Rationale Children are constantly exposed to new and challenging Information and Communication Technology (ICT) both in and

out of school (Selwyn and Bullon, 2000; Loveless, 2002). For this reason, children need to be equipped with the knowledge, skills and understanding to efficiently operate the ICT presented to them, this is also known as having ICT capability (Sharp, Potter, Allen and Loveless, 2000; Potter and Darbyshire, 2005). However, Selwyn and Bullon (2000) view that even though society is technology rich and rapidly changing; ICT is inconsistently used within schools and often not used to its full potential. This is a worrying prospect and so a rationale for using ICT to promote childrens learning will be presented. Wheeler (2005a) considers ICT to have the ability to enhance children learning, through transforming the way we teach. For example the introduction of interactive whiteboards has provided teachers with an array of new, delivery methods and teaching resources (Wheeler and Winter, 2005, p 7). These interactive methods are deemed by Torjussen and Coppard (2002) to stimulate and engage pupils. This is important as Davidson and Catling (2000) deem that pupil motivation is key to the achievement of new learning. The employment of an interactive whiteboard is also useful, because it allows children to observe how computer operating systems and software are manipulated by the teacher (Goodison, 2002a). Whilst on placement I observed a teacher using an interactive whiteboard to demonstrate how pupils should use a piece of control software. Through visually showing the children what they needed to do, they were able to complete their task with great ease and competence. The teacher should act as a confident and capable role model when teaching ICT (Selwyn and Bullon, 2000). It might be argued that this can be tricky, as sometimes the pupils can be more proficient in manipulating ICT than the teacher, which in turn can be threatening and deter teachers from trying out new software (Goodison, 2002b; Sutherland, Armstrong, Barnes, Brawn, Breeze, Gall, Matthewman, Olivero, Taylor, Triggs, Wishart and John, 2004). On the other hand teachers should strive to become well practiced at ICT, as it is their responsibility to open up childrens minds to the wonders and possibilities of being creative with ICT and thus allow them access to the abundance of information they can gain from it (Loveless, 2002). Natasha Close 0809902 PR3949 Page 1

If children are able to use technology creatively, then consequently children will often think creatively too (Wheeler, Waite and Broomfield, 2002). Wheeler et al (2002) highlight that creative thinking is vital, as it requires imagination and this is a skill that can help children succeed in both their future personal and professional lives. Therefore, if this is true, then teachers should promote creativity. This could be done by teachers themselves using ICT creatively in the classroom, as acknowledged before children need a positive role model (Wheeler, 2005b). Contrastingly, Torjussen and Coppard (2002) believe that the way in which ICT is sometimes used in schools can suppress creativity and prevent the consequent learning from being achieved. The internet has endorsed teachers to access countless new resources and ideas that can be used to inspire creativity and enliven classroom teaching (Wheeler and Winter, 2005). Sharp et al (2000) emphasise the necessity of teaching children about how to navigate the internet in todays society, as the, internet is everywhere (p 95). When completing a research task in class, the internet provides a virtually inexhaustible encyclopaedia of knowledge (Sharp et al, 2000). In spite of this children need to be taught how to use the internet safely and critically, for example the employment of a child safe search engine (Sharp et al, 2000; Loveless, 2002). ICT is not only a subject in its own right, but can be amalgamated throughout the curriculum, in order to advance the childrens learning (Duffty, 2006). The example of integrating ICT, specifically animation, into geography will now be considered. It is the viewpoint of Duffty (2006) that animation is well suited to support any curriculum area. Kim, Yoon, Whang, Tversky and Morrison (2007) believe that the use of animation in school has grown in popularity and this is due to childrens interest. Children often enjoy animation in films and television programmes and so the opportunity to achieve something similar to this may stimulate childrens interest in the activity (Duffty, 2006). Kim et al (2007) emphasise that a strength of animation is its ability to realistically demonstrate change. When applying this to geography this could be interpreted as a way to demonstrate physical processes, for example erosion. Hamel and Longley-Hamel (2006) deem that when ICT is used to make a simulation or model in geography, children find this experience valuable to their learning. The creation of an animation to simulate the process of headland erosion would be an appropriate example Natasha Close 0809902 PR3949 Page 2

