Learning to teach using ICT in the secondary school

Learning to Teach

Using ICT in the

Secondary School

Edited by Marilyn Leask and Norbert Pachler

Learning to Teach

U sing ICT in t h e

Secondary School

This is an inspirational b o o k providing a starting p o in t for e xp loring the possibilities that

IC T offers to schools, teachers and pupils.

In o u r rapidly c hang ing society, the need to be technologically aware and c o m p eten t is

vital. Intern atio nal developm ents m ean that teachers and pupils can com m un icate quickly

and easily w ith those in o th e r countries, w orkin g together, for exam ple, to share ideas and

on shared cu rric u lu m projects. Educational decision m akers around the w orld are concerned

that teachers should m ake the m ost o f these opportunities.

H ere is a b o o k th at will provide you w ith:

• Practical exam ples tried and tested by teachers

• A dvice and guidance from experts in the field

• C o n ta c t addresses and suggestions for fu rth e r developm ent

T h e tex t is su p p o rted by a w ebsite c o n tain ing the addresses o f the w ebsites m e n tio n ed in the

text.

T h e focus is on applying the new technologies in the classroom , in subject areas and for

professional dev elo pm en t. T h e potential for change in cu rren t practice is exp lored th ro u g h ­

ou t the text.

If you n eed a guide to IC T in an educational establishm ent, start w ith this bo ok . A

w ebsite su p p o rtin g this b o o k is available at h ttp ://w w w .io e .a c .u k /lie /ic t/

M a rily n L ea sk is Principal L ecturer at D e M o n tfo rt University. She has w orked on a

n u m b er o f educational projects focused on ICT, is chair o f T eacherN et U K . co -o rd in a to r of

The Learning School p roject w ithin the E uropean School N e t and jo in t e d ito r o f the

R o u tle d g e series Learning to Teach in the Secondary School.

N o r b e r t P a c h le r lectures at the Institute of E ducation, U niversity of L ondon. H e is joint

a u th o r o f Learning lo Teach Modern Foreign Languages in the Secondary School for R o u tle d g e and

e d ito r o f leaching Modern Foreign Languages at Advanced/ Advanced Subsidiary Level.

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

L e a r n in g to T e a c h S u b je c ts in th e S e c o n d a ry S c h o o l S e rie s

Series Editors

Susan C apel, C an terb u ry C hrist C h u rch C ollege; M arilyn Leask, D e M o n tfo rt

U niversity, Bedford; and Tony T urner, Institute o f E d u catio n , U niversity ot

L ondon.

D esigned for all students learnin g to teach in secondary schools, and particularly

those on school-based initial teacher training courses, the books in this series

co m p lem en t Learning to Teach in the Secondary School and its co m p an io n , Starting

to Teach in the Secondary School. Each bo o k in the series applies u n d e rp in n in g th eo ry

and addresses practical issues to support students in school and in the training

institution in learning ho w to teach a particu lar subject.

L e a rn in g to T e a c h E n g lish in th e S e c o n d a ry S c h o o l

Jon Davison and Jane Dowson

L e a r n in g to T e a c h M o d e r n F o re ig n L a n g u a g e s in th e S e c o n d a r y S c h o o l

Norbert Pachler and K it Field

L e a r n in g to T e a c h H is to r y in th e S e c o n d a r y S c h o o l

Terry Haydn, James Arthur and Martin H unt

L e a r n in g to T e a c h P h y s ic a l E d u c a tio n in th e S e c o n d a ry S c h o o l

Susan Capel

L e a r n in g to T e a c h S c ie n c e in th e S e c o n d a r y S c h o o l

Tony Turner and Wendy DiMarco

L e a rn in g to T e a c h M a th e m a tic s in th e S e c o n d a r y S c h o o l

Edited by Sue Johnston-Wilder, Peter Johnston-Wilder, David Pimm and John Westwell

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

Learning to Teach

U sing ICT in t h e

Secondary School

Edited by Marilyn Leask

and Norbert Pachler

RoutledgeFalmer

Taylor & Francis Croup

LONDON AND NEW YORK

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

First published 1999

by R outledge

11 N ew Fetter Lane, L ondon EC4P 4EE

R eprinted 20 01 ,2 0 0 2 ,2 0 0 3 ,2 0 0 4 by RoutledgeFalm er

Sim ultaneously published in the U SA and Canada

by RoutledgeFalm er

29 West 35th Street, N ew York, N Y 10001

RoutledgeFalm er is an im print o f the Taylor & Francis Group

© 1999 editorial and selection m atter M arilyn Leask and N orbert Pachler,

individual chapters the contributors

Typeset in B em bo by

J&L Com position Ltd, Filey, N o rth Yorkshire

P rinted and bound in Great Britain by

TJ International Ltd, Padstow, Cornw all

All rights reserved. N o part o f this book may be reprinted or

reproduced or utilised in any form or by any electronic, mechanical,

or other means, now know n or hereafter invented, including

photocopying and recording, or in any inform ation storage or

retrieval system, w itho ut perm ission in w riting from the publishers.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging in Publication Data

