Classroom
Strategies for Software
The
aim of using a variety of software during the Early Years is to
provide a wide range of activities so that IT skills are being
developed alongside their intellectual, emotional and social needs.
Software can provide structured learning activities in a stimulating
manner and support all areas of learning while encouraging them
to enquire, investigate and think for themselves.
Examples
of use:
- talking
stories, which will encourage early reading skills - ie. handling
books correctly, orientation, importance of text and illustrations,
reading along with the story, repeating etc. sequencing of events,
talking about characters. etc.
- numeracy
software, which will promote all aspects of early number concepts
and can be taught and reinforced by use of suitable programs
- modelling
software, which allows the children to make choices which in
turn make something happen, promotes logical thinking and verbal
reasoning
- clip
art, to stimulate emergent writing or later on to support a
short sentence or story
- software
can also be used to sequence an event pictorially and to make
visual aids to use with the children - eg. story writing, topic
work, to support areas of knowledge and understanding etc.
When
introducing new activities to the children, a class demonstration
is advisable which can then be followed up by small group activity,
or paired and individual tasks. Initially, young children usually
require individual help and support before they are able to work
with a partner successfully.
It
is essential that an adult is on hand if new software has been
introduced, and to provide input so that guidance is available
and children are kept on task. Simple well chosen tasks provided
by the teacher will encourage and develop the child's speaking
and listening skills, and consolidate specific concepts which
depend on the learning outcome of the task set.
The
pupils must be given time to discuss the activity and talk through
what they have done and learnt. The benefits of this will depend
on the questions asked by the teacher during the activity or as
a follow up. This will then enable the teacher to make informed
judgements and assess the pupils' skills and knowledge which will
then be used to inform the next steps.
Children's
work should be displayed and used as a resource to support other
areas of learning whenever possible and to stimulate discussion
within the class.
All
pupils should be given equal opportunity to use a variety of software
and to contribute at a level appropriate to their needs and abilities.
At
all times the teacher must be vigilant and consider the safety
aspects when pupils are working at the computer. It is important
to ensure:
- that
there are no trailing leads, either on the work surface or on
the floor beneath the computer station
- pupils
are seated comfortably at the computer and that chairs and working
surfaces are a suitable height
Assessment
of the pupil's work should be:
- in
line with the teaching objectives
- through
observation
- through
discussion with the child
- in
line with the schools Early Years Assessment Policy
When
assessing collaborative work it is accepted that assessment can
be carried out through observation and interrogating the pupils.
Discussing
outcomes with pupils - this should identify individual children's
contribution to the activity.
SEN and
ICT
Teachers
should be able to recognise the specific contribution that ICT
can make to teaching pupils with special learning needs. Supporting
children in mainstream classrooms is based upon the need to provide
access to the curriculum in a manner appropriate to the pupil's
needs and being able to identify where ICT can provide subject
specific support.
The
code of practice is a guide for schools LEAs about the practical
help they can give to pupils with special educational needs. It
recommends that schools identify children's needs and take action
to meet those needs as early as possible.
A
child has a special educational need if he has a learning difficulty
which calls for special educational provision to be made for him
or her. A child has a learning difficulty if he or she:
- has
a significantly greater difficulty in learning than the majority
of children of the same age
- has
a disability which either prevents or hinders the child from
making use of educational facilities of a kind provided for
children of the same age in schools within the area of the LEA
- is
under five and falls within the definition of the two points
above or would do if special educational provision was not made
for the child
A
child must not be regarded as having a learning difficulty solely
because the language of the home is different from the language
in which he or she will be taught.
Using
ICT effectively:
-
be aware of the range of needs of the pupils you work with
- be
aware of targets that any child with Individual Education Plans
(IEPs) have
- differentiate
ICT teaching to take account of these needs and targets
- monitor
any progress made
- ensure
that you are aware of the way that ICT can support and enrich
pupil's learning
- know
how ICT supports the school SEN policy
- check
the existing software and peripherals that could be used during
the support of the pupil
- work
with subject co-ordinators to ensure that individual schemes
of work have differentiated ICT activities within
- work
with class teachers during the 'planning sessions' to ensure
that ICT supports the IEPs
For pupils with learning difficulties, ICT can be a focus for
language development activities. It can make writing more accessible,
and enable and encourage children to practice skills. Using ICT
offers a medium for differentiated activities and can make information
more accessible.
Children with emotional and behavioral difficulties can find ICT
motivating because it is not threatening or judgmental. It can
offer a medium for differentiated activities that are more manageable
and provide more satisfying outcomes.
Children
with visual impairment may need help to make the most of their
vision when using ICT. You should consider the position of the
pupil in relation to the screen. Clarity of display is essential,
as is the use of large fonts and possibly adjusting the colours.
Where possible, use speech facility to provide speech feedback.
Children
with hearing impairment where language is a major problem can
benefit from the use of ICT. Where ICT is used for language activities
symbol or picture enhanced text can bring meaning to text. Graphics
can stimulate writing while access to whole words can help children
to organise thoughts and aid expression.
Prior
to Commencing the Task...
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