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Pedagogic knowledge about ICT applications to your area of work is a vital element of your professional repertoire, but there are a number of factors that can have an impact on your capability in using ICT in your classroom. It is suggested that you undertake an audit in each of the following:
1. To what extent can you operate various types of equipment?
2. What knowledge do you have about the ways in which ICT can enhance and support pupil learning and your teaching?
3. In what ways is your working environment supportive or not supportive of your development in the area of ICT use?
4. What learning programmes are likely to provide for your needs?
Table 1: Can you operate the equipment, hardware and software?
| Item |
Adept |
Working knowledge |
Beginner |
1 computers (word processor, database, spreadsheet, presentation software, e.g. PowerPoint)
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2 the Internet (e.g. downloading pages and individual pictures for use in worksheets or multimedia presentations)
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| 3 CD-Rom and other software |
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| 4 television (teletext) |
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| 5 radio ( to include accessing radio through the web if appropriate for your subject e.g. language subjects) |
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| 6 video (e.g. using a video recorder and using video in multimedia presentations) |
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| 7 cameras (to include video and digital cameras and the insertion of photos and video clips into multimedia presentations for use with electronic whiteboards (interactive wb) when you will have access to these) |
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| 8 scanners (scanning text and pictures and using the files created in multimedia presentations/web pages) |
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| 9 other equipment relevant to your subject area and when it becomes /if it is available in your school (e.g. video conferencing, CD-ROM writers, electronic whiteboards) |
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ICT teaching and assessment methods
Table 2: Making decisions: when is ICT use beneficial and when is it inappropriate
| Do you understand the teaching and learning implications of the following capacities of ICT? |
| Item |
Adept |
Working knowledge |
Beginner |
| 1 speed and automatic functions |
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| 2 provisional nature of information storage |
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| 3 interactive information storage |
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| 4 exploring models and simulations |
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| 5 communicating with people locally or at a distance |
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| 6 searching for and comparing information from different resources |
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| 7 presenting information appropriately |
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Table 3: Implications of ICT functions for curriculum areas
| Item |
Adept |
Working knowledge |
Beginner |
| 1 use of ICT effectively |
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2 avoid unnecessary ICT use
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| 3 prepare ICT equipment, content and methodology |
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| 4 have high expectations |
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5 link your subject to everyday use
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| 6 expect pupils to evaluate and improve their work |
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| 7 use group work and ensure collaboration |
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Table 4: Developing ICT capability
| Can you do the following? |
| Item |
Adept |
Working knowledge |
Beginner |
| 1 teach ICT skills |
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| 2 use ICT terminology |
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| 3 demonstrate good ICT practice |
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| 4 do you encourage ICT use in projects or creative writing |
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Table 5: General computer use
| Can you do the following? |
| Item |
Adept |
Working knowledge |
Beginner |
| 1 Start the computer |
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| 2 Open programs |
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| 3 use menus |
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| 4 select different applications |
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| 5 swap between applications |
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| 6 cut and paste text |
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| 7 copy, delete and rename files |
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| 8 cut and paste data between files |
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| 9 change font size and style |
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| 10 insert and format tables |
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| 11 save data or text |
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12 print
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| 13 use grammar or spell checker |
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| 14 use help option for information |
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| 15 shut down the computer correctly |
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| 16 select text using mouse and keys |
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| 17 minimise and maximise windows |
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| 18 install and use a CD-ROM |
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| 19 use good practice in avoiding viruses |
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| 20 draw text boxes |
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| 21 draw circles, lines rectangles, etc. |
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| 22 use ruler, tabs and toolbar |
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Table 6: information handling
| Can you do the following? |
| Item |
Adept |
Working knowledge |
Beginner |
| 1 access the Internet |
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2 access information from a CD-ROM
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3 evaluate information in terms of accuracy, validity, reliability, plausibility and bias
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4 search a database for information
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5 search the Internet for information
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6 widen or narrow down searches
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7 use logical operators AND, OR, NOT
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8 use indexes and directories
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9 use an Internet search engine
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10 save files to use least memory
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11 know where information is stored, e.g. pictures and text
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12 use ICT to present changing information
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13 link information between applications
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14 share applications and information with others at remote locations
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15 store data for later retrieval
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16 use a spreadsheet
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17 change the variables in a spreadsheet
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18 use a database
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| 19 programme using a language e.g. logo |
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Table 7: research
| Do you understand or can you do the following? |
| Item |
Adept |
Working knowledge |
Beginner |
| 1 Know about current classroom-based research in ICT? |
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| 2 Know about the application of ICT to your subject area |
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| 3 know where such information can be found |
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| 4 know where to locate sources of help and support e.g. skola.gov.mt |
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| 5 know how ICT can support your continuing professional development |
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You can know draw up a personal action plan indicating your priorities for development, the timescales over which you plan to achieve your goals and the sources of support for your development; this may include individuals in your own school, other colleagues and courses that are available.
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