Task 4 Questions - Research

In response to one of my questions in task 4, what is already known about using ICT in dance teaching, I have undertaken further research. I have discovered that ICT appears to be valued as a teaching tool in education.

Ofsted published a report in December 2011 which supports the view that many schools are widely using ICT as part of their students education.

"Since the Education Reform Act of 1988, information and communication technology has been compulsory for all pupils from 5 to 16 in maintained schools. This report draws on evidence from the inspection of information and communication technology in primary, secondary and special schools between 2008 and 2011. The use of ICT is considered as both a specialist subject and across the wider school curriculum."
"ICT in Schools 2008-11, 14 Dec 2011, Ofsted Ref: 110134 http://www.ofsted.gov.uk/resources/ict-schools-2008-11

A new GCSE syllabus, which I am teaching this academic year, called Expressive Arts, insists that to meet the grading criteria Students are required to engage in ICT in the following ways:

 

"word processing to assist in the preparation of written reports,

assignments and essays about dance and the internet to research on line and to communicate with individuals or dance organisations; to critically analyse the website of a dance organisation."

 

http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/assets/dance/pdf/ictinsyllabus.pdf

 

This document also recommends that other ICT tools are also used to facilitate learning in dance. Examples of these include:

"databases to compile, organise and analyse information about dance

performances, choreographers and companies, multimedia presentation to manipulate materials to be able to develop, present, critically appraise and test a dance multimedia presentation or

documentation (passive or interactive), simulation/modelling using movement simulation application software to enhance dance composition, graphics to create or import graphics to support presentations or written work about dance; to use animation software in composing dance; to develop interface design, electronic communication to access programs including dance support

materials which allow students to view benchmarks to set standards, assisting them in assessing their own work and the work of others, software programs to create, store and edit movement; to master CDROM/DVD; to create collaborative online choreographic projects; to

create online

 

It therefore seems that the opportunities for using ICT in dance practise are vast. I do believe that this will make an interesting topic for further investigation and to assess the benefits to students overall learning experiences, as part of my professional inquiry. I will however need to consider the legal requirements of using ICT especially with regards to recording students work. I have found some advise below and will be looking into this in more depth prior to undertaking my inquiry.

"Most UK schools have computer networks and other technologies for the use of the whole school community - to encourage ICT skills, social skills and literacy skills. In fact, according to a survey by the National Literacy Trust in 2009, young people regularly enjoy writing on technology-based platforms, such as blogs, texts and social networking websites.
Students might also take their own devices, such as their mobile or MP3 player, to school.
It's therefore crucial that your school provides clear guidelines about the acceptable use of school equipment (such as PCs, webcams, digital cameras and mobiles and devices owned by students and employees (such as mobiles, personal laptops, PDAs and MP3 players that might be brought into school."
http://www.teachtoday.eu/en/Student-advice/Using-ICT-equipment-at-school.aspx