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APPLICATION GUIDE

March 2010

Teaching Information andCommunication TechnologyAn application of the new overarching professional standards forteachers, tutors and trainers in the lifelong learning sector

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Contents

Teaching Information and Communication TechnologyAn application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Introduction 3

The context for teaching ICT 4

Organisation of the document 6

Section one: Elements 8

Section two: Guidance on extent of elements 17

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Introduction

1For the purpose of this document the word ‘teacher’ has been used as a generic term for teachers, tutors, trainers, lecturers and instructors in thelifelong learning sector.

This application guide defines the skills,knowledge and understanding that teachers1 ofinformation and communication technologies(ICT) need to work with learners on programmesup to level two in further education in England. In the context of this publication, ICT refers tothe range of digital technology available, and how this can be used to communicate and convey information.

It is an application of the ‘New OverarchingProfessional Standards for Teachers, Tutors andTrainers in the Lifelong Learning Sector’. Thesestandards were published in December 2006and describe, in generic terms, the skills,knowledge and attributes required of those whoperform the wide variety of teaching and trainingroles undertaken with learners and employers.

The standards:

• are context free and level free, in order torepresent all areas of work and new teachers,experienced teachers and teacher educators

• represent the teaching and learning cycle, withwhich all teachers engage; initial assessment,planning and preparation, teaching, assessment,evaluation and quality improvement throughresponding to evaluation.

An application guidance document, such as this,provides more detail for the standards wherethis is considered of value. These documentscan be written for any suite of standards. They can be written for a particular contexte.g. offender learning, a particular group oflearners or users, e.g. disabled learners, or for a particular subject, as in this document for theteaching of ICT.

Application guidance documents are producedthrough consultation with stakeholders and therelevant community of practice. They reflect abroad understanding of how the standards shouldbe applied for a particular context, group ofindividuals or subject.

Teachers may use the guidance to:

• identify their continuing professionaldevelopment (CPD) needs

• plan the acquisition of new knowledge and skills

• develop existing skills to meet the needs of learners.

Learning providers, employers, staff developmentand HR managers may use the guidance to:

• share and disseminate good practice

• illustrate how the standards apply to theteaching of ICT

• underpin staff training and CPD opportunities

• use in recruitment and appraisal activities

• promote quality improvement

• motivate and assist their workforce to developnew skills.

Teacher educators and awarding organisationsmay use the guidance to:

• support qualification development andassociated guidance

• map current training programmes andqualifications against the standards

• inform curriculum development, delivery and assessment.

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The context for teaching ICT

This section considers the context in which theguide has been developed.

The Governments white paper ‘21st CenturySkills, Realising Our Potential (2003)’2 designatedICT a Skill for Life (SfL), as part of theGovernment’s strategy to ensure all adults havethe necessary ICT skills to become e-citizens inthe 21st century. ICT skills are essential for alladults, so as not to be disadvantaged in accessinginformation, learning, services or employment.

In 2005, the DfES published its e-strategy‘Harnessing Technology: Transforming Learningand Children’s Services (2005)’3 whichrecognised the need to focus on embedding e-learning and ICT across the curriculum, andto enhance practitioners’ pedagogical skills. Thiswas reinforced in it’s more recent e-strategy‘Harnessing Technology: Next GenerationLearning 2009–12’4.

ICT has a major role to play in helping todeliver the UK’s ambition to become a worldclass leader in skills, with the ‘Leitch Review’5

identifying ICT as a major force for change, andan important component in the economic wellbeing of the country. In a literacy, language andnumeracy (LLN)/functional skills context, ICTprovides a route into learning for people toimprove their literacy and numeracy skills6.

As a result of the Government’s white paper7,the national ICT SfL standards (2004), alongwith supporting curriculum, were written. Theyprovide an emphasis on the types of informationavailable and related processes, rather than thetypes of software. The standards are aligned toICT key skills, the National Curriculum for ICTand National Occupational Standards (NOS).

2Department for Children, Schools and Families, 2003, 21st Century Skills, Realising Our Potential 3DFES, 2005, Harnessing Technology: Transforming Learning and Children’s Services and BECTA, 4DFES, 2009, Harnessing Technology: Next Generation Learning 2008–14 5HM Treasury, 2006, Leitch Review of Skills 6DIUS 2009 Skills for Life: Changing Lives (the refreshed Skills for Life Strategy)7Department for Children, Schools and Families, 2003, 21st Century Skills, Realising Our Potential 8Baroness Estelle Morris, 2009, Independent Review of ICT User Skills 9Department for Innovation and skills, 2009, The Digital Britain report

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ICT SfL has been designed to meet the needsof a wide range of learners, using an approachthat is very different from the usual delivery ofICT courses. It emphasises the importance ofpurposeful use of ICT within all contexts ofliving, as well as developing critical judgement,transferable skills and independent users of ICT.This makes it very different from many ICTcourses which have a tendency to emphasiselearning delivery on using specific applications.

Functional ICT skills pilots were launched in2007 and will run until 2010. The functional ICT standards mirror those of ICT SfL and likethese, have an emphasis on purposeful activities.

The report ‘Independent Review of ICT UserSkill’8, by Baroness Estelle Morris, outlined whydigital life skills have an important role to play ina citizen’s health, well-being and the wider UKeconomy. The review concentrated on the ICTbasic skills of adults and adopted the term‘Digital Life Skills’ to identify the basic ICT skillsrequired to ‘use a computer to safely, enter,access and communicate information online’. The report also made recommendations whichfocused around the notion of providing an‘Entitlement’ to digital life skills which wouldprovide up to nine hours of funded support.

‘The Digital Britain report’9, published in June2009, stated that:

“We believe digital life skills are essential for allcitizens. Government therefore welcomes therecommendations of the independent review ofICT user skills for adults conducted by EstelleMorris, including the proposals in:

• Working towards a basic digital life skillsentitlement for all adults

• Clearer progression routes to IT userqualifications

• Encouraging more provision of training for IT user qualifications

• Ensuring skills provision underpins the strategyfor digital media literacy.”

Digital technology can be used in manycontexts for users who may not recognise theyare using ICT skills. The use of digital and socialmedia is examples of this. Twitter, Facebook,blogs, i-Phones and MP3 players all provideexamples of the use of digital technology in therapidly evolving technological 21st century.

The ICT SfL, ICT functional skills standards(which stress the importance of purposeful use of ICT) and the NOS for IT users, were all important references used during theproduction of this application guide.

