1.0 Pendahuluan
Cabaran era komunikasi abad ke-21 terhadap sistem pendidikan negara begitu terasa. Ledakan teknologi maklumat dan kemajuan teknologi global serta kewujudan arus perdana Koridor Raya Multimedia (MSC) dalam sistem pentadbiran negara, menuntut konsep pendidikan mencorak ke arah yang bercirikan teknologi secara saintifik.
Profesion perguruan juga merupakan badan yang dipertanggungjawabkan oleh kerajaan untuk menyediakan warga Malaysia yang bersedia dengan cabaran masa depan yang serba canggih sebagai jentera penggerak negara.Tanggungjawab profesion perguruan menjadi semakin berat kerana warga Malaysia di masa hadapan yang hendak dihasilkan itu bukan sahaja perlu diterapkan dengan pelbagai ilmu pengetahuan semata-matanya, tetapi perlu juga diseimbangkan dengan nilai sosial yang baik dalam segi moral dan etika yang murni. Mengikut kajian yang dijalankan oleh Institut Tadbiran Awam Negara (INTAN)
terdapat pelbagai tahap kesedaran di kalangan penjawatan awam mengenai etika kerja.
TAHAP
1. Kesedaran tentang Pekeliling
• Pernah baca : 17 – 20%
• Tidak pernah baca Arahan No. 1 Tahun 1988 : 81.7%
• Tidak pernah baca Arahan Siri 2, No.
1 Tahun 2000: 78.3%
2. Kefahaman dan kesedaran amalan nilai dalam organisasi
Sederhana – 66.7%
3. Kesedaran mengenai aktiviti ceramah nilai dijalankan
Tinggi – 41.7%
4. Tahap kepatuhan kepada arahan dan peraturan, pegangan prinsip kebenaran serta ketulusan
Baik – 49.2%
5. Tahap amalan nila-nilai teras dalam organisasi
Tinggi – 72.5%
1.2 Definasi delima etika
Menurut Kamus Dewan (2002) ‘dilema’ ialah suatu keadaan yang menyebabkan sukarnya membuat pilihan antara dua alternatif (benda, orang, situasi dan lain-lain) atau lebih; keadaan serba salah. Manakala “etika” pula ialah, ilmu berkaitan prinsip-prinsip akhlak atau moral; atau. prinsip moral (atau akhlak) atau nilai-nilai akhlak yang menjadi pegangan seseorang individu atau sesuatu kumpulan (persatuan, pekerjaan, dan lain-lain)
Menurut Dale Lugenbehl (2000) pula teori asal etika berasal daripada teori keperibadian mulia. Aristotle mengatakan bahawa adalah suatu keperluan insan untuk mempraktikkan teori keperibadian mulia dalam segala urusan demi melancarkan urusan sehariannya. Teori ini juga menekankan konsep 'the golden mean' iaitu mencari kebaikan dalam keadaan keseimbangan di antara keinginan ini agar tidak melampau dalam setiap perilaku.
Dalam setiap kerjaya kebanyakkannya akan menghadapi dilema etika, keadaan di mana perlunya membuat pilihan di antara dua atau lebih alternatif yang tidak diingini. Oleh itu Dalam situasi dunia pendidikan hari ini terlalu banyak perkara yang boleh dikatakan guru berada dalam dilema.
2.0 Apakah dilema yang dihadapi ?
Bebanan tugas guru hari ini yang semakin bertambah. Guru hari ini sering ditugaskan dengan begitu banyak dalam satu masa. Ini termasuklah tugas-tugas pengkeranian, tugas-tugas di luar waktu persekolahan dan kadangkala ianya menganggu tugas hakiki sebagai seorang guru.
Seorang guru sepatutnya menghabiskan masa terluang (free period) dengan penyediaan pengajaran dan pembelajaran, menyemak hasil kerja murid , membimbing murid secara individu bagi yang masih kurang memahami tajuk yang sedang dipelajari.
Malangnya masa terluang seorang guru sering dihabiskan denga pelbagai data yang perlu diisi dan kadangkala dengan kadar segera sehingga guru tersebut terpaksa membuat kerja lebih masa (overtime) di rumah sendiri dengan percuma.Inilah dilema yang pernah saya lalui sepanjang tempoh saya dalam dunia pendidikan.
