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Section 1: Teaching, Learning and Assessing ICT

         In environmental studies, many pupils' research skills, breadth of knowledge and understanding of          different topics were improved through competent use of a range of ICT resources, including          carefully controlled access to the internet. Pupils were confident in using internet search engines to          find the required information. They could download images and text that broadened and          consolidated their knowledge and understanding of important concepts in topics studied. They were          able to select and use appropriate materials to enhance the content and presentation of their          projects. Many pupils made effective use of a range of CD-ROMs to research information for          personal projects. Pupils in one P7 had created their own CD-ROM.

 

The Use of ICT in Learning and Teaching
 (a report by HM Inspectors of Schools:

Scottish Executive Education Department, 2000).

The HMI report supports the growing evidence that using ICT to develop the wider curriculum, and as an area of study in its own right, is beginning to show attainment gains on the part of pupils. This is signified

using ICT to develop the wider curriculum, and as an area of study in its own right, is beginning to show attainment gains on the part of pupils.
by the examples of improved attainment cited in this section. This means that in considering their plans for the curriculum, teachers and management should now include ICT as a matter of course. (This theme is developed later in the planning section of this guide.) Further, in analysing pupils' attainment,

schools should not merely note improvements or weaknesses but should use the data as part of a considered strategy that will:

  • have a bearing on the degree to which ICT figures in the planned curriculum
  • influence expectations of achievement by pupils within the targets set for pupils
  • shape the access opportunities pupils have to ICT, taking account of their personal access outwith the          classroom
  • shape the level of resource provision and the distribution and scheduling of ICT equipment.

    Meeting pupils' needs

    Differentiation is a feature of all well-planned work at the 5-14 stages. In using ICT to develop any curriculum area the same principle applies and teachers will consider not only differentiating the curriculum-specific task but also any ICT work involved in developing it. The development of specific ICT skills and knowledge involves setting tasks that are varied and matched to ICT capability and take account of prior learning. In planning, teachers should ensure that tasks are accessible to all pupils, including those who are more capable with ICT and who require more challenging tasks to extend them. A differentiated approach ensures pupil involvement in some of the higher-order skills such as work planning, forming and testing ideas and self-evaluation of the completed tasks.

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