Seir Kieran’s NS

I.C.T. Policy

January 2015

1. Aims and objectives

ICT changes the lives of everyone. Through teaching ICT we equip children to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. We enable them to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. ICT skills are a major factor in enabling children to be confident, creative and independent learners.

The aims of ICT are to enable children:

•to develop ICT capability in finding, selecting and using information.

•to use ICT for effective and appropriate communication.

•to achieve the progression as set out in appendix 1 from class to class

•to apply hardware and software to creative and appropriate uses of information.

•to apply their ICT skills and knowledge to their learning in other areas, and ultimately to use it to self-assess, monitor and plan their own learning.

•to use their ICT skills to develop their language and communication skills.

•to explore their attitudes towards ICT and its value to them and society in general. For example, to learn about issues of security, confidentiality and accuracy.

2. Teaching and learning style

  • As the aims of ICT are to equip children with the skills necessary to use technology to become independent learners, the teaching style that we adopt is as active and practical as possible. We do give children direct instruction on how to use hardware or software in ‘skills’ lessons but we also use ICT capabilities to support teaching across the curriculum. So, for example, children might research a history topic by using a CD-ROM, or they might investigate a particular issue on the Internet. Children who are learning science might use the computer to model a problem or to analyse data. We encourage the children to explore ways in which the use of ICT can improve their results. For example, how a piece of writing can be edited or how the presentation of a piece of work can be improved by moving text around.

3. ICT curriculum planning

  • The class teacher is responsible for writing the short-term plans with the ICT component of each lesson. These plans list the specific learning objectives of each lesson. The class teacher keeps these individual plans and s/he and the ICT subject leader often discuss them on an informal basis.
  • The topics studied in ICT are planned to build upon prior learning. While we offer opportunities for children of all abilities to develop their skills and knowledge in each unit.
  • The school avails of a professional service from Whizz Kids Ireland. Each year the children in the senior classes are taught a set of ten lessons involving the areas of computer programming, 3-D digital Design, Microsoft word, Powerpoint Presentation and Internet Safety.

4. The contribution of ICT to teaching in other curriculum areas

  • ICT contributes to teaching and learning in all curriculum areas. For example, graphics work links in closely with work in art, and work using databases supports work in mathematics, while CD ROMs and the Internet prove very useful for research in humanities subjects. ICT enables children to present their information and conclusions in the most appropriate way.

Literacy

ICT is a major contributor to the teaching of Literacy. From the Infant classes up ICT is used to enhance the teaching and learning of speaking and listening skills eg by using talking whiteboards, chatterbox displays and microphones. Through the development of keyboard skills and the use of computers, children learn how to edit and revise text.

Mathematics

Many ICT activities build upon the mathematical skills of the children. Children use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically. They also acquire measuring techniques involving positive and negative numbers, and including decimal places. The use of maths programs and games help children to practice areas of mathematics specific to their own targets.

Social, Personal and Health education (SPHE)

ICT makes a contribution to the teaching of SPHE as children learn to work together in a collaborative manner. They develop a sense of global citizenship by using the Internet. Through the discussion of moral issues related to electronic communication, children develop a view about the use and misuse of ICT, and they also gain a knowledge and understanding of the interdependence of people around the world.

SESE

In the teaching of History , Science and Geography the students engage with ICT in a variety of ways. Ample use is made of along with and similar useful sites. Online/interactive teaching resources like Science Fusion from Folens are also in use in some classrooms.

5. Teaching ICT to children with special needs

  • At our school, we teach ICT to all children, whatever their ability. ICT forms part of our school curriculum policy to provide a broad and balanced education for all children. We provide learning opportunities that are matched to the needs of children with learning difficulties. In some instances the use of ICT has a considerable impact on the quality of work that children produce; it increases their confidence and motivation. When planning work in ICT, we can take into account the targets in the children’s Individual Education Plans (IEPs). The use of ICT can help children in achieving their targets and progressing in their learning.

