Please enable JavaScript.
Coggle requires JavaScript to display documents.
E103 ST12 Environments for learning (ICT - (Barriers to ICT (lack of…
E103 ST12 Environments for learning
learning occurs everywhere- variety of 'contexts and settings' ST12 p.97
'learning is made meaningful [when ] interested, motivated and actively participating through interaction' ST12 p.97
in the 1880s children were 'instructed' as part of one group. today- small groups and interaction and independent and group work encouraged ST12 p.99
around the developed world in last 40 years classrooms are brighter, stimulating, corridors have displays, playgrounds and staff rooms better equipped ST12, p.99
always room for improvement ST12, p.99
school leaving age raised after 1973 Reader 2, p.114
regardless of the age or type of school - space and finances tend to be limited ST12, p.99
'impact on the teaching and learning that take place inside' Clark, 2002, cited in ST12, p.99
lighting. overlit= headaches/eyestrain . natural light beneficial ST12, p.101
Noise, daylight and temp study impact memory and concentration (Clements-croome et al, 2008 cited in ST12, p.103
few studies ' seek children's perspective' ST12, p.103
air quality and ventilation ST12, p.101
quality, colour and cleanliness of walls, floors, equipment ST12, p.101
Maxwell and Chmielewski, 2008 study impacts on behaviour and well being cited in ST12, p.103
'children need to know what is expected of them in order to behave well' Kay, 2013, reader 1 p.193
school policies will have info on behaviour expectations and consequences /procedures (Kay 2013, p.194)
encourage good behaviour and other 'strategies' to follow (Kay 2013, p.198)
'classroom control is a complex skill' ST12 p.107
consistency vital ST12, p.107
Behaviour
rewards and productive approaches ST12, p.106
marble treat ST12, p.108
peer support
two stars and a wish ST12, p.106
condition of toilets and access to drinking water- ST12, p.101
acoustics- sound absorbed? outside noise distracting? ST12, p.101
HEAD project (Salford Uni) found well designed classrooms boost learning by 16% (Barrett et all cited in ST12, p.101
'control over some of these factors may be limited' ST12, p.101
Children designed circular schools and classrooms Reader 2, p.114
classroom separate from 'real life' so challenges include making work interesting, meaningful and children concentrated and engaged ST12, p.99
lack of concentration and poor behaviour ST12, p.100
links to ST5 and pricilla Alderson Reader 1 chapter 18
links to study topics 4 & 5 ST12, p.100
ethos
"complex notion' ST12, p.100
'how we do things round here ST12, p.100
first impression ST12, p.100
over the years how/ type of school buildings have changed Reader 2, p.114
late 60s estimated 750,000 primary school pupils were in a pre 1875 building- toilets in playground etc Reader 2, p.114
post war- 'finger plan' ; single story, sprawling site Reader 2, p.114
late 19C "board' schools 'red brick emblems' Reader 2, p.114
late 70's/early 80s open plan was criticised. successive conservative governments favoured trad methods of instruction & whole class teaching Reader 2, p.115
tradition overcame fashion (Comber and Wall, 2001 research study)
PFI - Public-private finance initiative ... is this academies?
CABE- Commission for Architecture and the Built Environment. chief exec Jon Rouse "PFI schools are 'like sheds without windows' awful natural light Reader 2, p.115
adults
influence how children feel about learning and each other
'generate a positive social ethos through positive expectations, language and behaviour' ST12, p.100
vital we listen to children's ideas and views if we RESPECT them ST12, p.104
'adult teamwork impacts greatly on the learning environment offered to children in classrooms'
ST12 p.106
room management - ST12, p.106
zoning - ST12, p.106
Physical space
Guardian competition (ST3), Gillem et al, 2011 cited in ST12, p.104 and Barrett et al study cited in ST12, p.103 all found children desire ;
'bigger, brighter and better equipped classrooms
individual work spaces
computers
books
lockers
swimming pools
more adventurous play equipment outside'
' the third teacher' Edwards, Gandini and Forman 1998 cited in Burke and Grosvenor, 2003? as not edited) reader 2 p.113
compromised due to cost and discipline Reader 2 p. 113)
some argue if appearance improved children less likely to truant as will want to be there Reader 2, p.118
playgrounds
less specific training for staff for their role as playground supervisor as there is for other facets of job ST12, p.120
have changed from empty, hard surfaced spaces to fixed apparatus, marking for games, tress, seats quiet zones ST13, p.136
risk
reader2 p.8&9
children actually good at responding to risks
adult 'perception' makes overcautious & rules
fear of litigation
tensions ...play freely v safety ST13 p.138
older gens played fine but now these activities are 'dangerous' Gill. 2007 cited in ST13 p138
crazy extreme-= running banned (exists!!) ST13 p.138
dens etc = more types of play R2 p9
1 boxy area= only running games encouraged R2 p9
offer...wider social experience than...get in a classroom
ST13 p.138
Dislays
using children's work encourages ' sense of achievement and belonging ST12, p.101
digital displays ST12, p.102
growing in popularity ST12, p.102
may show photos of all the children, perfect attendees, honour roll, music, colourful pics - visitors often stand and watch for 10 mins ST12, p.102
questions nearby 'could stimulate further thought' ST12, p.102
comment box ST12, p.102
conflict-
'smooth and harmonious atmosphere' is what children learn best in. Kay 2013, p.194
almost inevitable as lots of children and adults in an enclosed space
can be positive ; air differing views, promote debate and discussion Kay 2013, p.194
impossible to eradicate completely Kay 2013, p.195
Kay 2013, p.194
ICT -
ST12, p110
Information and Communication Technology Crowley and Richardson 2013, p.93)
children may not experiment if an over zealous adult tells them what to do, or presses the keys for them
Crowley and Richardson 2013, p.93
children show fewer inhibitions. less fear of damaging the computer
Crowley and Richardson 2013, p.93
Monteith (2002) cited in Crowley and Richardson 2013, p.93 suggests teachers that teachers who are skilful in ICT are most likely to develop skilful pupils . I agree and this contradicts Anita's belief (ST12 112) that they
can learn about ICT together
...
no the teacher must be a 'more able other ' (Socio constructivism ref)
'
came unstuck because didn't prepare themselves' 'spend some personal time'
genning up. Crowley and Richardson, 2013, p.96
tough if 'older' and scared of new technologies...
'be positive about ICT no matter how we feel'
Crowley and Richardson 2013, p.93
the curriculum at all levels should include ICT for the whole year
Crowley and Richardson, 2013, p.96
Each type of ICT (listed p96) should be included across the curriculum. Crowley and Richardson, 2013, p.96
just because kids nowadays have more access and familiarity to technology doesn't mean they are all proficient ST12, p.113
Barriers to ICT
lack of access to appropriate equip
insufficient time- training, prep & exploration
shortage of models of good practice
[negative attitudes of staff]
#
lack of confidence by staff
#
ST12, p.114
homework
'expansion' ; finish at home- bad for slow learners and rarely liked Stern, 2013, p.120
ST12, p.121
Application
- put into real life; Food tech- make meal, history and the current news, science and PE all relevant Stern, 2013, p.120
'Capture' - questionn adults about their ideas and beliefs not knowledge of the subject matter Stern, 2013, p.120 encourages inclusivity
causes 'endless friction between' parents and teens Stern, 2013, p.120