Y3 ICT Lecture 6 Planning
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Transcript of Y3 ICT Lecture 6 Planning
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LECTURE 6
PLANNING
Y3 BA PRIMARY EDUCATION
2012-2013
ICT AND A FOUNDATION SUBJECT
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REFLECTIONS ON ECKSTEIN ET AL
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Recognise the contribution that ICT can make to learning in each age group and identify progression and continuity across pre-school and Key Stages 1 and 2
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SECONDARY ICT PROBLEMS
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MORE PROBLEMS
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BEHAVIOUR MANAGEMENT
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BEHAVIOUR MANAGEMENT
Unreliable kit
Tech support
Technical knowledge
Children who know too much
Ability range
Finishing early
Too many things to do
A different room
Backs to the teacher
Lack of space
Too many distractions
Computers as toys
Access to the Internet
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WATERFALL
Requirements
Design
Implementation
Verification
Maintenance
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bit.ly/qcaict
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SWITCHED ON ICT Y1 – Y3
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SWITCHED ON ICT Y4 - Y6
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ITERATIVE
Planning
Requirements
Analysis and Design
Implementation
Testing
Evaluation
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KINDERGARTEN LEARNING
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time
journey
lesson
blog
film
levels
call centre
procedures
space
landscape
library
wiki
game
badges
design studio
objects
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Construct a planning web for a chosen topic in your foundation subject, showing a variety of ways in which ICT might be deployed to support pupils’ learning. Identify any expectations for prior learning and subsequent progression.
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Does an embedded approach to ICT capability promote or inhibit learning in ICT and other subjects?
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CATHEDRAL AND BAZAAR
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AGILE
Better Good
Processes and tools
Comprehensive documentation
Contract negotiation
Following a plan
Individuals and Interactions
Working Software
Customer collaboration
Responding to change
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Our highest priority is to satisfy the customer through early and continuous delivery of valuable software.
Welcome changing requirements, even late in development. Agile processes harness change for the customer's competitive advantage.
Deliver working software frequently, from a couple of weeks to a couple of months, with a preference to the shorter timescale.
Business people and developers must work together daily throughout the project.
Build projects around motivated individuals.
Give them the environment and support they need, and trust them to get the job done.
The most efficient and effective method of conveying information to and within a development team is face-to-face conversation.
Working software is the primary measure of progress.
Agile processes promote sustainable development.
The sponsors, developers, and users should be able to maintain a constant pace indefinitely.
Continuous attention to technical excellence and good design enhances agility.
Simplicity--the art of maximizing the amount of work not done--is essential.
The best architectures, requirements, and designs emerge from self-organizing teams.
At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.
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CRAFTSMANSHIP
Best Better
Individuals and Interactions
Working Software
Customer collaboration
Responding to change
A community of professionals
Well-crafted software
Productive partnerships
Steadily adding value
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PRAGMATIC PROGRAMMING TIPS
Stay aware of what you're doing.
Don't code blindfolded.
Proceed from a plan.
Rely only on reliable things.
Document your assumptions.
Test assumptions as well as code.
Prioritize your effort.
Don't be a slave to history.
Is there an easier way?
Am I solving the right problem?
Why is this a problem?
What makes it hard?
Do I have to do it this way?
Does it have to be done at all?
http://www.codinghorror.com/blog/files/Pragmatic%20Quick%20Reference.htm
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APPRENTICESHIP PATTERNS
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TEACHING AS A DESIGN SCIENCE
Teachers acting as design scientists would observe four basic precepts, to
1. keep improving their practice,
2. have a principled way of designing and testing improvements in practice,
3. build on the work of others,
4. represent and share their pedagogic practice, the outcomes they achieved, and how these related to the elements of their design.
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PEDAGOGIC PATTERN LANGUAGE• Learning through acquisition
• Learning through inquiry
• Learning through discussion
• Learning through practice
• Learning through collaboration
Whether a pattern language for pedagogy will develop is hard to say at this stage, and in any case it will depend on much more extensive engagement with the idea of patterns among the teaching community. It is an intriguing vision.
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PEDAGOGIC PATTERNS
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FOR NEXT WEEK
Read pp3-10 of Johnson et al (2012)