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Using ICT to Promote Children’s Learning

Using ICT to Promote Children’s Learning. By Nicola Beasley (0600953). My Resource. Contents Page. Game. Information Page. Unit of Work (Lesson 1). Unit of Work (Lesson 2). Unit of Work (Lesson 3). Unit of Work (Lesson 4). Unit of Work. Links with the National Curriculum

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Using ICT to Promote Children’s Learning

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  1. Using ICT to Promote Children’s Learning By Nicola Beasley (0600953)

  2. My Resource Contents Page Game Information Page

  3. Unit of Work (Lesson 1)

  4. Unit of Work (Lesson 2)

  5. Unit of Work (Lesson 3)

  6. Unit of Work (Lesson 4)

  7. Unit of Work Links with the National Curriculum KS2: English - Spelling 4c: to apply knowledge of spelling conventions 4d: to use knowledge of common letter strings 4f: to revise and build on their knowledge of words and spelling patterns 4g: the meaning, use and spelling of common prefixes and suffixes 4h: the spelling of words with inflectional endings ‘During key stage 2 pupils use a wider range of ICT tools and information sources to support their work in other subjects.’ (DfES, 1999) • Working with Year 3.

  8. Whole Class • ‘The IWB can provide a medium for a more dynamic and interactive lesson.’ (Wheeler and Winter, 2005, p22) • Using the interactive whiteboard to display the resource will ensure that it is a collaborative task. (Wheeler and Winter, 2005)

  9. Independent Work • Opportunity for independent assessment. • Can be edited to make sure that it is not ‘bolt on activities unrelated to the main objectives.’ (Rudd and Tyldesley, 2006, p57) and that the task meets the needs of the individual. • Wheeler and Winter (2005) and EffectiveICT.co.uk (2010) agree that teachers and pupils think that ICT make lessons more fun.

  10. Benefits of the Resource • Captures children’s attention – ‘Presentation software enables teachers to show ideas dynamically.’ (Rudd and Tyldesley, 2006, p41) • Printed Text – Allows children to see words spelt correctly in clear, printed text. (Sutch and John, 2005) • Speed of feedback – ‘Software programs provide feedback in response to student actions.’ (Sutch and John, 2005 and Early Education Support, 2002)

  11. If I design my resource again… • For learning – use more visual stimuli on the information slides to support children’s understanding of the spelling rules. • For assessment – set the slideshow up so that I could record how many attempts it takes on the game to find the correct answer.

  12. Bibliography DfEE & QCA (1999) National Curriculum. London: Department for Education and Employment Qualifications and Curriculum Authority. Early Education Support (2002) ICT in the pre-school: a benign addition? Scotland: Learning and Teaching Scotland. Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. New York: HarperCollins. Rudd, A. and Tyldesley, A. (2006) Literacy and ICT in the Primary School. London: David Fulton Publishers Ltd. Sutch, D. and John, P. (2005) ‘Promoting Literacy with ICT’ in Wheeler, S. Transforming Primary ICT. Exeter: Learning Matters Ltd. pp. 26 – 46 Wheeler, S. (2005) ‘ICT and Creativity’ in Wheeler, S. Transforming Primary ICT. Exeter: Learning Matters Ltd. pp 132 – 143. Wheeler, S. and Winter, A. (2005) ‘ICT: Winning Hearts and Minds’ in Wheeler, S. Transforming Primary ICT. Exeter: Learning Matters Ltd. pp. 7-26.

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