Vision Statement

Technology is ever more prominent in the lives of each individual today both young and old. This has lead to the importance of enabling environments where ICT and other technology based learning occurs can work alongside traditional teaching methods. ICT has been seen as an ideal tool for making the links between the different subjects and because of its very nature it can run concurrently with other forms of learning.  In the 21st century most children arrive at school with some experience of using ICT therefore the need to teach as a specific subject has reduced as most children seem able to learn both the ICT skills and the subject simultaneously.  In view of this fact the Draft ICT Programme of Study does not require a dedicated emphasis on learning ICT as a standalone subject.

The Programme of Study aims to show children that the use of digital technology and computer science is not only a means of accessing vast amounts of knowledge in an educational setting but that so much of the ‘adult world’ is based and relies upon computer technology. Therefore it is important to equip children with skills as early as possible which will allow them to play a vital role in society as they grow. However, because the Draft Programme of Study is non statutory, there is a fear that teachers who are insecure and ‘illiterate’ themselves in their ICT skills may neglect and reduce learning opportunities. Many feel that this point will result in some children not experiencing ICT ‘lessons’ for two years until the New National Curriculum is implemented in 2014.  The concern that children who have access to technology at home could progress more than those who don’t, thus resulting in a disparity in the skill level of children.

ICT is a constantly developing and evolving medium that impacts in all areas of everyday life, so it is important that children understand its language and how to use it to gain the maximum from its use. Understanding how computer systems work (Computer science) and therefore how to apply them (Information Technology) results in the ability to access and use it (Digital Literacy). All these things empower the child to take responsibility and direction of their own learning but also it encourages exploration and investigation in a creative way.

ICT often bridges the development gap especially in areas such as writing, spelling and maths where the automatic correctional facility enables a child to be involved in learning in a truly interactive way. In the Early Years the use of technology is cross curricular and multipurpose. It can be both an aid and a tool for learning which can be used discreetly or directionally. The use of a camera for example not only teaches children how to use the camera but also leads on to discussion of the image photographed.

iPads can have a vast range of different apps, both educational and social so this single tool can be provide access and resources for many areas of learning in contrast to books which are usually subject specific. This one tool alone can develop and improve hand eye co-ordination, cognitive development through matching. By introduction to ICT at a very young age the learning becomes subconscious. iPads are instant and simple to use, appealing to a wide variety of learners and can be used anywhere. Schemes and grants now exist to reduce the financial impact when purchasing initially, therefore many schools are favoring this versatile learning and teaching tool which can constantly be updated.  Although it appears to personalise learning some feel mobile technologies can be  an anti social tool reducing interactive communication (Speaking) giving children an unreal perspective on real life situations, this term is known as Toxic childhood. Siraj-Blatchford, however, disagrees with this and feels that they in fact encourage interaction as even games can be played through the internet with remote partners. Rosie Flewit, discusses how in fact the use of iPads in early education at the moment is the exception rather than the norm, so these fears about toxicity may not be representative.

Mobile technologies such as iPads, cameras, microphones etc present to teachers yet another medium to assist and create learning.  With such a variety of technologies  every areas of teaching seems to have an appropriate application to ensure every child can get the maximum from the learning experience.

Every teacher has the responsibility to make sure every child becomes a digital citizen, by raising awareness of the need of thinking before typing, the implications of the work as well as cyber safety. Hectors World not only focuses on eSafety with the dolphin button, but is now starting to present to teachers the importance of digital citizenship and has a whole host of ideas on how to implement and raise awareness of this matter.  Children need to know that internet sites whilst providing opportunities and information for learning can also have ‘malware’ and can be subject to undesirable content and use. The need for eSafety and limiting exposure to acceptable and appropriate apps and websites has been highlighted by the occurrence of child crime inspired and motivated by games and access to inappropriate websites. Thus, children need to be taught how to police their own ICT use.

It is evident that ICT is becoming a global tool not only for learning but education in general. Therefore whilst embracing that new technology will shape the children who will become the citizens of tomorrow, as with all learning it needs to be approached with a responsible attitude. It should also be seen as yet another medium which should be used alongside the already exciting catalogue of teaching tools.

To summarise I have created this mind map reflecting my learning over the past few ICT sessions

ICT in Schools… at


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Child Exploitation and Online Protection Centre (2008).  Hector’s World Safety Button. [online]. Available from: [Accessed on: 16.11.12]

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Apps in relation to accessibility and impact on learning.

This week in ICT, after been allowed to explore apps freely over the last few weeks, we were tasked with reviewing apps for IPADS in relation to accessibility and impact on learning. Apple its self states that all their apps are created with the intention to help everybody ‘connect with the world in new ways’. There are a variety of apps all aimed at different age groups and abilities as well as foci on learning.

Early Years and Key Stage One:

Name: Doodle Buddy

Accessibility: Really easy to use drawing tool that is simple.  It has a variety of accessories- stamps shape and text which can be used to enhance the drawing .You can email the photo to save it and print it off so that work can be recorded.

Impact on learning: Children can explore with this app as a means of expression, to represent a story or a specific outcome. This app can be used as an aid to another area of learning as it is simple to use.

Key Stage One:

Name: Saving Seeds

Accessibility: Children are given seeds which need to get into a pot, they need to draw lines to save the seed in the pot. This can be differentiated easily with the level selected. This app is accessible to all, however, it may need some explanation in order for children to use independently.

Impact on learning:  This app promotes a lot of co ordination and estimation skills. Forward thinking is also needed along with recollection of what worked earlier.

A key point acknowledged when reviewing these apps was how the evidence could be saved. Some apps allowed for emailing or printing , whereas others did not save. I feel using ipads are a valuable resource but i feel recording and evidencing the work on them is just as important. Apps such as VidRhythm  allowed for images to be recorded and put into an animated video. This could then be shared with parents and carers as well as peers.

Please click here to look at the rest of the apps I reviewed : please feel free to comment on this post if you have reviewed similar apps, I would be interested to see your opinions.

A little bit more….

When looking further at apps that can be used I came across the website ‘Fun Educational Apps’. This site gives a brief review of the learning points as well as positive and negative ideas relating to the app. You can pick specific apps related to age ranges which i feel is good in ensuring the apps are age appropriate.

The media also reviews apps and the Independent  has come up with top 10 free educational apps. I feel because this is in a news paper, parents and adults may look at them and this will impact on children’s learning at home. This is not specifically related to child age apps, but general apps so could be useful of informing teachers. It should also be noted that IPADs in education are not only being implemented in the UK but world wide as nobody wants to ‘be left behind’ Aaditi Isaac

Finally to review learning related to using mobile technologies- IPADS we created mind maps in small groups, to display all our knowledge and understanding relating to accessibility and impact on learning which we then jigsawed to share our knowledge































(Photos taken from ICT Session)