ICT in Schools Project Summary FACULTY OF EDUCATION & CHILDREN’S SERVICES

Numbers 77 PGCE (Primary) associate teachers have planned, observed and worked with 18 teachers in 12 schools; 35 PGCE (Early Years) associate teachers are working with 10 teachers in 8 schools; 18 schools involved overall in Wirral, Cheshire West & Chester and Warrington. 77 PGCE (Primary) associate teachers have planned, observed and worked with 18 teachers in 12 schools; 35 PGCE (Early Years) associate teachers are working with 10 teachers in 8 schools; 18 schools involved overall in Wirral, Cheshire West & Chester and Warrington.

Evaluation – Project 1 Reflecting on the pedagogy of ICT, even when using familiar software. Experience of ICT to support children with Special Educational Needs; Breaking down ICT activities into engaging, challenging, yet manageable steps; Matching trainees to specific teachers/settings to address areas of weakness; A University-based follow-up session to share experiences, ideas and reflections; Fewer trainees in each class; All schools/settings adopting the same approach to the project. Reflecting on the pedagogy of ICT, even when using familiar software. Experience of ICT to support children with Special Educational Needs; Breaking down ICT activities into engaging, challenging, yet manageable steps; Matching trainees to specific teachers/settings to address areas of weakness; A University-based follow-up session to share experiences, ideas and reflections; Fewer trainees in each class; All schools/settings adopting the same approach to the project.

Evaluation – Project 2 More experienced/confident ATs spread across the participating schools; More teachers/schools involved – smaller groups in most schools; University-based follow-up session; School-led planning building on teachers’ strengths; A pre-visit to the school between the planning meeting and the Project day led to more positive outcomes. Combination of teacher-led and trainee-led activities most successful; Some mainly trainee-led projects appeared to be highly successful. More experienced/confident ATs spread across the participating schools; More teachers/schools involved – smaller groups in most schools; University-based follow-up session; School-led planning building on teachers’ strengths; A pre-visit to the school between the planning meeting and the Project day led to more positive outcomes. Combination of teacher-led and trainee-led activities most successful; Some mainly trainee-led projects appeared to be highly successful.

Evaluation – Project 3 Planning meeting in schools; University-based follow-up session; All ATs in Foundation Stage or KS1.

Impact on Learning? The animation project took the children out of their comfort zone enough to make them feel challenged. … the expertise of the students … really enhanced the children's understanding. The children, as well as significantly developing their ICT skills, worked collaboratively, patiently and creatively. The children learned ICT skills that they did not already have and would not have been able to acquire these skills without such a project. I was able to give the children an experience in learning that would not otherwise have been possible. The extra support/resources offered by the project allowed for a much more ambitious ICT plan and outcome. The project led me to introduce aspects of technology that I would probably not have used this early in the school year. It introduced other staff to the website as they were able to watch the PGCE students teaching the children the new methods. The animation project took the children out of their comfort zone enough to make them feel challenged. … the expertise of the students … really enhanced the children's understanding. The children, as well as significantly developing their ICT skills, worked collaboratively, patiently and creatively. The children learned ICT skills that they did not already have and would not have been able to acquire these skills without such a project. I was able to give the children an experience in learning that would not otherwise have been possible. The extra support/resources offered by the project allowed for a much more ambitious ICT plan and outcome. The project led me to introduce aspects of technology that I would probably not have used this early in the school year. It introduced other staff to the website as they were able to watch the PGCE students teaching the children the new methods.

Impact on Training? I feel this definitely enhanced my knowledge and skills in relation to excellent teaching of ICT. My confidence in my ability to teach ICT has been greatly boosted; has as my confidence in lesson planning for ICT. It was a fantastic opportunity to watch an outstanding teacher focus on ICT. The project helped 'bring to life' some of the things we have covered in our ICT lectures so was very useful. The project was particularly beneficial as it encouraged me to be more ambitious in my planning for ICT. I've learnt the importance of breaking the program down into steps and I've learnt to not be afraid of the children getting ahead of the teacher. The project has been extremely helpful and I can't fault it in any way. I have learnt a tremendous amount about planning, structure and grouping, not just for this lesson but for the build up and [follow-up]. I feel this definitely enhanced my knowledge and skills in relation to excellent teaching of ICT. My confidence in my ability to teach ICT has been greatly boosted; has as my confidence in lesson planning for ICT. It was a fantastic opportunity to watch an outstanding teacher focus on ICT. The project helped 'bring to life' some of the things we have covered in our ICT lectures so was very useful. The project was particularly beneficial as it encouraged me to be more ambitious in my planning for ICT. I've learnt the importance of breaking the program down into steps and I've learnt to not be afraid of the children getting ahead of the teacher. The project has been extremely helpful and I can't fault it in any way. I have learnt a tremendous amount about planning, structure and grouping, not just for this lesson but for the build up and [follow-up].