Coordinating information and communications

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school, this volume conforms to a concise style while providing a wealth of tips and case studies for teachers.

Mike Harrison is Director of the Centre for Primary Education at the University of Manchester.

List of figures

viii

(1)

Series editor's preface

ix

Part one The role of the IT coordinator

3

(54)

Chapter 1 Contexts for effective coordination

3

(15)

Why do primary schools need an IT coordinator?

3

(6)

Whole school issues

9

(5)

What is expected of an IT coordinator?

14

(4)

Chapter 2 Developing personal skills and making a start

18

(22)

Personal effectiveness

18

(4)

Making a start

22

(13)

Effective communication

35

(1)

Making meetings effective

36

(1)

25 ways to kill a good idea

37

(3)

Chapter 3 Establishing a secure place for ICT in the school

40

(17)

Promoting lasting change

40

(1)

Acting as a resource for your colleagues

41

(3)

Running an INSET day

44

(4)

Sharing the load

48

(2)

Evaluate what you have done

50

(1)

Approaches to evaluation

51

(2)

Conclusion

53

(4)

Part two What IT coordinators need to know

57

(78)

Chapter 4 What IT coordinators need to know about children and computers

57

(12)

ICT's potential

57

(4)

ICT and curriculum development

61

(2)

Effective use of ICT in primary schools

63

(4)

Personal attributes

67

(2)

Chapter 5 What IT coordinators need to know about using computers across the curriculum

69

(30)

Working through the coordinators of other subjects

69

(1)

Encouraging the use of IT in mathematics

70

(8)

English

78

(6)

Science

84

(2)

Art, craft and design

86

(2)

Music

88

(3)

Geography

91

(2)

History

93

(3)

Design and technology

96

(2)

Cross-curricular uses of ICT

98

(1)

Chapter 6 What IT coordinators need to know about teachers and computers

99

(9)

Teachers' competence in using ICT

99

(1)

Framework of understanding

100

(2)

Implementation in the classroom

102

(2)

Developing ICT competence

104

(1)

Technical capability in ICT

105

(3)

Chapter 7 What IT coordinators need to know about choosing computers, software and peripherals

108

(27)

Desktop computers

109

(2)

Choosing a PC

111

(2)

Other ICT equipment

113

(1)

Portable computers

113

(1)

Printers

114

(2)

CD ROM drives

116

(1)

Multimedia

117

(1)

Computer security

118

(1)

Protecting data and software

119

(1)

Using the Internet

120

(6)

Connecting to the Internet

126

(1)

Modems

126

(1)

NCET's Features checklist

127

(1)

Scanners, OCR and OMR

127

(1)

Data logging

128

(1)

Programmable toys

129

(1)

Tamagotchis

130

(5)

Part three Developing policy

135

(34)

Chapter 8 Developing an ICT policy for your school

135

(12)

Why have an ICT policy?

135

(6)

An action plan to develop your school's ICT policy

141

(6)

Chapter 9 A prototype policy

147

(22)

Policy for the use of information and communications technology at Falmer Street Primary School

148

(21)

Part four Monitoring and evaluation

169

(28)

Chapter 10 OFSTED re-inspection and the IT coordinator

169

(16)

The subject profile

172

(13)

Chapter 11 Preparing for an OFSTED re-inspection

185

(12)

Before the inspection

185

(5)

The inspection week

190

(3)

When the report is published

193

(4)

Part five Resources for learning

197

(15)

Chapter 12 Useful addresses

197

(15)

Software issues

199

(13)

References

212

(9)

Index

221

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Coordinating information and communications technology across the primary school

Summary

Author Biography

Table of Contents

Supplemental Materials