Is IT really necessary? September 18, 2010Posted by IaninSheffield in Management, Resources.
Tags: cross-curricular, Curriculum, discrete, embedding, ict, KS3, primary, Resources, school, secondary
A couple of years ago, a friend and Head of IT in another school asked my opinion of ICT as a discrete subject in KS3. He was under pressure to have it removed from the timetable and distributed within the rest of the curriculum. At the time I couldn’t provide a compelling argument either way, much to his chagrin. This topic has raised its head once more and I was wondering whether two years further on, the arguments have changed at all?
Let’s take a step back for a moment and look at ICT in the primary phase. At our school (ages 4-18), ICT is taught across and is embedded the curriculum in KS1 & 2; there are no discrete ICT lessons. The philosophy is that ICT should be used when and where appropriate to support learning, thereby ensuring that it is used in authentic situations, rather than being studied in its own little box. At KS3 however, ICT gets its own ‘slot’ on the timetable and becomes a discrete entity. Here it is felt that it can be explored in greater depth, is as worthy of study as other KS3 subjects, that pupils need a solid grounding for study at GCSE and beyond (should they so choose) and that subject specialists are better placed to provide for those needs. I think I’d be right in saying that our ICT in the Juniors section is similar to that in the majority of primary schools (but am happy to be corrected) and similarly our KS3 provision to that in the majority of secondary schools.
In addition to the above points, there are other factors which come into play:
- The expertise of the teachers in embedding ICT within the broader curriculum. Primary teachers are perhaps more adept and certainly more experienced at using thematic cross-curricular approaches. Colleagues in secondary are often keen to play to the strengths of their subject disciplines, leaving other elements to those who are more capable.
- Literacy may be integral to English lessons, but it clearly cuts across all other subject areas too, demanding that all teachers address it when necessary. Similarly numeracy may arise predominantly from the study of Maths, but it too is a touchstone to which all subjects will refer at some time. How far then should skills associated with a particular subject need to surface elsewhere? How about ‘carteracy?’ Understanding the information that maps provide us with is crucial in Geography, but many other subjects refer to maps too; another cross-curricular skill, if not less explicit. So where does ICT sit? With the other ‘…eracies?’ Or at the same level as History, French etc?
- Resourcing. ICT taught as a discrete subject demands greater resources, invariably in the form of ICT suites/labs. ICT covered across the curriculum may allow resources to be deployed in a more distributed way, perhaps meeting the needs of subject areas more effectively in their own environments. The former is more manageable, the latter more flexible.
- Ownership. It is increasingly apparent that mobile devices of various flavours are becoming more commonplace in the pockets and bags of our students. Supported by more cloud-based applications, schools have the opportunity to consider a completely new model for surfacing ICT in lessons, one in which ownership of the devices (and the learning they support?) transfers to the hands of our students. How might/should this affect ICT within the curriculum? (The issue of equity of access is for another post perhaps?)
- Apprenticeship. Some would argue that learning with and about ICT occurs daily and nightly as our students interact with one another to explore ways to ‘get things done.’ Purists (some ICT teachers?) might say that this only serves to get them into bad habits; formatting text rather than using styles, spaces instead of tabs, images ‘poached’ from the Internet rather than correctly referenced etc.
- There is much concern at the moment about the decline in the numbers of students studying computing and the ramifications for the nation’s future economy. Do ICT and Computing actually require more emphasis on the curriculum?
So I’ve singularly failed to answer the question whether ICT should be entirely embedded or taught discretely. I’d be really interested therefore to hear your views, both ICT subject teachers and non-specialists, primary and secondary. What works for you? Which directions ought we perhaps to be moving? What issues have I missed? All musings much appreciated.