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E-raamat: ICT Teacher's Handbook: Teaching, learning and managing ICT in the secondary school 2nd edition [Taylor & Francis e-raamat]

(University of Huddersfield, UK)
  • Formaat: 224 pages, 15 Tables, black and white
  • Ilmumisaeg: 18-Feb-2013
  • Kirjastus: Routledge
  • ISBN-13: 9780203141335
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  • Taylor & Francis e-raamat
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ICT Teacher's Handbook: Teaching, learning and managing ICT in the secondary school 2nd editionSuurem pilt
  • Formaat: 224 pages, 15 Tables, black and white
  • Ilmumisaeg: 18-Feb-2013
  • Kirjastus: Routledge
  • ISBN-13: 9780203141335
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9780203141335
The ICT Teachers 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 Teachers Handbook is an authoritative guide designed to support effective teaching and learning, and efficient use of technology in all schools.
List of figures
ix
List of tables
xi
Notes on contributors xiii
Preface xv
List of abbreviations
xvii
1 ICT capability
1(7)
Introduction
1(1)
What is ICT?
1(3)
What is ICT capability?
4(1)
The characteristics of schools where pupils have high ICT capability
5(1)
Summary
6(1)
Further reading
7(1)
2 The ICT curriculum
8(17)
Introduction
8(1)
The National Curriculum (NC) and the National Strategy (NS)
9(4)
The ICT curriculum at KS4 and KS5
13(1)
Curriculum models
14(3)
The ICT and Computing curriculum
17(3)
The way forward
20(2)
Summary
22(2)
Further reading
24(1)
3 Assessment
25(11)
Introduction
25(1)
Assessment for Learning (AfL) and Assessment of Learning (AoL)
25(1)
Recording and reporting, and eportfolios
26(2)
Assessing Pupils' Progress (APP)
28(2)
Moderation
30(2)
Controlled assessment
32(1)
Marking external examinations
32(2)
Equivalence between vocational and academic qualifications
34(1)
Summary
34(1)
Further reading
35(1)
4 Hardware and software
36(13)
Dave Luke
Introduction
36(1)
Hardware
36(5)
Software
41(5)
Software and data security
46(1)
Summary
47(1)
Further reading
48(1)
5 Safeguarding and inclusion
49(17)
Introduction
49(1)
Social use of the Web
50(3)
Technical dangers
53(1)
Illegal conduct
53(1)
Health and safety issues
54(2)
Inclusion
56(3)
Gender and ICT
59(4)
Summary
63(1)
Further reading
64(2)
6 Training to teach ICT and Computing
66(25)
Introduction
66(1)
Preparing yourself before applying for teacher training
66(3)
Different types of teacher training
69(3)
Whether to train to teach only ICT and/or Computer Science or with another subject
72(1)
Where to find information about courses and apply for training
72(1)
Your application
72(1)
Financial support
72(1)
Your interview for teacher training
73(2)
What teacher training involves
75(7)
An example of a teacher training course
82(2)
Applying for a teaching post
84(4)
Your interview for a teaching post
88(1)
Summary
89(1)
Further reading
90(1)
7 Your career
91(19)
Introduction
91(1)
Where should I start my career?
91(1)
Induction
92(4)
Becoming an effective teacher
96(4)
Preparing for promotion
100(5)
Managing ICT in secondary schools
105(2)
Summary
107(2)
Further reading
109(1)
8 Using ICT to support teaching and learning
110(13)
John Higgins
Introduction
110(1)
Different approaches to learning
110(2)
Matching learning and technology
112(1)
E-learning
113(4)
Classroom observation technologies
117(5)
Summary
122(1)
Further reading
122(1)
9 ICT in school administration and management
123(14)
John Higgins
Introduction
123(1)
Administration and management tasks in schools
123(4)
The advantages and disadvantages of using ICT
127(3)
Factors to consider when choosing software
130(2)
Data protection
132(3)
Summary
135(1)
Further reading
136(1)
10 ICT Policy
137(26)
Introduction
137(1)
Developing a whole-school ICT Policy: aims, audit, action
137(1)
Aims
138(1)
Management structure
138(2)
The curriculum and its organization
140(1)
Assessment, recording and reporting
140(1)
ICT resources
140(4)
Safeguarding and Equal Opportunities
144(1)
Staffing and CPD
144(1)
Funding
145(1)
Audit
145(8)
Action
153(1)
Presentation of the ICT Policy
154(1)
An example of a school ICT Policy
155(7)
Summary
162(1)
Further reading
162(1)
Appendix 1 Syllabuses and specifications for external assessment 163(8)
Appendix 2 Software for school administration and management 171(16)
John Higgins
Glossary 187(12)
Bibliography 199(4)
Index 203
Roger Crawford is Senior Lecturer in Education specializing in Information and Communication Technology (ICT) and computing, at the School of Education and Professional Development, University of Huddersfield, UK.
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