ICT in the classroom key questions

Do you have a clear idea why, or why not, you are planning to use ICT in your lesson?

Planning for ICT in the foundation subjects, as for the core curriculum, means identifying those activities where ICT provides an essential part of the learning experience. 

It means identifying the lessons in subjects where, with ICT, the learning opportunities are enhanced in depth, range and quality. 

Use of ICT includes digital cameras, electronic toys, tape recorders, metal detectors etc - not just computers.

Does your selection of ICT resources match the learning objective in relation to the planned curriculum, national expectations and Individual Education Plans (IEPs) for pupils with special educational needs (SEN)?

• When planning your lessons you will need to understand the difference between using ICT to meet the learning objectives for the subject and setting learning objectives for ICT.
• Are objectives clear? In particular, what will the children have consolidated or gained in their knowledge, understanding and skills by the end of the lesson or series of lessons?
• What is the purpose of the activity? Is it to teach new ICT skills? To consolidate and practise existing skills, or is the ICT simply a tool and the focus lies in the subject being taught? 
• Do the pupils understand the task that they are required to undertake, both as regards the ICT elements and the subject activity? 
• Does it support progression towards identified objectives? Where should the children be at the end of the lesson/unit of work/year? These stages need to be defined, with critical paths and associated assessment activities and points defined in the planning. 

Do the children have the skills needed to make effective use of the ICT? 

Consider the different levels of knowledge, skills and confidence in children's use of ICT. Can ICT support individual pupils in a differentiated way? You should also think about whether there are opportunities to revisit applications of ICT in a range of contexts. 

Do you have sufficient knowledge to use ICT equipment and software effectively and efficiently? 

Think about your own knowledge, skills and confidence in use of ICT, and whether you need training.

How have you facilitated the children’s knowledge, use and understanding of ICT?

Observe and intervene in pupils' ICT use - simply sending children to a computer will not teach them ICT skills. The task must be relevant, appropriate and achievable, with direct teacher input and teaching as with any subject. 

Can you recognise standards of attainment in the subject when ICT resources are used? 

Think about how ICT might change expectations of standards in the subject that it is supporting. For example, are standards of English higher because of the word processor’s facility for easy editing and refining of text? Has the use of a spreadsheet model raised levels of understanding in mathematics? 

Are you planing individual work, or will a group of pupils collaborate in the task? If the latter, then you should consider how each individual will be assessed. With younger pupils, a classroom assistant might be available. Will they provide assistance or themselves collaborate with the group. 

Ask key questions that require children to reflect on the appropriateness of using ICT tools.

Have you considered the practicalities of organising teaching ICT and of classroom management?

Has sufficient time been allocated for whole class teaching and demonstration? Have you provided an adequate area by the computers to seat the group or class for introductions and demonstrations? What procedures do you have in place for dealing with problems such as crashes, printer out of paper or ink, faulty floppy disks and similar?  

Have you thought about the role of the teacher and other adults in the classroom? Have you considered health and safety issues relating to the use of computers, interactive whiteboards and the internet in nursery and primary schools?

Resources

• Your safety net, Pdf document, 1547 KB