Meeting the Standards in Using ICT for Secondary Teaching

Meeting the Standards in Using ICT for Secondary Teaching

Meeting the Standards in Using ICT for Secondary Teaching

Meeting the Standards in Using ICT for Secondary Teaching

Synopsis

This book explains how Information and Communications technology (ICT) has the potential to make a real improvement to teaching and learning across the curriculum in secondary schools. It illustrates a wide variety of ways in which ICT can be used to enhance learning, offering a fresh burst of inspiration for the busy secondary school teacher. The author takes a structured approach, ensuring that the reader is guided progressively through all the material in order to achieve the required standards for achieving Qualified Teacher Status, and also to continue their development in ICT to an advanced level. This book usefully: * analyses all the common ICT tools and explains how teachers of each subject in the National Curriculum can exploit these tools for effective learning * explores how people can learn with ICT, how their skills develop, and how these skills can aid their learning * provides a framework for planning, analysing and evaluating teaching with ICT * offers a range of innovative tasks, resources and methods of assessment. Meeting the Standards in Using ICT for Secondary Teaching represents a major step forward in the professional literature concerning ICT in learning and teaching. It should prove invaluable for student and trainee teachers, newly qualified and practising teachers in all subjects at secondary level.

Excerpt

This book has been prepared for students training to be secondary school teachers who face the challenge of meeting the many requirements in Information and Communications Technology ( ICT) specified in the government's Circular 02/02, Qualifying to Teach: Professional Standards for Qualified Teacher Status (DfES/TTA, 2002). The book forms part of a series of publications that sets out to guide trainees on initial teacher training programmes, both primary and secondary, through the complex package of subject requirements they will be expected to meet before they can be awarded Qualified Teacher Status.

Why is there a need for such a series? Teaching has always been a demanding profession, requiring of its members enthusiasm, dedication and commitment. In addition, it is common sense that teachers need to know not only what they teach but also how to teach it most effectively. Current trends in education highlight the raising of standards (particularly in the areas of literacy and numeracy), the use of new technologies across the curriculum and the development of key skills for lifelong learning. These run the requirements of the National Curriculum, the National Strategies, PSHE and Citizenship work, National Curriculum Assessment Tests (NCATs), interim tasks, GCSE examinations, new post-16 examination structures, BTEC qualifications…. The list seems endless. Such demands increase the pressure on teachers generally and trainee teachers in particular.

At the primary school level, since the introduction of the National Curriculum there is an even greater emphasis now than ever before on teachers' own subject knowledge and their ability to apply that knowledge in the classroom. Trainees have to become Jacks and Jills of all trades - developing the competence and confidence to plan, manage, monitor and assess all areas of the National Curriculum plus religious education. The increasing complexity of the primary curriculum and ever more demanding societal expectations make it very difficult for trainees and their mentors (be they tutors in the training institutions or teachers in schools) to cover everything that is necessary in what feels like a very short space of time. Four of the books in this

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