Cross curricular teaching and learning in the secondary school using ict (series: cross curricular teaching and learning in )

Introduction: Using ICT to support Cross-Curricular teaching in context This chapter will look at what cross curricular teaching is and can be and why ICT is at the heart of cross curricular teaching. This will be exemplified within the theoretical underpinnings of education, such as behaviourism and constructivism. The rationale behind the cross curricular initiative and its historical and philosophical justification will be explored. It will examine the overarching themes of the cross curricular strands of both the revised National Curriculum and the 14-19 Diplomas in the context of ICT. The Diploma courses explicitly utilise a cross curricular approach using ICT which is becoming increasingly familiar to students from their Key Stage 3 experience by the time they embark on these courses. Moreover, the contracting of Key Stage 3 into two years in many schools has led to some students beginning Diploma courses at the end of Year 8. Traditional boundaries defined by age and key stage are breaking down and ICT should be at the heart of this change and innovation. 1. Beyond the Screen: Ensuring ICT pedagogy bridges social divides, rather than deepen them This chapter will explore how technology can be harnessed to The Every Child Matters (ECM) directive. That ICT has been socially divisive in schools is now increasingly well documented and the underachievement of working class students of both sexes should be a cause for concern for all teachers if ICT reinforces class power imbalances of the past and present. Of similar concern, whilst statistically female students achieve well academically, their results superseding their male peers, there are serious problems with regard to ICT participation of female students beyond GCSE. The current impetus for PLTS (Personal, Learning and Thinking Skills) will be an important section in this chapter with examples for teachers on how they can use ICT to support all learners. Innovative practice using Assistive Technologies and case studies will be presented to give teachers insight into how ICT benefits all students in the classroom. 2. ICT Across the Curriculum: How best practice use of ICT already supports teaching and learning ICT Across the Curriculum - known as ICTAC - is established in schools and there is a clear expectation, embedded in the Key Stage 3 Strategy, that all subject areas already use ICT. ICTAC, however, has not been limited to only Key Stage 3 and many subject teachers have used ICT innovatively across all the Key Stages. Whilst this may not be uniform across all schools and all staff, this lack of consensus however, should not be allowed to hinder the impetus for ICT to promote cross-curricular learning and it is important that all teachers feel enthused and empowered by its possibilities. This chapter looks at current best practice of subject areas that incorporate ICT dynamically and innovatively into teaching and learning. Specific guidance on how these examples can be used to enhance cross curricular teaching is then exemplified. In this chapter the wide spectrum of what constitutes ICT in the classroom will be explored and exemplified through case studies using best practice from the established ICTAC strand of The National Curriculum. The case studies cited will include the use of Photostory and Moviemaker in order to create enhance ICT skills in a variety of subjects including, specifically, History and the excitement created when one Media studies department began to use Photoshop leading to staff training from all subject areas. The use of computer games to support learning will also feature with information on software already successfully used in the