Reach to Teach ICT: Issues and Compromises

MALCOLM HUGHES

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Reach to Teach ICT: Issues and Compromises

机译：伸手教授ICT：问题与妥协

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This paper outlines some implications for pupils' learning and for teachers of information and communication technology (ICT) in primary or elementary education of using complete 'reach and teach' resource and lesson plan solutions to support a national scheme of work. The example resources referenced in the paper are 'The LCP ICT Resource Files for Schools', designed to enable teachers to deliver the ICT National Curriculum requirements for England and are structured to closely follow the Qualifications and Curriculum Authority (QCA) scheme of work. The authors of the LCP ICT Resource Files became aware that there was a widespread takeup of their materials and that, therefore, the resources had potentially a substantial impact upon practice in many schools. Models of curriculum provision are presented and characteristics of good practice are adduced which the author recommends to those who write, review or evaluate complete teaching solutions for ICT.

机译：本文概述了使用完整的“到达和教授”资源和课程计划解决方案来支持国家工作计划对小学或初等教育中的学生学习以及信息和通信技术（ICT）教师的一些影响。本文中引用的示例资源是“用于学校的LCP ICT资源文件”，旨在使教师能够满足英格兰的ICT国家课程要求，并且其结构紧密遵循“资格和课程授权（QCA）”工作方案。 LCP ICT资源文件的作者意识到，他们的材料已经广泛使用，因此，这些资源可能对许多学校的实践产生重大影响。提出了课程设置的模型，并列举了良好实践的特征，作者向撰写，审阅或评估ICT完整教学解决方案的人推荐这些实践。

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《Education and information technologies》 |2005年第3期|p.263-276|共14页
作者
MALCOLM HUGHES;
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作者单位

Faculty of Education, University of the West of England, Coldharbour Lane, Bristol BS16 1QY, UK;

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原文格式 PDF
正文语种 eng
中图分类教育;
关键词
education; technology; evaluation; teaching; resources;

机译：教育;技术;评估;教学;资源;

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Reach to Teach ICT: Issues and Compromises

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