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Exemplars

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The following list of websites show teachers demonstrating and reflecting on the practical use of ICT in the classroom; these examples have been recorded through video.

These links are provided as examples of working with ICT but their inclusion does not indicate the authors of the site are recommending them as best practice.

Tim Rylands – Myst: computer games in education

Primary school teacher Tim Rylands uses the computer game Myst to engage his pupils in areas such as creative writing, speaking and listening, music and art.

See BECTA’s overview and the Teachers TV review of Tim’s work on YouTube.

Teachers TV

teachers_tv1

  • Innovation – New Ideas in Primary ICT. At Clunbury Primary School (Shropshire), Headteacher Andrew Davis has introduced laptops, podcasts, blogs, camcorders and portable games consoles into the curriculum. http://www.teachers.tv/video/27308
  • KS3/4 Design and Technology – The Future’s Handheld. In this programme Year 10 pupils at Saltash.net Community School, near Plymouth, spend two days testing out specially adapted software on PDAs. http://www.teachers.tv/video/3306
  • Personalised Learning with ICT2. This programme looks at a pilot with 8 schools in Dudley using pda’s, two schools are highlighted and examples of use include animation in French classes. http://www.teachers.tv/video/168
  • Secondary ICT – Personalised Learning with ICT3. What are the issues involved in being at the cutting edge of ICT development in secondary schools? Various teachers discuss the innovative use of ICT. http://www.teachers.tv/video/169
  • Secondary ICT SOS – PDAs and Webcams. This programme focuses on ICT resources such as PDAs and webcams, which some teachers have found useful in teaching. http://www.teachers.tv/video/3209
  • Web Literacy. ICT consultant working with year 9 pupils in examining 3 websites – one on the holocaust, Martin Luther King and Victorian robots. In the first part he asks pupils what they think about the sites followed by a teacher led deconstruction of the sites. http://www.teachers.tv/video/5425
  • ICT and Literacy Issues. Two teachers and an ICT consultant discuss measures to improve teaching literacy with ICT in a primary school. http://www.teachers.tv/video/157
  • 2D animation. Two teachers using animation in the classroom, one through an after school film club and the other as a 3 day workshop. http://www.teachers.tv/video/2743
  • KS1/2 Art -3D Animation. This programme explores how 3D animation can be used to help deliver both ICT and Art units of the curriculum to Key Stage 2 pupils. http://www.teachers.tv/video/2744 Other resources and links are available at: http://www.teachers.tv/video/2744/resources
  • KS3/4 English and Media – teaching Media: Analysing an Advert. In this programme the teacher works with a Year 10 class analysing the Levi’s Midsummer advert, which sets words from A Midsummer Night’s Dream on the streets of contemporary Los Angeles. http://www.teachers.tv/video/2554Other resources and links are available at: http://www.teachers.tv/video/2554/resources
  • Two Media Stories: The Advert and the Soap. Featuring the recent A Midsummer Night’s Dream Levi’s advertisement in full and clips from the BBC hospital soap Holby City. This programme is designed for use by English and Media Studies teachers with students. http://www.teachers.tv/video/2559Other resources and links are available at: http://www.teachers.tv/video/2559/resources
  • KS3 History – Critical Analysis. Year 9 pupils hone their critical analysis skills by examining the 1916 film Battle of the Somme. Part of a World War One in-depth study this lesson focuses on the higher order skill of inference. http://www.teachers.tv/video/1486Other resources and links are available at: http://www.teachers.tv/video/1486/resources
  • Science Tube – Light Show. In this episode of Science Tube, we take an in-depth look at the properties of light. Through time-lapse and animation from space, the Day and Night show highlights the differences in the 24 hour cycle. http://www.teachers.tv/video/12102Other resources and links are available at: http://www.teachers.tv/video/12102/resources
  • Secondary ICT SOS – Internet Researching and Podcasting. In this episode of Secondary ICT SOS, we provide some great advice on using both the internet and podcasting effectively in the classroom. http://www.teachers.tv/video/3207Other resources and links are available at: http://www.teachers.tv/video/3207/resources
  • ICT for the Non-Specialist – Virtual Worlds. The use of virtual worlds in the classroom is investigated. http://www.teachers.tv/video/30858 Other resources and links are available at: http://www.teachers.tv/video/30858/resources
Last updated by Karen on 9 November 2008 | Tags: , , , | Category: Digital Video, Exemplars, Teaching with video | Leave a comment

ICT Projects

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The projects listed here are examples of longitudinal projects that support the creative use of ICT in the classroom.

