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Education Secretary, Michael Gove, wishes for more students to learn about computer science.  Computer science is more about making computer programs and how computers work, whereas ICT is more about using applications such as Microsoft Office.  This change is designed to make sure that the UK has plenty of computer scientists in the future, which will be important for the economy.

He’d like “ICT [to] remain a compulsory subject” and wants to “remove ICT as it’s currently taught from the curriculum.”  Some schools are still basing lessons on existing government guidelines, which he no-longer wants.  Other schools have already changed.

Michael Gove wants schools to make ICT more interesting by deciding for themselves how to teach it.  He said, “We could have 11-year-olds able to write simple 2D computer animations using a MIT tool called Scratch.”  Campion School already has students programming with Scratch.  Hundreds of teachers have already downloaded my programme of study!

Students are likely to spend time in the future learning both ICT and Computer Science.

Anyone reading stories about what Michael Gove says about education needs to read them carefully, because sometimes they twist what has actually been said!

Moodle is a web site designed to collate resources for educational purposes (a “VLE” to be technical – virtual learning environment.  And Moodle stands for Modular object-oriented dynamic learning environment – just in case you were wondering!)

Although Moodle is not without it’s faults, it has certainly has benefits and has changed the way I assess a lot of work.

Instead of students printing work, they can upload it to Moodle through the ‘assignments’ feature.  When work is handed in, feedback can also be returned electronically.  So far, the system has been beneficial for the following reasons…

No printing means that…

• Less money spent on paper/toner
• No printer-related problems to deal with
• It’s a lot quicker for student to upload work rather than print it
• Students actually like uploading their work!
• Students don’t have to get out of their seats to find their work…or find an excuse for chatting by the printer.
• The work can’t get “lost” (unless the teacher accidentally deletes the wrong ‘assignment’ – I won’t be doing that again!)
• When uploading presentations, you can see all of the transitions/effects (ok, could be a negative at times!)

Using Moodle means that…

• Students automatically receive feedback electronically via email
• Feedback can be given using voice-recognition software, meaning it’s easier to give them more detailed feedback
• Students tend to respond better to the personalised feedback if it’s via email (one they’ve figured out how the system works)
• It’s easy to moderate work handed in by other teachers

With the limited time available for some ICT lessons, it makes life that little bit better for everyone!

Of course, if you have money then using “Frog” as your VLE is apparently a good option.  As far as value for money goes, Moodle is a very good contender.

News stories have been increasing in number about the need to teach students computing.  It’s a shame that they are at the expense of ICT. (ICT tends to focus more on using technology whereas computing is about how technology works).

To the seasoned professional, it is obvious that the powerful are elbowing their way into dictating what schools should be doing.  They are achieving this by making scathing attacks on ICT lessons in order to barge it into the timetable in place of ICT.  A big mistake.  I support those wishing to offer computing.  It’s clear that if there was more computing at schools, it would fulfil Google’s aim of providing a workforce for their investment in Bletchley Park, and other technology giant’s aim to have a workforce for the proposed technology park after the Olympics.  Even at present, according to e-skills, the UK is short of IT and Telecom workers.  These top companies aren’t silly – this is why they’re lobbying now for their future. However,  their support will be limited if they continue to poke at ICT.  For the record, as far as I’m aware, until last year, computing has never been taught at KS4.

Computing is not for everyone.  Through conversations with business professionals, employers tell me that they want people with digital literacy – people who are able to competently use technology and solve IT-related problems, more so than knowing how to take it to bits and create software.  According to e-skills, ICT is essential.  From my own contact with individuals, I can confidently report that parents want ICT to be taught (if they’re not influenced by the tirade of recent negative press), employers want people who have digital literacy, and students; where ICT is taught effectively, generally see if as being beneficial to their future success.

Judging by meetings I’ve had, I can believe reports that ICT lessons for some can be a “turn-off” (according to the Royal Society).  This is partly owing to the ‘tick-box’ nature of assessment.  At KS3, my lessons are designed to capture the hearts and minds of individuals to get them intrigued by technology.   Humans thrive by solving problems – this is why some lessons are about solving problems, and also occasionally crossover into computing.  At the last regional training day, I encouraged others to start inspiring students by thinking carefully about existing provisions.  ICT could also be better integrated into other subjects – though this would take a significant investment of time, money and training – all in very short supply with budget constraints.

If the powers of Google, Microsoft and Ian Livingstone (Eidos) want computing to be taught, then they should be more pro-active and work out where the resources will come from to support their demands.  Technology experts are put off the idea of teaching by the salary and working conditions in schools.  I invited Ian Livingstone via a publicity company to come and talk at our school so he could put forward his ideas directly to students.  Unfortunately he’d only come if he was paid his typical speaker fee.

Some schools have been short-sighted for sake of results.   I too have unfortunately been taken in by the sensation, just to “keep up with the trends”. Exam boards have been clever by offering inspiring ICT courses, though some are open to abuse as far as assessment is concerned.  Of course, not all centres have been taking advantage of this.  This makes it hard for employers to differentiate from those that have what it takes, and those that need more training.  This hasn’t done ICT any favours.

So, where next?  If ICT isn’t to be compulsory at KS4, then it’s important to start inspiring KS3 students even more to feed their appetite for technology.  I can happily see both credible Computing and ICT GCSEs running alongside each other.

As for A-Level, Applied ICT and Computing courses are both demanding and worthy of consideration for any student.  Both require hard work and determination, and certainly turn students into adults with a plethora of competencies that are essential for both further study and employment.  So, don’t be put off by studying ICT, just because of a few news stories.