ICT (Information and Communications Technology)

 

Overview
NCCA vision for ICT in Curriculum and Assessment
Framework for ICT in Curriculum and Assessment
ICT in Curriculum and Assessment: Primary
ICT in Curriculum and Assessment: Post-Primary

Overview

ICT has become an integral and accepted part of everyday life for many people. ICT is increasing in importance in people’s lives and it is expected that this trend will continue, to the extent that ICT literacy will become a functional requirement for people’s work, social, and personal lives.

ICT includes the range of hardware and software devices and programmes such as personal computers, assistive technology, scanners, digital cameras, multimedia programmes, image editing software, database and spreadsheet programmes. It also includes the communications equipment through which people seek and access information including the Internet, email and video conferencing.

The use of ICT in appropriate contexts in education can add value in teaching and learning, by enhancing the effectiveness of learning, or by adding a dimension to learning that was not previously available. ICT may also be a significant motivational factor in students’ learning, and can support students’ engagement with collaborative learning.

ICT: the 'invisible' plan; Article from info@ncca (January 2008)


NCCA vision for ICT in Curriculum and Assessment

Our young people are capable independent learners, able to use ICT confidently, creatively and productively, able to communicate effectively, able to work collaboratively, and to critically evaluate, manage and use information.

Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper sets forth the NCCA vision for Information and Communication Technology (ICT) in curriculum and assessment in Irish primary and post-primary schools. This document was developed to stimulate discussion and deliberation regarding the potential of ICT to support and extend the curriculum development and assessment work of the NCCA. It also sets out the direction and scope of the future work of the NCCA in ICT in Curriculum and Assessment.

To access the document Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper (Draft, December 2004) in pdf format, please click the link below.

Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper draft (2004)


Framework for ICT in Curriculum and Assessment

The NCCA has developed a Framework for ICT in Curriculum and Assessment which outlines the kinds of learning experiences with ICT (knowledge, skills, and attitudes) a student should be afforded through their primary and post-primary education. The Framework will be realised through the integration of ICT across the curriculum and is illustrated through a range of exemplars appropriate to different class levels and year groups on the ACTION section of our website.

Please click the links below:

ICT Framework: A structured approach to ICT in Curriculum and Assessment (2007)

ICT Framework: Report on the school based development initiative (2007)

 


ICT in Curriculum and Assessment: Primary

To further support teachers in using ICT in the curriculum, the NCCA developed the Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers as a supporting document to the Primary School Curriculum 1999. The guidelines were launched by the Department of Education and Science (DES) in 2004. These guidelines provide teachers with supports on planning for ICT in the school and in the classroom, and include a range of exemplars based on classroom practice showing how to use ICT to add value to teaching and learning in the Primary School Curriculum.

These include

  • project work in history using multimedia authoring and the digital camera
  • collaborative email projects with children in other schools
  • control technology to design and make in science
  • exploring and researching on the Internet and many more.

The findings of the Primary Curriculum Review Phases I and 2 provided useful data on teachers’ use of ICT in the curriculum in English, Mathematics,Visual Arts, Science, Gaeilge and SPHE.

To download the Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers in pdf format please click the link below.

Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers (2004)


ICT in Curriculum and Assessment: Post Primary

At post-primary level, the role of ICT in curriculum and assessment is a key focus of the ongoing review and implementation of junior and senior cycle education. In revising subjects at both junior and senior cycle, syllabuses and associated guidance continue to be ‘ICT proofed’ establishing the role of ICT as a teaching and learning tool (e.g. dynamic geometry packages in Mathematics); as an integral part of the curriculum (GIS in Geography), or as an integral part of curriculum and assessment (e.g. CAD in Design and Communications Graphics, Music Technology in Music).

In the review of senior cycle education, there is a particular focus on the role of ICT in the review of subjects and the development of short courses and transition units. It is proposed that some of the short courses developed will have a significant ICT focus, for example Media Communications Technology. As transition units will be developed around current good practice in schools, it is envisaged that there will be many models of excellent ICT based transition units. The review of subjects will continue to be conducted within an ICT proofing framework to ensure that opportunities for integrating ICT into subjects are developed, where appropriate. The role of ICT in the recording of key skills encountered through subjects, short courses and transition units and in the assessment of subjects and short courses will be investigated in 2005.

The role of ICT in the preparation and presentation of coursework for assessment purposes (second assessment components) is being investigated.

The question of how student achievement in ICT would be recognised and rewarded is currently under discussion. One possibility is that of students developing a cross-curricular portfolio of work, prepared and presented using ICT in a range of subject areas for both day-to-day curricular activities and for work being presented for state examinations purposes (that is, second assessment components). The possibility of students re-using these items of work in the context of assessment of ICT is currently under discussion. The development of the Framework for ICT in Curriculum and Assessment provides opportunities for the assessment of ICT at post-primary level.


Publications

Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers (2004)
Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper draft (2004)
Primary Curriculum Review Phase 1: Final Report(2005)
Primary Curriculum Review: Phase 2. Final Report with recommendations(2008)

Related Links

Primary School Curriculum
The National Centre for Technology in Education