FÍS

FÍS (literally translated as ‘Vision’) is an initiative from the Department of Education and Science (DES) in the Republic of Ireland and is a project designed to introduce the medium of film as a support to the Primary School Curriculum (Curaclam na Bunscoile). The FÍS project is now managed by the National Centre for Technology in Education (NCTE), in collaboration with Dun Laoghaire Institute of Art Design and Technology (The National Film School). www.fis.ie

NCTE’s Soundbeam Project

The NCTE arranged for an evaluation of the use of Soundbeam in Irish special schools via case studies in four schools during the 2004/2005 school year.  The purpose of the evaluation was to establish the suitability of Soundbeam for use with students with severe/profound general learning disabilities or multiple disabilities in Irish schools.  The NCTE supplied Soundbeam version 2 equipment to three of the schools (the fourth schools already had its own Soundbeam version 1 equipment), three days of training for the teachers involved and a template for reporting the school’s evaluative case study of Soundbeam.

Laptops Initiative

An initiative for students with dyslexia or other reading/writing difficulties.
Thirty-one post-primary schools around Ireland were involved in this innovative initiative aimed at supporting students with dyslexia or other reading/writing difficulties through the provision of laptop computers. The initiative aimed to identify how laptops can support these students and facilitate learning in an inclusive environment. http://www.laptopsinitiative.ie/Book.aspx

IMMERSE

IMMERSE stands for Innovative Multi–Media Educational Resources for Students and Educators.A Digital Learning Partnership established in 2002 between NCTE and the national broadcaster, RTÉ, set out to develop digital content relating to the Irish curriculum. This partnership has been a fruitful one, with two DVDs produced and distributed to primary schools and four comprehensive websites created.

Creative Learning in the Digital Age

This project was a partnership between Northern Ireland Screen, the Nerve Centre and CCEA (Council for the Curriculum, Examinations and Assessment). Funded by NESTA the project aimed to encourage the use of moving image in the classroom. www.digitalfilmarchive.net/clda

Access to the site is available to all, however access to the clips is restricted to teachers and pupils studying CCEA’s Moving Image Arts and history teachers involved in the original pilot.

Further information on the project including the evaluation, which is available to download, go to: http://www.northernirelandscreen.co.uk/page.asp?id=49

The Dissolving Boundaries Programme

Set up in 1999 to use ICT to link special, primary and secondary schools together in Northern Ireland and the Repulic of Ireland for joint work in the curriculum. The website contains examples of school links, research reports and a video of the programme in 2008. www.dissolvingboundaries.org

C2k

C2k on behalf of the five education and library boards is responsible for the provision of an information and communications technology (ICT) managed service to all schools in Northern Ireland. The C2k website has case studies of pupils and teachers working with ICT. http://www.c2kni.org.uk/casestudies/casestudy.html

Last updated by Karen on 3 November 2008 | Tags: , , , | Category: Digital Video, Projects, Teaching with video | Leave a comment

Moving Image Arts

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AS, A2 and from Sept 2009 GCSE

Moving Image Arts (MIA) is a qualification in the art of the moving image which has been introduced to schools across Northern Ireland by CCEA (the Council for the Curriculum and Examinations). Following the successful introduction of the pilot at AS-Level in the 03/04 and 04/05 academic years, the A2-Level syllabus has been taught from September 2005. MIA has been extended to A2 and from September 2009 it will be taught at GCSE.

There are teaching resources available for teachers and pupils studying Moving Image Arts on the Creative Learning in the Digital Age website, and CCEA’s MIA microsite.

Last updated by Karen on 9 October 2008 | Tags: , | Category: Curriculum, Digital Video, Teaching with video | Leave a comment

Copyright and internet safety

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This section has links to advice on issues related to copyright and online safety.

Copyright, Designs and Patents Act, 1988 (UK)

see points 32-36 for Education

http://www.opsi.gov.uk/acts/acts1988/Ukpga_19880048_en_1.htm

Copyright and Related Rights Act, 2000 (ROI)

see points 50-52 and 128-129 for Education

http://www.oireachtas.ie/viewdoc.asp?fn=/documents/bills28/acts/2000/a2800.pdf

Public Video Screening Licence

A copyright licence is required to screen films in educational institutions under the Copyright, Designs and Patents Act 1988 (UK), if the film is being screened for entertainment purposes rather than for the purposes of instruction or as part of the lesson.

A licence is required when films are screened for the benefit of:

End-of-term treats

After-school clubs*

Wet weather alternatives

Staff/student social event
*please note that if your after-school club is run by the school for pupils only, you will be covered under the PVSL taken out for the school and do not require a separate licence.

