LECTURE 6

PLANNING

Y3 BA PRIMARY EDUCATION

2012-2013

ICT AND A FOUNDATION SUBJECT

REFLECTIONS ON ECKSTEIN ET AL

Recognise the contribution that ICT can make to learning in each age group and identify progression and continuity across pre-school and Key Stages 1 and 2

SECONDARY ICT PROBLEMS

MORE PROBLEMS

BEHAVIOUR MANAGEMENT

BEHAVIOUR MANAGEMENT

Unreliable kit

Tech support

Technical knowledge

Children who know too much

Ability range

Finishing early

Too many things to do

A different room

Backs to the teacher

Lack of space

Too many distractions

Computers as toys

Access to the Internet

WATERFALL

Requirements

Design

Implementation

Verification

Maintenance

bit.ly/qcaict

SWITCHED ON ICT Y1 – Y3

SWITCHED ON ICT Y4 - Y6

ITERATIVE

Planning

Requirements

Analysis and Design

Implementation

Testing

Evaluation

KINDERGARTEN LEARNING

time

journey

lesson

blog

film

levels

call centre

procedures

space

landscape

library

wiki

game

badges

design studio

objects

Construct a planning web for a chosen topic in your foundation subject, showing a variety of ways in which ICT might be deployed to support pupils’ learning. Identify any expectations for prior learning and subsequent progression.

Does an embedded approach to ICT capability promote or inhibit learning in ICT and other subjects?

CATHEDRAL AND BAZAAR

AGILE

Better Good

Processes and tools

Comprehensive documentation

Contract negotiation

Following a plan

Individuals and Interactions

Working Software

Customer collaboration

Responding to change

Our highest priority is to satisfy the customer through early and continuous delivery of valuable software.

Welcome changing requirements, even late in development. Agile processes harness change for the customer's competitive advantage.

Deliver working software frequently, from a couple of weeks to a couple of months, with a preference to the shorter timescale.

Business people and developers must work together daily throughout the project.

Build projects around motivated individuals.

Give them the environment and support they need, and trust them to get the job done.

The most efficient and effective method of conveying information to and within a development team is face-to-face conversation.

Working software is the primary measure of progress.

Agile processes promote sustainable development.

The sponsors, developers, and users should be able to maintain a constant pace indefinitely.

Continuous attention to technical excellence and good design enhances agility.

Simplicity--the art of maximizing the amount of work not done--is essential.

The best architectures, requirements, and designs emerge from self-organizing teams.

At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.

CRAFTSMANSHIP

Best Better

Individuals and Interactions

Working Software

Customer collaboration

Responding to change

A community of professionals

Well-crafted software

Productive partnerships

Steadily adding value

PRAGMATIC PROGRAMMING TIPS

Stay aware of what you're doing.

Don't code blindfolded.

Proceed from a plan.

Rely only on reliable things.

Document your assumptions.

Test assumptions as well as code.

Prioritize your effort.

Don't be a slave to history.

Is there an easier way?

Am I solving the right problem?

Why is this a problem?

What makes it hard?

Do I have to do it this way?

Does it have to be done at all?

http://www.codinghorror.com/blog/files/Pragmatic%20Quick%20Reference.htm

APPRENTICESHIP PATTERNS

TEACHING AS A DESIGN SCIENCE

Teachers acting as design scientists would observe four basic precepts, to

1.  keep improving their practice,

2.  have a principled way of designing and testing improvements in practice,

3.  build on the work of others,

4.  represent and share their pedagogic practice, the outcomes they achieved, and how these related to the elements of their design.

PEDAGOGIC PATTERN LANGUAGE• Learning through acquisition

• Learning through inquiry

• Learning through discussion

• Learning through practice

• Learning through collaboration

Whether a pattern language for pedagogy will develop is hard to say at this stage, and in any case it will depend on much more extensive engagement with the idea of patterns among the teaching community. It is an intriguing vision.

PEDAGOGIC PATTERNS

FOR NEXT WEEK

Read pp3-10 of Johnson et al (2012)