Synthesistechnology In Schools

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‘Technology is now being used in UK schools more than of all time before, both as an assistance to learning and in the signifier as taught topics, such as ICT and Computing. About 75 % of kids aged between 7 and 11 believe that they understand thoughts better as a consequence of larning via engineering (Reach their possible – following coevals acquisition) , a tendency which is besides mirrored in secondary schools. However, despite these progresss merely 20 % of British schools are deemed to be utilizing engineering to its full potency. ‘

N.B. Tasks will be completed in the order outlined in the assignment brief.

Illustrate the context of the placement school with mention to its OfSTED studies, ‘league tabular arraies ‘ and socio-economic indexs. You should take history of the positions of the staff within the section and school ;

My placement school is located in a rural country, near to a pleasant market town in the bosom of Derbyshire. Due to the low population denseness the school has a big catchment country, which means students from a broad scope of societal backgrounds attend the school.

In the most recent OfSTED study dated May 2008 (Ofsted 2008) , it is stated that this is a good school, which gives pupils a thorough instruction and it was awarded Grade 2 for overall effectivity by OfSTED. Having now spent more than one month in the establishment I to the full concur with this appraisal. The huge bulk of pupils are white, in-between category and speak English as their first linguistic communication. There are besides a important figure of kids who come from little small towns and farming communities. This consequences in a broad scope of societal backgrounds and abilities across the school. However, there is a good ambiance and a difficult working environment, so that pupils flourish are far more likely to accomplish their personal aims than in some other accomplishments.

This school performs favorably when compared to others secondary schools nationally and within the same LEA. 61 % of students gained five or more General certificate of secondary educations at grade C or above including Maths and English (DCSF: Lady Manners School 2007) , which is significantly higher than both the local and national norm of merely 47 % . A/AS Level consequences were likewise impressive, puting the school within the top five locally for both sets of makings. Absences from school, authorized or otherwise, were besides lower than the national norm. One country where the school does non stand out in is contextual value added ( CVA ) betterment between KS2 and KS4, with a mark of merely 1002.6, which is merely somewhat above the national norm ( BBC NEWS 2008 ) . Having visited two local primary schools in the country, I believe the ground for this is the higher criterion of instruction already achieved by students in these feeder schools.

The school on the bing site was originally built in 1936 to suit around 700 pupils ; a figure which has more than doubled to the present axial rotation of 1500. This means that the category sizes are frequently rather big, normally with around 30 pupils in each category. Despite these big Numberss, there are sufficient resources available to run into the demands of each lesson.

ICT installations at the school are more than adequate to run into pupil demands. There are four dedicated ICT suites with 30 computing machines and another room with 25, every bit good as computing machine suites in the engineering section, the library and the 6th signifier country. All Personal computers are presently running Windows XP and the Office suite of plans. There are no programs to upgrade to Windows Vista at nowadays.

Each room has an synergistic whiteboard, every bit good as one coloring material and one black & A ; white optical maser pressman. Desks are by and large positioned around the exterior of the room, with some extra work Stationss located in the cardinal country. This means that unluckily it is non possible for all pupils to see presentations given on the whiteboard, unless they sit right at the forepart of the category. This is frequently a beginning of minor break during many ICT lessons.

Staff at the school have a really matter-of-fact and task-driven attack to learning ICT. They are loath to inquire unfastened ended inquiries in category, as there is a belief that this will significantly take away from the lesson aim without adding any existent educational value. A great trade of accent is placed on finishing coursework in clip and run intoing marks, peculiarly where a pupil is considered to hold the ability of accomplishing the equivalent to GCSE rate C or DiDA Level 2. Due to this really goal-orientated attack, staff sometimes fail to praise pupils for their accomplishments or inform them about how to better their work. This unfavorable judgment was besides identified by OfSTED during their recent review (Ofsted 2008) .

Distinguish between ICT as a topic and as a tool for learning and acquisition ;

With the rapid enlargement of information and communicating systems in recent old ages, ICT now encompasses a broad scope of engineerings such as telecasting, nomadic phones and satellite systems, in add-on to more traditional elements like computing machine hardware and package. Basically the same engineering is used irrespective of whether it ‘s a tool for learning and larning or viewed independently as a separate topic ; it ‘s merely the application of the cognition which differs.

