Archives, by Terry Freedman
So much has changed in the way technology is used and taught in schools nowadays compared to twenty years ago — and so much has hardly changed at all. I’ve been excavating the past via the early issues of my newsletter, Computers in Classrooms as it was called back then.
In the third issue, from June 2000 and reproduced below, the following issues were among thjose considered:
a report on using technology across the curriculum
news about a new ICT scheme of work from the QCA
a project to encourage parents to try out the internet
education in the USA, which included this finding:
78% of full-time teachers participated in courses in the past 12 months about the integration of educational technology in their own subject. The perceived usefulness of such courses was directly related to their length.is not knowing everything there is to know about a program something to be ashamed of? Plus an observation from an advisory teacher about the idea of kids knowing all about technology:
Children do not 'know' about computers and the internet, they are just
not intimidated by technology. Confidence and knowledge are not the same
thing.Plus EF: The problem with computers is that if you can't read, you can't use them.
If you don't know how to spell, a spell checker is useless. Her point is backed up by a series of words that would not be highlighted by a spellchecker.
One reason for republishing these newsletters is that I firmly believe that if we don’t know about the past we’re likely to repeat it, an observation that applies in teaching as well as history and politics in my opinion.
The original newsletters didn’t have any graphics and used only a typewriter font, because the software I used to distribute it had several limitations. I’ve added a bit of colour in this reproduction to make it a bit easier to read, but otherwise it’s just as it was in the year 2000. I hoipe you enjoy reading it.
Computers in Classrooms
===============================================================
ISSN 1470-5524
Edited by Terry Freedman
Proofread by Mark Adams
Home Page: http://easyweb.easynet.co.uk/~etfreedman (or, if you are
manually entering the address, http://fastlink.to/ict)
Email: compic@etfreedman.easynet.co.uk
Volume 1 Issue 3 *** 05 June 2000
===============================================================
In this issue:
---------------------------------------------------------------
* About this newsletter
* The ICT in Education website
* Jargon buster
* News
* Email tip
* Classroom Tip
* Admin Tip
* Why do it?
* Book review
* Scenario: The senior management team, plus responses to last month's
Scenario
* Feature (1): The Motivation Effect
* Feature (2): Schemes of Work
* Next issue's Feature
* About the editor
* About the proofreader
* Subscription details
* Advertising rates
* Disclaimer
===============================================================
About this newsletter
---------------------------------------------------------------
Whether we like it or not, computers in the curriculum are here to stay.
This newsletter looks at, amongst other things, what works and what
doesn't. It includes hints and tips for teachers new to using computers,
and items that I hope will be of interest to ICT co-ordinators.
You can help by completing the survey at http://fastlink.to/cics, and
encouraging others to do the same. The survey takes just a couple of
minutes to complete, and can be submitted on-line, so that it arrives by
email, or faxed to me, or even sent by post. Full details are on the
survey form on the web site.
You can also help by passing this newsletter along to anyone whom you
think might gain some benefit from it.
If you wish to comment on anything in the newsletter, or about the
newsletter, email me at compic@etfreedman.easynet.co.uk.
Finally, many thanks to all who have responded to my surveys and
questions, and especially those who have given permission to be quoted in
this newsletter.
===============================================================
The ICT in Education website
---------------------------------------------------------------
The newsletter is supported by the ICT in Education website,
http://easyweb.easynet.co.uk/~etfreedman (or http://fastlink.to/ict). The
two main concerns of the website are:
* managing the provision of information and communication technology in
schools and colleges
* using computers to reduce teachers' admin burden.
The website is usually updated at least once a week.
