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Section 1

Teaching, Learning and Assessing ICT

ICT is no longer considered as incidental to the curriculum or an optional classroom activity. It has an increasingly important presence within overall learning and teaching strategies.

This section explores:
learning through ICT - the use of ICT to improve pupils' knowledge, understanding and skills in a range of curriculum areas and subjects
learning in ICT - the development of pupils' general skills in ICT.

Quality of the teaching process

ICT is no longer considered as incidental to the curriculum or an optional classroom activity. It has an increasingly important presence within overall learning and teaching strategies. The various revised 5-14 national guidelines all indicate the potential of ICT to develop effective learning and teaching. The national guidelines on ICT offer a clear structure for tackling ICT concepts, skills and attitudes on the part of pupils. The need for continuity and progression in learning and teaching is reinforced. Covering both the development and the exploitation of ICT to enhance learning and teaching in other curriculum areas, the national guidelines have strands and targets laid out in grid form for levels A-F. This section of the Guide for Teachers and Managers exemplifies elements of these strands and targets, and focuses on a few areas of importance in the learning and teaching process. This includes how ICT:

  • can influence and shape the curriculum
  • offers opportunities to extend or enhance the curriculum
  • brings with it the potential for new approaches to teaching
  • can help in the planning and structuring of tasks.

    Advice is also offered on:
  • assessment
  • communication with parents
  • safeguards.

    Whether a teacher is involved in an activity that is focused on a discrete element of ICT development or is using an aspect of ICT to develop another curriculum area, the teacher will:
  • be well prepared in terms of equipment to be used and confident in the use of both the equipment and          the software
  • have planned, structured activities in line with advice given later in this guide
  • have identified clear and appropriate objectives and/or curricular aspects
  • be prepared to use a range of strategies to stimulate pupils and retain their interest, such as          exposition, demonstration, questioning and discussion -both individually, in groups and, where          appropriate, as a class
  • respond when pupils need help by discussing possibilities and helping pupils to find a solution          themselves
  • make correct use of relevant technical vocabulary and require high standards in pupils' written and oral          contributions
  • take due account of what pupils are learning at home and outwith the classroom to develop their ICT          capability
  • ensure equality of opportunity in access to ICT experience.

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