Embedding ICT within ICT?

When lesson planning for an ICT lesson, it is quite straightforward to consider where minimum core Math and English could be embedded within activities, but as the lesson itself is innately about computing, it is often quite a challenge to step back and look at the core computing skills which could be enhanced within the scope of the session.

When considering how to embed minimum core it is important to look to guidance from professional standard documentation. The main core ICT skills can be found within the Companion For Minimum Core (Lawton and Turnbull, 2007). For example 'encouraging learner autonomy' can be achieved by demonstrating the various levels of control that a user can have over a computer system. This is an excellent way to ensure differentiation within a session as the basic use of software can be extended with the use of menus and then again by teaching shortcut and function keys for advanced users.
Other sources of guidance can come from qualification specifications. For example the NCFE entry level certificate in ICT (2005) indicates that to meet standards a learner will be expected to:

Find information from ICT-based sources using appropriate facilities

This provides the opportunity to embed minimum core into sessions where research is encouraged. The skills required to effectively research using ICT is a skill that is quite different to researching via traditional methods. For example, it might be useful to teach learners how to effectively search via a search engine, such as Google, using specific commands to return more specific results. (For examples see the following guide http://www.googleguide.com/advanced_operators_reference.html)

As pointed out by Lawton and Turnbull (2007), it is also important to remember that:

ICT, however, covers a much wider range of technologies than computers and computer-related hardware and software. Information and communication technology may also include:

• digital cameras, camcorders and other image capturing equipment
• interactive whiteboards
• digital television, video, audio and other related multimedia equipment
• mobile phones and associated technology to support learning
• learning platforms
• graphic calculators.

Therefore there are many other opportunities to enable the use of minimum core ICT in the classroom. An example of this would be a from a recent lesson where the students were shown how to use a specific type of digital camera to capture images which could later be used within a digital animation for their assignment. Additionally, the use of learning platforms are part of the course from day one, as learners are inducted in the use of the VLE for file sharing, formative assessment and communication purposes. By highlighting the benefits of using such a platform, we can encourage learners to develop skills which will be useful later in their education and beyond as the use of CMS platforms become more prolific in everyday life.

It will be interesting to hear about how ICT is embedded within other sectors, especially those where computers are not a part of the common classroom environment.


Lawton. T, Turnbull. T, 2007. Companion Guide to the Minimum Core. [PDF] London. Lifelong Learning UK.  Available at: <http://dera.ioe.ac.uk/2333/1/Companion_for_minimum_core.pdf> [04/03/14]. 

NCFE, 2005. NCFE entry level certificate in ICT Issue 1. [PDF] Newcastle Upon Tyne. NCFE. Available at: <http://ictskillsforlife.co.uk/100-5637-3-qualspec.pdf> [04/03/14].