Integrated+Use+of+ICT+in+primary+schools

Set 1, 2008, pg 35-39
 * Integrated Use of ICT in primary schools: A case study of a high decile school. **- //Brookes, D and Fletcher, Jo. (2008)//

Implementation needs to be complemented to teacher PD ICT does not make a good teacher..... ||
 * ==**Bucklands Beach Intermediate School - Professional Reading Discussion.**== ||
 * 1. Summary of the important points in the reading.
 * 2. Summary of the discussion that took place in your group after completing the reading. ||
 * 3. How do the ideas in this reading affect or impact on what you do in the classroom? ||
 * 4. Possible future directions influenced by this reading.

Team F Integrated Use of ICT in Primary Schools: A Case Study of a High-Decile School

• ICT viewed as tool to enhance learning where appropriate • Underpins effective pedagogical practices and motivates student learning • Opens up the wider world and how it operates and enables students to become literate, confident members of today’s society ( O’Connell 1999) • Constructivism – teachers create learning situations, student engagement, interesting activities and inquiry-based learning. ( Chen Hsu and Hung 2000) • Authentic tasks, meaningful context • Real world settings for case based learning • Encourage reflection on experience • Support collaborative construction of knowledge through social negotiation vs. competition between learners ( Chen et al. 2000)

An Effective Learning Tool

• Teachers need to be aware of and utilize thinking skills frameworks – allows teachers to view and assess student skills and creativity and facilitate onward development • Wide range of student interactions with material at hand, peers for co-construction of ideas and skills (Cooper and Berner 2002)

Success Indicators

• When technologies are a means of developing o Children’s creativity o Higher order thinking skills o Extending teacher’s range of teaching strategies o Systematic opportunities o Extending their horizons o Growing as life-long learners o Motivate student learning and skills at all age levels o Increase self esteem through greater control of their own learning and sense of independence o School culture

Model to Drive Learning

• Principal with a vision that enhances teaching and learning • School wide approaches with a learning model to guide staff • ICT seen as a meaningful, authentic learning tool • Infrastructure to meet present and future needs of school, staff and students • Utilise teacher strengths – get them to lead and support whole school staff • PD • Contract outside specialists • Secure funding • Provide equitable access • Involve parents • Allow students choice in the ICT tools for their learning

Team E ||
 * • This reading discusses how ICT is implemented in a high decile school. There are many connections that can be made with BBI. For example: having two lead ICT teachers whom work alongside the Principal, outside technical support, on-going professional development and a collaborative ICT learning environment.

Learning is what’s important - not ICT. ICT should not be viewed as stand alone. Schools need to value ICT as a tool to support learning and teaching. ICT provides different methods of learning for students.

Planning for ICT infrastructure should be about meeting present and future needs of the staff and students.

One important point was that we should have a teacher, at the chalkboard, who has a lead role in implementing ICT, to ensure that management realise the expectations that are set need to be realistic and achieveable. || ||