• Summary
  • Contents
  • Subject index

This practical manual is the second 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 second book takes coordinators through the second year of the programme but may also be used as a starting point by more experienced staff. The structured training programme, timed over three terms, includes o a complete review of E-Safety procedures in the light of the Every Child Matters agenda. o Developing a funding model in order to plan for ICT developments, together with a broader ICT action planning review to embed a revised E learning vision through a series of long-term sustainable actions o Reviewing the curriculum in order to examine how the E Learning community will adapt its core practices to facilitate new technology. o the evolving role of school websites as they assume interactivity and examine the place of E Learning within the extended schools agenda. o Reviewing the use of ICT as a tool for management systems and discussing how ICT can be used to support different groups of children. o examining self-evaluation strategies linked to the school's SEF, the Ofsted Section 5 Framework and Every Child Matters. 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.

September
September
3rd September
Week 1, Task 1 – Barriers to Success – Preparing an E-Learning Narrative

This second manual in the series is written for school leaders who wish to capture and to understand the essence of that which connects all E-confident schools – Schools in which the use and promotion of information technologies is embedded across all aspects of the school. It is leadership that takes schools forward as with other key indicators of school improvement and it is the vision and effectiveness of the leadership group that will separate technologically progressive schools from those who falter or who regard ICT merely as a burden.

In recent years I have adopted a process model of work with schools that seeks to identify and to deconstruct the barriers ...

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