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ICT Presentation Katy Bath 0504599

ICT Presentation Katy Bath 0504599. Benefits of using ICT in the classroom. Promotes VAK learning (Johnston and Nahamad-Williams 2009) ‏ Promotes creativity for both teachers and pupils Ensures learning is accessible for all children, particularly children with Special Educational Needs

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ICT Presentation Katy Bath 0504599

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  1. ICT PresentationKaty Bath0504599

  2. Benefits of using ICT in the classroom • Promotes VAK learning (Johnston and Nahamad-Williams 2009)‏ • Promotes creativity for both teachers and pupils • Ensures learning is accessible for all children, particularly children with Special Educational Needs • Can impact positively on children's attainment, motivation and achievement (DfES 2004)‏ • Supports cross curricular links • Ensures lessons are stimulating for children

  3. Maths and ICT • Wide range of technology which supports development in Mathematics. (Fox, Montague-Smith and Wilkes 2000)‏ • Allows children to develop their mathematical strategies and concentrate on reasoning rather than just working out the answer (Cox, Webb, Abbott, Blakeley, Beauchamp and Rhodes 2003). • Spark enthusiasm into a subject which some students lack motivation and confidence in. • Data can be collected, predications made and data presented graphically.

  4. My Resource • Whiteboards are a dominant ICT tool in the reception classroom. • Children seem particularly motivated to use the games and resources on the whiteboard. (Higgins,Falzone, Hall, Moseley, Smith, Simth and Wall 2005)‏ • Flipcharts can be used on whiteboards. • Flipcharts are easy to use, child friendly and can promote independent learning. • Flipcharts can be easily assembled to support any area of learning.

  5. Planning • Reception classroom following Early Years Foundation Stage (EYFS)‏ • Provide opportunities for child initiated and adult led activities which link to 6 areas of learning • Resource links to Problem Solving, Reasoning and Numeracy (PSRN) in the EYFS and Maths in the National Curriculum • Weekly Planning focussing on an area of PSRN. • My resource can be completed during activity time to support independent learning within PSRN. • By using this resource children can explore shapes, identifying and naming them as well as using shapes to make pictures and patterns.

  6. Links to CurriculumEarly Years Foundation Stage Problem Solving, Reasoning and Numeracy Shape, space and measure 40-60months • Show curiosity about and observation of shapes by talking about how they are the same or different. • Match some shapes by recognising similarities and orientation • Begin to use mathematical names for 'solid' 3D shapes and 'flat' 2D shapes, and mathematical terms to describe shapes. • Select a particular named shapes. Early Learning Goals • Talk about, recognise and recreate simple patterns. • Use language such as circle to describe the shape and size of solids and flat shapes . • Use everyday words to describe position. Taken from: DCSF (2008)

  7. Links to CurriculumNational Curriculum Shape, space and measures 1a) Try different approaches and find ways of overcoming difficulties when solving shape and space problems 1d) use correct language and vocabulary for shape, space and measure 1e) recognise spatial patterns and relationships and make predictions about them 2a) describe properties of shapes that they can see or visualise using related vocabulary 2b) observe, handle and describe common 2D and 3D shapes; name and describe the mathematical features of common 2D and 3D shapes 2c) create 2D shapes and 3D shapes Attainment target 3: shape, space and measures Level 1 When working with 2D and 3D shapes pupils use everyday language to describe properties and positions Taken from: DfEE (1999)‏ Mathematics (Ma3)‏

  8. Differentiation • Further pages can be added quickly and simply • Exploration of more complex 2D shapes and introduction of3D shapes • Adults support given at the level needed • Peer support given to aid learning • Pages can be skipped if too difficult

  9. Assessment Assessment of this resources is through the following means: • Observations • Photographs • Level of support • Self assessment pages • Children's individual flipcharts

  10. Summary 'any added value of ICT in education is clearly not just based in the fact of ICT provision, or the amount of use pupils make of it' (Pittard, Bannister and Dunn 2003 p.17)‏ The value is in how ICT is used.

  11. Bibliography DCSF (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham: DCSF Publications DfEE (1999) The National Curriculum, London: DfEE and QCA DfES (2004) PrimarySchools Learning and Teaching using ICT, Nottinghamshire: DfES Publications Higgins, S, Falzon, C, Hall, I, Moseley, D, Smith, F, Smith, H and Wall, K (2005) Embedding ICT in the Literacy and Numeracy Strategies Final Report, http://www.ecls.ncl.ac.uk/publications/Clark%5E2005-IWBreport.pdf (accessed 15/11/2011)‏ Johnston, J and Nahamad-Williams, L (2009) Early Childhood Studies, Essex: Pearson Education Limited Pittard,V, Bannister, P and Dunn, J (2003) The big pICTure: The Impact of ICT on Attainment, Motivation and Learning, Nottinghamshire: DfES Publications

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