===============================================================
Jargon buster
---------------------------------------------------------------
Some of the terms used in this newsletter may seem a bit arcane to anyone
living outside the UK, so here is a quick guide:
DfEE...............Department for Education and Employment
ICT................Information and Communication Technology
Primary school.....Elementary school
Public school......Private (ie fee-paying) school
QCA................Qualifications and Curriculum Authority
State school.......Public school
Also in the interests of clear communication, here is a summary of the
education years in the USA and UK:
USA Year .... USA Phase ..... Age ..... UK Year ..UK Key Stage
---------------------------------------------------------------
K ........... Kindergarten .. 5 ....... 1 ........... 1
1 ........... Elementary .... 6 ....... 2 ........... 1
2 ........... Elementary .... 7 ....... 3 ........... 1
3 ........... Elementary .... 8 ....... 4 ........... 1
4 ........... Elementary .... 9 ....... 5 ........... 2
5 ........... Elementary .... 10 ...... 6 ........... 2
6 ........... Jnr High/Middle 11 ...... 7 ........... 3
7 ........... Jnr High/Middle 12 ...... 8 ........... 3
8 ........... Jnr High/Middle 13 ...... 9 ........... 3
9 ........... High: Freshmen . 14 ...... 10 .......... 4
10 .......... High: Sophomores 15 ...... 11 .......... 4
11 .......... High: Juniors .. 16 ...... 12 .......... 4
12 .......... High: Seniors .. 17 ...... 13 .......... 4
===============================================================
News
---------------------------------------------------------------
Information and communication technology in other subjects
The QCA has kindly authorised me to distribute their document, ICT in
Subjects, to subscribers to this newsletter. This indicates where
information and communication technology is mentioned in the Programmes of
Study for the other National Curriculum subjects, and so is a useful
adjunct to the article in this newsletter about schemes of work.
Now, before non-UK residents skip the page, you may also find the document
useful. Why? Because it contains useful examples of where computers could
be used in Science, English and so on. This document, which was not
available on the QCA site when I last looked (although an earlier version
of it has been and gone), is effectively a table spanning over 40 pages.
If you'd like a copy, please send any email to
compic@etfreedman.easynet.co.uk, with the subject header ICT in Subjects.
Please note that I've set up an automatic response system, and any other
email address or subject header will not work.
Additions to the ICT in Education website
I've added a few more features to my website. First, quite a few people
have told me that they've found the site useful, so I've put a
Recommend-It button on the site to make it easy to recommend the site to
other people. All you have to do is click on it, then enter your name and
email address and the email addresses of the people you whom you want to
recommend it. I think your name goes into a prize draw for $10,000 as well.
There's an opportunity to try this out for yourself now at the end of this
newsletter!
Secondly, this newsletter allows only one way direct communication, ie
from me to you. That's partly because I think it's the most appropriate
format, because this isn't a discussion list, and partly because it very
much reduces the likelihood of anyone being able to send messages like
"Subscribe" to the whole list. Now, although there is some dialogue in the
form of web forms and email, I thought I'd experiment with a bulletin
board on the web site. I'll keep it going for a month, and see how it pans
out. At the moment there is a posting about parents on it.
Thirdly, I am working on a few pages about current developments in
information and communication technology. I expect these to be ready soon.
In addition, I hope to be able to offer you, as a subscriber to this
newsletter, some extra documentation. At the moment I am struggling (as
usual!) to meet a few deadlines, but as soon as there are developments in
this area I'll send out an announcement.
Calling all parents
The DfEE are working on a new initiative concerning parents. Called
Parents Online, it's an initiative thought up by Michael Wills to
encourage parents to try out the internet. There will be a week in October
when parents will be urged to log on at least once.
It could be a good time to start thinking about how your school involves
parents, which is why I've posted a question on my website's bulletin
board about it. If you have any ideas and/or experience in this area,
please go to http://bbs.onecenter.com/etfreedman and answer the question
there.
Education in the USA
"The Condition of Education 2000" is the title of a report published by
The National Center for Education Statistics, in the USA. You can download
the report -- all 386 pages of it -- in PDF format by going to the NCES
website at http://www.nces.com. A word of warning: it's a hefty file that
takes a while to download. But there are some interesting facts and
figures contained therein. Here are a few of them:
* In 1999, 95% of public (ie non fee-paying) elementary and secondary
schools had internet access, and 78% of students in grades 1-12 used the
internet at school.
