Staff & school development
❚ Taking it further A simple audit of the contribution that ICT makes to different learning style needs in the classroom is a useful way to focus on present provision in individual schools.
Matching the technology to the learning style You can use the following questions to help you ascertain the ways in which different learning styles are facilitated by the deployment of a range of learning technologies and activities. All questions relate to school networks/standalone machines and portables as appropriate. Score one point for every answer of three or more. 1. How many pieces of software are there for writing/word-processing? 2. How many pieces of software are there for working with images? 3. How many pieces of software are there for the recording and editing of sound? 4. How many ways are there of editing still and moving images? 5. How many places are there where you can scan in a piece of artwork/drawing? 6. How many ways are there of publishing work for others to see within the school community, and beyond for parents and others? 7. How many places can students go to proof listen to some digital text?
What types of answers do you get? If you returned a score of less than five points, your provision may indeed be skewed towards those that are print clever – that is students already benefiting from text on the page as they are enjoying further opportunities on screen. Suggested follow-up activity for teachers In small groups (cross-curricular if possible), spend 20 minutes discussing opportunities to broaden the access to learning activities beyond text based approaches – review the guidance on zoning in Chapter 6 and matching ICT to VAK in Chapter 2 to help you. List your own short- and long-term objectives Use a table with headings like this to list short- and long-term objectives for supporting various learning styles with ICT tools. Current provision
Short-term objectives
New Tools for Learning – Accelerated learning meets ICT
Long-term objectives
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