How You Would Use Ict to Support Your Own Proffesional Development

1. Give a detailed account of how you would use ICT to support your own professional development and that of children and young people.
The growth and incorporation of ICT developments in the classroom offers a positive dimension for the teacher and teaching support staff and also provides interesting approaches towards learning and increased accessibility it encourages across the curriculum. Also a focus on student led learning, through the interesting possibilities ICT, provides a strategy to engage the class and also personalised opportunities for the inclusion of students to access the curriculum, increasingly recognised as useful for pupils with special educational needs. Training   for teachers   and teaching staff and research awareness   is required as ICT develops and offers a useful tool for learning , whilst giving the child or young person   the employability skills   needed and a   confidence in the use of ICT. Encouraging student led learning and the appeal of the visual dimension of ICT supports learning and memory as well as group and whole class work is a positive dimension to the school learning experience. The use of specialist equipment and software for children with learning difficulties or physical disabilities has enabled broader inclusivity in the wider curriculum. Teaching however cannot be replaced by software packages and whilst IWB undoubtedly supports classroom dialogue, which research supports, developing the whole child/young person’s reasoning and critical nature through a dialogical approach, it is also particularly helpful for the child or young person enabled or encouraged through audio, video, text or animation.
This pedagogical shift towards learner-centric,   as opposed to teacher-centric approaches to learning regard the teacher as a facilitator which is an extreme direction in opposition to traditional approaches. The aim to provide a supplementary teaching facilitator 'correlating with teacher pedagogical approaches' except for...