* Students who access the internet regularly used it mainly for email,
research for school and searching for information, in that (decreasing)
order, with games and entertainment coming very low down indeed.
* 78% of full-time teachers participated in courses in the past 12 months
about the integration of educational technology in their own subject. The
perceived usefulness of such courses was directly related to their length.
Statistics like this raise a number of questions in my mind, and I haven't
read the "small print" so I don't feel qualified to comment.
The report is worth reading for its comprehensiveness, and also for
interesting snippets.
For example, it cites the report "A Nation at Risk", which recommended
that all students seeking a high school diploma be required to enrol in a
"New Basics" course comprising English, Science, Social Studies,
Mathematics and Computer Science.
Elsewhere in the report we are told that kindergarten classrooms can be
structured with specific areas -- including a computer area.
Book reviews
An author who liked a review I'd written asked me if I'd post the review
at Amazon. He pointed out (very astutely I thought) that in so doing I
could post details of my own website and book. So I will be doing that in
the near future.
The reason I mention this is that it occurs to me that you might like to
post a review on Amazon about my books, for much the same reason. I know
that several people have bought multiple copies of Managing ICT
(Information and Communication Technology) in order to give them to
teachers and schools they work with, so there are obviously a lot of
satisfied customers out there!
If this idea appeals to you, all you have to do is locate the book in
Amazon.co.uk or Amazon.com and click on the relevant button.
===============================================================
Email tip
---------------------------------------------------------------
Do you ever receive emails which contain a huge list of names in the "To:"
header. These make fascinating reading, and can even be quite useful on
occasion -- but they can also be intensely irritating, for two reasons:
First, if you print the message out you often end up with at least one
extra page, because most of the first page is taken up with all those
email addresses.
Secondly, I think it's only courteous to regard email addresses in the
same way we regard phone numbers. If you wouldn't dream of giving out all
your friends' phone numbers to all and sundry, why do that with their
email addresses? It's up to *them* to let other people know their email
address, not you!
Fortunately, this isn't too much of a problem. All you need to do is use
the BCC header. This stands for Blind Carbon Copy, which simply means that
all recipients whose address is placed in this header will see only their
own address, nobody else's.
To use the BCC field, first make sure it is visible. If it isn't, you will
normally be able to find it in one of the menus. For example, in Outlook,
when you start a new message, if the BCC header isn't visible just click
on View and then click on BCC Field. You'll only need to do this once.
Place all the recipients' email addresses in the BCC field. In some
programs, such as Eudora, you don't need to put an address in the To:
header. The message goes off to everyone, and each recipient sees his/her
own address plus an "address" which reads "Recipient List Suppressed".
Other programs won't allow you to send an email with the To header blank.
If you have a program like that, just put your own name there.
So, save paper and frustration: use BCC!
===============================================================
Classroom Tip
---------------------------------------------------------------
This month's classroom tip concerns using computers in the classroom, or
using the computer room. The very best results from using computers come
about from planning ahead, and having a set of aims and objectives that
you want to achieve.
Before anyone says anything, yes, we've all had those lessons where we've
thought of something to do as we've walked into the classroom, and that
turned out to be the best lesson in a long time.
However, I'm certain that if the situation was scrutinised properly, you'd
find that the lesson was still based on an underlying set of aims and
objectives, but that you felt confident enough and at home enough with
what you were doing to not need to think about it consciously.
Also, whether that's the case or not, you can hardly guarantee consistency
if you do everything on the spur of the moment.
Unfortunately, there are teachers who think that computers are a
substitute for proper planning. The computers are used either as a reward,
or because the computer room happens to be free on a windy afternoon when
the kids are definitely not in a working mood.
The use of computers shouldn't be an add-on, or something you do on a
whim. To get the most benefit from using them, pupils and students should
be able to see how using a computer will enhance their understanding of
the subject. That will come about only if the teacher has made that clear,
and that implies that the teacher has actually thought it through properly.
