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Question responses – so far

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  1. Question responses – so far Teachers

  2. How would you describe your own level of ICT knowledge/confidence For this I am looking at 23 responses (change in wording of the questionnaire). • When asked about their own use:13 are very confident,5 are confident with 5 are fairly confident • When presenting to other adults: 7 very confident, 8 confident, 2 fairly confident and 2 are not confident. • When presenting to pupils: 9 are very confident, 6 are confident, 4 fairly confident, 1 is not confident. • In demonstrating a program to pupils: 7 are very confident, 9 are confident, 3 fairly confident and 1 is not confident. • When the pupils use computers: 5 are fairly confident, 9 are confident, 5 are fairly confident and 1 is not confident.

  3. Classroom resources • From the responses, not all had access to a classroom computer or computer suite. This might be balanced by the use of laptops. • It was significant that only 15 had access to a data projector in their classroom and 12 had an interactive whiteboard. • Graphics calculators figured in 9 responses and handhelds in 2.

  4. On use of hardware • Those who had classroom computers were using them themselves, with about half letting pupils also use them. • In suites it was pupils using them, individually or in groups - as might be expected. • Laptops and netbooks were used by both teachers adn pupils • Although some said they had graphics calculators not all were being used by pupils.

  5. On the use of software • The internet was being used by both teachers and pupils in the majority of cases. • On-line programs such as Mathsnet and MyMath were also in common use. • Spreadsheets, word processors and PowerPoint were in use by the majority of respondents, both by pupils and teachers, databases were less commonly used by pupils. Teachers used PowerPoint more than pupils. • Dynamic geometry and graphing software is in use by eight respondents but not all of them use them with pupils. • The response to games indicated that some teachers were recognising this as a valid learning tool. • Few were using integrated learning systems such as SAM Learning or Successmaker.

  6. Finding out about programs • The most common way seems to be from other people, followed by the internet. • Courses then follow these. • Teacher’s magazines are named as being a more common source than computer magazines. • No other way was suggested.

  7. INSET styles

  8. Timing of INSET

  9. Positive responses for using ICT • Lessons are more alive – engaging • Children enjoy learning • Visual image – ease of description • Discovery themselves – e.g. Finding relationships using Autograph • Accurate when doing geometric drawings on white board. • Fast, reproducible, reliable, labour saving • Practical demonstrations sometimes easier • Students like a variety of media, engages disaffected learners • Prepares students with essential skills

  10. Negative responses to using ICT • Technology does not always work! • Students ‘fiddling’ • Too much of use and not using other teaching methods • Outdated hardware and software • If used in wrong context can remove the thinking of the learner (as with mental methods and calculator) • Access for all when setting homework • Too much time and effort – using because you should rather than being useful in that context • More difficult to control time than using traditional methods

  11. Support of other staff • If it is an expectation that you use it you should (hopefully) get the support and vision to use it • If watching other staff use programs successfully it inspires me to try • Several respondents said that they had no support or almost none.

  12. On using stills cameras or video • For record keeping • Pupils recording each other’s presentations about results of an investigation • Video recording myself teaching probability trees then showed the class • Recorded correct use of MATS then showed class • Web conferencing for distance learning • Videoing of how students do a task – watch it back to reflect. • Making comparisons with other teachers to make improvements to my teaching skills

  13. Some problems • My laptop is outdated and slow • Teaching a class of over 30 with only 30 computers (and some not working) • Lack of evidence for recapping later • Problem with poor maintenance of equipment • Problems of access to the computer suite • Slow internet/intranet connections • Interactive whiteboards can be slow to react • A lot of preparation time needed • Sudden room change • How effective with regards learning – not sure

  14. On-line questionnaire • If you are willing to take part the questions they are on • http://go.warwick.ac.uk/ep/pg/edrfbo Then follow links My research and questionnaires

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