This book explains how Information and Communications technology (ICT) has the potential to make a real improvement to teaching and learning across the curriculum in secondary schools. It illustrates a wide variety of ways in which ICT can be used to enhance learning, offering a fresh burst of inspiration for the busy secondary school teacher. The author takes a structured approach, ensuring that the reader is guided progressively through all the material in order to achieve the required standards for achieving Qualified Teacher Status, and also to continue their development in ICT to an advanced level. This book usefully: * analyzes all the common ICT tools and explains how teachers of each subject in the National Curriculum can exploit these tools for effective learning * explores how people can learn with ICT, how their skills develop, and how these skills can aid their learning * provides a framework for planning, analysing and evaluating teaching with ICT * offers a range of innovative tasks, resources and methods of assessment.
Author: Terry Russell
Release Date: 2013-12-16
The coverage of this book will provide an ideal text for use during departmental meetings for all curriculum subjects where ICT is an issue. It can also be used as a reference text for school based mentors taking part in the teacher training process. As well as discussing the effective teaching of ICT as a curriculum subject, the author uses sample case studies to illustrate the wider role at Key Stages 3 and 4, for GCSE and for post-16 in the form of VCE. He also advises on the teacher training process; the primary/secondary transfer; issues related to interface design; hardware and software provision; and the assessment, recording and reporting of ICT capability. This book will appeal to a wide range of target readerships: trainees taking PGCE courses to become specialist ICT teachers as well as other PGCE trainees, as they all have to meet statutory ICT standards; practicing secondary teachers, whether specialists in ICT or other subjects, who need to use ICT in their teaching; and secondary mentors with ICT as a major part of their responsibility.
Author: Steve E. Higgins
Publisher: Psychology Press
Release Date: 2004
This book provides ICT subject knowledge, the pedagogical knowledge needed to teach ICT in the primary school, support activities for use in schools, and self study and information on professional development for primary teachers.
Motivated by the conviction that ICT should be used as an effective tool, this book shows how it can support teaching and learning in the classroom and in the virtual world of school intranet, websites and learning platforms. Practical tasks and teaching tips demonstrate how imaginative use of technology can promote creative and enthusiastic teaching, as well as enable new approaches to teaching and learning. It includes descriptions of new technologies and systems and how they can be used, as well as guidance on the software, and activities to engage pupils in their own learning.
Author: Lynn D. Newton
Release Date: 2005-03-25
This practical, comprehensive and accessible book will prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified secondary teachers. It provides: the pedagogical knowledge needed to teach science in secondary schools support activities for work in schools and self-study information on professional development for secondary teachers.
This book is designed specifically for students training to teach ICT as a curriculum subject at secondary level. It develops the key ideas of teaching and learning ICT in a structured, accessible way, and provides a wealth of ideas and inspiration for the learning teacher. Key areas covered are: the place and nature of ICT as a curriculum subject analyzing and developing subject knowledge planning schemes of work, individual lessons, activities and resources monitoring, assessment and exams ICT across the curriculum differentiation and special educational needs professional development. Throughout the book there are useful tasks and activities to help student-teachers analyze their own teaching and explore the knowledge and skills needed to become a successful teacher of ICT. Rooted in best practice and up-to-the-minute research, this book is also the ideal refresher for more experienced ICT teachers.
This popular text for secondary teacher trainees covers all the key issues for learning and teaching in secondary schools and is a core text for all those working towards QTS. Focusing on a range of important topics, the text provides an essential summary of educational research and includes both reflective and school-based practical tasks. Throughout, case studies make essential links between theory and practice and the text focuses on what trainees need to know. This fourth edition includes new chapters on Masters level study for PGCE and pastoral care, citizenship and PSHE.
Author: Graham Butt
Publisher: A&C Black
Release Date: 2002-10-11
THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER:Continuum Studies in Reflective Practice and Research is a new series of textbooks aimed at teaching students. As with Andrew Pollard's books, they use the idiom of reflective teaching. In other words, they avoids the two extreme views about learning to teach, namely that it is best done simply through acquiring practical "tricks of the trade" without any theory or that it is best done applying sytematized, objective theory. The distinctive feature of relective teaching is that it encourages practitioners to develop by continually inter-relating theory and research findings to their own practice, situation and style.These comprehensive textbooks provide an accessible guide to all those who are new to teaching in secondary schools. Covering all aspects of job, from planning through to teaching and assessment, the authors provide constructive, accessible and, above all, practical advice to help subject teachers become more effective in their work.
An investigation into the interactions between users of educational software is given in this book, providing theoretical frameworks for studying educational software. The existing approach to selection of educational software is examined and shown to be limited.
This is a guide for trainee teachers and new teachers of secondary mathematics. It is based on research findings relating to the organisation and management of maths classrooms, teaching approaches, assessment and the common misconceptions.
This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teachers perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment.