Presentation to Westminster eForum on Skills for the UK Digital Economy - delivering the IT professionals of the future
- 1. Teaching IT in Primary Schools
Miles Berry
Roehampton University
2. CC by-nc Becksta1
3. Learning IT
Images PCNews, Wellcome
4. Learning Styles
Images River Beach, Beppie K, Hans and Carolyn
5. Please Touch Museum
6. Basic Books
7. National Curriculum ICT
With scientific method, we took things apart to see how they work.
Now with computers we can put things back together to see how they
work, by modellingcomplex, interrelated processes, even life
itself. This is a new age of discovery, and ICT is the
gateway.
Douglas Adams, 1999
8. EYFS (2008)
By the end of EYFS children should
Find out about and identify the uses of everyday technology and use
information and communication technology and programmable toys to
support their learning.
9. CC by-nc-saIctopus
10. KS1 (1999)
Pupils should be taught
how to plan and give instructions to make things happen [for
example, programming a floor turtle, placing instructions in the
right order]
to try things out and explore what happens in real and imaginary
situations [for example, trying out different colours on an image,
using an adventure game or simulation].
11. inclusive.co.uk
12. KS2 (1999)
Pupils should be taught
how to create, test, improve and refine sequences of instructions
to make things happen and to monitor events and respond to them
[for example, monitoring changes in temperature, detecting light
levels and turning on a light]
to use simulations and explore models in order to answer 'What if
... ?' questions, to investigate and evaluate the effect of
changing values and to identify patterns and relationships [for
example, simulation software, spreadsheet models].
13. Livingstone & Hope (2011)
Our consultations with experts suggest that the problems with ICT
perhaps have less to do with the way the ICT national curriculum is
defined than with the way it is implemented in most schools.
14. Ofsted 2009
Some of the teachers in the survey were able to use ICT effectively
to enhance their teaching, but lacked the skills and knowledge to
use it to improve pupils learning. Deficiencies in teachers subject
knowledge and expertise in teaching ICT were most apparent at Key
Stage 2 where more technically challenging applications such as
control and using spreadsheets are required.
15. Ofsted 2009
Pupils were asked to design the graphics, layout and functionality
of their own computer game and to write the program to implement
their ideas for its design. Over a series of lessons, pupils used a
paint application to design their game backgrounds and sprites.
Having completed the graphical elements, pupils wrote scripts to
control movement and interaction in their games. This required them
to learn to use sophisticated programming constructs such as repeat
until and if then in capturing keyboard input, managing variables
and testing whether particular conditions had been met.
16. 17. CC by paul-simpson.org
18. 19. 20. 21. 22. 23. Teachers TV
24. 25. 26. 27. 28. CuriousLee and RobotAdvance
29. Recommendations
IT belongs on the primary curriculum
This should be about understanding how computers and their software
work
Move from consumers to creators
Get children programming
Get teachers programming
We need school governors who understand IT
30. For more details
Naace Strategic Conference, 15-17th March, Reading
National Curriculum Review phase 1 consultation, closes 14th
April
Royal Society report on computing in schools, winter 2011
[email protected]
milesberry.net
@mberry