Berikut adalah kajian kes berkaitan dengan seorang guru (Cikgu Y) yang di dalam delima:
”Situasi itu berlaku lebih kurang empat tahun yang lalu. Pihak pentadbir sekolah selalunya menyerahkan sesuatu tugasan kepada guru yang dipercayainya boleh melakukannya. Memandangkan saya merupakan salah seorang daripadanya, saya telah dbebankan dengan tugasan yang banyak pada tahun tersebut.
Saya merupakan guru kelas tahun enam yang diarahkan untuk mengajar subjek Ujian Pencapaian Sekolah Rendah (UPSR) iaitu Sains, Bahasa Melayu Pemahaman dan Bahasa Melayu Penulisan. Dalam tempoh yang sama juga saya telah ditugaskan sebagai guru data , guru penyelaras makmal komputer, setiausaha peperiksaan dan setiausaha kecemerlangan UPSR.
Tugas-tugas tersebut tidak termasuk tugas sebagai guru ko-kurikulum, dan juga guru disiplin. Pihak pentadbir menetapkan target iaitu seramai 20 orang pelajar untuk mendapat 5A dalam UPSR nanti, sedangkan sekolah tersebut hanya pernah mempunyai rekod seramai empat orang pelajar sahaja yang mendapat 5A, walaupun telah sepuluh tahun beroperasi.
Bagi saya tahun tersebut merupakan tahun yang amat sukar dalam kehidupan saya sebagai warga pendidik. Cabarannya begitu hebat. Terdapat juga desas –desus di kalangan guru lain kononnya ,saya yang hendakkan semua jawatan dan tugas tersebut.
Dalam masa yang sama saya juga perlu memberi tumpuan kepada keluarga terutamanya anak saya yang baru berusia lima bulan ketika itu. kadang-kala saya terpaksa meninggalkan keluarga kerana berkursus di luar kawasan.
Saya sering menghadapi delima etika antara kepentingan tugasan hakiki, keperluan menyiapkan tugasan sampingan dan pembahagian masa yang secukupnya keluarga tersayang.
3.0 Bagaimana menyelesaikan dilema tersebut?
Secara umumnya, apa jua dilema yang dihadapi sudah pasti ada jalan penyelesaian dengan menggunakan pelbagai alternatif yang dipilih mengikut situasi dilema tersebut. Walaubagaimana sukarnya sesuatu dilema, setiap individu perlu bijak mengatasi dilema yang dihadapi.
Pertamanya,untuk mengatasi dilema yang hadapi tentang bebanan tugas yang banyak tadi, Cikgu Y mulakan dengan niat yang murni dan keikhlasan serta menganggap ianya adalah ibadah. Sekurang-kurang ringanlah sedikit bebanan yang ditanggung . Ini sesuai sebagaimana yang disarankan melalui artikel etika kerja Islam oleh Tn Hj Nik Mustapha Bin Nik Hassan ,Timbalan Ketua Pengarah Institut Kefahaman Islam Malaysia(2005) Dengan mengganggap kerja adalah ibadah .
“Dan tidak Aku jadikan jin dan manusia kecuali untuk mengabdikan diri
kepada Ku” [ Adz Dzaariyat (51):56]
Seterusnya, untuk mengurangkan beban tugas tersebut, Cikgu Y telah pun berbincang dengan pihak pentadbir tentang beban tugas yang diamanahkan kepadanya. Bagaimanapun setelah berbincang dengan pihak pentadbir,mereka tetap mahu melakukan seperti yang telah dipersetujui oleh semua guru . Cikgu Y telah mendapat kata-kata semangat daripada Guru Kanan Pentadbiran “ Saya yakin cikgu boleh lakukan yang terbaik” . Akhirnya Cikgu Y mengalah dan cuba lakukan sebaik mungkin amanah tersebut.
Langkah seterusnya, Cikgu Y mula banyak membuat rujukan daripada guru-guru senior dan membaca bahan-bahan bacaan yang bersesuaian dengan kerjaya pendidik seperti Majalah Pendidik. Di situ saya dapat rasakan masih banyak perkara yang saya tidak tahu dan boleh lakukan seperti yang disarankan oleh Cikgu Rosnah melalui Didik 14-20 Mei 2007. Beliau menyeru warga pendidik sepertinya ‘mendidik anak murid seperti mengajar anak sendiri’.Beliau begitu tabah mendidik anak bangsa yang terdiri daripada murid Orang Kurang Upaya (OKU), sedangkan dalam masa yang sama beliau juga menghadapi pelbagai masalah keluarga.
