A rich ICT curriculum – developing and delivering an entitlement for all
10.15am - 10.30am Registration and Exhibition in the Marriott Foyer
10.30am - 2.00pm The importance of ICT in the curriculum - a Naace perspective
With contributions from
Paul Heinrich
Allison Allen
Jan Webb - ICT Curriculum Specialist
Andrea Carr - Rising Stars
Mary Le Breuilly, Children’s Services Improvement Adviser
Bob Harding
Drew Buddie, Head of ICT, Royal Masonic School for Girls
Sue Nieland, Behind the Screen and Vital Specialist, e-skills UK
12.30pm - 1.00pm Lunch served in the conference room.
2.00pm - 3.00pm Exhibition and Networking in the Marriott Foyer
3.00pm Opportunity to join the main programme
For the draft curriculum document and to find out more information about the Naace KS3 Curriculum please go to - www.naace.co.uk/ks3ictcurriculum
To book your place please go to - https://naace.sym-online.com/registrationforms/conf2012delegate/
Copland is a school experiencing a number of challenges, and the decision to develop mobile learning using iPod touch devices might seem strange when so much else needs to be tackled. However, as a Futurelab Hub, Copland is committed to developing independent learning and a 21st century skill set for all its learners. Mobile devices offer a personalised approach to the delivery of this.
What comes next after BSF? Lambeth council, on behalf of their secondary schools are plan a succesor service for 2013. Called Lambeth Learning Futures it will use new technologies to reduce cost but enhance the learning experience for lambeth students and young people.
Since 2005, Lambeth secondary schools have benefited from considerable strategic investment in ICT by the DfE through a partnership with a private sector supplier This presentation is intended to prompt discussion about how best to sustain and continue without capital funding to derive value from this considerable earlier investment, by exploring options for a successor to the current service and extending the offer to primary schools. A next generation service will continue to provide the reliability that Lambeth schools have become used to and focus on a range of cost saving technologies which would enhance effectiveness and efficiency and thus impact positively on teaching and learning.
Given that so many of us have acquired our understanding of computers and their software through playful experiment and creative projects, why do worksheets and walkthroughs characterize so much teaching in the classroom? Drawing on his work with trainee and more experienced teachers, as well as his own research in the field, Miles Berry explores a range of educational theories from the constructivism of Piaget and Skinner's behaviourism to connectivism, ('a learning theory for the digital age') and insights from work based learning. The seminar relates these closely to how children and adults both learn new ICT skills and extend their understanding of computing. Participants consider their own experience of learning with and about computers, as well as discussing what approaches are most likely to work in practice with a variety of learners in a range of contexts.
Online Video, including user generated video, is becoming an increasingly important tool for learning and teaching. Teachers have long been aware of the power of video to engage learners, acknowledging learners find it easier to grasp new concepts and develop new skills, whilst teachers can harness the power of video to scaffold learning objectives in innovative and challenging ways . Drawing on both commercial and open educational resources and tools, this session will demonstrate the latest developments and potential for using video to enhance learning, teaching and assessment. Topics covered include subtitles, interactivity and lesson design. Showing carefully selected video clips, to encourage audience engagement, this breakout session will offer practical tips, suggestions and strategies together with examples of classroom practice, illustrating how video can be used to support learning in simple and effective ways.
Now that the learning platform is embedded in many of the schools and academies with consistent, sustained usage in areas of excellence, it was decided to undertake research into how the learning platform is being used and what strategic and implementation lessons can be learned so far. A survey has been consequently undertaken of 1000 students into how they used the learning platform and what their perceptions were about it as a vehicle for teaching and learning. The survey was based on the most commonly used features of the learning platform and was conducted online using the built-in survey tools.
Copland is a school experiencing a number of challenges, and the decision to develop mobile learning using iPod touch devices might seem strange when so much else needs to be tackled. However, as a Futurelab Hub, Copland is committed to developing independent learning and a 21st century skill set for all its learners. Mobile devices offer a personalised approach to the delivery of this.
What comes next after BSF? Lambeth council, on behalf of their secondary schools are plan a succesor service for 2013. Called Lambeth Learning Futures it will use new technologies to reduce cost but enhance the learning experience for lambeth students and young people.
Since 2005, Lambeth secondary schools have benefited from considerable strategic investment in ICT by the DfE through a partnership with a private sector supplier This presentation is intended to prompt discussion about how best to sustain and continue without capital funding to derive value from this considerable earlier investment, by exploring options for a successor to the current service and extending the offer to primary schools. A next generation service will continue to provide the reliability that Lambeth schools have become used to and focus on a range of cost saving technologies which would enhance effectiveness and efficiency and thus impact positively on teaching and learning.