6. Assessment and recording

  • Teachers assess children’s work in ICT by making informal judgements as they observe them during lessons. Pupils’ progress is closely monitored by the class teacher.

7. Resources

Laptops
10 Dell Vostro 1520

PC’S
1 Hanion Prestigo

1 Dell Dimension e520

1 Dell Dimension C521

1 Fujitsu pc

Mini Laptops

16 Dell Mini Laptops

Data Projector’s

1 – 3m MP 7640i personal projector

4 Overhead Sanyo Ultra Short Focus LCD projectors

Wireless Network

4 Wireless G broadband routers located throughout the building

Visualiser

1 - Lumens visualisers

3 - Genee Vision visualisers

Printers

1 Canon Pixma

1 OKI C3300

1 OKI C530DN

1 HP Deskjet F2280

8. Monitoring and review

  • The monitoring of the standards of the children’s work and of the quality of teaching in ICT is the responsibility of the ICT leader. The ICT subject leader is also responsible for supporting colleagues in the teaching of ICT, for keeping informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school. The ICT subject leader regularly discusses the ICT situation with the principal and provides an annual summary report in which s/he evaluates the strengths and weaknesses in the subject and indicates areas for further improvement.

9. Technical Support.

  • Technical support for ICT is provided by Aim Computer Services, an ICT support company based in Birr.

10. Staff Development

Ongoing due to the nature of the subject.

  • The staff use Croke Park Hours to upskill in the area of ICT. For example the ICT leader built a school website and lead in the training of the staff during Croke Park Hours.

11. Parents.

  • Each year a talk on the subject of ‘ICT and Internet Safety’ is organised for the parents of senior children. The talk is conducted by Whizz Kids Ireland . Parents and their children are both present at the same talk.
  • Our PA is recently formed and will endeavour to organise talks on the subject of ICT, in the context of safety issues and learning opportunities.

This policy will be ratified at a Board of Management meeting on Tuesday the 13th of January 2015. It will be reviewed again in January 2017.

Appendix 1

ICP Progression from class to class examples.

We will expect children in each class throughout the school to have achieved certain word processing/ computer use skills.

Junior & Senior Infants:

  • Be able to turn and off a computer
  • Use Digital camera to take photos
  • Names of computer parts: monitor, keyboard, mouse, processor, printer.
  • Basic care of a computer.
  • Manipulating the mouse/laptop pad
  • Using educational software to reinforce class work in English and Maths.

1st & 2nd Class:

  • Revision of computer parts.
  • Turning on and off the computer.
  • Opening and closing files.
  • Using space bar and return keys.
  • Using shift key for capital letters.
  • Using Microsoft Word for word processing.
  • Formatting font type and size.
  • Using Clip Art.
  • Using appropriate educational software to reinforce class work.
  • Launching internet explorer/chrome and opening a specific educational site under supervision

3rd & 4th Class:

  • Revision of work done in previous classes.
  • Typing practice.
  • Word processing – correcting mistakes, spellcheck, etc.
  • Formatting text.
  • Saving to file.
  • Microsoft Excel: creating spreadsheets; using alphabetical order and autosum.
  • Using appropriate educational software to reinforce class work.

5th & 6th Class:

  • Revision of work done in previous classes.
  • Word processing – producing newsletters, booklets and magazines
  • Formatting text – borders, margins, tables.
  • Importing graphics.
  • Using the internet under supervision.
  • Research using CD-Rom encyclopedias.
  • Sending and receiving e-mails under supervision.
  • Data handling – creating databases and spreadsheets.
  • Using databases to store, process and retrieve information.
  • Using spreadsheets to store, analyse and interpret data.
  • Using appropriate educational software to reinforce class work.

Children with special needs:

  • Using literacy software: Word Shark, Clicker,
  • Using numeracy software: Number Shark, Baggin the dragon
  • Using websites like , ,

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