Selain itu untuk mengatasi dilema yang dihadapi Cikgu Y juga menggunakan pelbagai pendekatan seperti ‘pendekatan kasih sayang’ sebagaimana yang disarankan oleh Timbalan Ketua Pengarah Pelajaran, Datuk Alimuddin Mohd Dom melalui ucapannya semasa sambutan Perayaan Hari Guru Peringkat Kebangsaan 2007 yang lalu.Ucapannya dtulis oleh Syuhada Choo Abdullah menerusi ruangan DIDIK 14-20 Mei 2007.
Cikgu Y juga sentiasa percaya kepada etika kerja Islam “ kerja merupakan ibadah dan mencari rezeki yang halal untuk diri dan keluarga serta tanggunggan kita adalah suatu kewajipan”.Oleh itu bagi orang Islam terdapat balasan daripada Allah sekiranya kita berpegang kepada konsep tersebut. Antara balasan yang dapat dilihat ialah balasan dalam bentuk material seperti digandakan rezeki keluarga dan kenikmatan kesihatan. Kedua , balasan dalam bentuk kepuasan kerana telah menyelesaikan kejanya. Ketiga, mendapat pahala untuk hari akhirat kelak. Dengan itu Cikgu Y lebih dirangsang untuk kuat bekerja, menjadi lebih proaktif, bertambah disiplin kerja dan pengurusan masa lebih sistematik.
Banyak perkara pula perlu dilakukan dengan menggunakan pelbagai model pembuat pilihan untuk menganalisa dilema etika dan menilai altenatif yang boleh digunakan dalam menyelesaikan dilema itu. Sebagai seorang warga pendidikan Cikgu Y rasakan sepanjang kerjayanya sebagai guru, dilema bebanan tugas yang diamanahkan untuk dilakukan sebaik mungkin . Berkat kesabaran, bimbingan dan tunjuk ajar daripada rakan-rakan guru yang lain masalah ini dapat dikurangkan.
Natijah pengorbanan yang tidak berbelah bahagi terhadap amanah yang dipikul, akhirnya Cikgu Y mendapat kepuasan hasil dari usaha yang bersungguh-sungguh.Target yang telah dibuat pada tahun tersebut menepati sasaran. Sebanyak 20 orang pelajar 5A pada tahun tersebut. Itulah hadiah sebuah keikhlasan kerja terhadap anak bangsa.
Sunday, September 6, 2009
Thursday, September 3, 2009
MULTIPLE INTELLIGENCE
KECERDASAN PELBAGAI ( MULTIPLE INTELLIGENCE )
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
MULTIPLE INTELLIGENCES PALETTE
MULTIPLE INTELLIGENCES PALETTE
The array of competencies found in each intelligence. Place your totals for each on the line provided.
Verbal/Linguistic
Reading
Vocabulary
Formal Speech
Journal/Diary Keeping
Creative Writing
Poetry
Verbal Debate
Impromptu Speaking
Storytelling
Bodily/Kinesthetic
Folk/Creative Dance
Role Playing
Physical Gestures
Drama¨ Martial Arts
Body Language
Physical Exercise
Mime¨ Inventing
Sports Games
Musical/Rhythmic
Rhythmic Patterns
Vocal Sounds/Tones
Music Composition/creation
Percussion Vibrations
Humming¨ Environmental Sounds
Instrumental Sounds
Singing
Tonal Patterns
Music Performance
Logical/Mathematical
Abstract Symbols/Formulas
Outlining¨ Graphic Organizers
Number Sequences
Calculation
Deciphering Codes
Forcing Relationships
Syllogisms
Problem Solving
Pattern Games
Visual/Spatial
Guided Imagery
Active Imagination
Color Schemes
Patterns/Designs
Painting
Drawing
Mind-Mapping
Pretending
Sculpture
Pictures
Interpersonal
Giving Feedback
Intuiting Others Feelings
Cooperative Learning Strategies
Person-to-Person Communication
Empathy Practices
Division of Labor
Collaborative Skills
Receiving Feedback
Sensing Others Motives
Group Projects
Intrapersonal
Silent Reflection Methods
Metacognition Techniques
Thinking Strategies
Emotional Processing
"Know Thyself" Procedures
Mindfulness Practices
Focusing/Concentration Skills
Higher-Order Reasoning
Complex Guided Imagery
"Centering" Practices
The array of competencies found in each intelligence. Place your totals for each on the line provided.