8Baroness Estelle Morris, 2009, Independent Review of ICT User Skills 9Department for Innovation and skills, 2009, The Digital Britain report

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Organisation of the document


The professional standards

The ‘New Overarching Professional Standards for Teachers, Tutors and Trainers in the LifelongLearning Sector’ lists the values and commitment,knowledge, understanding and professionalpractice expected of all teachers. This informationis detailed in domains which reflect the functionsof the role. There are six domains:

Domain A: Professional values and practice

Domain B: Learning and teaching

Domain C: Specialist learning and teaching

Domain D: Planning for learning

Domain E: Assessment for learning

Domain F: Access and progression

Application of the professional standardsThis application guide provides detail of theapplied skills, knowledge and understandingexpected of teachers of ICT. This detail isprovided against the value and commitmentstatements (coded as ‘S’ statements – AS1, BS1,etc.) from each domain of the standards. All valueand commitment statements from the standardshave been listed. In sections one and two of thisdocument you will find the statements in the lefthand column and the applied skill, knowledge andunderstanding in the right hand column. Appliedskills, knowledge and understanding are detailedas elements. All elements are listed in sectionone for quick reference. Further guidance onextent of coverage for these elements is providedin section two.

ElementsElements have been developed to explain, andillustrate, how the generic value and commitmentstatements can be applied for teachers of ICT.Some of the value and commitment statementshave one associated element, while others havemore. If little or nothing could be added byapplying the statements to employability, noelements have been developed. Where this is the case the words ‘informed by professionalstandards only’ indicate that a statement has noassociated elements.

Avoiding duplicationAs this guide has been produced to address the needs of teachers working in a particularspecialist area, there is a need to avoid repetitionof information in Domain B and Domain C due to their similarity. To avoid this, the guidedetails more pedagogical skills, knowledge andunderstanding in Domain B and more ICT skills,knowledge and understanding in Domain C.

CodingThe elements are coded with the domain letter,linked with the associated commitment statementand are in number sequence. For example,

C1.3 ICTUnderstanding and keeping up to date with current knowledge in respect of ownsubject area.

The letter C identifies the standards domain,the number one relates to the commitmentstatement, and the number three identifies this is the third element for this particularstatement. ICT is a suffix to indicate this is anelement from the ICT application guide.

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Guidance on extentExtent of coverage for each element is given in section two of this document. This has beendeveloped through consultation with stakeholders and the community of practice. This is notconsidered as comprehensive or prescriptive. Teachers may need a broader or narrower range of applied skills, knowledge and understanding than is detailed here. This will be dependent on the learners they are working with and the context.

The suggested extent of coverage for each element is written below the associated element asshown in the example below.

Standard statement ICT element

(Commitment statement from standards)

CS1Understanding and keeping up to date with current knowledge in respect of own specialist area.

ExampleC1.3 ICT (Element)Understand the implications for learning ofpurposeful use of ICT.

Teachers of ICT know and understand: (Extent)

• The use of ICT as a tool, determined by need,resource, choices, action, feedback, evaluationand potential empowerment.

• The nature of ICT in everyday life and acrossother areas of learning.

• How to develop activities around learners’strengths, interests and needs.

• How to identify requirements to solveproblems, including considerations ofresources and constraints.

Section one: Elements

Domain A: Professional values and practiceStandard statement ICT element

Teachers in the lifelong learning sector are committed to:

AS1All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

AS2Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

AS3Equality, diversity and inclusion in relation to learners, the workforce and the community.

AS4Reflection and evaluation of their own practice and their continuing professional development as teachers.

AS5Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.

AS6The application of agreed codes of practice and the maintenance of a safe environment.

AS7Improving the quality of their practice.

A1.1 ICT Take account of how personal, social and culturalfactors will affect the acquisition of ICT learningand development.

A1.2 ICT Understand the importance of purposeful use ofICT within contexts of learning and living.

A2.1 ICTAppreciate the potential contribution thatlearning ICT skills can benefit the learner and inthe wider community.

Informed by professional standards only.

A4.1 ICTIdentify research, publications and other relevantsources and understand these can be used toinform the teaching of ICT.




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Domain B: Learning and teachingStandard statement ICT element


BS1Maintaining an inclusive, equitable and motivating learning environment.

BS2Applying and developing own professional skills to enable learners to achieve their goals.

B1.1 ICTCreate a learning environment which fosters a positive self image and develops a confidentICT user.

B2.1 ICTUse learning activities and resources which relateto learners life goals and their aims for using ICT.

B2.2 ICTEnable learners to develop critical judgement,problem solving and transferable skills relating in ICT.

B2.3 ICTProvide learning activities to enable learners todevelop and apply ICT skills.

B2.4 ICTDevelop learning activities to enable learners todevelop an understanding of the characteristicsof data and information.

B2.5 ICTEnable learners to understand the importance ofusing appropriate methods to minimise thesecurity risk to ICT systems and information.

B2.6 ICTDevelop and use activities to enable learners touse ICT tools and applications for a given purpose.

B2.7 ICTEnable learners to understand how to use theinternet to search, select and communicateinformation.

B2.8 ICTEnable learners to use a range of social medianetworking tools.

B2.9 ICTEnable learners to understand how to combinedifferent types of information and data in orderto present the information effectively.

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BS3Communicating effectively and appropriately with learners to enhance learning.

BS4Collaboration with colleagues to support the needs of learners.

BS5Using a range of learning resources to support learners.

B2.10 ICTEnable learners to understand the importance ofevaluating the effectiveness of ICT in achievingpurpose.

B2.11 ICTEncourage learner-teacher and learner-peerinteraction to support development of ICT skills.

B2.12 ICTKnow how the standards and curriculum incommon usage for ICT are structured and usedto support learning.


B3.2 ICTUse a range of communication strategies tosupport the conceptual development of ICT.

B3.3 ICTEnable learners to develop appropriate ICTvocabulary.


B5.1 ICTUse awareness of learner needs and goals toselect, develop and use resources to support ICTskills development.

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Domain C: Specialist learning and teachingStandard statement ICT element



C1.1 ICTUnderstand how current learning theories and principles relate to the development of own ICT skills.

C1.2 ICTUnderstand the changing role of ICT in the worldand how it will impact on the development ofICT skills.

C1.3 ICTUnderstand the implications for learning ofpurposeful use of ICT.

C1.4 ICTUnderstand the importance of evaluating theeffectiveness of ICT in achieving purpose.