Given that so many of us have acquired our understanding of computers and their software through playful experiment and creative projects, why do worksheets and walkthroughs characterize so much teaching in the classroom? Drawing on his work with trainee and more experienced teachers, as well as his own research in the field, Miles Berry explores a range of educational theories from the constructivism of Piaget and Skinner's behaviourism to connectivism, ('a learning theory for the digital age') and insights from work based learning. The seminar relates these closely to how children and adults both learn new ICT skills and extend their understanding of computing. Participants consider their own experience of learning with and about computers, as well as discussing what approaches are most likely to work in practice with a variety of learners in a range of contexts.
Online Video, including user generated video, is becoming an increasingly important tool for learning and teaching. Teachers have long been aware of the power of video to engage learners, acknowledging learners find it easier to grasp new concepts and develop new skills, whilst teachers can harness the power of video to scaffold learning objectives in innovative and challenging ways . Drawing on both commercial and open educational resources and tools, this session will demonstrate the latest developments and potential for using video to enhance learning, teaching and assessment. Topics covered include subtitles, interactivity and lesson design. Showing carefully selected video clips, to encourage audience engagement, this breakout session will offer practical tips, suggestions and strategies together with examples of classroom practice, illustrating how video can be used to support learning in simple and effective ways.
Now that the learning platform is embedded in many of the schools and academies with consistent, sustained usage in areas of excellence, it was decided to undertake research into how the learning platform is being used and what strategic and implementation lessons can be learned so far. A survey has been consequently undertaken of 1000 students into how they used the learning platform and what their perceptions were about it as a vehicle for teaching and learning. The survey was based on the most commonly used features of the learning platform and was conducted online using the built-in survey tools.
Partnerships for Schools is working with E-ACT and Google to test the feasibility and appropriateness of an ICT solution that minimises the infrastructure and support requirements in a primary school and maximises the use of free and paid cloud-based applications. This session will give the background to the project and its progress to date with recommendations for other schools interested in following this approach.
This session will have two elements: the first will look at how the development of an app supported a process of organisational change. In the second part, we'll explore the role of ICT within wider education policy shifts and look at some of challenges that face us as we use technology to share education.
Learning Plus UK launched its first 'app' in the summer of 2011. The move to supply information on handhelds and mobiles is part of a broader approach to respond to broader changes in the educational landscape. The charity has a history of providing high quality robust data to schools and colleges, the app represented a first step to giving information direct to young people.
As a not for profit, the shift to providing info to young people using apps marks a signficant change to the culture of the organisation and to our wider relationships with the education sector. Here, we want to explore why we decided to move into the world of apps - what it meant for us as an education organisation, how and why we did it and what it means for the broader world of education. The session launchpad for a wider discussion about e(ducation) apps.
An adventure in digital literacy, the seminar will provide a fascinating insight into the world of Digital Storytelling - a creative, participative, multi-modal methodology whereby teachers acquire new skills and confidence with on-line learning tools and video production while motivating young readers in stimulating and socially participative ways. Award-winning teacher, David Miller, will shed light on ‘ReadIT’ – a pan-European research project developing practice and pedagogies that make connections between literature and digital literacy. While the principal aim of ‘ReadIT’ is to explore the application of Digital Storytelling in the English classroom, the session will demonstrate the application of Digital Storytelling across the curriculum. Participants will learn about innovative international models of Digital Storytelling and a range of dynamic WEB2.0 technologies, exploring how these can be used in the classroom to engage pupils in reading and writing to develop wider skills in digital and cultural literacies.
There is no parallel universe. Why managing your digital footprint is an essential life skill - Rob Ellis, e-learning Consultant, ICTTALK Ltd
If there is a compelling case for ICT as the driving force of the new millennium then there is an equally compelling one for developing the social skills that go with it in particular with regard to the development of a digital footprint. At the moment we are playing catch up. The session will look for answers to four questions: • What is a digital footprint and who has one? • What makes a useful thing a problem? • So who cares anyway? • I’m safe, …aren’t I? But wasn’t it ever thus? Have we not always wanted to draw a veil over some aspects of our past? So what’s changed?
