By Anthony Adams, Sue Brindley
Latest study rooms are built with ICT (information and communications expertise) instruments, and lecturers are anticipated to exploit them. With equivalent emphases on thought and perform, educating Secondary English with ICT is helping you in case you are strange with the newest lecture room applied sciences to improve your individual lesson plans making use of the electronic instruments on hand to them. jam-packed with case reports illustrating the tips and methods mentioned, it explores all significant components of the English curriculum.
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Extra info for Teaching Secondary English with ICT: n a (Learning & Teaching with ICT)
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Our pedagogical knowledge (that is to say our knowledge about teaching methods, teaching objectives and classroom management combined with our subject knowledge) needs to change when using ICT. We need to think about how the material can be delivered to develop specific skills rather than just focus on the content and the entertainment factor of using the Internet or colourful images. ’, Loveless, et al. (2001: 70) point out that, as teachers, we should use ICT: WRITING – AND OTHER LANGUAGE MATTERS 25 to model and reflect the very concepts on which pedagogical content knowledge needs to draw – using the speed, automatic functions, capacity, range, provisionality and interactivity of ICT to support capability in researching information, developing ideas and trying these out, exchanging and sharing information and critically reflecting on the quality of the process of developing knowledge from a variety of sources of information.
In its final year the students were producing a daily newspaper, a broadsheet poster and an associated website, giving up-to-date news of the latest showground events of the day. They also interviewed and responded in print and visuals to many high-profile 34 ANTHONY ADAMS ET AL. visitors to the show. Most of this time the ‘teachers’, while still acting as advisers, were reduced to the role of amanuenses, doing the day-to-day typing and handing over the real work to the students, working as a collaborative ensemble.
Students take it in turn to come up to the board and move the boxes around. Once the students get used to working with the interactive whiteboard they quickly form the habit of choosing the next person to come up and work with the board. They will quite happily pass the pen to someone else in the room. Sometimes I intervene in the selection process, and tell them that I want the next student to come to the front to be a boy or a girl or someone they do not talk to normally, but usually they tend to adopt their own successful strategy.