Moreover, if the teacher uses computers on a whim, it's quite likely that
pupils will follow suit, and won't be encouraged to develop the sort of
critical awareness that enables them to choose whether using a computer is
the best way of achieving a particular objective in a particular situation.
What all this comes down to is that to get the best results from using
computers, there is no magic involved, just tried and tested techniques:
* have a scheme of work
* have clear learning aims and objectives
* plan for the use of computers
* plan ahead
You can still have spur of the moment lessons, where you use the computer
room because you notice that it happens to be free -- but such lessons
should be the exception, not the rule.
You'll find more information and articles about managing ICT on my
website, http://easyweb.easynet.co.uk/~etfreedman or
http://fastlink.to/ict.
===============================================================
Admin Tip
---------------------------------------------------------------
Many people use PowerPoint for giving presentations. One of the main
problems with any presentation is that people are often so busy taking
down notes that they cannot listen to what is being said.
To ensure that people concentrate on you, rather than on their notes,
consider doing the following:
* make the presentation available on your web site, or the school's web
site or intranet
* give everyone a set of printed notes of your talk. In PowerPoint, one of
the Print options is to print a set of miniature slides, 6 per page. Thus
a 12 slide presentation can be given out as a double-sided sheet.
Doing that also ensures that you can do a bit of marketing, by including
your name and contact details and any other information you'd like people
to have.
If you have any tips you'd like to share with other teachers, please send
them to tips@etfreedman.easynet.co.uk.
===============================================================
Why do it?
---------------------------------------------------------------
In this section of the newsletter we look at why teachers use computers in
their schemes of work and lessons -- and what puts them off. This section
is, in effect, written by you. If you have any views on what makes
teachers reluctant or willing to incorporate computers in their curriculum
work, please complete the survey form at http://fastlink.to/cics. I won't
use your name or position unless you authorise me to do so.
CH, a teacher in the UK, makes an interesting point. He says
"In my experience, money is more likely to be spent on hardware and
software than the technical support to keep it running efficiently."
This is, of course, a very valid point. If the equipment isn't maintained,
teachers will (rightly) be put off using it. Technical support isn't
cheap, but lack of it could prove more costly in the long run.
It would be interesting to hear people's views on this, especially any
teachers who have been encouraged or deterred mainly on the basis of the
technical support they assumed would be available.
AG, another UK teacher, also cites the lack of technical support
as a factor that makes teachers reluctant to try and incorporate the use
of computers into their subjects. He points out that problems need to be
fixed quickly, otherwise teachers will lose interest.
He believes that technology fairs that showcase students' work would be a
good way to encourage teachers to use computers. Also, access to equipment
is essential for both students and teachers.
He finds it inspiring when students who struggle with traditional class
assignments excel at using programs like PowerPoint or HyperStudio.
MR, also in the UK, thinks that the attitude that "the pupils know
more than I do" indicates a reluctance to display a lack of knowledge.
In fact, this is a very commonly-heard pronouncement, and implies three
things:
* As a teacher using computers you should know all there is to know about
the program you're using. I would say that if you're talking about
programs like Microsoft Word you're asking the impossible. I've been using
it for years and I *still* keep discovering things I didn't know were
there. This is even more true (for me) of Excel.
* Not knowing everything is something to be ashamed of. I'd agree (to some
extent) if, say, a geography teacher announced that they weren't too sure
what ribbon development was, but I don't think there is the same
expectation on the part of the students that the teacher should be the
fount of all knowledge.
* That it's actually relevant. I have always thought the job of a teacher
was to enable students to achieve the highest grade they're capable of.
Just because a student knows more about Word, say, than I do, doesn't mean
that she knows how to use it to improve her grades, or even how to make
the most efficient use of it, or even that she can make a judgement of
when she should and should not use it.
CW, ICT Advisory Teacher in X, London, wrote recently:
"Children do not 'know' about computers and the internet, they are just
not intimidated by technology. Confidence and knowledge are not the same
thing. They are bedfellows, but just because children 'like' computers and
think they are ‘cool’ does not mean they understand them. It is simply a
good basis to begin teaching them from." (X GRID FOR LEARNING
WEEKLY ICT NEWSLETTER #12, 29 May 2000).
