1 Rationale: ICT as a subject

Introduction

The topics in this module have been chosen because they tend to be poorly understood, and therefore poorly taught. It’s important to dig deep beneath the surface, if the real potential of ICT to analyse and solve problems, and share information, is to be realised.

Take, for example, the first topic, ‘Understanding ICT at Key Stage 3’. Reading this will enable you to, as it were, get under the bonnet of ICT. Is ICT merely a collection of skills, or does it reflect concepts which are universally acknowledged and respected by educationalists?

The other three topics are concerned with areas which are difficult to teach. It would, perhaps, be more accurate to designate them as areas which are hard to teach well. Again, an understanding of the underlying concepts, and the reasons for needing to know them, are essential.

The purpose of this introductory section is to encourage you to think about ICT as a subject, and how it relates, or might relate, to other subjects in the curriculum.

• First read the National Curriculum for England programme of study [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .
• Read the Expected levels of attainment section of the ICT scheme of work at Key Stage 3 on the Standards site.

• Read the Key concepts, Key processes, Range and content and Curriculum opportunities sections of the QDCA website.