Case Study...

maya

To support teachers in using software and hardware to carry out activities based on QCA ICT Units 5E and 6C, monitoring and control.
Increase teacher confidence in the use of ICT.
Encourage teachers to buy the software and carry out the activities at school.
Lend models and interfaces to schools to cascade activities to other groups.

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Half day INSET for teachers to demonstrate the software and hardware and run through key activities.
Supply all materials prepared and tried in cooperation with previous groups on CDROM to teachers for copying, adapting and preparatory activities in school.
Class attends 4 half day sessions at CLC, taught by teacher, supported by member of CLC staff.
One school borrowed a set of models and interfaces to use with the software purchased by the school.The final session incorporates assessment activities.

More than 75% of pupils attending achieved the above average levels, 4 or 5 for ICT.Evaluations showed that the control activity could not have been delivered in the school for a number of reasons.
All participating teachers said pupil motivation was higher, concentration on tasks was better than in school and that pupils enjoyed the experience of working in the CLC environment.
All participating teachers valued the support from CLC staff during the sessions. Some schools have since purchased the software having seen that it can be used successfully with the on screen mimics instead of the expensive interfaces and models. Some are arranging to borrow the hardware from the CLC.
Teachers used the schemes of work, resources and assessment activities prepared by the CLC and distributed on CDROM.

The CLC loan equipment isn't easily compatible with iMacs used by some primary schools, though there is now a Mac version of software.

If a school doesn't purchase software, obviously teacher can't cascade skills which are lost if teacher leaves