Becoming an ICT teacher… think computing! Miles Berry, teacher trainer primary, University of Roehampton; David Longman, teacher trainer secondary, University of Wales, Newport; John Woollard, teacher trainer secondary, University of Southampton; and Tim Tarrant, Head of Technology in Learning & Teaching Team, Training and Development Agency for Schools (TDA). Welcome to the profession…

Becoming an ICT teacher… think computing!

Anti-hubris moment Web 2.0 might imply that teachers of computing are only marginally useful or necessary! Anti-hubris moment Web 2.0 might imply that teachers of computing are only marginally useful or necessary!

Becoming an ICT teacher… think computing! Why should we teach computing? Our future well-being is dependent on computing. It is a social and economic force. It is a key conceptual-engineering domain which is helping us deal with the very large-scale problems facing the planet. Easy to say – perhaps harder to promote. To me it means that computing is as important as mathematics, science, or literature. Remember: teachers make the curriculum. It is yours. It must be kept lively, dynamic, relevant, accessible. It is exciting: computing is not fixed, not stable. It is developing and it must develop. Computing is a debate. It could be - needs to be - otherwise. E.g. consider what Ted Nelson has to say in “Geeks Bearing Gifts”.Geeks Bearing Gifts

Becoming an ICT teacher… think computing! Don’t be afraid to promote the cross-curricular importance of computing for all ‘subjects’. Teachers of computing must get out of their curriculum boxes. Finally, always keep in mind that “You Are Not A Gadget”You Are Not A Gadget

Becoming an ICT teacher… think computing!

There are 10 sorts of people… those who get binary, and those who don’t

Becoming an ICT teacher… think computing!

Ofsted report March 2009….. “ Although students used ICT well to present their work, communicate their ideas and, increasingly, to manipulate and use a variety of digital media, standards in using spreadsheets, databases and programming remained low.” “At KS4 students were spending considerable time demonstrating proficiency in what they could already do in order to meet the assessment criteria, rather than being introduced to new and more challenging material and skills.” Our students need to be challenged and enthused…

Becoming an ICT teacher… think computing! STEM is not just science and maths – the “T” isn’t silent and neither is the “E”.

Becoming an ICT teacher… think computing! Professional Standards [Q1] to [Q33] [Q8] Have a creative and constructively critical approach towards innovation. [Q14] Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained. [Q15] Know and understand the relevant statutory and non-statutory curricula, frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. [Q23] Design opportunities for learners to develop their literacy, numeracy and ICT skills. [S3.1.1]Trainees set challenging teaching and learning objectives which are relevant to all pupils in their classes.

Becoming an ICT teacher… think computing! ICT Programme of Study for Key Stage 3 use ICT to make things happen by planning, testing and modifying a sequence of instructions, recognising where a group of instructions needs repeating, and automating frequently used processes by constructing efficient procedures that are fit for purpose

Becoming an ICT teacher… think computing! GCSE Computing 2010 onward will… give learners a real, in-depth understanding of how computer technology works; provide excellent preparation higher study and employment in the field of Computer Science; and develop critical thinking, analysis and problem-solving skills through the study of computer programming.

Becoming an ICT teacher… think computing! Computer Programming in Key Stage 3 Rationale for computer programming in the key stage 3 curriculum Aspects of programming ICT sample teaching units – some scenarios Scenario 1 Computer Programming using Alice Scenario 2 Greenfoot and Game Design Scenario 3 Programming with Visual Basic Scenario 4 A game business using Game Maker Scenario 5 Games and game authoring

Becoming an ICT teacher… think computing! Body of Knowledge (BOK) A small group in CAS is identifying a body of knowledge for computing at school: the curriculum aims; the importance of computing; the key concepts of computing; and the key processes of computing: Specifying Abstraction and design Programming, thinking algorithmically Evaluating, reflecting, and thinking critically.

Becoming an ICT teacher… think computing! The way forward… Stay in touch and support each other…

Becoming an ICT teacher… think computing! David Longman Senior Lecturer in ICT, Newport School of Education, University of Wales, Newport Skype: davidjlongman Twitter: davidjlongman Second Life: Thok Tomsen Tim Tarrant Head of Technology in Learning & Teaching Team, Improvement and Training Directorate, Training and Development Agency for Schools City Tower, Piccadilly Plaza, Manchester, M1 4TD John Woollard Lecturer in Information Technology Education, School of Education, University of Southampton Second Life: Stradd Ling MSN: Twitter: JWoollard Skype: Miles Berry Senior Lecturer, ICT, Roehampton University London Twitter: MBerry