5 Effective use of information technology

The purpose of this unit is for you to create a portfolio of your work to represent you as an effective user of information technology (IT) within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your IT skills. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall.

Using information technology skills
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3 Key skills assessment units

This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected.

The key skills assessment units provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new dev
Author(s): The Open University

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5 Effective communication

The purpose of this assessment unit is for you to create a portfolio of your work to represent you as an effective communicator within your study or work activities. This will involve using criteria to help you select examples of your work that clearly show you can use and improve your communication skills. However, by far the most important aim is that you can use this assessment process to support your learning and improve your performance overall.

Communicating effectively involves a
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4 Structure of the assessment units

This key skills assessment unit does not have specific questions with word limits and no statements indicating you include, say, an essay or a report. Instead, as you tackle the unit you need to ask yourself ‘Which pieces of work show my skills and capabilities to best advantage?’ When you have identified and selected evidence of your skills, you must then relate this evidence directly to the criteria.

This method of building a portfolio is based not on providing right or wrong answ
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3 Key skills assessment units

This section gives advice and guidance to help you compile and present a portfolio of selected work. You are strongly advised to read through this section so that you have an idea of what is expected.

The key skills assessment units provide an opportunity for you to integrate your development of key skills with your work or study. You may choose to concentrate on skills that you need to develop and improve for your job, for a new course, or personally to help you keep abreast of new dev
Author(s): The Open University

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2 Sources of help

This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:

  • U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec
    Author(s): The Open University

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1 Information and communication

This Key Skills Assessment Unit offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of communication.

This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio.

In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in your studie
Author(s): The Open University

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Introduction

Requires that Windows desktop be used in parallel with reading the book.

Tables and charts are a great way to present numerical information in a clear and concise form. This unit explains how to use the Windows calculator to carry out basic operations and calculate percentages. You will then learn how to use charts and tables to represent and interpret information.T

This unit is an adapted extract from the Open University course Author(s): The Open University

5.2.2 Continuous variables

Not all numbers are discrete. Consider the following measurements:

  • times to run a marathon

  • temperatures recorded at intervals during a day

  • weight of each bunch of grapes sold at a supermarket yesterday.

Time, temperature and weight are all examples of numerical data, but there is not a restricted set of values that they can take. Whereas you can have 2 or 3 children in a family but not 2.5, with tempe
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5.2.1 Discrete variables

The charts about different modes of transport and that on attendance figures at a range of cultural events all use what might be called ‘word categories’. Each category (e.g. bus, rail, cycle, and walk) is quite distinct from any other in the set of categories. Such distinct categories are known in mathematics as ‘discrete variables’.

Word categories are not the only type of variable that is discrete; numbers can also be discrete. For example, at the beginning of this section, w
Author(s): The Open University

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7.2 Reorganizing notes

The technique of re-reading completed notes and supplementing them with comments and queries is a useful way of processing ideas. Another way of processing ideas is to reorganize notes around a set of questions or thematic headings. This is particularly useful for those notes that you will be drawing upon for planning and writing assignments. They can be reworked and key concepts and ideas can thus be applied to different types of questions and issues.

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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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4 Useful addresses

Advisory Centre for Education Ltd (ACE)

Tel: 0808 800 5793 (2–5pm, Monday to Friday)

1C Aberdeen Studios, 22 Highbury Grove, London N5 2DQ.

Website: www.ace-ed.org.uk/

An independent advice centre for parents, offering information on state education in England and Wales for 5 –16 year olds. Produces a Special Education Handbook.

Alliance for Inclusive Education (Allfie)

Tel: 020 7737 6030

336 Brixton Road, London SW9 7AA


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2.3.3 Plans for action

  • Agree what the student teacher needs to do to progress, and make constructive practical suggestions to move practice forward.

  • Agree short-term achievable targets.

  • Agree to discuss the outcome of the observation and the arrangements for the next steps in their learning at the mentor session.

  • Provide the student teacher with a copy of the mentor's written observations and summary of action planning.


  • Author(s): The Open University

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Supporting professional development in ITT: introduction

This unit is for mentors, tutors and student teachers. It also provides useful information for school co-ordinators.

The following sections will help mentors and student teachers work together effectively to develop student teachers' professional skills and understanding.


Author(s): The Open University

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Learning outcomes

After studying this unit you will:

  • have an understanding of the role of mentor in relation to supporting a student teacher in the early stages of becoming a teacher;

  • recognise the skills of coaching, support and guidance required of the role;

  • have considered the issues connected with the assessment of teacher competencies.


Author(s): The Open University

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Introduction

The OU PGCE has been developed by The Open University and its partner schools to provide an innovative, student-teacher centred approach to initial teacher education. We aim to build on the skills, knowledge and experience that student teachers bring to the profession, and then to prepare them for a career in teaching. The course leads to the award of PGCE, and Qualified Teacher Status (QTS) conferred by the appropriate statutory body. Working with a Partner Schools Network, the OU PGCE provi
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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2.7 The failure of CAM therapeutic relationships: breach of boundaries

In this section, failures caused by breach of boundaries are discussed under the following headings:

  • ‘wounded healers’

  • creating dependency to satisfy practitioners’ emotional and financial needs

  • sexual abuse and exploitation.

To reiterate a point made earlier, breaches of the therapeutic relationship cover a spectrum. Some breaches invariably thwart a successful therapeutic outcome (for example,
Author(s): The Open University

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Mental Energizer!
Get students moving with this video for students in fourth through sixth grades. The exercises do not take up too much floor space and students can do the exercises at their desks. The music featured is fast-paced. (05:15)
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