Tda 2.8 1.3

Within this supporting paper I intend to examine my school’s approach to the planning, teaching, learning and support of ICT. I will discuss the role of the ICT coordinator within school, the resources used and how they are managed and utilised within it. I will show whether researchers support the school’s approach to how ICT is developed including e-learning.
ICT is an acronym that stands for Information Communications Technology. It is widely used in educational settings and it covers a range of equipment that can store, retrieve, transmit or receive information electronically in digital form for example, computers, digital TV, mobile phones etc. ICT is growing rapidly and is having a significant impact on modern day living,
“ICT
In the home, technology includes mobile phones, toys that have buttons or buzzers, ovens, washing machines, laptops, remote controls for TV’s and DVD’s and other machines that require programming. Children are growing up with technology around them and will use this to increase their understanding in all areas of learning,
“Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects.” (DFE, 2013)

Within the school in which I work, the main role of the ICT co-ordinator is to produce an ICT policy that needs to be updated regularly, co-ordinate the use of ICT across the curriculum and to ensure that the school’s ICT resources are well maintained and are being used effectively in each year group,
“The majority of Primary Schools have appointed an ICT co-ordinator. This is an important and valued role providing support, advice and cohesion.” (Elston, 2007, pg.20)

ICT training within school for staff is on a needs basis as staff will identify themselves if they need to train through performance management meetings and discussions with the ICT