global ict
DESCRIPTION
How to bring a global dimension into the curriculum using ICT.TRANSCRIPT
WALT
• Why is the Global Dimension important?Why is the Global Dimension important?• How to research the real worldHow to research the real world• How to communicate with the real worldHow to communicate with the real world• Effective uses of web2.0 technologiesEffective uses of web2.0 technologies
R U Global ?
• Have you eaten something in the last 24 Have you eaten something in the last 24 hours, grown in another country?hours, grown in another country?
• Have you visited a foreign country in the Have you visited a foreign country in the last 12 months?last 12 months?
• Have you communicated with someone in Have you communicated with someone in foreign country via the internet in the last foreign country via the internet in the last 12 months?12 months?
• Do you own a music track in a foreign Do you own a music track in a foreign language?language?
Why bother with Global Issues?• Global issues are part of young people’s lives in a Global issues are part of young people’s lives in a
way that they never were for previous generations.way that they never were for previous generations.• Television, the internet, international sport and Television, the internet, international sport and
increased opportunities for travel, all bring the increased opportunities for travel, all bring the wider world into everyone’s daily life.wider world into everyone’s daily life.
• The importance of education in helping young The importance of education in helping young people recognise their role and responsibilities as people recognise their role and responsibilities as members of this global community is becoming members of this global community is becoming increasingly apparent.increasingly apparent.
Developing a global dimension Developing a global dimension in the school curriculum, DfESin the school curriculum, DfES
A New Global Curriculum?• A 21st century curriculum should prepare young A 21st century curriculum should prepare young
people to recognise their roles and people to recognise their roles and responsibilities as members of this global responsibilities as members of this global society. society.
• They need to be able to understand the global They need to be able to understand the global context of their local lives, examine their own context of their local lives, examine their own values and attitudes in relation to the challenges values and attitudes in relation to the challenges they face and see how they might play an active they face and see how they might play an active role in responding to these challenges.role in responding to these challenges.
Futures, meeting the challenge, QCAFutures, meeting the challenge, QCA
Am I Bovvered?Am I Bovvered?
• Pupils are more likely to be engaged with Pupils are more likely to be engaged with the curriculum they are offered if they the curriculum they are offered if they believe it is relevant and if they are given believe it is relevant and if they are given opportunities to take ownership of their opportunities to take ownership of their learning.learning. EPPI-CentreEPPI-Centre
• ‘‘Our biggest curriculum challenge is to sustain a desire to learn.’Our biggest curriculum challenge is to sustain a desire to learn.’ Mick Waters QCAMick Waters QCA
2121stst Century Workforce Century Workforce• In an economy driven by knowledge rather In an economy driven by knowledge rather
than manufacturing, employers value very than manufacturing, employers value very different skills, such as:different skills, such as: – CreativityCreativity– CommunicationCommunication– Presentation skillsPresentation skills– Critical thinkingCritical thinking– Enterprise and innovationEnterprise and innovation– CollaborationCollaboration
3D World Curriculum3D World Curriculum
Local/EverydayLocal/Everyday
GlobalGlobal
VirtualVirtual
Preparing students for life in three Preparing students for life in three separate, but interconnected worldsseparate, but interconnected worlds
Animal Cost per week to feed each animal
Number of animals
Total cost per week for animals
Lion £ 25 10 £250
Tiger £ 30 8 £240
Zebra £ 5 9 £45
Elephant £ 20 9 £180
Snake £ 5 8 £40
Penguin £ 5 12 £60
Sea lion £ 20 3 £60
Alligator £ 5 4 £20
Eagle £ 1 5 £5
Total/cost £900
Allowed £1000
Under spend £100
Zoo Feeding Costs, KS3 ICTZoo Feeding Costs, KS3 ICT
Activity from QCA ICT Sample unit 7.4
Water usesLitres used per
personNumber of
peopleTotal litres per
day
Bath 80 1 80
Shower 35 3 105
Loo (3 flushes) 10 440
Brushing teeth (tap on) 10 4
40
Washing Clothes 23 4
92
Washing up 10 4 40
Human Consuption 11.5 4
46
Total 443
Allowed 500
Amount left 57
Average UK Family Water UseAverage UK Family Water Use
Adapted activity with real, relevant data
Water usesTotal litres per day
Washing self
Loo (3 flushes)
Brushing teeth (tap on)
Washing Clothes
Washing up
Human Consumption
Total
Allowed 20
Amount left
Average Malawian Average Malawian Water UseWater Use
enseense
ff
udienceudience
urposeurpose
When do When do students do students do tasks with atasks with a realreal purpose for apurpose for a realreal audience?audience?
Personalised Learning in ICTPersonalised Learning in ICT
• 7.1 – All about me7.1 – All about me• 7.3 – Learning to Learn7.3 – Learning to Learn• 7.4 – Water of Life7.4 – Water of Life• 7.5 – Energy Survey7.5 – Energy Survey• 8.2 – Personal Website8.2 – Personal Website• 8.3 – Web Search, Life in Malawi8.3 – Web Search, Life in Malawi• 8.6 – Film Reviews8.6 – Film Reviews• 9.2 – Global Youth Survey and Nat. Stats.9.2 – Global Youth Survey and Nat. Stats.• 9.4 – Digital News Video9.4 – Digital News Video
Would you like to have more activities in which you communicate with real people?
0
10
20
30
40
50
60
70
80
90
100
Opinions
Nu
mb
er o
f st
ud
ents
Series1 5 95
No Yes
Do you think that your different subjects should teach you more about real world issues?
0
10
20
30
40
50
60
70
80
90
100
Opinions
Nu
mb
er o
f S
tud
ents
Series1 17 83
No Yes
Can Global Education improve learning?
Learning about real places and communicating with a real audience gives
work more meaning and purpose.
Learning about real places and communicating with a real audience gives
work more meaning and purpose.
Learning with purpose improves motivation.Learning with purpose improves motivation.
Motivated learning improves progress.Motivated learning improves progress.