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Digital Technologies: Challenges and Observations

Digital Technologies: Challenges and Observations. Cynthia C. Selby C.Selby@soton.ac.uk cselby@bayhouse.hants.sch.uk. Drivers for Change. Disapplication of ICT Programme of Study ( KS3-KS4 ) Effective Sept 2012 Computing replaces ICT in the new National Curriculum ( KS1-KS4 )

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Digital Technologies: Challenges and Observations

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  1. Digital Technologies: Challenges and Observations Cynthia C. Selby C.Selby@soton.ac.uk cselby@bayhouse.hants.sch.uk

  2. Drivers for Change • Disapplication of ICTProgramme of Study (KS3-KS4) • Effective Sept 2012 • Computing replaces ICTin the new National Curriculum (KS1-KS4) • First teaching Sept 2014 • Ofqualchanges Post-16 qualifications • First teaching Sept 2015 • Linear A-Levels, stand-alone AS-Levels • No January assessment • Academies, Independents, and Free Schools are exempt

  3. Key Stage 3: Challenges • PoS includes only one line item which could be interpreted as IT/digital skills • Will require creativity from a planning perspective to maintain digital skills coverage while delivering Computing • May drive digital skills to a cross-curricular delivery mechanism • Replacement for NC Levels not yet seen

  4. Key Stage 4: Challenges • ICT and Computing become “options” at Y10 and Y11 • School infrastructure • Network , software, budgetary constraints • Pupils’ attitudes • Perceived value of content • Sound bite learning • Digital skills still in demand by employers (CBI)

  5. Post-16: Challenges • HE perception • Computing A-Level not required for studying Computer Science at HE • School infrastructure • Network , software, budgetary constraints

  6. How are digital skills taught in schools? • KS3 • Timetabled lessons (~1 hour per week) • KS4 • Options in ICT or Computing (~2 hours per week) • Cross-curricular in subjects • Post-16 • Short courses (1 or 2 hours per week) • Key Skills Qualifications (ICT)

  7. How is digital technology used to deliver education? • VLE – Available across whole school • BYOD - Bring your own devices • Twitter for current affairs • Specialist devices may be available • 3D printers • CNC machines • Large format or specialist printing

  8. How does students’ informal learning of technology feed into the formal school context? • Use of camera for images of white board • Use of SMS for evidence of team working • Establishing Facebook group for exam revision • Use of self-help forums (TSR) • Nonchalance toward data protection, intellectual property, and personal security

  9. How does digital technology shape young people’s learning? • Are short attention spans a reality? • The myth of multi-tasking • The skill 21st Century students really lack

  10. How does digital technology translate into post-compulsory education career choices? • Perception of ICT • Not relevant to my job • “Fashion thing” • CBI survey highlights digital skills deficit • Teenagers' 'mismatched' job ambitions • 52% of 13-16 and 46% of 17-18 job aspirations lie in only 3 of 25 occupational categories • Culture, Media and Sports occupations • Health professionals • Business, Media, and Public Service professionals Links on notes.

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