By Steve Kennewell, John Parkinson, Howard Tanner

This e-book is designed in particular for college students education to coach ICT as a curriculum topic at secondary point. It develops the foremost principles of educating and studying ICT in a established, obtainable method, and gives a wealth of rules and thought for the training instructor. Key parts lined are: where and nature of ICT as a curriculum topic interpreting and constructing topic wisdom making plans schemes of labor, person classes, actions and assets tracking, evaluation and tests ICT around the curriculum differentiation and specific academic wishes expert improvement. during the ebook there are necessary projects and actions to assist student-teachers analyze their personal educating and discover the data and talents had to develop into a winning instructor of ICT. Rooted in most sensible perform and up to the moment examine, this ebook is usually the best refresher for more matured ICT academics.

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Additional resources for Learning to Teach ICT in the Secondary School

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This is achieved through the sub-sets of the subject: • • • • • resistant materials technology (RMT); graphical products; systems and control; textiles; food. It is an important area of the curriculum as it raises pupils’ awareness of what is happening in the ever changing world in which they will take their places. Design and Technology involves the application of knowledge from other areas of the curriculum – Mathematics, Science, ICT, etc. These are all used in practical situations such as measuring, calculating amounts of materials, and using electricity and electronics theory to design and make circuits.

In, for example, the production of a poster using desktop publishing, the initial paper plan would incorporate some text and suitable graphics. To implement this the pupil would be required to open a document, select frames for the various parts of the poster and then enter and manipulate the text, find and import suitable graphics, save and print. This could then be enhanced by changing the background and fonts, and incorporating features such as word art. These techniques are easily and quite quickly achievable provided the acquisition of the skills is carefully thought out so that the pupil is not overwhelmed by the complexity of the task.

Heads of ICT departments have roles and responsibilities that parallel those of other subject leaders. ICT coordinators have a school-wide responsibility that may involve not only the development of the ICT Key Skill but also the development of ICT as a tool for teaching learning. Teachers of other subjects are responsible for using ICT effectively in their teaching, developing their teaching styles and modelling the appropriate use of ICT in their discipline. ICT facilities exist in the home and the community as well as in the school.

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