C1.5 ICTUnderstand how own ICT skills can be updatedand applied.

C1.6 ICTEvaluate use of ICT in own practice.

C1.7 ICTUnderstand issues of equality and access in relationto the potential and challenges of ICT for learners.

C1.8 ICTKnow how to select and use IT systems andsoftware which are appropriate for a given taskor purpose.

C1.9 ICTUnderstand the reasons for using ICT or aspecific skill to complete a task.

C1.10 ICTKnow how to explain why ICT is being used fora given task or purpose.

C1.11 ICTUnderstand how to integrate ICT skills withinother curriculum areas.

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C1.12 ICTUnderstand ways in which ICT skills can betransferred and used in new contexts.

C1.13 ICTUnderstand how to access and use ICT to storeand manage data and information.

C1.14 ICTKnow the variety of ways in which text and tableinformation can be presented and used for arange of activities.

C1.15 ICTUnderstand a range of ways in whichpresentation software can be used and combinedwith media to present information.

C1.16 ICT Understand how spreadsheets can be used, inthe context of learning, to organise, analyse,process and present information.

C1.16 ICTUnderstand how database software, tools andtechniques can be used to manage search,analyse and present information.

C1.17 ICTUnderstand how imaging tools can be used tomanipulate and present information to achievedifferent purposes.

C1.18 ICT Understand how audio/video software andhardware can be used for different purposes.

C1.19 ICTKnow how and why a range of different types ofcommunication media are suitable for differentpurposes.

C1.20 ICT Understand how a range of different types ofinformation can be brought together andpresented as multimedia.

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CS2Enthusing and motivating learners in own specialist area.

CS3Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS4Developing good practice in teaching own specialist area.

C1.21 ICTUnderstand how a range of multimedia tools canbe used within teaching and learning.

C1.22 ICT Understand how ICT can be used to supportcollaborative learning and communication.

C1.23 ICTUnderstand ways to explain the characteristics ofinformation.

C1.24 ICTUnderstand the factors that affect the use of webbased and other sources of information.

C1.25 ICTUnderstand how to use the internet to searchfor and select information to meet requirements.

C1.26 ICTUnderstand ways in which emerging technologycan be used to develop ICT skills.

C2.1 ICTUnderstand how to use strategies that engageand enthuse ICT learners.

C2.2 ICT Understand the importance of appropriate andpurposeful use of ICT within a wide range ofcontexts of learning and living.


See element A4.1 ICT.

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Domain D: Planning and learning Standard statement ICT element


DS1Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

DS2Learner participation in the planning of learning.

DS3Evaluation of own effectiveness in planning learning.

D1.1 ICTPlan a range of different types of ICT sessionswhich take into account the individual needs ofthe learner and curriculum requirements.

D1.2 ICT Develop personalised learning journeys forlearners developing ICT skills.

D1.3 ICTPlan sessions and activities to encouragelearners self confidence in ICT, and incorporatestrategies for overcoming barriers in the use of ICT.

D1.4 ICTUnderstand the use, content and intention ofthe relevant ICT standards and curricula withinthe planning process.

D1.5 ICT Understand the impact that learning difficultiesand disabilities can have on ICT learning, andplan to support individual needs.

D2.1 ICT Apply knowledge of ICT learners to theplanning practice.

D3.1 ICTEvaluate delivery of ICT and use conclusions toinform future planning.

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Domain E: Assessment for learning Standard statement ICT element


ES1Designing and using assessment as a tool for learning and progression.

ES2Assessing the work of learners in a fair and equitable manner.

ES3Learner involvement and shared responsibility in the assessment process.

ES4Using feedback as a tool for learning and progression.

ES5Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress.

E1.1 ICTApply a range of assessment tools andstrategies which are appropriate to the contextand purpose.

E2.1 ICTRecognise that learners will have ICT skills andstrengths which may not conform to broadstandards.

E2.2 ICTUndertake ICT measures to ensure assessmentis accessible to learners with learning difficultiesand disabilities.

E2.3 ICTRecognise the impact learner’s background andprevious educational experiences will have onthe ICT assessment process.

E3.1 ICTEncourage learners to take responsibility forthe assessment of their own learning.

E4.1 ICTUse feedback and dialogue to enable learnersto develop skills and knowledge.


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Domain F: Access and progression Standard statement ICT element


FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS2Providing support for learners within the boundaries of the teacher role.

FS3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area.

FS4A multi-agency approach to supporting development and progression opportunities for learners.

F1.1 ICTSignpost and encourage learners towardslearning and progression opportunities throughthe use of ICT.



F4.1 ICTDevelop a relationship with a range of differentspecialist services, agencies and professionalsfor ICT learners.

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Domain A: Professional values and practiceStandard statement ICT element


AS1All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

A1.1 ICT Take account of how personal, social andcultural factors will affect the acquisition of ICT learning and development.

Teachers of ICT know and understand:

• Learners will have diverse backgrounds andICT needs.

• Learners may have literacy, language and/ornumeracy needs and how to provide thenecessary support and signposting.

• A range of factors that may impede ICTskills development including, age, lifeexperience and technology phobia.

• How to build on learners existingeducational and technological knowledge todevelop ICT understanding and skills.

• What is meant by digital inclusion.• How to use and apply understanding of

learner’s aspirations to support theirdevelopment and progression.

• The motivational factors for ICT learningincluding life, learning and work.

A1.2 ICT Understand the importance of purposeful useof ICT within contexts of learning and living.


• The ways in which learners can besupported to identify the appropriate usesand benefits of ICT within their everyday life.

• How other areas of learning and lifeexperiences can be used as a context todevelop and apply ICT skills.

• The implications and importance of purposefuluse of ICT when working with learners.

Section two:Guidance on extent of elements

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AS2Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

AS4Reflection and evaluation of their own practice and their continuing professional development as teachers.

A2.1 ICTAppreciate the potential contribution thatlearning ICT skills can benefit the learner and in the wider community.


• The contribution that ICT skills can make toemployment opportunities.

• The impact that limited ICT skills has onaccess to public services, education, benefitsand public life.

• The range of ICT that can be used to widenlearning in a personal, community and globalcontext.

A4.1 ICTIdentify research, publications and otherrelevant sources and understand how these can be used to inform the teaching of ICT.


• How to keep up to date with emergingpolicies, trends and research relating to ICTand its broader context.

• Where ICT sits in relation to other areas oflearning, for example, ITQ, functional skills,ESOL and e-learning.

