ICT - A Teaching and Learning Tool

Acknowledgements

Sperrin IC acknowledges the support and guidance provided by the NI

Creative Learning Centres. In particular the publication Future Classrooms
Introducing Mobile Technology A handbook for all schools in Northern
Ireland.
Every effort has been made to provide references and credits .

Full publication can be viewed at:

http://futureclassrooms.org/wp-content/uploads/2013/03/FUTURECLASSROOMS-HANDBOOK.pdf

Teaching and Learning

Sperrins vision for ICT strives to embrace good practice in teaching and
learning and how ICT can support and enhance our pursuit of excellence.

Striving for excellence demands a holistic approach taking on board all the
elements of what constitutes good teaching and learning.

Good practice in teaching and learning includes:

Well planned and varied teaching strategies

A curriculum that provides relevance for learning
Assessment for learning fully embedded in all lessons
Harnessing the potential of ICT and emerging digital technology
Personalised learning addressing learning styles, interests and
aspirations of our pupils.
Engaging and motivating experiences for pupils
Meeting the needs of all through provision of support structures which
include CIEAG, Gifted and Talented and Special Educational Needs.

Teaching
Strategies
Engaging /
Motivating

Relevance
Teaching &
Learning

Digital

Assessment

Technology
& ICT

for
learning
Meeting
the needs
of all

ICT as a Teaching and Learning Tool

ICT carefully planned and used can be a powerful tool for teaching and
learning.
ICT can improve learning
ICT plays an important role in ensuring excellence and raising standards in
teaching and learning. Use of ICT Improves learning,
ICT can

Enable personalised learning through catering for pupils of different abilities

and learning preferences.
Give access to software /apps which enable opportunities for organising,
sharing, documenting, exploring and creating work.
Give access to collaborative learning tools, VLE , blogs , and shared
documents
Develop digital understanding, skills and literacy
Support development of independent learning skills.
Enhance development of personal capabilities creativity, problem solving,
team work and self-management.
Enable access to quality digital resources
Provide opportunity for digital showcasing of pupil work
Extend learning beyond the classroom

Personalised
Learning Abilities /
Learning Styles

Personal Capabilities

Access to quality
digital resources

Software /apps ...

Organise, share,
documenting,
exploring and
creating

Independent
learning

Digital showcasing of
work

Access to
collaborative
learning tools VLE ,
blogs , shared
documents

Digital
understanding, skills
and literacy

Extending learning
beyond classroom

Pedagogy
Several terms are used throughout this documentation and are explained below to
provide an agreed understanding of their meaning and context within Sperrin IC.
These include:
Creativity

Creativity
Digital Literacy

Digital
Literacy

UICT

ICT

T&L

e-Learning
UICT
eLearning

ICT

Creativity and Digital Literacy1

Creativity and digital literacy are fast becoming vital skills for all 21st Century citizens.
The Northern Ireland Curriculum identifies Using ICT and Thinking Skills and Personal
Capabilities as being a crucial part of our childrens education and these skills are
valued in all areas of employment. When young people discover their creative abilities it
can have an enormous impact on their self-esteem and on overall achievement. Added
to this is the fact that the creative industries have been recognised as a huge growth
area in our economy and therefore creativity combined with media awareness and
technical skills are now more important than ever for the success and employment of the
future generations. Creative learning
Creativity is a process that has been described as the capacity in all people to combine
skills, knowledge and resources to solve problems in new ways in any context and within
any group.
Creative learning involves an active, structured approach and relies on the application of
acquired knowledge, the mastering of materials and techniques and the organisation of
ideas. It is not a separate capacity that some young people have and others lack.
Creative learning can take place in all areas of activity including the arts, sciences, work,
play and other social environments. It encourages innovation by connecting ideas not
previously connected

Future Classrooms Introducing Mobile Technology A handbook for all schools in Northern Ireland Page 9

Digital literacy2
Digital Literacy is the ability to access, understand and create communications in a
variety of contexts using digital technology. Young people receive their ideas, stories,
information and entertainment not only from books and other printed forms of media, but
also from television, films, DVDs and increasingly from the internet and mobile devices.
In order to become valued citizens who contribute and participate fully in society and the
workplace, our young people need the skills to actively understand, criticise and use
these media in creative ways, rather than just passively consuming them. This digital
literacy should be a basic entitlement for every child in every school in Northern Ireland.

e-Learning and ICT

ICT is used as both an umbrella term for all computer related activity and as a subject
area within its own right. Umbrella terms include ICT for teaching and learning, ICT as a
curricular area, for leadership and management, for assessment and reporting and for
administration. This document focuses on ICT for teaching and learning and as a
curricular area.