I believe that based on our ability and aptitude for the topic, we can larn about ICT on three distinguishable degrees. First there is the functional degree. At this degree we are chiefly interested in how the engineering can be applied to accomplish a certain undertaking, i.e. composing a papers in a word processor plan. The 2nd degree is the interface or synergistic degree where we are concerned by how ICT devices are interconnected and their dependence on each other, for illustration, the assorted elements in a computing machine web. The concluding degree is the operational degree, where the chief focal point is on precisely how something works, e.g. a specific operating system, microprocessor or scheduling linguistic communication

When we consider ICT as a tool for learning and larning we are chiefly concerned about utilizing the engineering on a functional degree, even if the content of what is being taught is far more advanced. For illustration, pupils might be larning about how a microprocessor works, but the instructor is still utilizing the same medium as if they were learning a category how to utilize a spreadsheet. The medium is constantly a Personal computer using assorted package bundles, with the contents being displayed on a whiteboard utilizing a projector or synergistic whiteboard. This has been adopted uniformly as the method by which most UK educational constitutions use ICT as a tool to learn.

Identify relevant facets of the National Curriculum programme of survey and the National Strategy for Key Stage 3 ICT and their influence on instruction and acquisition within the 14-19 age group ;

The authorities sees ICT as being more vital now than of all time beforeThe Framework for secondary ICT 2008) . They wish to guarantee that immature people have a cognition and apprehension of the topic and that they can besides tackle the power of the Internet and the quickly spread outing universe of digital communications. By giving them the accomplishments and assurance to utilize ICT efficaciously, they believe they will do it easier for them to happen suited employment in the hereafter.

To accomplish this the Government has set ambitious national marks for students ‘ accomplishments, so that by the terminal 2004, 75 % of KS3 students were expected to make degree 5 and supra, increasing to 85 % by 2007. The authorities claims that the National Strategy is portion of its support for schools, as they strive to make their marks. However, as the marks themselves are already really high, this has doubtless put force per unit area on schools to concentrate more on consequences, instead than supplying a deepness of cognition in the capable country. This has been confirmed by my experience so far in the placement school, where the focal point is doubtless on acquiring as many of the students as possible to make the needed criterion.

Aspects of the National Curriculum relevant to KS3 are clearly stated in the QCA 2007 model papers (National Curriculum 2008) . These include the usage of ICT to work out jobs and make thoughts ; researching and utilizing new ICT tools as they become available ; using ICT accomplishments in other countries of acquisition ; researching the ways in which ICT can be used to pass on, collaborate and portion thoughts on a planetary graduated table ; work outing jobs creatively by utilizing ICT to research thoughts and seek options, every bit good as pull stringsing information and processing big measures of informations expeditiously.

Throughout the National Curriculum there is h3 accent on giving pupils the chance to research and be originative through the medium of ICT. To some grade these aims are being achieved in KS3, as pupils are given more chance to experiment with most of the major package bundles from an early age. This is surely the instance in the placement school during the Year 7 and 8, but by Year 9 the attack to larning becomes more task-orientated.

Demonstrate an apprehension of cardinal appraisal and monitoring processs used within 14?19 ICT ;

Appraisal and monitoring processs within 14-19 ICT will change significantly depending on the makings undertaken. At KS4 ( 14-16 ) my placement school introduced the AiDA in September 2007, holding antecedently offered a GCSE in ICT. At KS5 ( 16-19 ) they have besides switched over to a new making from this September ; the AS/A2 Level in Applied ICT, which is now being implemented in topographic point of A Level Computing. The departmental sentiment is that the displacement to the AiDA has been a positive move, while the execution of the Applied ICT A/AS Level is slightly questionable. There are uncertainties as to whether this new KS5 making will offer the pupils sufficient academic and proficient challenge.

To go through the AiDA ( Award in Digital Applications ) at either Level 1 or 2, pupils are expected to finish two major undertakings over a biennial period ( normally during twelvemonth 10 and 11 ) . The undertakings consist of elements which require the usage of most major package constituents to finish them e.g. word processor, spreadsheet, database etc. Assessment is 100 % coursework and in the placement school, undertakings are evaluated utilizing the following marker strategy for the AiDA at Level 1.