• The impact of national strategies, policiesand initiatives on the development andteaching of ICT skills.

• How research can inform teaching andlearning practice.

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Domain B: Learning and teachingStandard statement ICT element


BS1Maintaining an inclusive, equitable and motivating learning environment.

B1.1 ICTCreate a learning environment which fosters a positive self image and develops a confidentICT user.

Teachers of ICT:

• Recognise the effects of learner backgroundson perceptions of ICT.

• Recognise that learners may feel uncomfortableabout making mistakes when using ICT, andneed to be supported so mistakes can be usedas opportunities for further learning.

• Have an understanding of why learners wantto gain or improve ICT skills.

• Use strategies to overcome affects of ICT fear.• Explore ways in which ICT can be used to

motivate learners.• Build on existing knowledge and

understanding to foster learners’ positiveself image.

• Support learners to become self-confidentusers of ICT.

• Recognise the contribution of ICT learningwhich occurs informally outside formallearning contexts and know how this can be supported.

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BS2Applying and developing own professional skills to enable learners to achieve their goals.

B2.1 ICTUse learning activities and resources whichrelate to learners life goals and their aims forusing ICT.

Teachers of ICT:

• Develop and use purposeful ICT activities. • Guide learners to make choices and to set

challenging goals. • Develop an ethos of mutual support and

encouragement between learners. • Use ICT activities to make connections with

other learning.• Develop activities which reinforce and

support learners to develop a conceptualunderstanding of information, communicationand ICT.

B2.2 ICT Ways of enabling learners to develop criticaljudgement, problem solving and transferableICT skills.

Teachers of ICT:

• Encourage and support learners to takeresponsibility for and reflect on their ownlearning.

• Develop approaches that can be used tosupport learners to become problem solvers.

• Develop approaches that can be used tosupport learners develop their criticaljudgement.

• Develop learners’ awareness of how toselect and use ICT to good effect and withina range of contexts.

• Use teaching and learning approaches whichenable learners to develop transferable skills.

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B2.3 ICTProvide learning activities to enable learners todevelop and apply ICT skills.

Teachers of ICT:

• Use approaches and methods to enablelearners to interpret new ICT knowledgewithin their existing areas of experience and skills.

• Use approaches and methods to enablelearners to develop conceptual understandingof ICT.

• Enable learners to develop an understanding of their own changing learning needs and thepath towards the goal of independent learning.

• Use approaches which enable learners toapply generic skills to specific applicationsand tools.

B2.4 ICTEnable learners to develop an understanding ofthe characteristics of data and information.

Teachers of ICT:

• Enable learners to understand thatconsideration of information should includeuse and judgement of: traditional and ICT-based sources, informal and authoritativesources, partisan and impartial sources.

• Enable learners to understand that qualitiesof information such as permanence,immediacy, currency, precision, accuracy,reliability, generality, specificity, context andrelevance vary and their relative significancedepends on purpose.

• Enable learners to understand that informationcan be used for differing purposes such asevaluating, analysing, concluding, sharing and presenting.

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• Enable learners to understand how data and information can be stored including indatabases, in bespoke applications and onthe web.

• Use approaches which enable learners touse data to develop information.

• Enable learners to apply search criteria toretrieve the required information.

B2.5 ICTEnable learners to understand the importanceof using appropriate methods to minimise thesecurity risk to ICT systems and information.

Teachers of ICT:

• Enable learners to recognise the potentialrisks of malware, spyware and inappropriateuse of computers.

• Ensure learners are familiar with theorganisation’s controls and security systemsand understand how to minimise risk.

• Ensure learners are familiar with a range ofsafety precautions available to protect ITsystems and data.

B2.6 ICTDevelop and use activities to enable learners touse ICT tools and applications for a given purpose.

Teachers of ICT:

• Enable learners to understand that the choiceof software and tools will be influenced bycontext and purpose, and enable then tomake the appropriate choices.

• Use a range of activities to enable learnersto improve their ability to:– Create, adapt, manipulate and present

text, data, audio and images for a purpose. – Create and generate appropriate charts,

graphs and tables to present informationto achieve a purpose.

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– Analyse information.– Use automated routines to carry out

tasks and activities, for example,conditional functions, search and replace.

• Enable learners to use spreadsheets asmodels to trial possibilities.

B2.7 ICTEnable learners to understand how to use theinternet to search, select and communicateinformation.

Teachers of ICT:

• Use a range of approaches to enable learnersto improve their skills to use the internet:– develop strategies for finding information,

for example, using a search engine.– select and use sources of information

which are fit for purpose.– understand the implications of using

web-based sources of information, for example, understanding where theinformation has come from, when it wasproduced, acknowledgement of sources.

– understand different types ofcommunication media, for example,podcasts, blogs, websites and email.

– understand safety implications of usingthe internet, for example, keepingpersonal information secure and avoidingunwanted material.

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B2.8 ICTEnable learners to use a range of social medianetworking tools.

Teachers of ICT:

• Use a range of approaches which enablelearners to improve their ability to use andcombine the uses of:– Blogs– Microblogging – Social networking– Wikis– Social bookmarking– Social news– Video, image and audio sharing– Virtual worlds– Game sharing.

• Enable learners to develop the social skills tocommunicate and interact online appropriately.

B2.9 ICTEnable learners to understand how to combinedifferent types of information and data in orderto present the information effectively.

Teachers of ICT:

• Use a range of approaches to enablelearners to improve their ability to:– bring together and organising, audio,

images, tables, charts, graphs and text whenwriting or creating content, for example,reports, web content and presentations.

– use hyperlinks and bookmarks to providealternative paths for the reader.

– understand and use sound/video to enhance written materials andcommunication of information.

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• Enable learners to understand the need toconsider ‘fit for purpose’ and audience needswhen creating materials which amalgamatedifferent types and sources of information.

B2.10 ICTWays of enabling learners to understand theimportance of evaluating the effectiveness ofICT in achieving purpose.

Teachers of ICT:

• Enable learners to understand that the processof evaluating ICT solutions, and the benefits ofcritical reflection in informing future actions.

• Use methods that enable learners to developa reflective and self-critical approach to theirICT activities, to encourage review of eachothers’ work and constructive use offeedback, and to recognise the benefits ofsuch peer review to both sides.

• Use questions to stimulate reflection, such as:

– Is this the most sensible way to proceed?– Am I using the right information? – Does it work? – How can it be improved? – Can it be simplified by the use of

automated routines? – How well does it meet the intended

purpose? – Is it appropriate for the intended

audience?

