New tools for Learning
NTFL
“The tectonic plates of curriculum fixity are once more on the move and as a result some landmass will disappear. To unleash the true catalytic qualities of ICT as an agent of deep and wide learning opportunities we may need to signal its demise as a curriculum subject.. Come to think of it the Victorians had few lessons on slate use or classrooms dedicated to its use.”
The Book shows you how to ..
Match the tools to the learning need
As if by magic, just as our knowledge and understanding of the brain and learning theory is developing, we now have new classroom tools to help us support many of its key principles. Step by step the books takes us through how to make the most of this opportunity.
Get beyond the office mentality
Our paradigm for the use of ICT in schools was one built on the office which was in turn built on the typing pool - a simple manufactury of words. It no longer fits or suits our needs and it’s time for a look elsewhere for our models of technology integration.
Carry out five breakthough projects
Telling stories and making things in sound, image, and video formats are all obvious points of access for ICT in the learning cycle . In curriculum terms this might translate into recording and broadcasting sound , building curriculum animations and filming and editing a school news programme. The book details five practical whole school projects and shows how you can do this too in easy to follow illustrated steps.
Trust yourself time
Schools don’t have to be state of the art – for this really means little in an education context. What we really want is to be “art of the state”. The book details strategies including zoning and turboteaching to show how we can we manage the state of optimum learning and make the most of the tools of our time?
Get everyone on board
Finally the book contains guidance on a set of thinking and training skills for teachers aimed to lower threat and make the most of new opportunities for all regardless of past experiences. The final chapter describes many pathways to knowing including “Helicopter and hands-on” approaches
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