Schola Europaea European School Brussels II

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66 Jose Fragoso is a teacher, ICT coordinator and CDP representative in the primary cycle at the European School Brussels II, Woluwe. James Marsden is a teacher in the primary cycle at the European School Brussels II, Woluwe. This article examines the expansion and development of the use of ICT in the curriculum in the Primary School. Taking into account the different aspects of ICT, it reviews the current position and highlights opportunities for the future. It identifies key elements which have enabled technology to be used effectively to support the children’s work and examines the difficulties in promoting an ICT rich curriculum. In conclusion, the article shows how these projects and elements are imperative in continuing to promote the growth and development of ICT. Dieser Artikel untersucht die Entwicklung und Ausbreitung von IKT in den Lehrplänen der Grundschule. Dabei betrachtet er - unter Berücksichtigung der verschiedenen Aspekte des IKT-Unterrichts - die aktuelle Situation und zeigt darüber hinaus weitere und zukünftige Möglichkeiten auf. Er weist auf Schlüsselmomente hin, die es erst ermöglicht haben, Technologien so einzusetzen, dass sie die Arbeiten der Kinder sinnvoll und effektiv unterstützen. Weiterhin untersucht er die Schwierigkeiten, die bei der Förderung eines IKT-bezogenen Lehrplans aufgetreten sind. Abschließend zeigt der Artikel die Notwendigkeit, bestehende Projekte und Elemente fortzuführen, um das Wachstum und die Entwicklung von IKT zu fördern. Cet article examine l'expansion et le développement de l'utilisation des TIC dans le programme de l'école primaire. Prenant en compte les différents aspects des TIC, il passe en revue la position actuelle et met en évidence les possibilités futures. Il identifie les éléments clés qui ont permis d'utiliser la technologie de manière efficace afin de soutenir le travail des enfants et examine les difficultés en proposant un programme riche en TIC. En conclusion, l'article montre comment ces projets sont primordiaux pour promouvoir la croissance et le développement des TIC. PANORAMA ICT - TO INFINITY AND BEYOND BY JOSE FRAGOSO AND JAMES MARSDEN
BACKGROUND The past few years have seen a rapid growth in the availability of technology. Students and teachers have access to a wider range of equipment, for example, smartboards, digital cameras, laser printers and computers are becoming more powerful and faster. In addition to this, teachers themselves are progressing in their knowledge and use of technology both in and out of school, and the use of email or social networking to communicate has become the norm rather than the exception. Wider access to the internet has resulted in more direct contact between schools and parents. In addition, the student population themselves are becoming more accustomed to using ICT in their everyday lives, not just as an educational tool. The use of social networking sites, chat, music and film downloading and the range and availability of technology has undergone rapid expansion. In the European schools, the ICT policy and scheme of work which is currently in use (ref: 2000-D-218) has been overtaken by the rapid expansion in technology over the past few years. At the time the policy was written ICT was intended to be a tool which would lead to: proven expression and communication ability to search for, work out and represent knowledge related to the various communication channels interpersonal communication and collaboration, even at a distance effective approach to study and growth in terms of general knowledge acquisition of a mature and critical attitude towards the mass media The policy goes on to state that “a pupil's familiarization with technological instruments develops a range of knowledge and skills which become the starting point for secondary education.” To this end, the skills that were thought necessary for a primary school pupil to develop were : technical use of computers (starting up, switching off, using the mouse); searching for and entering texts (word processing, graphs, etc.); searching on the Internet; use of electronic mail; critical use of technical objects. Primary school pupils would then have acquired the range of knowledge and skills which would enable them to enter the secondary school, ready to begin work on the secondary school ICT curriculum. PANORAMA 67
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1/2010 N° 234 ALICANTE BERGEN N.H.
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4 EDITORIAL BY RICHARD GALVIN, DIRE
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Page 52 and 53: 50 Roger Blamire is Senior Manager
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Schola Europaea European School Brussels II

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