Learning to teach using IC T in the secondary school/edited by

M arilyn Leask and N orbert Pachler.

p. cm.

Includes bibliographical references and index.

ISBN 0 -4 1 5 -1 9 4 3 2 -6 (pbk.: alk. paper)

1. C om puter-assisted instruction-G reat Britain-C ase studies.

2. Inform ation technology-G reat Britain-C ase studies.

3. E ducation, S econdary-G reat B ritain-D ata processing-Case studies.

4. E ducation-G reat B ritain-C om puter netw ork resources-Case studies.

I. Leask, M arilyn, 1950- II. Pachler, N orbert.

LB1028.5.L3884 1999 98-448881

CIP

ISBN 0 -4 1 5 -1 9 4 3 2 -6

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

Contents

List ot illustrations vii

N otes on co ntributors x i

Forew ord XV

A cknow ledgem ents xvi

In troduction x v i i

A n ote to readers XX

Part I: Le a rn in g and teaching with ICT

1 Theories of Learning and ICT 3

Norbert Pachler

2 M otivating Pupils through the Use of ICT 19

Margaret J. Cox

3 ICT and Classroom M anagem ent 36

Michelle Selinger

4 Using the Internet as a Teaching and

Learning Tool 51

Norbert Pachler and Lawrence Williams

5 Selecting, Using and Producing Classroom-based

Multimedia

Steve Bruntlett

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

6 Videoconferencing

Mike Butler and Paul Kelley

7 Special Educational Needs and ICT

Glendon (Ben) Franklin with David Litchfield

8 Assessment of and through ICT

Norbert Pachler and Keith Byrom

Part II: Professional and whole-school issues

9 ICT Self-audit

Lyn Dawes and Marilyn Leask

10 Managing Change: Getting Ready for the

Twenty-first-Century Classroom

Ed Baines

11 Using ICT in your Particular Subject

Marilyn Leask and David Litchfield

12 Whole-school Approaches: Integrating ICT

across the Curriculum

Marilyn Leask and Lawrence Williams

13 Building Online Professional Developm ent

Communities for Schools, Professional Associations

or LEAs

Christina Preston

14 Using ICT for Professional Purposes

Graham Warner

15 Linking School w ith Home Use

Norbert Pachler

A ppendix A: Initial T eacher T raining N ational C u rricu lu m

for the U se o f Inform atio n and C o m m u n icatio n s

T echnology in Subject Teaching

N am e Index

S ubject Index

109

125

149

165

182

194

210

226

238

2 4 9

2 6 5

2 6 8

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

Illustrations

Figures

1.1 IT works!? 5

2.1 Technology acceptance m odel 2~>

2.2 U sing IC T at school w ill help m e to get a jo b 27

2.3 Basic actions in a lesson w h en using IC T 28

4.1 Possible points for a pupil agreem ent 55

4.2 Som e guidelines for au th o rin g w eb-based m aterial 62

5.1 C riteria for evaluating C D -R O M s 81

5.2 O rganigram o f m ultim edia m useum application 83

5.3 Screen shot show ing clothes and laundry techniques 83

5.4 O rganigram o f part o f the application 85

5.5 Sam ple screen 86

5.6 Screen shot from application 87

6.1 H elen T aylor videoconferencing w ith h er p artn er in Lille 10(1

6.2 Year 11 attitudinal indicators 107

7.1 Science key w ords w orksheet 118

7.2 Fram ew ork for a science lesson on the bunsen b u rn er 119

8.1 Som e problem s C A A m ay be able to solve 129

8.2 Key elem ents o f good practice in the assessment o f IC T skills

and know ledge 133

I I.! C hecklist for p lanning IC T projects w ith o th er schools 186

11.2 E lem ents o f IC T in various subject areas 188

12.1 T h e D ance P roject 199

12.2 T h e Romeo and Ju lia Project 200

12.3 T h e C arib b ean Project 2111

12.4 T h e Light Project 202

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

12.5 T h e Japan 2000 Project 204

13.1 S hort exchanges o n email 214

13.2 A debate on teacher m otivation in using IC T 215

13.3 Factors co n trib u tin g to effective IC T professional d evelopm ent