DCAL Unlocking Creativity: A Strategy for Development, 2000, p 15 3 NIFTC/BFI Education Policy
Working Group, A Wider Literacy: The Case for Moving Image Media Education in Northern Ireland, 2004

ICT in Sperrin IC
Recent criticism of ICT provision in schools has mostly been centred on the argument
that teaching children how to word process and create speadsheets is not enough to
equip them for a changing economy where a mix of creative and technical skills is
increasingly important.
ICT as a teaching and learning tool in Sperrin IC can be considered in three main areas

ICT
ICT lessons are timetabled

to teach and develop the backbone of ICT skills required across the curriculum
to teach and support generic skills necessary for e-learning.
as a curricular subject at Key Stages 4 and 5. Subjects include Digital Media, ICT,
BCS, Moving Image.

Pupils are taught

Word-processing
Spreadsheets
Databases
Moving Image
Design
Game making,
3D Modelling
Programming
5Es See UICT overview in appendix

An important aspect of ICT lessons in Sperrin IC are the development of e-Learning

skills. (See below)
It is envisaged that as teachers in subject areas become more confident and regular
users in subject specific applications that the cross curricular dimension of ICT will play a
lesser role within ICT.

UICT
The development of Using ICT as a cross curricular skill within the Northern Ireland
Curriculum attempts to put in place a mix of creative and technical skills to including new
areas such as moving image and animation, design, game making, 3D modelling and
programming into the curriculum and statutory assessment.
Sperrin IC seeks to ensure integration of UICT into all areas of the curriculum and
effective delivery of a well-balanced programme that promotes digital literacy as well as
engages and inspires pupils. Use of ICT should first and foremost promote teaching and

learning of each subject and not viewed as an add-on. All subjects areas contribute to
UICT. Examples include:

Numeracy/ Mathematics Spreadsheets, Gaming, Computer Programming

Art, T&D Moving Image, Design, Animation, Control.
Literacy/ English Research, Extended Writing, e-Books, Communication
Subject specific apps / software Omnigraph, Subject specific sites /VLEs
Generic ICT Presentation, Wordprocessing, Videoing, Communicating and
collaboration.

e-Learning
e-Learning include development of core learning skills. These include:

File Management and Sharing

Assessment for learning
Showcasing learning
Extended School -VLE access
Research Skills
Thinking Skills and Problem solving
Time Management / Communication
Extended and collaborative documents
Platform / Network Developments
Cross-curricular application and assessment of ICT skills.
E-Safety
ICT
Word-processing
Spreadsheets
Databases
Moving Image
Design
Game making,
3D Modeling
Programming
5Es
e-Learning

UICT

e-Learning

Numeracy/ Mathematics Spreadsheets, Gaming,

Computer Programming
Art, T&D 2D Design,
Moving Image, Design,
Literacy/ English Research,
Extended Writing, e-Books,
Communication
Subject specific apps /
software Omnigrapgh,
Online subject specific sites
VLE - MySchool

File Management and

Sharing
Assessment for learning
Showcasing learning
Extended School -VLE access
Research Skills
Thinking Skills and Problem
solving
Time Management /
Communication
Extended and collaborative
documents
Platform / Network
Development
Appliction & Assessment
e-Safety

ICT as a Teaching and Learning Tool

Emerging Technologies
Exploit current and rapidly changing emerging technologies.
Pupils need to develop a comfortableness with lifelong learning in terms of embracing
constant change and innovation in a digital age. Development of creativity, problem
solving and learning skills is fundamental to enabling this comfortableness.
To assist this process Sperrin IC pupils

will be exposed to a wide range of platforms and technologies.

will be taught generic ICT skills which can be applied to similar software.
will be encouraged to become independent learners through use of standard help
and support tutorials as they learn how to acquire new skills.
will be taught file management and sharing techniques to assist work within
integrated documents and across platforms.
will be taught how to access and backup work through use of cloud technologies.
will be encouraged to explore and use a wide range of digital devices available to
them within school and at home.

To assist this process Sperrin Leadership will

Provide access to an infrastructure which supports

o Fully networked C2K PCs
o 1:1 Apple Computers
o Industry standard software along with popular software available at home
to include Open Source (free) software
o Provide access to software and APPs which support the NI Curriculum
requirements
o Wireless connectivity
o Storage and File Sharing facilities.
o Mobile and Desktop devices
o Implement e-Safety policy and practices in conjunction with Child
Protection policies

Sperrin Leadership team is fully committed to ICT professional Development programme

encouraging staff to fully embrace and develop confidence in their ICT skills.
We will continue to explore and evaluate various platforms and modes of access to
ensure we are taking full advantage of emerging technologies.

Access to Devices
Access to ICT devices will be provided in a variety of options depending on need of
pupils, curriculum and efficient use of resources.

BYOD*

Teachers only

Sixth Form
Study
SEN

Teaching &
Admin PC
SIMS
VLE
Training and
Familarisation

Shared Devices
1:2 & 1:3
Group Work
Projects
Media Work

1:1 Networks

Sixth form
Applied
Subjects
KS4 ICT
Subject
base
KS3 Cross
curriculum
KS4
Portfolios /
Controlled
Assessment

Mobile
Classroom
Laptops
Tablets
Camera
Phones
Supporting
assessment
Group work

BYOD Bring Your Own Device.