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BS3Communicating effectively and appropriately with learners to enhance learning.


Teachers of ICT:

• Use approaches and classroom managementtechniques which encourage learners towork effectively with others.

• Use peer support to enable learners todevelop and share ideas.

• Encourage the use of debate to challengeideas and preconceptions around the use ofdigital technology.

B3.1 ICTUse a range of communication strategies tosupport the conceptual development of ICT.

Teachers of ICT:

• Use strategies such as discussion, debateand questioning to encourage learners todevelop problem solving approaches andcritical thinking in their use of ICT.

• Facilitate a deeper understanding by use ofhigher order questioning skills.

• Recognise, analyse and query misconceptions.• Use a range of non-verbal strategies to

support conceptual understanding, forexample, using multimedia and animation.

B3.2 ICTEnable learners to develop appropriate ICT vocabulary.

Teachers of ICT:

• Use and encourage use of technical vocabularyand concepts to support learners’ understandingand remove barriers to learning.

• Use communication with learners todevelop ICT concepts and skills.

• Develop and use strategies to encourage theactive use of ICT related vocabulary.

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BS5Using a range of learning resources to support learners.

B5.1 ICTUse awareness of learner needs and goals toselect, develop and use resources to supportICT skills development.

Teachers of ICT:

• Create, adapt and use a range of interactiveresources which are fit for purpose, takinginto account learner gender, culture and need.

• Adapt materials to make them accessible forindividual learner needs.

• Identify and use a range of ICT hardware asresources to support learning.

• Know how to use a variety of audio, digitalimaging, video creation and editing software tocreate resources and activities, for example,podcast and digital storytelling video.

• Select, adapt and use online resources.• Differentiate materials to take into account

learner needs and aspirations.• Identify and have a sound working

knowledge of a range of technological tools. • Develop learning materials and ICT that are

accessible and at the appropriate level for all learners.

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Domain C: Specialist learning and teachingStandard statement ICT element



C1.1 ICTUnderstand how current learning theories andprinciples relate to the development of ownICT skills.


• Theories and principles of ICT learning andteaching, for example, collaborative learning,active learning, individualised learning,blended and e-learning, benefits and hazardsof ICT workshops.

• Strengths and weaknesses of approaches tousing ICT in relation to the engagement oflearners, their perceptions of relevance tothem, and their achievements and progression.

• Ways to enable learners to interpret newknowledge within their existing frameworksof experience and skills.

• The range of pedagogical approaches used in order to meet learners’ needs.

C1.2 ICTUnderstand the changing role of ICT in theworld and how it will impact on thedevelopment of ICT skills.


• The benefits of ICT skills on employment,learning, health, community participationand life in society.

• The importance and how to promote thebenefits of developing ICT skills for usewithin the workplace and as a citizen.

• The contribution that the development ofICT skills can have on self-confidence andself-esteem.

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C1.3 ICTUnderstand the implications for learning ofpurposeful use of ICT.


• The use of ICT as a tool, determined byneed, resource, choices, action, feedback,evaluation and potential empowerment.

• The nature of ICT in everyday life andacross other areas of learning.

• How to develop activities around learners’strengths, interests and needs.

• How to identify requirements to solveproblems, including considerations ofresources and constraints.

C1.4 ICTUnderstand the importance of evaluating theeffectiveness of ICT in achieving purpose.


• The process of evaluating ICT solutions andthe benefits of critical reflection in informingfuture actions.

• How learners can develop a reflective andself-critical approach to their ICT activities,encouraging the review of each otherswork, constructive use of feedback and torecognise the benefits of such peer review.

C1.5 ICTUnderstand how own ICT skills can be updatedand applied.


• Sources from which they can update theirskills in the use of ICT.

• How new technologies and approaches canbe effectively integrated within the planning,delivery and assessment of ICT.

• How to undertake a variety of CPD usingICT and digital resources.

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C1.6 ICTEvaluate use of ICT in own practice.


• How to reflect on use of software and ICT-related educational materials.

• How to make judgements relating to use oftechnology, considering the need to engagelearners, and to make effective use of newopportunities, while avoiding technology-based approaches which can be distractions,for example, the latest ‘gadgets and gizmos’,‘death by PowerPoint’.

• How to reflect on success of course designand teaching.

• How to evaluate learner achievement,progression and how well their needs are met.

C1.7 ICTUnderstand issues of equality and access inrelation to the potential and challenges of ICTfor learners.


• Barriers to ICT skills development, forexample, language, literacy, numeracy,gender, age, socio-economic situation, accessto resources and inappropriate teaching.

• How learners’ attitudes and approach tolearning can affect the learning of ICT, forexample, technophobia, over-confidence,poor self-esteem, underestimation of needfor technical rigour and lack of interest.

• Methods to recognise learners literacy,language and numeracy needs liaising withliteracy, language and numeracy, and otherrelevant colleagues to provide learners withsupport where required.

• The impact and implications that learningdifficulties and disabilities may have for ICTlearners.

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C1.8 ICTKnow how to select and use IT systems andsoftware which are appropriate for a given taskor purpose.


• The functions and uses of the basiccomponents and software of an ICT system.

• The range of software that is available foruse to complete tasks.

• How different systems and software can beused to create a solution, for example, atable can be created using a variety of tools.

• How to encourage experimentation anddiscovery of methods that suit the learner.

• How to select and evaluate ways in whichICT can be applied effectively.

C1.9 ICTUnderstand the reasons for using ICT or aspecific skill to complete a task.


• Reasons why a specific item of digitaltechnology may be preferred over other ICTor non ICT options to carry out a specific task.

• A range of ways that a given task can becarried out using different digital technologiesas appropriate for the task.

• The choice of tool will be influenced bycontext.

• How to recognise and celebrate learners’achievements in using ICT to achieve purpose.

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C1.10 ICTKnow how to explain why ICT is being usedfor a given task or purpose.


• Reasons why ICT may be preferred over anon ICT method to carry out a specific task.

• How to judge potential advantages anddisadvantages of using ICT to carry out a task.

• Ways in which learners can be encouragedto consider the potential for using ICT as ameans of achieving a purpose.

• How learners can be supported to judgeand evaluate their use of ICT as a tool.

C1.11 ICTUnderstand how to integrate ICT skills withinother curriculum areas.


