All trainee teachers hoping to gain Qualified Teacher Status (QTS) need to pass a computerised ICT skills test. The test is designed to ensure all those qualifying as teachers have a sound grasp of fundamental ICT skills such as databases, word processing and the Internet and can apply these in their work both in and out of the classroom. This text outlines the test requirements and explains the basic subject knowledge essential to completing the test. The fourth edition is fully updated to comply with the latest TDA standards and includes new self-assessment questions.
All trainee teachers hoping to gain Qualified Teacher Status (QTS) need to pass a computerised literacy skills test. The test is designed to ensure they all have a sound grasp of fundamental literacy skills such as spelling, punctuation and grammar and can apply these in their role as a teacher. This book outlines the test requirements and explains the essential basic subject knowledge. This edition also includes a glossary, suggestions for further reading and ‘hints’ boxes. Over 100 practice questions and answers enable trainees to prepare to complete their test confidently and successfully.
All trainee teachers hoping to gain Qualified Teacher Status (QTS) need to pass a computerised numeracy skills test. The test is designed to ensure they have a sound grasp of numeracy skills such as mental arithmetic and interpreting statistics, and can apply these in their work. This book outlines the test requirements and explains the essential subject knowledge needed. Fully updated to comply with the TDA standards, this edition also includes a glossary and suggestions for further reading. At least 100 practice questions and answers enable trainees to prepare to complete their test confidently and successfully.
All trainee teachers hoping to gain Qualified Teacher Status (QTS) need to pass a computerised ICT skills test. The test is designed to ensure all those qualifying as teachers have a sound grasp of fundamental ICT skills such as databases, word processing and the Internet and can apply these in their work both in and out of the classroom. This text outlines the test requirements and explains the basic subject knowledge essential to completing the test. The fourth edition is fully updated to comply with the latest TDA standards and includes new self-assessment questions.
"This book is not just limited to the use of ICT in the classroom but looks at the wider role of ICT in supporting effective professional development. It will be an invaluable resource that will benefit all trainee teachers on primary training courses. It will also be a reference for lecturers and mentors supporting trainees on these courses as well as NQTs in the early stages of their teaching career."--Jacket.
Information and communications technology (ICT) pervades virtually all domains of modern life-educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school-particularly in K-12 education, a formative and influential stage in a person's life-little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable-at least for a while-they comprise just one component, and the most rudimentary component, of ICT competencies. The National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education. ICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people's day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.
The ICT Teacher’s Handbook is an indispensable guide for all teachers responsible for the teaching and management of ICT in the secondary school, both as a comprehensive introduction for students learning to teach ICT and as a source of ongoing support for busy practising teachers. Illustrated throughout with case studies, key further reading and guidance on where to find and how to choose the best software and resources, the book also features a guide to specifications, software for whole school support and a useful glossary of key terms. Key topics covered include: Organising and delivering the ICT National Curriculum at key stages 3 and 4 and post 16 Teaching and learning with VLEs, IWBs, social networking and mobile technologies Assessment, record keeping and reporting Popular hardware, software and networks External assessment, target setting and tracking Managing technical support and technicians Preparing for promotion and managing an ICT department Strategies for whole school management of ICT Written for trainee and experienced ICT teachers and managers in both English and international schools, The ICT Teacher’s Handbook is an authoritative guide designed to support effective teaching and learning, and efficient use of technology in all schools.
Motivated by the conviction that ICT should be used as an effective tool, this book shows how it can support teaching and learning in the classroom and in the virtual world of school intranet, websites and learning platforms. Practical tasks and teaching tips demonstrate how imaginative use of technology can promote creative and enthusiastic teaching, as well as enable new approaches to teaching and learning. It includes descriptions of new technologies and systems and how they can be used, as well as guidance on the software, and activities to engage pupils in their own learning.
The Newly Qualified Teachers Handbook is an essential companion for all new teachers. Practical, comprehensive and lively, this invaluable guide covers all aspects of your first crucial months and years, and will set your teaching career off on the right track. This updated and expanded second edition is the first book to draw on the new Induction Regulations for NQTs for September 2008 onwards. It gives tried and tested advice on everything you need to know, from induction to inspection, from getting your first job to continuing development. New features include a revised first chapter covering key areas of concern for trainees and NQTs, the updated statement of professional values and a comprehensive appendix detailing the code of conduct for teachers and further reading and references.