Software / APP Classification

There are now a number of systems of app classification developed for education.
However the CLCs, (Creative Learning Centres), have designed one specifically to be in
line with the Northern Ireland Curriculum following the 5 Es of the UICT Accreditation
Scheme:
Explore Apps that allow pupils to research, choose and use information and/or
investigate and solve problems. Apps that allow pupils to record, note down, plan or log
data.
Express Apps that allow pupils to demonstrate their knowledge and understanding
practically and creatively, through a variety of media.
Exchange Apps that allow online collaboration to share and develop ideas.
Evaluate Apps that allow pupils to document and evaluate the processes they have
gone through to achieve a particular goal or task.
Exhibit Apps that allow pupils to manage, backup, share and showcase their work.

Vision into Practice

There are many models for integrating technology into teaching and learning. Two of
particular interest are the SAMR LEARNING MODEL and Flipped Classrooms.

SAMR LEARNING MODEL

Dr Robin Puentudura created the SAMR model3 with the aim of helping teachers and
educators understand and better integrate technology into teaching practice.
The use of technology will usually begin with the first two steps of the model. However
with time, teachers and pupils will begin to use the technology in more creative and
innovative ways that have a real impact on teaching and learning.
Substitution Technology
acts as a direct tool substitute, with no functional change. e.g. typing an assignment
rather than handwriting it, accessing a VLE on a mobile device
Augmentation Technology
acts as a direct tool substitute, with functional improvement. e.g. using built in tools
such as spell-check, thesaurus etc.
Modification Technology
allows for significant task redesign. e.g. creating the assignment as a multimedia
product adding images, graphics, sound and video to demonstrate knowledge &
understanding
Redefinition Technology
allows for the creation of new tasks, previously inconceivable. e.g. posting work on
the Web, allowing feedback and collaboration

Redefinition
Technology
Modification
Technology
Augmentation

Substitution
Technology
acts as a direct
tool substitute,
with no
functional
change.

Technology
acts as a direct
tool substitute,
with functional
improvement.

allows for
significant task
redesign.

allows for the

creation of new
tasks, previously
inconceivable.

Puentedura, R. The SAMR Model: Background & Examplars. http://www.hippasus.com/rrpweblog/

archives/2012/08/23/SAMR_BackgroundExemplars.pdf

An alternative model for integrating technology into teaching and learning is through
introduction of Flipped Learning.

THE FLIPPED CLASSROOM 4

The increase in access to the Internet through home computers and personal mobile
devices has led to some schools and colleges adopting alternative ways of delivering
lesson content to pupils and students. . An increasingly adopted teaching model is the
Flipped Classroom where pupils first study a topic independently (usually watching
video lessons or listening to podcasts) before class. Time in school is then spent on
applying their knowledge through practical work and problem solving, teachers giving 1:1
help and facilitating discussion and interaction. Rather than adopting lecture-style
delivery, teachers have more time to work with pupils on individual areas of difficulty, e.g.
using differentiated instruction and developing hands-on creative work.
Sperrins vision for ICT is an amalgamation of both these models which together can
create a rich learning experience for our pupils.

Staff and Responsibilities - ICT Strategy Teams

ICT is planned for at all levels of leadership and management within Sperrin IC in order
fully utilise the potential ICT has in standards and experiences for our pupils.

The Board of Governors Finance Committee have responsibility for financial

planning for ICT provision.
The Board of Governors Education Committee oversee development and
progression of pupil skills including ICT
The Principal in partnership with the VP for Teaching and learning has specific
responsibility for whole school planning, implementation and assessment of ICT
Teacher in Charge of ICT has responsibility for ICT based subjects within the
curriculum
e-Learning Co-ordinator has responsibility for UICT and e-learning
All Teacher in Charge of subject areas have responsibility for planning,
implementing and assessing ICT within their area.
Every teacher has a responsibility to use ICT as a T&L tool and to aid
development of pupils ICT skills.

Burdon, K, Hopkins, P, Male, T, Martin, S & Trala, C (2012) iPad Scotland Evaluation, University of Hull, Page 9

School Development Plan5

School development planning takes into consideration the following key actions.
Implementation

Staff Development Programme

Professional Development / PRSD Programme
ICT Communication Strategy to all stakeholders
Financial planning

e-Learning & ICT strategies

Update Policies - Vision for ICT, ICT Policy and e-Safety Policy
Official recognition of ICT through BECTA
Teaching strategies updated to include the increasing range of
devices and access methods

Deploy

Implementation Models - SAMR and Flipped Learning Model

Curriculum Developments

Embed current KS3 UICT across curriculum to include

assessment for progression for all pupils at the end of key
stage in line with NI Statutory Assessment requirements.
Generic learning using ICTMapping and embedding 5Es and
Skills & Capabilities as required in NI Curriculum.
Update Schemes of work and Lesson Plan duction
programme Pupil / Parent

Monitor / Evaluate

Base line pupil skills and teaching strategies

Assessment of skills
Case Study / PIES
Evaluate implementation of vision for ICT

For full details see School Development Plan 2014-12017