• The importance of using ICT as a vehicle tofacilitate other learning: through general,subject or sector-based ICT tools designed tosupport teaching and learning, for example,managed and virtual learning environments,e-portfolio systems and e-learning software.

• How to exploit the opportunities for ICT tocontribute to other areas of learning throughthe application of ICT as an essential part ofeveryday practice in each subject or sector,for example, access to information, theproduction of written material or artefacts,communication and sharing of information,tools for organising, analysing and synthesisinginformation and specialised ICT equipment.

• How to contextualise ICT skills to meetindividual needs.

• How to embed problem solving methods.• How to use transferable skills within ICT

programmes.

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• Ways to develop activities in collaborationwith colleagues to introduce and developICT skills needed in particular contexts.

• Ways in which good practice in the use ofICT (to enhance teaching and learning) can be shared.

C1.12 ICTUnderstand ways in which ICT skills can betransferred and used in new contexts.


• Sources from which skills in the use of ICTcan be updated.

• How a range of technologies can be used tocreate purposeful activities.

• How new technologies and approaches canbe effectively integrated within the planning,delivery and assessment of ICT.

• How to develop tasks that enable learnersto apply existing knowledge to new areas oflearning and ICT.

• The role of different teaching methodsalongside teaching activities, in order tofoster conceptualisation in the learningprocess, and support learners form newideas and construct theories.

C1.13 ICTUnderstand how to access and use ICT tostore and manage data and information.


• How to manage their own data, and supportlearners to manage their data, through theuse of appropriate file and folder names, andappropriate hierarchical structures to enableefficient data/information retrieval.

• How to protect their own data and supportlearners protect their data, for example,through backup and anti-virus procedures.

• Security measures for online systems, forexample, firewalls, access controls andpasswords.

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C1.14 ICTKnow the variety of ways in which text andtable information can be presented and usedfor a range of purposes.


• Ways in which a range of different text andtable generating software can be used tocreate and present information for apurpose, for example, webpages, reports,presentations and publications.

• How the choice of tool will be influenced by context and purpose.

C1.15 ICTUnderstand a range of ways in whichpresentation software can be used andcombined with media to present information.


• How to use audio, video and digital imagesto create presentations and communicate.

• How to use hyperlinks as a means of providingalternative routes for communicating.

• Common errors in the use of presentationsoftware.

• Accessibility requirements.

C1.16 ICT Understand how spreadsheets can be used, in the context of learning, to organise, analyse,process and present information.


• How to organise tables in a variety of ways to aid processing and presentation, for example, charts and graphs.

• How to use built-in calculation, dynamiclinks, for example, relative referencing andbetween tables, conditional functions andformulas to process information.

• How spreadsheet software can be used tocreate models and manage quantitativeinformation.

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C1.17 ICTUnderstand how database software tools andtechniques can be used to manage, search,analyse and present information.


• That there is a range of ways in which adatabase system can be created.

• The principles of how information isorganised in databases, for example, flat files and related tables.

• How to combine text values from multiplefields on a form, report, or data access pageto produce the required result.

• How to apply search criteria to produce therequired result.

• How to use a database system to presentinformation and generate reports.

C1.18 ICT

Understand how imaging tools can be used tomanipulate and present information to achievedifferent purposes.


• The types of images which can be used andmanipulated, for example, digital photos, 2D and 3D shapes, charts, clipart andfreehand drawings.

• Methods of creating and manipulatingimages, for example, scanning, drawingtools, grouping, text wrap and resizing.

• Methods of bringing together and organisingimages and text to achieve a purpose.

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C1.19 ICT Understand how audio/video software andhardware can be used for different purposesand in different formats.


• How audio/video software and hardwarecan be used to capture, edit and playsequences and sound.

• How media can be used within otherapplications to enhance presentation and clarity.

• Different sound/video files types andappropriate use.

• How to convert and compress files to save space.

• How to use a variety of audio and videocreation and editing software to createactivities, for example, podcast and digitalstorytelling video.

• How video and audio can be exported in a variety of formats.

• The need to review and evaluate theeffectiveness of audio-visual solutions,considering the intended purpose andaudience.

C1.20 ICTUnderstand how communication media can beused for different purposes.


• Types of communication media, for example,podcasts, blogs, websites and email.

• A range of purposes, for example, to inform,advertise, educate and persuade.

• How to support learners in tasks whichinvolve assembling, organising, structuring,analysing, synthesising, sharing andpresenting information.

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C1.21 ICTUnderstand how a range of different types ofinformation can be brought together andpresented as multimedia.


• How to combine different types ofinformation.

• The importance of developing a coherentunderstanding of ICT through synthesisinginformation rather than presenting afragmented collection.

• The need to consider the intended purposeand audience.

C1.22 ICT Understand how a range of multimedia toolscan be used within teaching and learning.


• What is meant by multimedia and the toolsthat the term encompasses.

• The potential of multimedia to inform andpersuade and how to integrate words,images and sounds for different audiencesand purposes.

• A range of ways in which multimedia toolscan be used to create resources and deliverICT activities.

• Limitations of bandwidth and downloadconstraints when working with large files.

• Use of plug-ins when accessing and usingmultimedia.

• What is meant by streamed media.

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C1.23 ICT Understand how ICT can be used to supportcollaborative learning and communication.


• The range of collaborative/communicationtools available, for example, email, learningplatforms, blogs, wikis and video conferencing.

• The role of collaborative/communicationtools in teaching and learning.

• The appropriateness of tools for certaintasks and their advantages and disadvantages.

• The importance of personal safety whenusing electronic communications.

• The need for rules of conduct whencommunicating, for example, netiquette.

C1.24 ICTUnderstand ways to explain the characteristicsof information.


• That consideration of information shouldinclude use and judgement of: traditional andICT-based sources, informal and authoritativesources, partisan and impartial sources.

• That qualities of information such aspermanence, immediacy, currency, precision,accuracy, reliability, generality, specificity,context and relevance vary and their relativesignificance depends on purpose.

• That information can be used for differingpurposes such as finding out, selecting,evaluating, comparing, assembling, organising,structuring, analysing, synthesising, deducing,concluding, sharing and presenting.

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C1.25 ICTUnderstand how to use the internet to searchfor and select information to meet requirements.


• Different strategies for finding information,for example, using a search engine.

• How to select and use sources ofinformation which are fit for purpose.

• The implications of using web-based sourcesof information, for example, understandingwhere the information has come from,acknowledgement of sources.

