• Summary
  • Contents
  • Subject index

Every primary school has the daunting task of embedding ICT and E- Learning into their curriculum. This practical manual is the first part of a 2-volume set that together makes up a detailed 2-year training programme for primary ICT and E-learning co-ordinators. The books combine key strategies and information with a weblog discussion from a group of 'virtual' co-ordinators who share their problems, fears and successes over the two-year programme, based on the author's wide experience of working with new co-ordinators and experienced staff on training programmes and in general support. Book 1 is designed specifically for co-ordinators new to the role who need starting points and broad support. It presents a structured training programme split over three terms, guiding co-ordinators through the key stages of developing and implementing ICT policy and practice, including: o auditing existing school systems o reviewing and revising the school policy for ICT o reviewing the ways in which ICT is used as a teaching and learning tool across the curriculum o examining methods for the management of technical support services o establishing a clear overview of standards in ICT, including a review of assessment procedures, moderating work, monitoring teaching and learning and creating E Portfolios. The books have a companion website, which will offer downloadable versions of the photocopiable sheets from the book, as well as links to other sources of help and advice.

January
January
1st January

Table 5.1 Spring term plan
23rd January
Week 17, Task 13 – Writing a Policy for ICT, Part 1

Your policy for ICT is an essential document that you must have in place and which will be agreed and referred to by all staff and stakeholders. It sets out how you use ICT in teaching, learning and the wider context of the school and, furthermore, articulates the school's aims and vision for ICT. It provides guidelines for new staff on how and what should be taught and provides the school with support should things go wrong. Hopefully, schools have a policy already in place that has been agreed by staff and governors. The key questions likely to arise are:

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