How to manage the one computer classroom - how can you maximise its use?
  • Roster system - pegs moving down names, stopwatch/ timer
  • Previous child taps next person
  • An activity that finishes - they can show the next person
  • Expert - driver + passenger
  • Rotation stations
  • Use of data project for modelling
  • Use of ICTskills across the curriculum
How can you enhance your literacy programme using ICT? How can you manage this?
  • Online books - pm programme, big books, CD Rom
  • Data projector (shared writing)
  • Photos - writing a story together
  • PhotoStory - digital stories.
  • Sites eg Woodlands - ABC - Letter formation
  • Starfall.com
  • CDs
  • Podcasts
  • Kidpix slideshow stories - recording voices and letter practice
  • More PD
  • More $$
  • Kidspiration, Mindmapping
  • VoiceThread.com
What systems have you used to timetable children? How do you monitor what they do when they are on the computer?
  • Class ladder - pegs with children taking turns
  • Popsicle sticks with names that move from a 'Waiting' to 'Had a turn' tin
  • Children in pairs - timer
  • Buddies
  • Rotations/ stations
  • POD - all on at the same time
  • Data projector - as a guide/ role modeling stages and what they can achieve.
  • Roving
  • COW
  • Some computers step up as children achieve certain standards
  • Children have a checklist
How can ICT provide evidence of children's learning? How can ICT aid reporting to parents?
  • Can make it more accessible to parents as well as children.
  • It can provide assessment data eg eTap
  • Use as a digital porfolio
  • Blogs
  • Podcasts, emails - can all be accessed from anywhere
  • Photos as examples of what children have learned
  • Movies
  • Examples on class pages
  • Online newsletters
Skills vs Context. When is it appropriate to focus on skills? Can this be done through authentic contexts?
  • With younger children basic skills for using ICT are a definite and contexts can be found to support this eg paint for mouse control/ drag 'n' drop
  • Use of digital camera for photos of friends/ teachers etc
  • Determine the skill and then the context or vice versa but not one without the other
  • Whole school matrix progression so different levels can see what has gone B4
  • Is 'playing' an authentic use of your time? We think so - it is exploring and learning skills and knowledge
  • Independent activities to practice skills
  • There are some skills that children need to know before they can access products to use for authentic context projects.