Verbal/Linguistic
Reading
Vocabulary
Formal Speech
Journal/Diary Keeping
Creative Writing
Poetry
Verbal Debate
Impromptu Speaking
Storytelling
Bodily/Kinesthetic
Folk/Creative Dance
Role Playing
Physical Gestures
Drama¨ Martial Arts
Body Language
Physical Exercise
Mime¨ Inventing
Sports Games
Musical/Rhythmic
Rhythmic Patterns
Vocal Sounds/Tones
Music Composition/creation
Percussion Vibrations
Humming¨ Environmental Sounds
Instrumental Sounds
Singing
Tonal Patterns
Music Performance
Logical/Mathematical
Abstract Symbols/Formulas
Outlining¨ Graphic Organizers
Number Sequences
Calculation
Deciphering Codes
Forcing Relationships
Syllogisms
Problem Solving
Pattern Games
Visual/Spatial
Guided Imagery
Active Imagination
Color Schemes
Patterns/Designs
Painting
Drawing
Mind-Mapping
Pretending
Sculpture
Pictures
Interpersonal
Giving Feedback
Intuiting Others Feelings
Cooperative Learning Strategies
Person-to-Person Communication
Empathy Practices
Division of Labor
Collaborative Skills
Receiving Feedback
Sensing Others Motives
Group Projects
Intrapersonal
Silent Reflection Methods
Metacognition Techniques
Thinking Strategies
Emotional Processing
"Know Thyself" Procedures
Mindfulness Practices
Focusing/Concentration Skills
Higher-Order Reasoning
Complex Guided Imagery
"Centering" Practices
Thursday, August 20, 2009
Improving subject teaching through appropriate use of ICT
Improving subject teaching through appropriate use of ICT
The evidence from the project indicates that development work to support teachers in making effective choices about when, when not and how to use ICT to meet their teaching objectives needs to take account of a range of factors.
Starting points
The project team found that teachers responded to different approaches to using ICT according to their individual knowledge, beliefs and approaches to teaching. For example,one school in the project already regularly used overhead projectors in each of the classrooms when working with the whole class. They easily adopted activities which were suited to this kind of presentation and were keen to explore the potential of an interactive whiteboard in their computer room. Other teachers preferred to develop effective use of ICT in group activities. Where a teacher had a strong preference for a particular approach or a subject this was found to be an effective starting point for developing more effective teaching with ICT. Success achieved in moving forward from the teacher’s preferred starting point could then be used as a springboard for extending development into less familiar or less comfortable areas.
Teachers’ confidence
Identifying a good starting point is clearly related to teachers’ confidence and skills in using ICT. A teacher with more confidence and more advanced skills may be prepared to try a new teaching approach (such as using a presentation package with the whole class to share a text as part of a structured literacy lesson). A teacher less confident or skilful may be happier to experiment in a situation where they feel more confident (a discussion around a text, but with a group of pupils and perhaps involving a word-processor for shared writing, rather than less familiar presentation software). The project team found that more effective teachers tended to report higher levels of personal ICT skill and believe that this reflects their understanding of the potential and determination to use ICT to support their teaching. Overall the teachers in the project had a wide range of competence in using ICT and it was necessary to identify appropriate starting points.
Focusing learning
Some of the accompanying illustrations show how ICT can help teachers to focus pupils’ learning. One example of this was a teacher who used multimedia software to create a teaching resource about apostrophes for other pupils to use ("Teaching the correct use of omissive apostrophes in Year 4"). Another teacher increased the pupils’ attention on aspects of story-writing by planning stories and creating pictures with painting and drawing software ("Developing story-writing skills in Year 2"). The teacher’s use of ICT as a presentational aid helps to focus pupils’ attention during whole class teaching. One school used an interactive whiteboard in this way. ("Using short rhymes and other textsto enhance reading comprehension"). A further example is a teacher who used presentation software in the literacy hour on a classroom computer in "Presenting texts and supporting
writing in Year 2". ICT can help to focus an activity in other ways, for example, by simplifying the process of data collection. In "Developing understanding of decimals in Year 4", the ICT enabled two types of decimal numbers to be produced easily which
enabled the pupils to concentrate on ordering the numbers rather than on the process of collecting the information. Another way to focus pupils’ learning is by increasing access to ICT equipment and the amount of time spent using ICT effectively. In one school pupils had access to a suite of computers which the whole class could use once a week, in others portable equipment was used to increase the amount of access pupils had to ICT equipment on a daily basis.
