Interactive ICT resources for schools What2Learn provides a wealth of resources for teaching ICT as a separate subject. It will also help you to integrate ICT right across the curriculum. Designed by a winner of three national teaching awards and based on quality educational materials provided by the Pearson Publishing Group, What2Learn provides a resource that can be used in ICT lessons throughout the year and intensively at revision times. At Key Stage 4 we have many general resources to develop student understanding of ICT hardware, software, applications and theory. We have also added content to support the OCR Nationals ICT Level 2 and resources for the new GCSEs which were launched in 2010. In addition to the above, we have lots more additional ICT-related topics to unlock. Sign up for full access…
HOME Teachers reflect on technology in the classroom — THINK Global School TGS has implemented a 3:1 program: three technological devices for each individual student. In this case, the three pieces of technology are an iPhone, iPad and MacBook Pro. Students at TGS are encouraged to keep these devices powered on and available during class. Each TGS teacher has his or her own preference for integrating these devices into their coursework. As with most new tools, there is a learning curve. A critic might say that these tools are nothing more than a distraction. Below you’ll find a short list of some of the apps used for classes at TGS: CalculatoriAnnotate (paperless quizzes, read and take notes, share and send PDF files)Jibbigo (voice translation)My Chinese Library (Chinese phrasebook)Noteshelf (note taking)Penultimate (handwriting writing app – useful for Chinese characters and mathematical formulas)The Elements (in-depth periodic table)
Free Online Jigsaw Puzzles ictstarters - home Research review series: computing Introduction Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution.[footnote 1] Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution. The national curriculum makes it clear that computing is mandatory at key stages 1 to 4 and that ‘a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world’.[footnote 2] This review explores the literature relating to the field of computing education. The purpose of this research review is set out more fully in the ‘Principles behind Ofsted’s research reviews and subject reports’. In this review, we have: Terminology National context Reception and primary Secondary Gender Recruitment/workforce Curriculum Pedagogy
50 Ways to Use Wikis for a More Collaborative and Interactive Classroom Wikis are an exceptionally useful tool for getting students more involved in curriculum. They’re often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom. Resource Creation Using these ideas, your students can collaboratively create classroom valuables. Student Participation These projects are sure to get your students involved. Group Projects Allow wikis to facilitate group work by using these ideas. Student Interaction Get your students to work together on these projects. For the Classroom Use your wiki to create spaces that are special to your class. Community Reach out to the community with these resources that everyone can appreciate. Other Here are even more fun and useful ways to improve your classroom with a wiki. Did you enjoy this article?
Interactive Learning Sites for Education - Home Where the Internet Lives: The First-Ever Glimpse Inside Google’s Data Centers So it really is a series of tubes. For the first time ever Google has posted dozens of rare photographs inside and around its data centers revealing the absurd level of organization, energy and design that goes into powering some of the largest, most powerful systems plugged into the internet. My absolute favorite aspect is the color-coordinated design of their infrastructure as it correlates to the Google logo. What wonderful attention to detail. See many more photos of their eight data centers and Street View imagery of their Lenoir, NC data center at Where the Internet Lives. All photos by Connie Zhou.
Teacher Attitudes towards Computer Use in EFL Classrooms | IOLC Conference Frontiers of Language and Teaching Volume 3 (2012) towards computers may in one way or other determine students’ future computer use. That is why Teo (2008) lays extensive emphasis on studying teacher attitudes towardsICTs. Furthermore, Gilakjani & Leong (2012) concur that if any success is to beexpected from integrating computers into the classroom, it is a must that negativeteacher attitudes be identified and refined as well as fostering the positive ones.However, it is unfortunate to note that very few studies (Albirini, 2006; Egbert, Paulus& Nakamichi, 2002) have addressed teacher attitudes towards computer use. This,Sahin-Kizil (2011) argues, may account for the low level of achievement in computerintegration despite the remarkable investments made into it in terms of money, time andeffort. positive correlation holds between teachers’ attitudes towards computers and thei rtendency to utilize them in the classroom. classroom. positive user attitudes towards it. towards computers.
Home Databases | Computer Science Unplugged This activity uses Unplugged-style activities to introduce the idea of database queries, and leads to "plugged-in" experiences as follow-up. It has been contributed by Mark Dorling, Digital Schoolhouse, in the UK. From the abstract: This report gives details of a series of computing lessons designed to relate fundamental concepts of database use and design to children in Primary and Secondary Education (ages of 6 to 16). The skills and concepts developed in these les- sons begin at a very simple level but progress to cover abstract concepts such as Relational Databases. The series has been aligned to match the scope, range and targets recommended in the Computing At Schools document A Curriculum for Computing. Contents: Human Branching Databases HumanDatabases: Introduction HumanDatabases: Intermediate Human Databases: Advanced Databases: Plugged-in Relational Databases: Introduction Philosophy of Computing: Introduction to databases Pupils use cloud computing technology e.g.
cooltoolsforschools - home Best tools and practices for concept mapping Last summer my interest in concept mapping was renewed when I read How Learning Works by Susan Ambrose et al.. At several points in the book they encourage higher educators to use concept maps. It has taken me a while to follow up but, with a little help from the POD List, here we go. Concept map or mind map? Concept mapping and mind mapping are graphic organizers, strategies for visualizing knowledge or graphically representing ideas. A mind map is a creative way to represent an idea or task, while a concept map is a formal attempt to organize or represent knowledge.Mind maps focus on a central idea; concept maps connect multiple ideas.Mind maps are colorful, use wavy lines, and often include pictures. “Mind Map” is a registered trademark, so it may be less problematic to use “concept map” for everything. Uses of concept maps In the video below, Karen Rohrbauck Stout at Western Washington University explains how she uses concept mapping as an assessment technique. Practices to consider