A_Critical_Analysis_of_the_Teaching_and_Learning_of_Ict

This assignment provides a critical analysis of the teaching and learning of Information Communication Technology (ICT) within the National Curriculum (NC) and other published schemes of work, whilst addressing the ways in which learners develop ICT capability. ICT refers to a variety of tools which can be used to ‘...process and communicate information’ (Kennewell et al 2000:1). ICT was integrated into the National Curriculum (NC) in 1999 and has played a part in the subsequent transformation of education by being placed at the forefront of innovative pedagogy (Toor 2001, Leach & Moon 2000, Cox et al 2003, Potter & Derbyshire 2005, OFSTED 2009). Consequently, learners now benefit from low and high-tech ICT exposure to open-ended, rich environments (Smeets 2004, Leask & Younie 2001, Monteith 2004) and holistic experiences embedded within a broad and balanced curriculum (Dale 2009, Rose 2009, Robertson et al 2007). The significance of these experiences, learning from and learning through ICT, are recognised by the setting on which this assignment reflects and deemed as essential for future life (Lynch 1999 cited by Kennewell 2000, Rose 2009), particularly in terms of future employment for economic wellbeing (DCSF 2009 ECM). Moreover formal and informal (Morgan & Kennewell 2005) exposure to ICT promotes enlightening, creative and critical thinking and learning opportunities (Dale 2009, Wegerif & Dawes 2004) which heighten engagement and motivation to enhance learning experiences (DFES 2004, Good 2009, Johnson et al 2006, Loveless 2003a, Higgins 2003). Yet the use of ICT is not without challenge. Indeed it changes and develops rapidly, consequently it can support and burden teachers (Wegerif et al 2004, Monteith 2004). Therefore, in order for teachers to apply ICT purposefully and confidently across the curriculum, teachers themselves require ICT skills and ‘...pedagogical content knowledge’ (John 2004:5) with scope for ongoing development (Fox et al 2000,Loveless 2003a & recently confirmed by BECTA 2009). The NC programme of study (POS) follows an incremental or sub-skills (Potter and Darbyshire 2005) approach to the gaining of essential knowledge, skills and understanding (KSU) in ICT as a core subject throughout Key Stages 1-4. It does not, however, address how to approach teaching these ‘...essential skills.’ This will be addressed and discussed later within this assignment. Yet the NC does provide the basis for the five features of effective practice within ICT: Autonomy; Capability; Creativity; Quality and scope, as described at length by Bacon et al 2001 (Appendix 1). Having considered the characteristics of each feature of effective practice teachers working within an ‘...ICT enabling school’ such as this, have high standards and value the use of ICT across a variety of learning contexts (Bacon et al 2001:13). Each aspect of learning within the PoS provides varied opportunities for learners to experience two areas of study, working with various forms of ICT to find things out and develop ideas and make things happen (PoS 1 &2), and learning from ICT to exchange and share information and review, modify and evaluate work as it progresses (PoS 3 & 4) (DfEE 2009). These areas of the NC provide scope for collaborative (Higgins 2003) and cooperative (Smeets 2004) activities through social interaction. In this setting group activities using an interactive screen, enable learners to exchange, practice and demonstrate skills whilst entering into discussion to consolidate understanding and solve problems as recommended by Woolgar 1988 (cited by John 2004). However tensions which, ‘... can result in confused subject understanding and task frustration’ between the two areas of study have been noted (Selinger 2002, cited by John 2004:6), consequently in order for collaborative working to truly be fostered greater importance needs to be placed on learners levels of ICT competence and confidence in the application of ICT as a tool prior to collaboration. The NC breadth of study refer to learners’ enlivening and enriching experiences gained from a wide range of technology used for different purposes (Galloway 2007). These technologies are used within this setting to further develop ideas and include more recent innovations such as desktop publishing, multi-media, digital photography packages and much more (Good 2009, QCA 2009, Atherton 2002).The defined expectations of learner attainment gained from this level of exposure are detailed within the breadth of study. The essential KSU, defined as ICT capability (Kennewell year 2000, Loveless 2003), is addressed within these attainment targets level descriptors which can then be differentiated to meet the needs of all learners (McNamara & Moreton 1997). Within this setting, in line with current assessment for learning (AFL) guidelines (QCDA 2009), teachers involve learners in formative assessment foci to reflect upon and measure their progress. This approach also reflects learner progression for those working at different levels within a class and across a key stage. The overall intention of such a process of seeking and interpreting evidence is intended to raise achievement. ICT capability is the learner’s ability to combine ICT concepts, process skills and facts: (Plymouth curriculum 2009). Indeed, a learner’s technical and cognitive ability to combine low level skills and techniques, and apply them into to other learning situations and contexts requires a higher level of ability (Parkinson 2000, Kenewell 2000, Monteith 2004). These such abilities or ‘...high order thinking skills’ (Kennewell 2000:86, Loveless 2003a&b, Potter & Darbyshire 2005), are supported by Blooms taxonomy theories cited by Armstrong (2000) (Appendix). Therefore