Sustaining development
In all of the schools, sustaining effective development work was a challenge. Most of the teachers felt that there were already considerable demands on their time. Several factors affected how the teachers were able to maintain their momentum in using ICT to support more effective teaching and learning.
1. The role of the head teacher in supporting such development work was one important factor. This might be only in terms of acknowledging it as a priority. Alternatively, some heads gave additional support to teachers in the project by providing extra resources or release time.
2. The support of other colleagues in school was another factor which the teachers found helpful. The project team provided this support for some of the teachers in the project.
3. Technical issues which arise need to be overcome quickly and effectively. This is particularly true in the early stages of any development work with ICT to ensure that sufficient benefits are achieved to encourage further development.
For each of the teachers there seemed to be a critical point of confidence and skill. Once this point was reached they were prepared to continue such development on their own. Not all of the teachers in the project reached that critical point. Even at the end of the project all of the teachers indicated that they would benefit from further support. This was related to
developing their use of ICT in their teaching, as opposed to developing their own ICT skills, which a few of the teachers felt was their personal priority. Choosing software which can be used in different ways is also helpful. A teacher who has learned how to use a range of tools in an integrated package can more quickly learn how to use its graphing functions more efficiently to make connections in the mathematics. At the end of the project, the teachers who had been involved reported greater use of ICT for direct instruction compared with other teachers. They also reported changes in patterns of use reflecting a clearer focus on identifying where ICT could support their teaching of literacy and numeracy.
Planning for Subject Teaching
A clear distinction needs to be made between planning for pupils’ IT capability (from the National Curriculum) and how ICT can support teaching and learning in other subjects. Most schools identified pupils’ IT capability in their regular planning. Planning did not specify how ICT could contribute to subject teaching, particularly where only the teacher was using the computer (for example by presenting a text in the literacy hour). One consequence of this was that when teachers planned to use ICT themselves in their teaching (for example to demonstrate a teaching point in English or mathematics) this was not included or recorded. Although most schools specified how they planned for IT capability, there was considerable variation in the observations of what pupils actually experienced as a result of this planning. Sometimes this was due to the limited amount of equipment available. In other cases teachers ensured that the equipment that they had available was used very intensively. Some schools provided clusters of machines in designated computer rooms. Large groups or even whole classes could then be taught at the same time. Such arrangements were observed to be particularly efficient for teaching ICT skills to pupils and for supporting teachers in developing their own teaching skills in using ICT. Some of these schools then moved on to providing more ICT resources in classrooms so that the teachers could plan to use ICT in different subject areas more effectively. Clear learning gains were achieved with different forms of organisation of ICT equipment used by the teachers in the project.
"Although I favour using the computer, unless I have planned to use it to meet specific learning objectives you will probably find my computer switched off."
ICT and subject knowledge
The project found that development work in ICT can also be an effective way of developing teachers’ subject knowledge in literacy or numeracy. One teacher undertook a series of activities which focused her attention on a challenging aspect of punctuation. Planning the multimedia activity enabled the teacher (and the pupils) to identify the rules and uses of omissive apostrophes in great detail, and the particular problems which the pupils had in applying those rules effectively. This enabled her to understand a particular aspect of literacy teaching in more structured and systematic detail than she had undertaken before. As a result of this focus she may well not choose to repeat teaching apostrophes in the same way in the future ("Teaching the correct use of omissive apostrophes in Year 4"). Similarly, a Reception teacher was able to devise a series of activities appropriate to the different levels of counting skill in her pupils. This enabled her to plan appropriate practice in different aspects of counting in accordance with the NNS Framework for Mathematics for Reception ("Developing counting skills in Reception").
Effective explanations
Another aspect of subject knowledge which the team found to be important was reflected in teachers’ explanations. A key feature of the more effective teachers in the project was that they used examples and counter-examples when explaining to pupils and that they modelled and demonstrated work to groups or the class (e.g. by giving examples of words ending in -ly which are and which are not adverbs). They also used pupils to model and demonstrate what to do or what they had learnt in lessons (e.g. a Reception pupil touch counting accurately on screen). This aspect of their teaching was also evident in activities which did not involve ICT. The project team believe that this reflects knowledge of their pupils as well as a detailed understanding of the specific subject objectives being taught.
