images onto a USB drive. Principle 6 There should be no ICT applications that portray violence or stereotyping. Principle 7 Practitioners should be aware of health and safety issues. This is mainly to do with the extended use of desktop computers by children. However, you can limit the time spent on computers and this should help you avoid some of these dangers for children. Principle 8 There should be a partnership between the parents and the professionals – YOU! This leads to a better understanding and a more positive attitude by teachers and parents about each other’s role.
Matching ICT Resources to Intended Learning In order to determine how ICT resources will be able to achieve learning objectives, you will need to consider the following. What approach to take to learning in each phase of teaching? The main approaches can be characterised as teacher-centred activity (where the teacher controls activity directly, usually from the front of the class) and learner-centred activity (where the children work on tasks, more or less at their own pace). What tasks to set in order to enable children to bridge the learning gap between their current abilities and objectives? There are three ways to choose from: • Instructive; • Constructive-directed and; • Constructive-creative.
What resources to employ, including the teacher’s exposition, questioning, and review; books and other traditional media; ICT and other equipment in order to support children’s activity? This choice, including whether and how to use ICT,
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