• Safety implications of using the internet, for example, keeping personal informationsecure, avoiding unwanted material, settingup firewalls.

• Methods of transferring search skillsbetween different contexts.

C1.26 ICTUnderstand the factors that affect the use ofweb-based and other ICT sources of information.


• Copyright and intellectual property issues on the use of materials (including audio andvideo) and their differences.

• Organisational policies on dealing withcopyright and intellectual property matters.

• How to reference electronic sourced material. • Constraints which affect the use of information.• Ways to support learners to recognise

reliable and unbiased information sources.• Ways to support learners recognise the

difference between informal and authoritativesources.

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CS2Enthusing and motivating learners in own specialist area.

• Ways of facilitating learners to developcritical judgement regarding the relevance,reliability and currency of information foundon the internet.

• Issues around plagiarism and how to guidelearners against inappropriate use ofinformation generated by others.

C1.27 ICTUnderstand the range of ways in whichemerging technology can be used as a methodof developing ICT skills.


• Use of gaming, virtual reality and simulationsto provide possibilities in teaching and learning.

• The use of digital media tools for learning,for example, blogs, micro blogging, socialnetworking, wikis, social bookmarking,social news, video, image and audio sharing,virtual worlds and game sharing.

C2.1 ICTUnderstand how to use strategies that engageand enthuse ICT learners.


• How they can support learners to see thebenefits and uses of ICT within work based,vocational and everyday contexts.

• How to build on learners’ enthusiasm,existing knowledge and understanding of ICT.

• How to support learners to develop theirown digital resources and share them with others.

• How to enhance creativity, pleasure andautonomy through the development of ICT skills.

• Ways to fit new topics into learners’frameworks of existing knowledge.

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CS4Developing good practice in teaching ownspecialist area.

• Use of individual, small group, peer, active,collaborative learning and experimentalapproaches.

• Misconceptions that can occur and how touse these to develop further teaching andlearning.

• Ways of encouraging learners to reflect ontheir own thinking and methods in order toengage with a deeper understanding offundamental concepts.

C2.2 ICTUnderstand the importance of appropriate andpurposeful use of ICT within a wide range ofcontexts of learning and living.


• The ways in which learners can be supportedto identify the advantages and disadvantagesof ICT within their everyday life.

• What is meant by purposeful use of ICT.• How other areas of learning can be used

as a context in which to develop and applyICT skills.

• The implications and importance ofpurposeful use of ICT, critical judgement andfeedback when working with learners.

See element A4.1 ICT.

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Domain D: Planning and learning Standard statement ICT element


DS1Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

D1.1 ICTPlan a range of different types of ICT sessionswhich take into account the individual needs ofthe learner and curriculum requirements.


• How ICT standards and curricula can beused to plan schemes of work, sessions and activities.

• How to incorporate into schemes of workand session plans, purposeful activities thatrelate to learners interests and experiences.

• How to use ICT as a means of developingreflective, problem solving skills, criticalthinking, transferable skills and independentlearning.

• The different needs of the learners andapproaches when planning for differenttypes of sessions, for example, workshopand small groups.

• Ways of working and planning collaborativelywith colleagues to devise schemes of workwhere ICT is embedded or integrated.

Teachers of ICT:

• Plan learning activities that integrate avariety of electronic resources and tools to enhance learning and teaching.

• Plan programmes of learning whichincorporate various approaches to assessmentof and for learning.

• Plan learning sessions for a range of differentdelivery models, for example, workshops, smallgroups, pairs, informal and formal learning.

• Set clear goals which support development ofconceptual understanding and problem solving.

• Plan activities which enable learners todevelop and apply transferable skills.

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D1.2 ICT Develop personalised learning journeys forlearners developing ICT skills.


• Ways in which learners can use ICT to assisttheir progress, development and achievetheir goals.

• Ways in which ICT can be used to supportlearners to record and measure their progress.

Teachers of ICT:

• Plan sessions and activities which aredifferentiated and take account of spikyprofiles of learners.

• Plan ways in which assistive and adaptiveICT can be used to support learners toachieve their goals.

• Support learners reviewing work, modifyinggoals and constructing new ideas.

D1.3 ICTPlan sessions and activities to encourage learnersself confidence and incorporate strategies forovercoming barriers in the use of ICT.


• How the abilities and learning preferences oflearners can be met through a range oftechnologies within the delivery of ICT.

• How the results of initial assessment may beused to plan for personalised learning.

• How to select and use ICT in planningteaching sessions that meet the needs ofindividual learners and groups.

• How to plan ICT sessions to make links withother learning, (informal and across othercurriculum areas), contexts and to suit adiverse range of learners.

Teachers of ICT:

• Plan activities to encourage learners selfconfidence and incorporate strategies forovercoming barriers in the use of ICT.

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D1.4 ICTUnderstand the use, content and intention ofthe relevant ICT standards and curricula withinthe planning process.

Teachers of ICT:

• Understand that areas within the standardscannot be covered in isolation.

• Develop tasks for learners that cover aselection of areas within the standards andat the same time remain purposeful.

• Plan for progression within the standardsand across the levels.

D1.5 ICT Understand the impact that learning difficultiesand disabilities can have on ICT learning andplan to support individual needs.


• The range of factors which may affect thelearning, development and progression ofpeople with ICT needs.

• The impact and implications that using ICT may have on learners who may lackconfidence, have physical difficulties, sensoryimpairment, learning difficulties or mentalhealth issues.

• Resources and specialist equipment whichcan be used to support learners.

• Referral processes to obtain specialist support.

Teachers of ICT:

• Adapt learning resources, equipment andenvironment to cater for individual learner’sneeds.

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DS2Learner participation in the planning of learning.

DS3Evaluation of own effectiveness in planning learning.

D2.1 ICT Apply knowledge of ICT learners to theplanning practice.


• Ways in which to discuss and agree with the learner, goals based on their personalaims, assessment results and curriculumrequirements.

• How to take into account learnersexpectations of the amount of input or controlthey have in the planning of their learning.

• The importance of dialogue with learnersduring the planning process, and the use ofclear ICT vocabulary.

• The importance of using existing knowledgeabout learners, their learning needs andcontext when planning teaching and learning.

• How to set targets with individual andgroups of learners for using ICT to achievespecific learning outcomes.

D3.1 ICTEvaluate delivery of ICT and use conclusions to inform future planning.


• Ways of using learner feedback as a meansof evaluating teaching and learning.

• The importance of using evaluation to developfurther teaching and assessment activities.

