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En provenance du cours de University of London

ICT in Primary Education: Transforming children's learning across the curriculum

52 notes

University of London

ICT in Primary Education: Transforming children's learning across the curriculum

52 notes

Why and how are teachers integrating ICT (Information and Communication Technology) into primary education? In this course we analyse examples from schools in different parts of the world, and bring professional teachers, headteachers and policymakers together to share their best ideas and inspiring stories. The materials in the course are based on studies carried out for the UNESCO Institute of IT in Education, Moscow. Learning Outcomes: to be aware of the range of reasons for using ICT to critique the strategies for developing ICT over time to analyse the strengths and weakness of different decision-making mechanisms to become familiar with a wider range of useful tools and resources for integrating ICT

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Inspiring examples and implementation concerns

This week we hope to enable you to identify the different dimensions of implementation issues, and apply them to your own context and to become aware of problems that can be encountered in using ICT. We also wish you to share and build some solutions to these concerns and problems and consider these solutions to be of different kinds: learning design, infrastructure, negotiation with parents, communities of practice, policies, staff development, pedagogical innovations, differentiation, affordable access, and teaching support.

An inspiring project that overcame some challenges16:14

Dealing with potential pitfalls - Canada9:52

Moscow School Science0:38

Challenges & obstacles - Broadclyst11:08

Challenges & obstacles - Bury13:00

Children recommendations6:27

Learning Designer - Adapt a design from the directory2:29

Rencontrer les enseignants

Professor Diana Laurillard
Professor of Learning with Digital Technologies
London Knowledge Lab, UCL Institute of Education, University of London

[BLANK_AUDIO]

>> And then where would you start, in helping them use it?

>> I'd tell them where the Web is and all that, I'd show them.

[UNKNOWN].

>> Okay, we talking if someone doesn't

realize that terminology you would talk about it?

>> [UNKNOWN].

>> Oh that's true, we didn't even talk about that.

[UNKNOWN].

I see you all, I'll get to everybody.

Cherolyn?

>> That some of the states you have to check who put

them on because some of them, people just write what they think?

>> How do you check that?

How would you tell her how to check that?

>> it, it says what it, what you're looking for on top, and

then if you go down it, it'll say who wrote it.

>> Also, there's, like, Gov for government and like, Ca for, like, Canada and

all those things like, when it says Com I'm pretty sure it's a company.

>> So if it's a company, what's the questions that you would say you should.

>> Well maybe I'll [UNKNOWN] saying better things

about their dad [UNKNOWN] other things and.

>> What's it like to get viruses?

On our computer we have [UNKNOWN], it's a kind of [INAUDIBLE] anti virus.

And, if you go on a site that has a virus or go to download something

that has a virus, it'll block it and say that it's virus blocked.

>> [UNKNOWN] like just the laptop is to [UNKNOWN] look what they want to do.

because that's what my dad did, and I learned like that.

And most of my technology that my brother taught me that.

>> So when you're saying just going

and look, you're, you're talking about exploring?

>> Yeah, like see what there is, like what [INAUDIBLE].

The word, and everything.

Like

that, and see what there is for you to do?

And check everything out, and see.

[BLANK_AUDIO]

>> I would say that tech, technology makes kids want to work more.

>> Okay.

Like you can use them and stuff with the class and the class

would probably use them a little bit more because if you would just

write it on the board and explain it out you can make it

more fun with the electronic because it's you know, electronic and kids like it.

>> All right.

>> Well for searching things out.

Took us often.

Sometimes we, we have something that we don't

understand like in our community, our reading book.

And we have words that we don't understand and

we can go up to the dictionary, that's a possibility.

But it's faster in here you can just go and search it up.

Well, just

making sure that you're on a good site.

>> Yes.

>> Sort of, it's a little boring to

put the pencil to the paper for writing, sorry.

[LAUGH] >> You don't have to be sorry.

[LAUGH] I understand.

>> And also, like, I have a friend, in, Jacob, he lives in [UNKNOWN].

>> Mm-hm.

>> He has an iPod too, that's a mini, and we just facetime sometimes.

>> And you have a person comes in every week.

[LAUGH] >> The technician.

Jack comes in, yeah.

>> Yeah, and he.

And if, if he asks if you have a problem, and sometimes, yes, like.

Is it, I don't like to have, to ask

him [UNKNOWN] because it says I has not backed up.

And I need to ask him about that and then maybe like, he can like fix it or.

>> Mm-hm.

>> And.

>> [INAUDIBLE].

I'm good.

We'll try and record it.

>> Having brothers and sisters growing up here, I've had too many passwords

and really forgot them when chatting too many times without a password.

It would disable and, John would go in on his laptop or iPad into iTunes and.

Log in for us and it would unlock our.

>> Okay, so you have to say that and then

we learned, oh, you know, we do, be careful about that.

>> Well when you go to close a page like

with your, what is it, it, it got it stayed

into like a little square in the middle of my

screen and I couldn't play on it because it got froze.

and I didn't know what to do and the next day

I asked a couple of people and they didn't know how.

And when I talked to Nick he's like, just

like, hold the home button and shut it off.

Then it shut off.

And then he turned it back on and it worked.

>> Okay, some people have solved the problem

by asking somebody else, because I hear that everyday.

[LAUGH] I hear you saying, oh, I can't do this,

and then, one of us will say, oh you just did.

Nick helped.

One of us will

say that.

>> You can't, like, get, like, if you're at school,

you have to do the work, and, like, if you're.

Like just yeah, playing a game, you won't get your work done, and

then, the teacher will notice or something like that, and you'll get in trouble.

But if you're at home, and you finish your homework at

school, then you can play all you want or you can.

>> And also, I, like, there's [INAUDIBLE] simple, [INAUDIBLE].

It's we, to put you together we need the same internet.

So at school we can play

together, but when we are at

different places we can't.

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