Strand

Description

Marks

Planing and direction of the undertaking

Producing an initial program, concluding program and a undertaking log to demo how good the pupil has managed their clip.

0 – 5

Choice and gaining control of relevant information

How good is the information that was gathered for the undertaking? Were accurate beginnings kept of everything that was used?

0 – 7

Bite and analysis of informations

How good was the database used for roll uping and happening information? Does the spreadsheet use the right expressions to give you the needed consequences?

0 – 7

The undertaking outcomes and promotion stuff

Does the Information Pack contain all that is required? Is the promotion stuff suitable for the intended audience? Do the publications conform to copyright limitations?

0 – 9

The e-portfolio

Does the e-portfolio work decently? Are all the constituents of the pupil ‘s work decently linked? Is it easy to turn up all the grounds?

0 – 9

End of undertaking reappraisal

How good did the pupil remark on all facets of the work and did it include any feedback from the users?

0 – 5

Sum

42

Figure 1.1 DiDA Level 1 taging strategy

If the pupils are following the more intensive Level 2 DiDA, so their Markss are doubled. Hence the maximal grade gettable would be 84. While appraisal is done wholly with the school, it ‘s possible that in some instances the concluding class may be moderated by the exam board. The following tabular array shows how the Markss obtained relate to specific DiDA classs and the GCSE equivalent.

AiDA Award

Degree 1

GCSE Equivalent

Degree 2

GCSE Equivalent

Base on balls

18

F/G

36

C

Recognition

24

Tocopherol

48

Bacillus

Merit

30

Calciferol

60

A

Differentiation

36

C

72

A A*

Maximum

42

84

Figure 1.2 Grading strategy for DiDA Level 1 and 2

The Advanced Subsidiary ( AS ) Degree is both a stand-alone making and besides corresponds to the first half of the Advanced GCE A2 Level (OCR & gt ; makings & gt ; AS/A degree GCE ( for foremost learning in 2008 ) & gt ; ICT) . The AS Level is assessed at a standard appropriate for campaigners who have completed the first twelvemonth of survey ( normally at the terminal of twelvemonth 12 ) of the corresponding biennial A2 making. The AS Level ( as of September 2008 ) is made up of three

compulsory units, which besides form 50 % of the corresponding six-unit A’Level GCE. Assessment is presently 40 % coursework and 60 % test ( two documents enduring 1A? hours ) . The 2nd twelvemonth of the A2 making follows an about indistinguishable format ( 40 % coursework and 60 % test ) , except that the concluding test consists of two documents enduring for two hours. compulsory units, which besides form 50 % of the corresponding six-unit A’Level GCE. Assessment is presently 40 % coursework and 60 % test ( two documents enduring 1A? hours ) . The 2nd twelvemonth of the A2 making follows an about indistinguishable format ( 40 % coursework and 60 % test ) , except that the concluding test consists of two documents enduring for two hours.

Unlike more traditional topics, prep is non given in ICT at the placement school. However, pupils are expected to finish outstanding coursework in their ain clip, either during a lunchtime ‘computer nine ‘ or after school, utilizing the school ‘s installations available. This is chiefly because the school believes there would be a high likeliness of plagiarism if students were allowed to take ICT coursework place.

Identify the tracts for patterned advance between consecutive Key Stages from Key Stage 3 to post-16 in school and non-traditional scenes ;

Whilst there are a big figure of makings available in ICT, there are basically three chief tracts that a pupil can follow between KS3 and post-16. These paths could be described as the vocational, semi-vocational and academic.

The most established of these is the traditional academic path, taking the pupil through GCSE at KS4 to either A’Level or international baccalaureates at KS5. The advantage of this tract is that pupils receive a far more comprehensive foundation in the theory of ICT. The disadvantage is that they do n’t have as much direct direction in the general usage of the major package bundles used throughout industry.

The path taken by the AiDA and DiDA could be described as the semi-vocational tract, as there is much more focal point on the practical application of the engineering and less on the theory, although critics believe that the current proviso is less than advanced. This is shortly to be replaced by the new Diploma at Level 1, 2 and 3. The terminal of the Diploma Level 2 will besides co-occur with the terminal of Year 12, which will be the new school go forthing age two old ages ‘ clip. Both the traditional and semi-vocational tracts should supply a foundation which should fix pupils for the demands of farther or higher instruction.

