By John Meadows
With a powerful concentrate on assisting teenagers to benefit the 'big principles' in technological know-how, this e-book presents designated and functional tips on the best way to use ICT to help inventive technological know-how educating. Emphasizing studying technology 'through' the know-how instead of 'from' it, the ebook moves an outstanding stability among functional and educational dimensions via: functional feedback on how one can plan schemes of labor and classes case reports that spotlight how ICT should be included into cross-curricular topics of analysis examples of genuine technology classes recommendation on organizing studying in 'out of college' settings' Written with the factors for reaching certified instructor prestige in brain, this simple textual content is an important source for all scholars on preliminary instructor education classes and newly certified academics at basic point.
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Extra info for Science and ICT in the Primary School: A Creative Approach to Big Ideas
Sample text
Acknowledgements have been made at the start of the book to the specific schools and students who agreed to help with this chapter, but I have tried to make it impossible for any one case study to be clearly identified as having its origin in one situation. Perhaps student teachers reading this will recognise some of the similarities to the schools where they find themselves 34 Case studies from partnership schools teaching? So this chapter shows what schools (in and around London) are like and how student teachers can make the best of the various settings.
Finally ‘environment’ is defined as the classroom rules and procedures, a level of talk, formality and movement accepted as normal by the teacher and the children. Some might describe this as the classroom climate or ethos of the class. This last idea is one that student teachers may have most difficulty in changing, especially in a short period in a new class. 1 Teaching about light and shadows School ethos and student teacher environment The school had some unusual methods and routines and used a variety of non-standard practices, which have their origins in positive discipline methodology.
20 Theories of learning in science and ICT Multiple intelligences Howard Gardner’s views on intelligence have also recently become popular. He was Professor of Education at Harvard University when he developed the theory of multiple intelligences in 1983. The theory suggested that intelligence should not be seen as a single measurable feature of the human mind, but instead as (at least) eight alternative types of intelligence: ■ linguistic intelligence (‘word smart’) ■ logical-mathematical intelligence (‘number/reasoning smart’) ■ spatial intelligence (‘picture smart’) ■ bodily-kinaesthetic intelligence (‘body smart’) ■ musical intelligence (‘music smart’) ■ interpersonal intelligence (‘people smart’) ■ intrapersonal intelligence (‘self smart’) ■ naturalist intelligence (‘nature smart’) Teaching implications One of the most important implications of this theory for teaching is the move away from the view that teaching is telling and learning is listening.