Administered by Film Bank, the PVSL is an annual licence entitling holders to screen unlimited films throughout the year using their own DVDs/Home Videos purchased from any legitimate outlet.

http://www.filmbank.co.uk/default.asp?page=article&id=45173&section=pvsl&subsection=home

Performing Right Society

A PRS Licence is required for the non-curricular use of copyrighted music in schools.

http://www.cefm.co.uk/licensing/prs_ee/index.htm

Teachers TV

KS3/4 ICT – Online Safety. This programme outlines simple classroom activities to help teachers to take practical steps to keep pupils safe online and to increase awareness of the potential dangers of internet usage. http://www.teachers.tv/video/26942

Other resources and links available at: http://www.teachers.tv/video/26942/resources

Klicksafe.de

The Klicksafe website contains audiovisual awareness material collected by the German Insafe awareness node.

BBC Wales

BBC Wales showcases digital storytelling work with communities in Wales. Their website contains a downloadable guide on the process of making digital stories with guidance on copyright and seeking permission from contributors.

Last updated by Karen on 9 October 2008 | Tags: , | Category: Digital Video, Rights issues | Leave a comment

How video can be used in the curriculum

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This section looks at how moving image can be used in 2 ways: to support the curriculum and to reflect on how ICT can be used in the curriculum.

Last updated by Karen on 31 March 2009 | Category: Teaching with video | Leave a comment

Trainee teachers

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Sample use of IT within the English with Drama and Media Education PGCE programme

Trainees are using free software- ‘Audacity’ and ‘Moviemaker’ (downloadable from the internet) to create podcasts and movies for use as teaching resources within English, Drama and Media classrooms.

Trainees are primarily using the resources to present texts to pupils in very visual and lively ways. Voice-overs combined with appropriate sound effects, credits and visual images show representations of chosen texts and offer pupils alternative ways to access more difficult texts.

In addition, the production of multiple versions of any one text (e.g. ‘Shall I Compare Thee To A Summer’s Day?’) are also used to spark debate within the classroom, concerning the nature of Media texts. Issues surrounding interpretation and representation are analysed alongside key English and Media terms such as target audience, bias, connotations, symbolism and metaphor.

Trainees have also been taught how to use the software, so that they in turn can cascade this knowledge within the school environment.  Pupils are instructed on how to use IT in order to create their own Media texts. This is very useful and indeed essential in a lot of respects, as pupils must create and produce their own Media texts on most GCSE Media courses.

The software is also used to strengthen trainees’ pedagogical knowledge, as they use it to create podcasts and movies that explicitly instruct others (colleagues) on how to use the software applications.

Response by PGCE student: English and ICT

Discuss your use of IT so far within this course.  How has it/will it benefit you as a teacher practitioner?

To date, I have used a variety of IT resources in the course of PGCE English, both in completing tasks for the course and in preparation for my first school placement.  I have produced numerous PowerPoint Presentations for English, for use in both Starter and Plenary aspect of a lesson.  In addition to this I have used PowerPoint to deliver my Love of Literature presentation in English.

I have also used Microsoft Word to complete assignments, and prepare worksheets for micro-teaching activities.
For my Subsidiary Subject I am studying Special Educational Needs.  A large part of this study takes place using https://learningni.net.  Weekly tasks are posted online and must be completed and posted within distinct discussion forums.  These are then evaluated by the tutor on a weekly basis.

In English, we have been using Podcasting and Vodcasting to look at the poetry included in the CCEA GCSE Poetry Anthologies.  I have created a Podcast for Remember by Christina Rossetti.  I then used this Podcast as the basis for my MovieMaker project.

Each member of the PGCE English group has been given webcams which we intend to use to discuss what is happening when we are out on placement in our schools.  We have also received some basic training in the use of Interactive White Boards.

All of these skills will be useful in making my English classroom more interactive and interesting to pupils.  As the classrooms in my placement school are only fitted with IWB, the use of PowerPoint and Active Studio will be essential, and the tips I have picked up will be of great benefit.  The use of Podcasts will also be quite interesting for students, although it remains to be seen just how accessible the necessary resources to do this will be in school.  However, I will be able to use my own and my classmates original podcasts when teaching this aspect of the GCSE Syllabus.  Generally speaking, the new skills I have learnt and the old skills I have developed through the course of the PGCE will be extremely beneficial in the practice of teaching an English class.

Last updated by Karen on 31 March 2009 | Category: Curriculum, Teaching with video | Leave a comment