1. Y3 BA PRIMARY EDUCATION
2012-2013
ICT AND A FOUNDATION SUBJECT
LECTURE 6
PLANNING

2. REFLECTIONS ON
ECKSTEIN ET AL

3. 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

4. SECONDARY ICT
PROBLEMS

5. MORE PROBLEMS

6. BEHAVIOUR
MANAGEMENT

7. BEHAVIOUR
MANAGEMENT
Unreliable kit A different room
Tech support Backs to the teacher
Technical knowledge Lack of space
Children who know Too many
too much distractions
Ability range Computers as toys
Finishing early Access to the
Too many things to Internet
do

8. WATERFALL
Requirements
Design
Implementation
Verification
Maintenance

12. bit.ly/qcaict

13. SWITCHED ON ICT Y1 – Y3

14. SWITCHED ON ICT Y4 - Y6

15. ITERATIVE
Planning
Evaluation Requirements
Analysis and
Testing
Design
Implementation

16. KINDERGARTEN
LEARNING

17. time space
journey landscape
lesson library
blog wiki
film game
levels badges
call centre design studio
procedures objects

18. 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.

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

20. CATHEDRAL AND
BAZAAR

21. AGILE
Better Good
Responding to
Following a plan
change
Customer Contract
collaboration negotiation
Comprehensive
Working Software
documentation
Individuals and Processes and
Interactions tools

22. Our highest priority is to satisfy the Working software is the primary
customer through early and continuous measure of progress.
delivery of valuable software.
Agile processes promote sustainable
Welcome changing requirements, even development.
late in development. Agile processes
harness change for the customer's The sponsors, developers, and users
competitive advantage. should be able to maintain a constant
pace indefinitely.
Deliver working software
frequently, from a couple of weeks to a Continuous attention to technical
couple of months, with a preference to excellence and good design enhances
the shorter timescale. agility.
Business people and developers must Simplicity--the art of maximizing the
work together daily throughout the amount of work not done--is essential.
project. The best
Build projects around motivated architectures, requirements, and
individuals. designs emerge from self-organizing
teams.
Give them the environment and support
they need, and trust them to get the job At regular intervals, the team reflects
done. on how to become more effective, then
tunes and adjusts its behavior
The most efficient and effective method accordingly.
of conveying information to and within a
development team is face-to-face
conversation.

23. CRAFTSMANSHIP
Best Better
Steadily adding Responding to
value change
Productive Customer
partnerships collaboration
Well-crafted
Working Software
software
A community of Individuals and
professionals Interactions

24. PRAGMATIC PROGRAMMING TIPS
Stay aware of what Don't be a slave to
you're doing. history.
Don't code blindfolded. Is there an easier way?
Proceed from a plan. Am I solving the right
Rely only on reliable problem?
things. Why is this a problem?
Document your What makes it hard?
assumptions. Do I have to do it this
Test assumptions as well way?
as code. Does it have to be done
Prioritize your effort. at all?
http://www.codinghorror.com/blog/files/Pragmatic%20Quick%20Reference.htm

26. APPRENTICESHIP
PATTERNS

27. 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.

28. 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.

29. PEDAGOGIC
PATTERNS

30. FOR NEXT WEEK
Read pp3-10 of Johnson et
al (2012)