individual students by providing opportunities to direct their learning and to pursue information, or complete tasks, in ways which meet their own interests and needs.
ICT helps me with an lot of my everyday routine and jobs that I need
the internet , which is an aspect of IT plays a very vital role in