English and ICT: policy
Entitlement to ICT in secondary English
This document offers guidance on the uses of ICT that make a distinctive contribution to teaching and learning in English. It is a revision of the document produced by NATE, QCA, The National Strategy and NAACE (National Association of Advisers for Computers in Education) and published by Becta in 2003. The 2009 version includes a number of practical examples with screenshots and links for further information:-
Entitlement to ICT in secondary English: 2009 version
ICT in English: A NATE Position Paper
The English and ICT Committee's invitation to a debate
NATE's English and ICT Committee has produced a position paper to stimulate thinking and debate about the role of ICT in the English classroom. It summarises the situation as we see it in schools, outlines some of the advantages of the new technologies and highlights concerns and areas for further exploration. You can download the complete position paper from this link - an outline is given here. If you wish to comment on the position paper you can contact the Chair of the English and ICT Committee, by post of by using the email details here or via the NATE Office.Why ICT?
- New technologies can enable the active, vibrant, relevant teaching of English. They need not replace traditional texts. They need not undermine traditional skills. They can aid motivation, understanding, engagement, analysis and creativity.
- Forms of communication have changed radically in the past few years. We need to help our students understand, critique and produce the new media in which they are immersed. Students also need to experience a learning environment that reflects the media rich environment outside school.
- Where are we now?
- Where do we want to be?
- In what ways might ICT be appropriate in an English classroom?
- What are the barriers to getting there and what can help us get there?
There are hugely practical reasons for teachers of English to make good use of the new tools available. Beyond the practical there is a wider need for us to deliver teaching and learning that is relevant to a digital generation, to view technology not just as a tool but as an entitlement. Alongside all this, we continue to espouse the value of just learning to read, of enjoying reading for the sake of our imaginations and creativity; in addition, we celebrate all that writing in its many forms has to offer and how both remain central to a truly broad and balanced curriculum, the world of employment and life beyond both school and work.
NATE English and ICT Committee, April 2007