The vocational path implements the Younger Apprenticeship Programmeat KS4, which once more is a comparatively new making. Pupils on this programmecontinue to analyze the nucleus National Curriculum subjects including English, Mathematics and Science, but theyalso pursue makings in avocational country, so they learn through a mixture practical preparation and work experience. Whilst they still receive schoolroom lessons, the accent is really much on deriving practical experience in a existent work environment. After KS4 they will of course come on on to other apprenticeships affecting work-based acquisition or vocational makings such as BTEC or NVQ. By the terminal of KS5 it is anticipated that the bulk of pupils following this tract will be in employment.

Show that you understand the nature and scope of the specifications for KS4 and post-16 makings in ICT ;

There are a really big figure of educational options now available to scholars of ICT in the KS3 to KS5 scope, which has become rather bewildering. These include a assortment of classs with a h3 vocational component, such as the DiDA, the new sheepskin, BTEC and OCR Nationals, every bit good as the traditional GCSE to AS/A2 Level path, which retain a more academic focal point.

L2A A A A A A A A A A A A A A A A A A A A A A A A A A AiDAA A A A A A A A A A A A A A A A A A A A A A A A A A ECDLA A A A A A A A A A A A A A A A A A A A A A A A A A GCSEA A A A A A A A A A A A A A A A A A A A A A A A A A OCRA A A A A A A A A A A A A A A A A A A A A A A A A A NVQ2

L3A A A A A A A A A A A A A A A A A A A A A A A A A A DiDAA A A A A A A A A A A A A A A A A A A A A A A A A A AS/A2A A A A A A A A A A A A A BTECA A A A A A A A A A A A A A A A A A A A A A A A A A AppAA A A A A A A A A A A A A A A A A A A A A A A A A A NVQ3

One of the quandary that scholars now face is which making will accommodate their demands best, as there are now so many to take from. In add-on, patterned advance might go more complicated if the logical tract from KS4 to KS5 might non be available for whatever ground. For illustration, if a pupil had obtained a GCSE in ICT, but the school they attended had no 6th signifier, they may hold to go to a college where the lone option was the DiDA or NVQ.

Bibliography

Ofsted[ online ] . Last accessed on 02/11/2008 at: hypertext transfer protocol: //www.ofsted.gov.uk/oxedu_reports/display/ ( Idaho ) /97558.

BBC NEWS | instruction | conference tabular arraies | secondary schools in derbyshire[ online ] . Last accessed on 09/11/2008 at: hypertext transfer protocol: //news.bbc.co.uk/1/shared/bsp/hi/education/07/school_tables/secondary_schools/html/830_5411.stm.

DCSF: Lady Mannerss School[ online ] . Last accessed on 09/11/2008 at: hypertext transfer protocol: //www.dcsf.gov.uk/cgi-bin/performancetables/school_07.pl? No=8305411 & A ; Mode=Z & A ; Type=SC & A ; Phase=1 & A ; Year=07 & A ; Base=b & A ; Num=830.

National Curriculum | information and communicating engineering cardinal phase 3[ online ] . Last accessed on 02/11/2008 at: hypertext transfer protocol: //curriculum.qca.org.uk/key-stages-3-and-4/subjects/ict/keystage3/index.aspx.

OCR & gt ; makings & gt ; AS/A degree GCE ( for foremost learning in 2008 ) & gt ; ICT[ online ] . Last accessed on 13/11/2008 at: hypertext transfer protocol: //www.ocr.org.uk/qualifications/asa_levelgceforfirstteachingin2008/ict/index.html.

Reach their possible – following coevals acquisition[ online ] . Last accessed on 13/11/2008 at: hypertext transfer protocol: //www.nextgenerationlearning.org.uk/en/Benefits/Reach-their-potential/ .

The Framework for secondary ICT[ online ] . Last accessed on 02/11/2008 at: hypertext transfer protocol: //www.standards.dcsf.gov.uk/secondary/framework/ict/fwsict/ .

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