training 217

13.4 M ain inform ation resources and services for teachers to explore 220

15.1 Safety guidelines for students, teachers and parents 242

15.2 Advice to parents 244

15.3 H ints and tips for building a w ebsite 246

Tables

1.1 G eneral learnin g styles according to W illing 1987 12

1.2 C hecklist for the evaluation o f IC T applications 16

3.1 C onsiderations regarding the n u m b er o f users per station 47

4.1 An overview o f in te rn e t tools 53

4.2 Sum m ary sheet (w eb evaluation) 57

4.3 H ypothesised positive and negative effects 64

7.1 Possible problem s and solutions for SEN children 111

S.l A dvantages and disadvantages of paper-based and c o m p u ter￾delivered assessment 13(1

8.2 'Financial Model* 136

9.1 C an you operate th e eq u ip m en t, hardw are and software? 153

9.2 M aking decisions 154

9.3 Im plications o f IC T functions for c u rricu lu m areas 155

9.4 P lanning for IC T 156

9.5 C lassroom organisation 156

9.6 Special educational needs 156

9.7 C h o o sin g suitable IC T 157

9.8 D evelop IC T capability 157

9.9 M o n ito rin g and evaluating 157

9.10 N ursery and recep tio n 158

9.11 G eneral c o m p u ter use 158

9.12 In fo rm atio n handling 159

9.13 Use IC T to m ake things happen 160

9.14 U se IC T to support teaching and learnin g 160

9.15 T h e poten tial of IC T 161

9.16 T h e N ational C u rricu lu m 161

9.17 IC T in subject areas 161

9.18 Legal and ethical issues 162

9.19 R esearch 162

10.1 Y our ow n practice 17(1

10.2 Y our team 's practice 17il

10.3 Skill categories 178

11.1 Exam ples o f projects w ith o th er schools 1N5

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn

Activities

1.1 IT works!? 4

1.2 Evaluating softw are packages I 9

1.3 Evaluating softw are packages II 11

1.4 Personal learnin g and teaching styles and IC T use 13

1.5 IC T use and social interactions 14

1.6 E valuating IC T applications 17

3.1 H o w and w hy IC T is b eing used in classrooms 41

3.2 Planning a co m p u ter activity' 46

3.3 O rganising for in tern et use 48

4.1 G etting acquainted w ith the tools 53

4.2 T h e in tern et — som e initial pedagogical considerations 54

4.3 Searching for inform ation on the wwvv 56

4.4 Evaluating w eb-based m aterial 57

4.5 F inding o u t about H T M L source code, w w w tools and software 58

4.6 E xploring the ‘m u ltim o d al’ and interactive potential o f the

in tern et 60

4.7 C reating a w eb-based w orksheet 61

4.8 C reating a personal em ail account 62

4.9 Planning an in te rn e t project 67

4.1H Testing y o u r know ledge o f in tern et vocabulary 69

5.1 P reparing to use C D -R O M in the classroom 77

5.2 P lanning a lesson using C D -R O M 78

5.3 D o w n lo ad in g m ultim edia m aterials 79

5.4 E xam ining and evaluating a C D -R O M 80

5.5 D esigning a piece o f m ultim edia 84

5.6 P roducing a piece o f m ultim edia 92

6.1 Finding o u t ab o u t videoconferencing 98

6.2 V ideoconferencing and the N C 99

6.3 U sing video co n feren cin g in yo u r subject specialism 103

7.1 F inding o u t ab o u t y o u r school’s special needs register 11 1

7.2 U sing th e range o f e q u ip m en t 113

7.3 U sing a co n cep t keyboard 114

7.4 D esigning a register 121

7.5 D issem inating inform ation 121

8.1 Fam iliarising yourself w ith the statutory requirem ents 126

8.2 Sarah's project 128

8.3 Assessing the IC T capability in y o u r school 145

9.1 Assessing y o u r know ledge o f the eq u ip m en t, the hardw are and

softw are 152

9.2 Self-assessm ent 154

9.3 Identifying sources of support 155

9.4 D raw in g up a personal action plan 163

0.1 Are you ready for the tw en ty -first-cen tu ry classroom? 170

0.2 A n ti-change strategies 173

Số hóa bởi Trung tâm Học liệu – ĐH TN http://www.lrc-tnu.edu.vn