There is a lot more I (and C!) could say on this subject, but it would
probably take up the whole of the newsletter! If you have any views on
this, let me know by emailing compic@etfreedman.easynet.co.uk.
Back to M. He found the use of electronic whiteboards has blossomed
recently. There can be little doubt that these devices do fire people up.
Perhaps it's not simply that they can save time and effort, but because
they look familiar?
As an inspiration, he reports that a teacher in her 60s recently stated
that:
"I am now able to create documents containing hyperlinks, save them on the
shared drive and allow my students to access them during independent
study." Apparently, this was a very important step for the teacher in
question.
BC, a teacher at the X Elementary School in <school district, USA>,
believes that what makes teachers reluctant to use computers is a lack of
time, resources, adequate training and understanding of the impact
computers can have on learning. She goes on to say that when teachers are
shown (and given time to practise) things that will make their jobs easier
and more efficient, they are more likely to embrace technology.
KW, a teacher in Australia, says:
"I wish I had the time to provide one to one inservicing so I could answer
all of their problems and show them how easy and beneficial computers can
be to their teaching and learning."
CW, mentioned earlier, suggests a number of factors that could
make teachers reluctant to use computers. One of them, interestingly, is
that there is no model to draw upon of how to teach using one. Do you
think this is true? Send in your views.
What he finds encouraging are factors like motivation (see the article in
this newsletter) and the fact that they can empower children.
For inspiration,he recommends using adventure games in class:
"Huge buzz of excitement and interest, masses of work and problem solving
resulting and one of the few uses where a group on the computer not only
works but is essential to success. Control and Logo also really enable
children to take control of the computer and use it, rather than the other
way round..."
JT, a Technology Integration Teacher with the X
School District in the USA, agrees with others when he says that lack of
easy access to equipment, plus technical problems, can conspire to make
teachers unwilling to try using computers. But he also suggests another
factor: an unwillingness to change teaching methods. Do you agree?
He finds it encouraging that equipment is becoming more plentiful, and
that technical support is improving.
J also says that it's inspiring to see initially reluctant teachers
get hooked!
If you have any views on what makes teachers reluctant or willing to
incorporate computers in their curriculum work, please complete the survey
form at http://fastlink.to/cics.
===============================================================
Book Review: The Color Printer Idea Book: 40 cool and practical things to
make with your inkjet printer!
---------------------------------------------------------------
Hands up all those who thought that an inkjet printer is just a cheap and
cheerful appendage to your computer. This book shows you how you can be a
bit more creative than that!
There is a lot spoken these days about integrating the use of computers
with ordinary classroom activity, but putting this high ideal into
practice is another matter entirely.
On the face of it, the projects and ideas in this book are pretty
ordinary, (although when the book was published in 1998 some of the ideas
were probably astounding; that's progress for you!).
However, on closer examination, the book is really quite clever. It takes
you through the principles underlying the steps you have to take to
create, say, a greeting card. But whereas most instructional manuals
simply stop abruptly with words, "and then click on the Print icon", this
one gets you rolling up your sleeves and getting to work with scissors,
cardboard and glue.
Thus, it's not only a great resource book,but also an example of how new
and old technology can be used together in the classroom. Although perhaps
slightly quirky and looking a little dated, (and despite the American
spelling from the UK teacher's point of view), The Color Printer Idea Book
is worth having on the classroom bookshelf.
Kay Hall, The Color Printer Idea Book,No Starch Press, $19.95, ISBN
0-886411-20-4
===============================================================
Scenario: It could happen to you!
---------------------------------------------------------------
Each edition of Computers in Classrooms features a scenario -- some would
say a nightmare scenario. Please write in with your suggestions on how to
deal with it. The easiest way is to use the special form on the website,
at http://easyweb.easynet.co.uk/~etfreedman/scenario.htm.