• Ways of evaluating the impact of ICT onteaching and learning.

• How to reflect and evaluate own teaching of ICT and in use this to inform the planningof further activities.

• Make connections, where appropriate, withrelevant theories, supporting their ideaswith references to literature and research.

• Ways of evaluating learner achievement andprogression, and how well their needs havebeen met.

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Domain E: Assessment for learning Standard statement ICT element

Teachers in the lifelong learning sector arecommitted to:

ES1Designing and using assessment as a tool for learning and progression.

E1.1 ICTUse a range of ICT assessment tools andmethods which are appropriate to the contextand purpose.


• How to select the assessment tools andprocedures appropriate to the context andpurpose, for example, initial, diagnostic,formative and summative.

• Ways in which formal and informalassessment can be used to identify alearners ICT strengths and profile.

• Ways to devise and use different types ofassessment (investigation, observation,practical assessments, questioning etc) asappropriate for the purpose and context of assessment.

• How to build assessment processes intolessons to identify learning has taken placeand to inform future planning.

• The use of formative assessment as meansof providing feedback on teaching and ofchanging teacher’s behaviour.

Teachers of ICT:

• Use assessment methods to identify theextent to which learners are able to transferskills from one context to another.

• Use a variety of ICT-based assessment toolsto support or enhance assessment activities.

• Devise differentiated activities to identifylearning has taken place and to contribute tothe evaluation of own teaching practice.

• Devise and use activities to promote peerand self-assessment.

• Use a range of different means of assessingICT knowledge and understanding, and thedifferent benefits and limitations.

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ES2Assessing the work of learners in a fair and equitable manner.

ES3Learner involvement and shared responsibility in the assessment process.

E2.1 ICTRecognise that learners will have ICT skills andstrengths which may not conform to broadstandards.


• The impact on the results of assessment andprocesses where learners have a range ofdifferent levels of ICT skills (spiky profile).

Teachers of ICT:

• Assess learners across a range of types of skillsto identify what learners know and don’t know.

E3.1 ICTUndertake ICT measures to ensure assessmentis accessible to learners with learning difficultiesand disabilities.

Teachers of ICT:

• Identify and use assistive and adaptivetechnologies that can be used in assessmentactivities and support learners needs.

• Recognise the characteristics and effects ofICT development for a range of learningdifficulties and disabilities.

• Devise/adapt assessment activities and tools toensure the assessment process is accessible.

E3.2 ICTRecognise the impact learner’s background andprevious educational experiences will have onthe ICT assessment process.

Teachers of ICT:

• Demonstrate an awareness of learner’sbackground and implications this has forassessment.

• Select and use assessment tools (formal or informal) to obtain valid, reliable andsufficient assessment evidence asappropriate for the learner.

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ES4Using feedback as a tool for learning and progression.

ES5Working within the systems and quality requirements of the organisation in relation toassessment and monitoring of learner progress.

E4.1 ICTEncourage learners to take responsibility forthe assessment of their own ICT learning.

Teachers of ICT:

• Develop and facilitate opportunities for peerassessment and encourage learners to useerrors as opportunities for further learning.

• Encourage learners to use self checkingstrategies and identify alternative approachesthat could be used to meet the same objective.

• Encourage learners to reflect on theirlearning and achievements.

E5.1 ICTUse feedback and dialogue to enable learnersto develop ICT skills and knowledge.


• Ways of using questioning techniques toidentify learner skills knowledge andunderstanding.

• How to provide feedback to the learner in aclear and unambiguous way, and in a mannerwhich enhances their self-esteem.

• How to use results from feedback to agreewith the learner what is to be done to buildon success and correct any mistakes.

• Ways of using feedback on assessment toinform in-situ and future planning.

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Domain F: Access and progression Standard statement ICT element


FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS4A multi-agency approach to supporting development and progression opportunities for learners.

F1.1 ICTSignpost and encourage learners towardslearning and progression opportunities.

Teachers of ICT:

• Support learners to develop research skillsto access and use services inside and outsidethe organisation.

• Support learners to obtain specialistinformation and support to meet anyliteracy, language and numeracy needsprovided within the organisation.

• Provide information about the organisationand the opportunities it may offer forprogression and other learning opportunities.

F1.2 ICTSignpost and encourage learners to use locallyaccessed computers for own use.

Teachers of ICT:

• Provide information on where to accesscomputers for own progression opportunities.

F4.1 ICTDevelop a relationship with a range of differentspecialist services, agencies and professionals toprovide additional ICT support to learners.

Teachers of ICT:

• Identify the range of national, regional andsupport services available to ICT learners tosupport their development and progression.

• Identify and work collaboratively withspecialists from other areas, both within andoutside the organisation, who can supportICT learners and their diverse needs, forexample, literacy, language numeracy needs,learning difficulties/disabilities.

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Glossary

Glossary

Assistive Assistive technology provides enhancements to technology which enable technology people to perform tasks that they were formerly unable to accomplish,

or had great difficulty accomplishing.

Blended learning Learning that involves a ‘blend’ of methodologies, for example, using an interactive whiteboard and paper-based tools in a classroom setting, and making use of both text books and online resources.

Blog (and Short for web log, this is a personal online journal that is frequently updated: micro-blog) http://www.youtube.com/watch?v=NN2I1pWXjXI. Micro-blogs follow the same

format but are limited to only a small amount of text, for example, Twitter.

e-assessment Assessment that involves technology in some way, for example, on-screen testing.

e-learning ‘Electronic learning’, the use of electronic technology to support, enhance or deliver learning.

MP3/MP4 An audio/video file format.

Netiquette Term referring to the correct ways of working online, see: http://www.bbc.co.uk/webwise/askbruce/articles/boards/netiquette_1.shtml.

Plagiarism- Software that searches through scripts and compares with other online text, thusdetecting software identifying possible plagiarism for example, ‘Turnitin’® and Google search function.

Podcast A pre-recorded audio program that’s posted to a website and is made available for download, see: http://www.youtube.com/watch?v=le3qPEeaRiM.

Social Social bookmarking is a method for internet users to store, organise, search, bookmarking manage, and share bookmarks of web pages on the internet, see:

http://en.wikipedia.org/wiki/Social_bookmarking. A good example of a social bookmarking site is ‘delicious’: http://delicious.com.Glossary

Social networking Online communication methods that may involve a range of media, see: http://www.youtube.com/watch?v=6a_KF7TYKVc.

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