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English and ICT
Introduction
Learning to teach with ICT
Student teachers enter particular school and classroom cultures as polite visitors. They face the sometimes conflicting demands of teachers, mentors and the QTS standards, and have to work with the ways in which the statutory curriculum is interpreted, resourced and taught in their placement schools.
This means that to a large extent their experience of ICT in the classroom is determined by features of the placement context such as hardware and software provision, access to technology, school policies on ICT, technical support and teacher confidence. Student teachers often have to base their teaching on school schemes of work and this may limit possibilities for the use of technology in some areas of the curriculum.
Student teachers also bring their own levels of confidence with ICT into this situation. They may be experienced and confident in a narrow or wide range of personal uses, but this does not necessarily transfer into pedagogy. They may also have good technical knowledge but again this doesn't always translate into classroom application.
Whilst the key focus for teachers of English may remain on verbal expression, there has been growing interest on the significance of multimodal composition and the need for teachers to be confident in supporting learners in designing and interacting with multimodal texts.
 
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