ICT offers the potential to improve standards of attainment in literacy and mathematics. Supporting teachers in making effective choices about when, when not and how to use ICT to strengthen their teaching needs to take account of a range of factors to be effective. These factors include:
• clear identification of how ICT will be used to meet specific objectives within subjects of the curriculum to improve pupils’ attainment;
• ensuring that pupils have adequate ICT skills to achieve subject specific objectives;
• a planned match of pedagogy with the identified purpose of ICT activities and learning outcomes (e.g. by the teacher’s use of ICT to demonstrate or model learning rather than for pupils’ use);
• matching starting points for development for particular teachers in accordance with their preferred teaching styles and approaches;
• adequate access to and intensity of use of the necessary equipment by pupils and teachers;
• effective technical back-up and support to overcome any difficulties encountered and the provision of adequate resources (e.g. printers on networks or supply of ink cartridges).
The evidence from the project indicates that development work to support teachers in making effective choices about when, when not and how to use ICT to meet their teaching objectives needs to take account of a range of factors.
Starting points
The project team found that teachers responded to different approaches to using ICT according to their individual knowledge, beliefs and approaches to teaching. For example,one school in the project already regularly used overhead projectors in each of the classrooms when working with the whole class. They easily adopted activities which were suited to this kind of presentation and were keen to explore the potential of an interactive whiteboard in their computer room. Other teachers preferred to develop effective use of ICT in group activities. Where a teacher had a strong preference for a particular approach or a subject this was found to be an effective starting point for developing more effective teaching with ICT. Success achieved in moving forward from the teacher’s preferred starting point could then be used as a springboard for extending development into less familiar or less comfortable areas.
Teachers’ confidence
Identifying a good starting point is clearly related to teachers’ confidence and skills in using ICT. A teacher with more confidence and more advanced skills may be prepared to try a new teaching approach (such as using a presentation package with the whole class to share a text as part of a structured literacy lesson). A teacher less confident or skilful may be happier to experiment in a situation where they feel more confident (a discussion around a text, but with a group of pupils and perhaps involving a word-processor for shared writing, rather than less familiar presentation software). The project team found that more effective teachers tended to report higher levels of personal ICT skill and believe that this reflects their understanding of the potential and determination to use ICT to support their teaching. Overall the teachers in the project had a wide range of competence in using ICT and it was necessary to identify appropriate starting points.
Focusing learning
Some of the accompanying illustrations show how ICT can help teachers to focus pupils’ learning. One example of this was a teacher who used multimedia software to create a teaching resource about apostrophes for other pupils to use ("Teaching the correct use of omissive apostrophes in Year 4"). Another teacher increased the pupils’ attention on aspects of story-writing by planning stories and creating pictures with painting and drawing software ("Developing story-writing skills in Year 2"). The teacher’s use of ICT as a presentational aid helps to focus pupils’ attention during whole class teaching. One school used an interactive whiteboard in this way. ("Using short rhymes and other textsto enhance reading comprehension"). A further example is a teacher who used presentation software in the literacy hour on a classroom computer in "Presenting texts and supporting
writing in Year 2". ICT can help to focus an activity in other ways, for example, by simplifying the process of data collection. In "Developing understanding of decimals in Year 4", the ICT enabled two types of decimal numbers to be produced easily which
enabled the pupils to concentrate on ordering the numbers rather than on the process of collecting the information. Another way to focus pupils’ learning is by increasing access to ICT equipment and the amount of time spent using ICT effectively. In one school pupils had access to a suite of computers which the whole class could use once a week, in others portable equipment was used to increase the amount of access pupils had to ICT equipment on a daily basis.
Sustaining development
In all of the schools, sustaining effective development work was a challenge. Most of the teachers felt that there were already considerable demands on their time. Several factors affected how the teachers were able to maintain their momentum in using ICT to support more effective teaching and learning.
1. The role of the head teacher in supporting such development work was one important factor. This might be only in terms of acknowledging it as a priority. Alternatively, some heads gave additional support to teachers in the project by providing extra resources or release time.
2. The support of other colleagues in school was another factor which the teachers found helpful. The project team provided this support for some of the teachers in the project.
3. Technical issues which arise need to be overcome quickly and effectively. This is particularly true in the early stages of any development work with ICT to ensure that sufficient benefits are achieved to encourage further development.
