By John Williams, Nick Easingwood
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Additional info for ICT and Primary Mathematics: A Teacher's Guide
Example text
These must be prepared and made ready prior to the start of the lesson. Failure to do so can lead to the teacher feeling underprepared and thus lacking in confidence. If key equipment needed for the lesson is missing, then effective and efficient teaching may be prevented altogether. If computers are not switched on or logged on, or printers do not have any ink in them, or the batteries for the digital camera are flat, then any of these will prevent the intended teaching objectives from taking place and thus will delay the progress of the lesson.
The teachers can then support this approach by asking the children a range of open-ended questions, examples of which can include: ■ What have you discovered? Tell me about it. ■ Why do you think you have got those results? ■ What would happen if…? This line of questioning is ideal for detailed formative assessment, to determine the extent to which children have learnt; it is a powerful means of extending children’s thinking and consequently their learning. Selecting appropriate resources For very good school organisational reasons, as well as educational ones, the teacher will usually be the one who decides when ICT is to be used within a mathematics context.
A cross-curricula approach also offers the teacher the only opportunity to cover all of the requirements of the various National Curriculum documents and national strategies in any degree of depth. What does the teacher need to consider? The most fundamental question to ask at the planning stage is whether the use of ICT is appropriate in order to achieve the teaching and learning objectives of the given lesson. When making this decision, the teacher needs to consider whether there will be a ‘value-added’ component: that is, will there be any clear gains to teaching and learning?