Alternatively, email your comments to scenario@etfreedman.easynet.co.uk,
including the information below:
* Your name
* Who you work for
* Your post
* Country of residence
* Title of Scenario
* Your comments
* Whether we may quote you?**
* Whether we may say who your employer is**.
** ie in the newsletter, articles and books.
Thank you!
And now, here's this month's scenario:
The senior management team of your school are really committed to the use
of computers and the teaching of information and communication technology.
So much so that loads of money has been designated for spending on
hardware and software, and several staff training days have been set aside
for bringing the staff "up to speed".
However, on every training day the members of the senior management team
don't take part in the activities you've planned. Instead, they use the
time to work on the school development plan or the budget.
What do you do?
Last month's Scenario:
======================
"Teachers in your school are very keen to let their pupils use the
internet. Perhaps even a little *too* keen. You've noticed that pupils
have sometimes accessed "bad" sites, spent time in chat rooms, or spent
time searching aimlessly for information.
Some teachers use the internet as a 5 minute filler before the end of the
lesson when they finish the lesson too early, while some use it as a
reward if pupils finish their work early.
What do you do?"
JT neatly sums up the answer to this:
"This is merely a new twist on an old problem. Years ago, I used to
encounter teachers who were "told" that they were going to have a computer
in their classroom. What did they use it for? After a student finished
his work early, he could go back to the computer and make a PRINT SHOP
GREETING CARD!! What a colossal waste of resources! These days, the
Internet is frequently being used in the same way.
"The internet must be used as a "tool" to support classroom learning.
It's up to the teacher to insure that it's used that way. The problem is,
"The Internet" is a wide and varied environment with many, many uses...
one of which is "playing games." In fact, it's very GOOD at doing that!
Kids do it at home all the time. (And yes, they'll try to do it in
school, too.)
"As educators, we need to "model" the best uses of the internet, and
provide students with the knowledge necessary to use that tool in an
effective (educational) way. Without guidance, they will undoubtedly use
it as a cyber-playground."
Interestingly enough, I have come across cases where teachers have allowed
pupils to use the internet as a sort of "cyber playground" for reasons
wholly unrelated to any scheme of work or curriculum. On the other hand, I
have heard of teachers who completely put the lid on any use of the
internet in their lessons because they see it either as dangerous or
frivolous (or both).
It seems to me that both reactions are two sides of the same coin: the
teacher does not understand the educational potential of the internet,
does not have a robust scheme of work or, at least, a set of lesson
objectives that could underpin the use of the internet, and is scared of
the pupils having a bit of independence.
If I'm wrong, tell me -- otherwise I'll assume I'm right!
===============================================================
Feature: The Motivation Effect
---------------------------------------------------------------
Or... Is motivation enough?
Ask anyone why they use computers in their lessons -- especially where
pupils with special educational needs are involved -- and they are almost
bound to say something about self-esteem and motivation.
There is a lot of academic research,anecdotal evidence, and just plain
common sense which bears out this idea that computers can have a profound
motivating effect on pupils.
There are several reasons that this should be the case. The main reason
that computers can be motivating appears to be that they are perceived by
the pupils to be non-judgemental. In other words, pupils, especially those
with low self-esteem, don't feel that they're being judged when a computer
program tells them that they've made a mistake. Let's face it, even as
adults we'd much rather our mistakes be private than public!
Another reason is that a computer can make it possible to try things out
in what we might call a non-destructive way. In other words, you can, say,
try a different font, or insert a piece of clip art, in a document, and if
you don't like the result simply undo the changes. All you've lost is
time. You haven't made a mess, wasted expensive materials or, worst of
all, mucked things up so badly that you can't do *anything* with it.
(Actually, that's not strictly speaking true: I've done a pretty good
hatchet job on some important documents in my time!).In fact, Niel McLean,
Head of the Schools Directorate, BECTa, spoke about this aspect of
computers in the Times Educational Supplement Online magazine of 10 March
2000, in terms of how computers allow people to be creative because of the
fact that their actions can be undone easily.