of where this could be applied. Through giving children such a practical experience, they are given the opportunity to manage their own learning (Wheeler et al, 2002,). Catling and Willy (2009) advocate children having an input in their acquisition of learning, as in doing so they can become self- motivated, independent learners, who will be equipped to continue their own learning journey (p 62). Observing a year six class completing an animation project in art, I noticed that although the animation project was well received by the pupils and successful, the animation creation was time-consuming. The teacher consequently had to maintain a brisk pace, by encouraging the children and using the other adults in the classroom efficiently. Assessment of ICT is required to ensure progression in learning has taken place and in the view of Potter and Darbyshire (2005) this assessment is carried out in the same ways as in any other curriculum subject. Some teachers are perceived to struggle with assessing ICT, possibly due to their lack of confidence with the subject (Potter and Darbyshire, 2005). By contrast Sharp et al (2000) and Torjussen and Coppard (2002) argue it is due to the final product of an ICT task often not fully reflecting the learning achieved during the creation process, that causes assessment difficulties. To overcome this difficulty, an important assessment tool to draw upon is teacher observation of the ICT task in its entirety (Sharp et al, 2000; Duffty, 2006). It is a requirement of the National Curriculum (1999) that children review the effectiveness of their ICT work and their peers, so self and peer assessment could also contribute to the teachers assessment of the childrens progress. 1000 words

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Bibliography Catling, S. & Willy, T. (2009) Achieving QTS: Teaching Primary Geography Exeter: Learning Matters Davidson, G. & Catling, S. (2000) Towards the question-led curriculum 5-14 in: C. Fisher, & T. Binns, (eds) issues in geography teaching London: Routledge McIntyre, Pedder, and Ruddick, 2005 Duffty, J. (2006) Extending Knowledge in Practice- Primary ICT Exeter: Learning Matters Ltd Goodison, T. (2002a) Learning with ICT at primary level: pupils perceptions Journal of Computer Assisted Learning 18 pp. 282-295 Goodison, T. (2002b) Enhancing learning with ICT at primary level British Journal of Educational Technology 33 (2) pp. 215-228 Hamel, K. & Longley-Hamel, K. (2006) How can geography make a significant contribution to a coherent and meaningful Key Stage one curriculum? in: H. Copper, C. Rowley, & S. Asquith, (eds) geography 3-11, a guide for teachers London: David Fulton Publishers Ltd Kim, S. Yoon, M. Whang, S. Tversky, B & Morrison, J. (2007) The effect of animation on comprehension and interest Journal of Computer Assisted Learning 23 pp. 260-270 Loveless, A. (2002) ICT in the Primary Curriculum in: A. Loveless, & B. Dore, (eds) ICT in the Primary School Buckingham: Open University Press Potter, F. & Darbyshire, C. (2005) Understanding and Teaching the ICT National Curriculum London: David Fulton Publishers Ltd QCA (1999) The National Curriculum http://curriculum.qcda.gov.uk/key-stages-1-and2/index.aspx (accessed 09.11.11) Selwyn, N. & Bullon, K. (2000) Primary school childrens use of ICT British Journal of Educational Technology 31 (4) pp. 321-332 Sharp, J. Potter, J. Allen, J. & Loveless, A. (2000) Primary ICT Knowledge, Understanding and Practice Exeter: Learning Matters Ltd Sutherland, R. Armstrong, V. Barnes, S. Brawn, R. Breeze, N. Gall, M. Matthewman, S. Olivero, F. Taylor, A. Triggs, P. Wishart, J. & John, P. (2004) Transforming teaching and learning: embedding ICT into everyday classroom practices Journal of Computer Assisted Learning 20 pp. 413-425 Natasha Close 0809902 PR3949 Page 4

Torjussen, M. & Coppard, E. (2002) Potential into practice: developing ICT in the primary classroom in: A. Loveless, & B. Dore, (eds) ICT in the Primary School Buckingham: Open University Press Wheeler, S. (2005a) Introduction in: S. Wheeler, (ed) Transforming Primary ICT Exeter: Learning Matter Ltd Wheeler, S. (2005b) ICT and Creativity in: S. Wheeler, (ed) Transforming Primary ICT Exeter: Learning Matter Ltd Wheeler, A. Waite, S. & Broomfield, C. (2002) Promoting creative thinking through the use of ICT Journal of Computer Assisted Learning 18 pp. 367-378 Wheeler, S. & Winter, A. (2005) ICT- Winning Hearts and Minds in: S. Wheeler, (ed) Transforming Primary ICT Exeter: Learning Matter Ltd

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