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.
Week 29, Task 22 – Writing a Policy for ICT, Part 4
This is a busy time in school so I want to wrap up the policy within the first full week of April. Remember my core driver is to incorporate all elements that will guide schools towards ICT Mark standards within this area. We should therefore aim to encompass Internet safety arrangements, the broader health and safety agenda and arrangements to monitor the policy.
Child protection and Internet access
Computer networks, including those that may be accessed via the Internet, are an important aspect of information technology education. However, they present possible risks to the spiritual, moral and social development of pupils, particularly in terms of the nature of some of the material which may ...