Yet another factor is presentation. Computers are great levellers in some
respects. The child whose handwriting is so appalling that she is ashamed
to hand in her work, or whose work is not read or marked properly because
of it, stands the same chance as anyone else (other things being equal),
when their work has been word-processed and run off a laser or inkjet
printer.
All of these points, and many others, are perfectly valid. However, I
think we need to step back a bit and think about these issues more
carefully --- and more realistically. There is a danger that, by plugging
the motivational aspects of using information and communication technology
at the expense of other benefits, we are putting all our eggs in one
basket. In other words, the first time that someone who has been enticed
by the motivational argument comes a cropper, could well be the last time
they are willing to believe in the usefulness of computers in the
classroom.
"Come a cropper"? As someone who has had the pleasure of teaching
challenging children last thing on a Friday afternoon, I can say
categorically that computers do *not* possess some magical motivational
quality in and of themselves. But you would think they do from reading
some of the articles that find their way into print. After all, if a child
has low self-esteem because of their history of failure (in their eyes),
why should it not be the case that a computer represents just one more
thing they can fail at? You can have all the "whiz-bang" effects you like:
unless there is something of real value beneath the surface, it won't be
that long before you hear the dreaded cry, "This is boring"!
Also, like I said in another article some time ago, if motivation, through
raising a child's self-esteem, were the only reason for using computers in
the curriculum, schools could save a lot of money by buying the kids
Reeboks, or Nikes or whatever the latest fashion is, instead. Now *that*
would be pretty ego-enhancing! (Well, at least until they realise that
*everybody* has them!)
We also need to consider the effect of the teacher. Studies in the USA
have shown that teachers' enthusiasm for an item of equipment, a new
scheme of work, or some other innovation, has a marked effect on pupils'
achievement. The improvement comes about not because of the qualities of
the thing itself, but because of the commitment of the teacher to making
it work.
EF writes:
The issue of presentation was mentioned earlier. The use of computers is
attractive to teachers because of the possibility of the pupils having the
facility to improve presentation. Unfortunately, it does not and will not
solve what is often the fundamental difficulty a pupil has: that is, her
literacy difficulty.
The problem with computers is that if you can't read, you can't use them.
If you don't know how to spell, a spell checker is useless because you
will not necessarily:
* know the homophones of the words you are using
* be able to choose the correct alternative.
To check the veracity of this point of view, you might like to try this
out on your students. Unfortunately, we can't credit the author, as it's
one of those things that keeps cropping up in different guises all over
the place.
Eye halve a spelling chequer
It came with my pea sea
It plane lea marques four my revue
Miss steaks eye kin knot sea
Eye strike a key and type a word
And weight for it two say
Weather eye am wrong oar write
It shows me strait a weigh
As soon as a mist ache is maid
It nose bee fore two long
And eye can put the err or rite
Its rare lea ever wrong
Eye have run this poem threw it
I am shore yore pleased two no
Its core wrecked in every weigh
My chequer told me sew
Often, the quantity and quality of work produced on a computer are less
than if you had asked pupils to produce a piece of their best work
*without* using a computer.
Equally, successful use of computers relies on the member of staff knowing
how to use them and being able to troubleshoot quickly, so that the pupil
doesn't have to spend 20 minutes waiting for help from a technician.
The member of staff also needs to know how to manage a class in a computer
room because it poses different challenges from most other classrooms.
In conclusion, we can say that used properly computers certainly can be
very motivational. But it is still necessary to remember that all learning
takes place in a context, and the teacher's knowledge, understanding and
pupil management skills are still essential.
EF specialises in working with children with emotional and
behavioural difficulties.
===============================================================
Feature: Schemes of work
---------------------------------------------------------------
The Qualifications and Curriculum Authority (QCA) in the UK has now
produced its Key Stage 3 scheme of work, which complements its
previously-introduced (and recently updated) Key Stages 1 and 2 Scheme of
Work.
