The Ict Teacher S Handbook

The ICT Teacher’s Handbook is an indispensable guide for all teachers responsible for the teaching and management of ICT in the secondary school, both as a comprehensive introduction for students learning to teach ICT and as a source of ongoing support for busy practising teachers. Illustrated throughout with case studies, key further reading and guidance on where to find and how to choose the best software and resources, the book also features a guide to specifications, software for whole school support and a useful glossary of key terms. Key topics covered include: Organising and delivering the ICT National Curriculum at key stages 3 and 4 and post 16 Teaching and learning with VLEs, IWBs, social networking and mobile technologies Assessment, record keeping and reporting Popular hardware, software and networks External assessment, target setting and tracking Managing technical support and technicians Preparing for promotion and managing an ICT department Strategies for whole school management of ICT Written for trainee and experienced ICT teachers and managers in both English and international schools, The ICT Teacher’s Handbook is an authoritative guide designed to support effective teaching and learning, and efficient use of technology in all schools.

The ICT Teacher’s Handbook is an indispensable guide for all teachers responsible for the teaching and management of ICT in the secondary school, both as a comprehensive introduction for students learning to teach ICT and as a source of ongoing support for busy practising teachers. Illustrated throughout with case studies, key further reading and guidance on where to find and how to choose the best software and resources, the book also features a guide to specifications, software for whole school support and a useful glossary of key terms. Key topics covered include: Organising and delivering the ICT National Curriculum at key stages 3 and 4 and post 16 Teaching and learning with VLEs, IWBs, social networking and mobile technologies Assessment, record keeping and reporting Popular hardware, software and networks External assessment, target setting and tracking Managing technical support and technicians Preparing for promotion and managing an ICT department Strategies for whole school management of ICT Written for trainee and experienced ICT teachers and managers in both English and international schools, The ICT Teacher’s Handbook is an authoritative guide designed to support effective teaching and learning, and efficient use of technology in all schools.

The ICT Handbook for Primary Teachers will help all those involved in primary education, whether in training, teaching or leadership roles, to develop the ICT knowledge, understanding and skills required to enhance children’s learning in the classroom. This new edition reflects the changes to the curriculum from 2014. It includes a new section on the Computing curriculum and an overview of the reorganisation of those online agencies that serve to support ICT. Covering theory and practise this essential handbook explores and outlines the usefulness of a wide range of up to date ICT resources in a range of primary contexts, and advice is offered on assessing whether ICT is preferable to other approaches for ‘enhancing learning’. With reference to supplementary online resources, providing activities, multimedia resources and further reading, the book covers: the requirements of the new Computing curriculum, the place for ICT in enhancing teaching and learning across the curriculum, using ICT in core curriculum subjects and in cross-curricular contexts, different models of e-learning (interactive whiteboards, tablet PCs, mobile devices, the Internet etc), how ICT can be used to help pupils with special educational needs and using ICT for planning, delivery, assessment and recording. This book is an indispensible guide to ICT for students on PGCE, BEd and undergraduate teaching courses, along with practising teachers, SENCOs, ICT coordinators and school leaders.

Helps those involved in primary education, whether in training, teaching or leadership roles, to develop the ICT knowledge, understanding and skills required to enhance children's learning in the classroom.

This book offers a practical approach for staff and carers who want to develop the use of ICT for children on the autistic spectrum and for those with language and communication difficulties. It combines descriptions of current research and literature on the subject of autism and ICT with practical guidance on software and hardware. A practical approach encourages experimentation, values the skills and attributes that participants bring and minimizes the technical barrier to ICT use. It includes concise information on what autism is, and examples of a range of pupils and their typical learning behaviors. It offers advice on how ICT can relate to various aspects of autism, information on concept keyboards and touch-sensitive screens and switches, and help with buying a computer and using the internet. Teachers, carers and parents of children with autism or language and communication problems will find lots of useful suggestions and advice on how to use ICT to help access the curriculum.

Want to get boys excited about poetry? Try establishing a wiki-war on the use of form and structure. Or perhaps a podcast to develop close analysis of language. How about getting them blogging about their favourite characters? Based on established principles of the best ways to use ICT in English, this practical resource looks at when and how ICT can be used to engage and inspire students of English, but only when it enhances teaching and learning, never for its own sake. Beginning with an overview of what ICT can offer and how it is changing the way we teach and learn, the authors then give practical examples of activities and ideas to attain key English skills and learning goals in secondary schools. Throughout the book, there are tried-and-tested ideas for tackling the hard-to-teach topics, and there is also a dedicated website with links to useful websites, the authors' favourite tips and downloadable resources.

The Media Teacher’s Handbook is an indispensible guide for all teachers, both specialist and non-specialist, delivering Media Studies and media education in secondary schools and colleges. It is the first text to draw together the three key elements of secondary sector teaching in relation to media study - the theoretical, the practical and the professional - in order to support media teachers throughout their careers: Section One: Contexts explores the history of, rationale for, and justification of studying the media from 1900 to the present day, and considers the tensions implicit in the subject caused by opposing views of culture. Section Two: Curriculum comprises seven chapters that focus on studying the media from Key Stages 3 and 4 in English, through GCSE and A Level Media Studies. It also explores approaches to teaching the Creative and Media Diploma, media and citizenship, and practical media production. Section Three: Career Development is designed to support those establishing and leading Media Studies departments and those who are charged with the initial preparation and professional development of teachers. Written by experts involved in the teaching, training and examination of Media Studies, this one-stop resource is packed with illustrative case studies and exemplar schemes of work which can be easily adapted for your own needs. Suggested Reading and Recommended Resources sections at the end of each chapter list additional books, films, DVDs, groups, agencies, organisations, contact details, websites and other materials which will support your teaching even further. The Media Teacher’s Handbook is an essential guide to the theory, pedagogy, and practice of media education that will enable you to teach your subject expertly and with confidence.

The major focus of this Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education. A second important theme deals with the implementation of IT in educational practice. In these chapters, barriers and opportunities for IT implementation are studied from several perspectives. This Handbook provides an integrated and detailed overview of this complex field, making it an essential reference.