Going Google in Norfolk - Developing the use of Google Apps for Education - Jill Dunman, ICT Adviser, Norfolk Children’s Services
This session will look at how Google Apps for Education was rolled out to over 400 schools in Norfolk and how the tools are being used by staff and pupils to support learning and teaching. The Norfolk Cloud Educator Programme has been running since September 2011. It has been designed to support a group of teachers from around the county to develop their use of the wide range of tools now available in the Cloud, particularly Google Apps for Education. The main focus of the programme has been on developing and sharing outstanding practice and resources using Google Apps and developing collaborative networks within the county and beyond. Case studies from a wide range of settings will be shared, showing how Google Apps is beginning to change the practice and ethos in schools.
There is no parallel universe. Why managing your digital footprint is an essential life skill - Rob Ellis, e-learning Consultant, ICTTALK Ltd
If there is a compelling case for ICT as the driving force of the new millennium then there is an equally compelling one for developing the social skills that go with it in particular with regard to the development of a digital footprint. At the moment we are playing catch up. The session will look for answers to four questions: • What is a digital footprint and who has one? • What makes a useful thing a problem? • So who cares anyway? • I’m safe, …aren’t I? But wasn’t it ever thus? Have we not always wanted to draw a veil over some aspects of our past? So what’s changed?
Going Google in Norfolk - Developing the use of Google Apps for Education - Jill Dunman, ICT Adviser, Norfolk Children’s Services
This session will look at how Google Apps for Education was rolled out to over 400 schools in Norfolk and how the tools are being used by staff and pupils to support learning and teaching. The Norfolk Cloud Educator Programme has been running since September 2011. It has been designed to support a group of teachers from around the county to develop their use of the wide range of tools now available in the Cloud, particularly Google Apps for Education. The main focus of the programme has been on developing and sharing outstanding practice and resources using Google Apps and developing collaborative networks within the county and beyond. Case studies from a wide range of settings will be shared, showing how Google Apps is beginning to change the practice and ethos in schools.
Partnerships for Schools is working with E-ACT and Google to test the feasibility and appropriateness of an ICT solution that minimises the infrastructure and support requirements in a primary school and maximises the use of free and paid cloud-based applications. This session will give the background to the project and its progress to date with recommendations for other schools interested in following this approach.
This session will have two elements: the first will look at how the development of an app supported a process of organisational change. In the second part, we'll explore the role of ICT within wider education policy shifts and look at some of challenges that face us as we use technology to share education.
Learning Plus UK launched its first 'app' in the summer of 2011. The move to supply information on handhelds and mobiles is part of a broader approach to respond to broader changes in the educational landscape. The charity has a history of providing high quality robust data to schools and colleges, the app represented a first step to giving information direct to young people.
As a not for profit, the shift to providing info to young people using apps marks a signficant change to the culture of the organisation and to our wider relationships with the education sector. Here, we want to explore why we decided to move into the world of apps - what it meant for us as an education organisation, how and why we did it and what it means for the broader world of education. The session launchpad for a wider discussion about e(ducation) apps.
An adventure in digital literacy, the seminar will provide a fascinating insight into the world of Digital Storytelling - a creative, participative, multi-modal methodology whereby teachers acquire new skills and confidence with on-line learning tools and video production while motivating young readers in stimulating and socially participative ways. Award-winning teacher, David Miller, will shed light on ‘ReadIT’ – a pan-European research project developing practice and pedagogies that make connections between literature and digital literacy. While the principal aim of ‘ReadIT’ is to explore the application of Digital Storytelling in the English classroom, the session will demonstrate the application of Digital Storytelling across the curriculum. Participants will learn about innovative international models of Digital Storytelling and a range of dynamic WEB2.0 technologies, exploring how these can be used in the classroom to engage pupils in reading and writing to develop wider skills in digital and cultural literacies.
What is TeachMeet?
Learn something new, be amazed, amused and enthused. This is an informal gathering of those curious about teaching and learning. Anyone can share great ideas they've trialled in their classrooms, ask important questions or simply sign up to take part in learning conversations. Education professionals from all sectors are welcome to take part.
When and Where?
Date: Saturday 10 March 2012
Where: The Marriott Leicester
Time: 1.45pm onwards
Host for the night: Drew Buddie and James Langley and Dughall McCormick
Resident Technical Expert on site: Leon Cych
What can you do?
You can come along to chat, meet new people, or give a seven minute talk, a two minute nano presentation or lead a conversation Related to our conference theme – ‘3rd Millennium Learning – The Compelling Case for ICT’ in some way
Twitter Hashtag: #Naace