For each of the teachers there seemed to be a critical point of confidence and skill. Once this point was reached they were prepared to continue such development on their own. Not all of the teachers in the project reached that critical point. Even at the end of the project all of the teachers indicated that they would benefit from further support. This was related to
developing their use of ICT in their teaching, as opposed to developing their own ICT skills, which a few of the teachers felt was their personal priority. Choosing software which can be used in different ways is also helpful. A teacher who has learned how to use a range of tools in an integrated package can more quickly learn how to use its graphing functions more efficiently to make connections in the mathematics. At the end of the project, the teachers who had been involved reported greater use of ICT for direct instruction compared with other teachers. They also reported changes in patterns of use reflecting a clearer focus on identifying where ICT could support their teaching of literacy and numeracy.
Planning for Subject Teaching
A clear distinction needs to be made between planning for pupils’ IT capability (from the National Curriculum) and how ICT can support teaching and learning in other subjects. Most schools identified pupils’ IT capability in their regular planning. Planning did not specify how ICT could contribute to subject teaching, particularly where only the teacher was using the computer (for example by presenting a text in the literacy hour). One consequence of this was that when teachers planned to use ICT themselves in their teaching (for example to demonstrate a teaching point in English or mathematics) this was not included or recorded. Although most schools specified how they planned for IT capability, there was considerable variation in the observations of what pupils actually experienced as a result of this planning. Sometimes this was due to the limited amount of equipment available. In other cases teachers ensured that the equipment that they had available was used very intensively. Some schools provided clusters of machines in designated computer rooms. Large groups or even whole classes could then be taught at the same time. Such arrangements were observed to be particularly efficient for teaching ICT skills to pupils and for supporting teachers in developing their own teaching skills in using ICT. Some of these schools then moved on to providing more ICT resources in classrooms so that the teachers could plan to use ICT in different subject areas more effectively. Clear learning gains were achieved with different forms of organisation of ICT equipment used by the teachers in the project.
"Although I favour using the computer, unless I have planned to use it to meet specific learning objectives you will probably find my computer switched off."
ICT and subject knowledge
The project found that development work in ICT can also be an effective way of developing teachers’ subject knowledge in literacy or numeracy. One teacher undertook a series of activities which focused her attention on a challenging aspect of punctuation. Planning the multimedia activity enabled the teacher (and the pupils) to identify the rules and uses of omissive apostrophes in great detail, and the particular problems which the pupils had in applying those rules effectively. This enabled her to understand a particular aspect of literacy teaching in more structured and systematic detail than she had undertaken before. As a result of this focus she may well not choose to repeat teaching apostrophes in the same way in the future ("Teaching the correct use of omissive apostrophes in Year 4"). Similarly, a Reception teacher was able to devise a series of activities appropriate to the different levels of counting skill in her pupils. This enabled her to plan appropriate practice in different aspects of counting in accordance with the NNS Framework for Mathematics for Reception ("Developing counting skills in Reception").
Effective explanations
Another aspect of subject knowledge which the team found to be important was reflected in teachers’ explanations. A key feature of the more effective teachers in the project was that they used examples and counter-examples when explaining to pupils and that they modelled and demonstrated work to groups or the class (e.g. by giving examples of words ending in -ly which are and which are not adverbs). They also used pupils to model and demonstrate what to do or what they had learnt in lessons (e.g. a Reception pupil touch counting accurately on screen). This aspect of their teaching was also evident in activities which did not involve ICT. The project team believe that this reflects knowledge of their pupils as well as a detailed understanding of the specific subject objectives being taught.
ICT offers the potential to improve standards of attainment in literacy and mathematics. Supporting teachers in making effective choices about when, when not and how to use ICT to strengthen their teaching needs to take account of a range of factors to be effective. These factors include:
• clear identification of how ICT will be used to meet specific objectives within subjects of the curriculum to improve pupils’ attainment;
• ensuring that pupils have adequate ICT skills to achieve subject specific objectives;
• a planned match of pedagogy with the identified purpose of ICT activities and learning outcomes (e.g. by the teacher’s use of ICT to demonstrate or model learning rather than for pupils’ use);
• matching starting points for development for particular teachers in accordance with their preferred teaching styles and approaches;
• adequate access to and intensity of use of the necessary equipment by pupils and teachers;
• effective technical back-up and support to overcome any difficulties encountered and the provision of adequate resources (e.g. printers on networks or supply of ink cartridges).
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