Classroom Strategies for Communicating

The aim of using a word processor is to provide pupils with opportunities to enter, store and print pages of text using a computer. Modern word processors have desktop publishing facilities. Desktop publishing (DTP) is the combining of text/graphics and layout to produce a finished product.

Examples of using Word Processing/DTP:

• a piece of news or a report - eg. a science activity, or a mathematical investigation
• a poem with graphics to enhance the poem
• a collaborative story with graphics
• a newspaper page with columns and text flows
• a poster - eg. advertising a school event, a WW2 poster
• screen-based worksheets
• cross-curricular work using images or text taken from a CD-ROM - eg. to support a topic on minibeasts or Tudors
• cross-curricular work using images or text taken from the Internet - eg. supporting an historical person of prominence such as Florence Nightingale
• a newspaper/document/booklet with multiple pages
• preparing e-mails - eg. to other classes/schools or authors/experts
• preparing e-mails with attachments
• internal school web page/site
• external school web site

The above are just some of the ways in which a word processing/DTP package can be used to support and enhance classroom activities. Tasks need to be carefully planned, identifying the IT skills. It is important to remember that the pupils do not all have to do the same tasks; different tasks can be set which address similar IT skills.

When the task has been planned, the IT skills need to be demonstrated to the pupils. This can be done to the whole class initially, reinforcing to individuals as necessary.

When word processing/DTP, pupils need to consider two important issues:

• the layout of the work
• the audience

Pupils should think through the task while at the computer, entering text directly, not re-typing from a hand written version. They should be encouraged to save work regularly, finally printing it out, in order that they read through to assess whether any changes need to be made.

Combining images and text enhances a piece of work. Images can be obtained from clip art files, or extracted from CD-ROMs or World Wide Web pages. Suitable adult supervision is required when using the Internet. Relevant web sites should be researched prior to the pupils using them and then bookmarked to make future access quicker.

When a new theme/topic is introduced, pupils could gather suitable images and save them to a shared area. When working on a word processing/DTP task, pupils can then retrieve the images and paste them into the text. Overuse of images may spoil the overall appearance of the work. Examples could be shown demonstrating good practice.

Once pupils are confident in combining images and text, they need to be shown how to manipulate images, resizing and moving them to gain the best effect.

Another method of communicating is through using electronic mail. With any use of the Internet there needs to be suitable adult supervision. Pupils should be shown how to send and receive e-mails; initially this could be done between classes within the school. The teacher should make the initial connection to external e-mail addresses. Pupils should be encouraged to check their mail, replying as necessary.

E-mail activities should be linked to current themes/topic discussing the format of letter writing. With experience, pupils can be taught how to send attachments and set up mail groups so that the same message is sent to several people at the same time.

At all times, teachers must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure that:

• there are no trailing cables, either on the work surface, or on the floor beneath the computer trolley
• pupils are comfortably seated at the computer - ie. the chairs are neither too low nor too high

Assessment of pupils' work should be in line with the school policy. When assessing collaborative work, it is accepted that assessment can be carried out through:

• questioning pupils
• a printout of pupils work
• saving pupils' files to disc
• 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.

Range of Tasks