within this setting, ICT capability is largely developed or taught through a reciprocal teaching approach (Toor 2001, Higgins 2003) in discreet ICT lessons to enhance and consolidate skills or ‘...operations’ (Parkinson 2000:20). The study of ICT within the NC (DfEE 2009) provides a basis for the teaching and learning of essential concepts (KSU) in ‘...the five distinct components’ of ICT capability (Appendix), addressed through a ‘...holistic, continuous approach’ (Kennewell 2000:16:2), confirmed by Parkinson J (2000). The afore mentioned NC level descriptors address ICT capability across each key stage enabling teachers within this setting to make judgements by matching performance to description as also defined by B squared assessments and within pupil profiles (Appendix). Indeed ICT capability skills gained are then applied within a range of activities related to the nine key features of ICT (Shropshire 2009), used to develop ‘...accelerate and enhance’ (DfES 2004:73) learning across the curriculum (Rose 2009). The application of these skills to innovative cross curricular learning situations within this setting, enables learners use of technology to seek, process, develop, present and communicate information. Indeed such access and exposure to ICT as a discreet subject or within other areas of the curriculum (Rose 2009) prepares learners for the technological age in which it is a ‘...essential aspect of everyday life’ (Becta 2009). Moreover, it is intended that by the end of the Primary phase learners should be confident, competent and independent users of ICT and its key features (Shropshire 2009), and should possess the ability to do so safely. A more detailed breakdown of how to deliver the National Curriculum for ICT and its components can be gained through taking a close look at non statutory planning structures such as QCA (Appendix) and Equals (Appendix) schemes of work. Each unit comprise of a medium-term plan for one POS aspect of the NC for ICT. These are used in line with current school policies (Appendix school policy), and can be used to inform a topical overview map (Appendix school long term plan) which consider cross curricular themes and subject links. Each QCA unit is divided into three parts: 1. Setting the scene; 2. A series of short focused tasks; 3. An integrated task (QCA 2009) The QCA approach follows the behaviourist principles of Gagne and Briggs ‘...learning hierarchy’ (cited by Potter & Derbyshire 2005:118), or sub-skill approach to learning, which incorporates a ‘...task analysis’ (Potter& Darbyshire 2005:117). It ensures that each task is achievable by the lone learner. Setting the scene provides an opportunity for teachers and learners to explore and discuss the use of ICT over traditional methods. It also enables teachers to establish prerequisite skills before taking the next steps. Although the QCA (2009) state their scheme is underpinned by the aims and purposes of the NC there are suggestions that it poses a significant shortfall due to the rigid nature of its format (Potter and Darbyshire 2005) and a ‘...high level of generality’ in relation to ICT capability (Kennewell 2000:8). Consequently, there are little opportunities for learners to revisit, consolidate and confirm prior learning in terms of basic skills and routines, therefore creating a deficit when applying high order thinking skills. In support of related theories (Potter and Darbyshire 2005, Kenewell 2000) the medium term plan provided (Appendix) is underpinned by these five essential components in capability acquisition (Appendix). Furthermore, as these (QCA/Equals) schemes of work are not statutory, they can be adapted or tailored to suit specific needs within a setting and subsequent developments in planning for ICT teaching and differentiated learning opportunities (McNamara & Moreton 1997). Indeed line with Potter and Derbyshire’s (2005) suggestion, within this setting, teachers modify the QCA approach by cutting short focused tasks entirely and instead include a series of different integrated tasks, which adopt Vygotsky’s scaffolding approach, in which learners are placed within the zone of proximal development in order to teach/model further prerequisite capability skills and apply these techniques within a task. Exposure to these capability skills are developed further or scaffolded through ongoing integrated tasks, which encompass the effective use of the nine key features of ICT providing opportunities for learners to apply their KSU in new situations across the curriculum to demonstrate their individual level of ICT capability. Much of the research mentioned within this assignment supports the current structure of the NC (Toor 2001) but suggests further development of the QCA scheme of work is needed (Potter & Darbyshire 2005). However there are some theories suggesting the NC has blurred the distinction between learning about ICT in terms of a subject related to capability, and using ICT across the curriculum to extend knowledge, skills and understanding (Monteith 2004). Consequently a recent curriculum review (Rose 2009, supported by NAACE 2009) built upon the current NC to provide explicit requirements in how learners should use and apply ICT capability throughout all areas of learning with the overall aim being to enable the digital literacy of all learners. With this in mind the setting on which this assignment reflects upon is currently redeveloping its Primary Curriculum. This assignment has demonstrated a critical analysis of the teaching and learning of ICT within the NC, and QCA scheme of work whilst reflecting on current practice. It has addressed and analysed various theories related to the acquisition of ICT capability and reflected upon a medium-term plan written with these theories in mind.