Alan Rodgers, Independent ICT Consultant
Angella Streluk, Geography and History Co-ordinator, Amington Heath Primary School
This review first appeared in the MAPE Newsletter Summer 2002
This book, the third in a series, aims to help teachers integrate ICT into the broader curriculum.
It includes activities for Foundation to Y11, and activities for most curriculum areas. The details of year group and curriculum area are both clearly listed in the Contents, along with a summary of the activity itself. There are 46 pages, plus the proforma section. The layout of the book is clear and colourful. The inclusion of children's work and comments, along with the evidence of the activities having been taught and assessed, gives credibility to the activities.
The Introduction is well laid out and achieves the intention of helping teachers to make good use of this resource. The elements included in outlining the planning of ICT activities are listed, and along with the worked examples should help teachers to be able to develop their own activities in a similar way.
The layout of the activities is clearly defined on a double page spread. There are also details of on-line support for these activities produced by Lewisham. This support includes activity planners, resources and lesson plans. Other references to both paper and on-line support materials are also clearly listed. A short list of software mentioned in the activities gives suppliers and contact details.
Assessment of ICT is still a problem for many teachers. The book provides support for this by addressing the following issues:
1.Cross phase issues: The material ranges from nursery to KS4.This gives teachers an idea of what levels of attainment can be expected across the phases.
2.Reliability issues: The material is made up of: completed activity planners; pupil written plans; pupil printouts; teacher support material; teacher assessment of pupils 'work;teacher evaluation and pupil written reflections. This provides a model for teachers on the range of material required in order to make a reliable level judgement about a piece of pupil 's work.
3.Pupil self-assessment: In all activities, pupils are provided with evaluative questions that prompt them to reflect on their own learning. Examples of questions are: What was my task?; How did I do it?; What did I learn?; Did I get help?; Can I do better?; What will I do differently next time?, and so on. Completed pupil write-ups provide a model for teachers on how to encourage pupils to reflect on their work. These written reflections aid teachers assessment of pupils 'understanding of the learning intentions identified in the activity planner.
4.Differentiation issues: in order for pupils to reach the highest levels of attainment, teachers need to plan for this. Each activity planner identifies three expected levels –most capable, capable and developing capability. This provides a model for teachers in planning for pupils of different abilities.
5.Moderation:the material has proved a useful source book for ICT Co-ordinators in their work with colleagues assisting with moderating pupils' work against NC ICT levels of attainment.
The activities themselves often cover the more challenging aspects of ICT. These may be the areas which teachers need more support. The ICT Proformas include examples for pupils, teachers and ICT curriculum co-ordinators. These are duplicated in modified form for the various key stages.
The three books in the series are:
Lewisham (1999), revised February 2001, Ideas for Integrating ICT into the Primary and Secondary Classroom,Vol.1, edited by Gill Deadman.
Lewisham (2000), Internet &E-mail, Ideas for Integrating ICT into the Primary and Secondary Classroom,Vol.2, edited by Gill Deadman.
Lewisham (2001), Ideas for Integrating ICT into the Primary and Secondary Classroom, Vol.3, edited by Gill Deadman &Lynne Heavens.
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