I had intended to write a critical analysis of the new scheme of work, but
have decided to defer this for the following reasons:
* I am still in the process of evaluating it myself, which I am doing by
seeing how well it fits into, or enhances, my existing scheme of work
* the very practical reason that this newsletter is already about 16 pages
long!
The QCA has produced some very useful guidance, available as a PDF file on
their website, called "information and communication technology, a scheme
of work for Key Stage 3, Teacher's Guide". This examines what a scheme of
work should be like, and how you might use the QCA scheme of work either
on its own or to enhance your own.
The QCA have also produced some blank templates so that you can start
producing Units of work in the same style as theirs.
Now, I do have some opinions on the schemes of work, but I would rather
hear *your* views. So please email me at compic@etfreedman.easynet.co.uk,
and I will aim to write a report on the matter in the next issue of
Computers in Classrooms.
In the meantime, do check out the QCA website at http://www.qca.gov.uk,
and email me for the document called ICT in Subjects. Remember, send any
email to compic@etfreedman.easynet.co.uk, with the subject header ICT in
Subjects.
===============================================================
Next issue's Features
---------------------------------------------------------------
In the next issue of the newsletter we will look at the new QCA scheme of
work for Key Stage 3 ICT, and take a critical look at ICT and student
motivation. The next issue is due out on 3rd July.
===============================================================
Surveys
---------------------------------------------------------------
There are four main surveys running on my web site at the moment, these
being the ICT Co-ordinators' wish list, one on why teachers do or do not
use computers in their lessons, the response form to this month's Scenario
and your horror story about a management aspect of ICT. Details of all of
these can be found on my web site.
===============================================================
About the editor
---------------------------------------------------------------
I am an ICT advisor in London, and a freelance writer. You can find out
more by going to http://easyweb.easynet.co.uk/~etfreedman/tfcv.htm, or by
sending any email to tfresume@fastfacts.net.
My most recent book is Managing ICT. My previous book was Make Time With
IT.
Managing ICT looks at all aspects of managing ICT in schools and colleges,
and provides checklists to help the busy ICT Co-ordinator. A satisfied
reader recently said:
"This book needs to be read by every senior manager and education
minister!"
Managing ICT, Terry Freedman, £9.99, Hodder and Stoughton, ISBN
0-340-75334-X.
Make Time With IT considers numerous ways in which teachers and
school/college administrators at all levels can use computers to reduce
their workload. The tips contained in the book are summarised on my
website. The review in InteracTive said:
"...it tackles the complexities of computing across a wide range of
technicalities and procedures and does all this with a lightness of
approach and welcome snippets of humour..."
Make Time With IT, Terry Freedman, £19.95, Questions Publishing, ISBN
1-898149-54-2
Both of these books are available from Amazon via
http://easyweb.easynet.co.uk/~etfreedman/buybooks.htm
===============================================================
About the proofreader
---------------------------------------------------------------
Mark Adams works as a primary mathematics advisory teacher/numeracy
consultant. He is married to an ICT advisory teacher and enjoys
proofreading a variety of documents. (Please send comments/suggestions to
mark@eurobell.co.uk.)
To subscribe to this newsletter...
---------------------------------------------------------------
Send any email to compic-subscribe@listbot.com
Please feel free to pass on this newsletter or extracts from it to anyone
whom you think might gain some benefit from it, but please acknowledge the
source.
Like the ICT in Education website? Click to Recommend-It (r)
http://www.recommend-it.com/l.z.e?s=677651
===============================================================
Advertising rates
---------------------------------------------------------------
Please send any email to compicads@fastfacts.net
===============================================================
Disclaimer:
---------------------------------------------------------------
Whilst every care has been taken in the preparation of this newsletter, T
Freedman cannot be held responsible for the accuracy of the information
within it or for any consequences arising from it.
(c) 2000 T Freedman email: compic@etfreedman.easynet.co.uk
______________________________________________________________________
To unsubscribe, write to compic-unsubscribe@listbot.com
Start Your Own FREE Email List at http://www.listbot.com/links/joinlb
Computers in Classrooms
===============================================================