Improving Classroom Learning with ICT

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ISBN: 9780415461740 | 041546174X
Cover: Nonspecific Binding
Copyright: 12/24/2008

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The first book to take a holistic approach to using ICTs to enhance teaching and learning in the classroom. Based on research, it weaves together evidence of teachers' and learners' experiences of ICT outside school, how policy and management issues impact on learning, and what actually happens when ICT is fully integrated into teaching and learning.

List of illustrations	p. x
Acknowledgments	p. xii
Contributors	p. xiii
Authors' preface	p. xiv
What are the issues?	p. 1
A holistic approach to understanding teaching and learning with ICT	p. 3
What is the issue?	p. 3
Why does this matter?	p. 4
Achieving change	p. 6
Developing professionals	p. 6
Video as a tool for investigating teaching and learning	p. 7
A teacher reflects on the use of video	p. 8
Using theory and research to inform practice	p. 9
Building knowledge about ICT	p. 11
Learning about functions and graphs	p. 12
Using e-mail to develop understanding of how a sense of audience shapes writing	p. 15
A teacher's perspective on researching ICT and learning	p. 17
Summary and conclusions	p. 22
What does the research tell us?	p. 27
Intergrating ICT in teaching and learning	p. 29
Exploiting available technology	p. 30
Incidental, idiosyncratic and intentional learning	p. 32
Learning language in the primary school	p. 34
Geometry and proof in the secondary school	p. 39
Understanding and exploiting the potential of ICTs	p. 44
Developing common understandings and knowledge	p. 46
Which tools should be privileged?	p. 46
Summary and conclusions	p. 47
Learning and technology	p. 49
Introduction - the finger-tip effect	p. 49
Case study: The use of VirtualFishtank in a primary science lesson	p. 50
Interpreting what happened in the classroom - a complex mix of people, culture and technology	p. 56
The instrumentation framework	p. 59
How can instrumentation explain what happened in the VirtualFishtank lesson?	p. 62
The artefact - VirtualFishtank	p. 63
Instruments constructed by students	p. 64
Some other examples of instrumentation	p. 65
Summary and conclusions	p. 67
The enabled practitioner	p. 70
Introduction	p. 71
Ian Thompson	p. 71
The concept of community	p. 73
Layers of community	p. 75
Micro-communities and the investigation of practice	p. 78
An illustration of community learning	p. 81
Rachel Yates - Thinking it through'	p. 81
Towards the 'enabled practitioner'	p. 83
Summary and conclusions	p. 86
Creative designs for learning	p. 88
Liberating constraints	p. 88
Writing in a foreign language	p. 89
Composing in music	p. 95
Dance eJay in the primary school	p. 95
Music for film in the secondary school	p. 99
Enhancing geographical enquiry	p. 105
Freedoms and constraints	p. 109
Summary and conclusions	p. 113
Discerning literacy	p. 115
What does it mean to be literate?	p. 115
Research context	p. 119
Multimodal practice: gains and losses	p. 120
Writing with language/working with images	p. 125
Writing Alice	p. 126
PowerPoint poetry	p. 128
Multimodality, the web and literary value	p. 132
Students as discerners of literacy	p. 135
Summary and conclusions	p. 136
'Aliens in the classroom 2': when technology meets classroom life	p. 138
Vignette: Alien 2	p. 139
Introduction	p. 141
Opening the technology 'black box'	p. 142
Toward a local ecology of knowledge production with ICTs	p. 145
New economies of knowledge production	p. 147
Classrooms as particular kinds of digitally mediated social formations	p. 153
'Assemblages': a metaphor for seeing classrooms as dynamic social formations	p. 154
Summary and conclusions	p. 155
Connecting cultures: home and school uses of ICT	p. 158
Using computers and the Internet in the home	p. 159
Constructing the computer and Internet in the home	p. 159
Contours of participation in digital cultures outside school	p. 162
Family practices	p. 162
Alan the family information gatherer	p. 163
A Teacher in the corner of the home	p. 164
Being a rock musician	p. 165
Comparing patterns of computer and Internet use at home and school	p. 166
When games go to school	p. 167
Colliding or concurring cultures	p. 174
Summary and conclusions	p. 176
	p. 179
Breaking into the curriculum: the impact of information technology on schooling	p. 181
ICT and society	p. 181
ICT and school geography	p. 187
Future subjects/geographies	p. 189
Summary and conclusions	p. 192
10	p. 195
Introduction	p. 195
Learning, tools and culture	p. 197
Learning data handling in the primary school	p. 198
Improving learning with ICT - developing a toolkit	p. 201
Ways into knowledge worlds - the role of language	p. 203
The classroom as a knowledge-building community	p. 204
Summary and conclusions	p. 206
From 'should be' and 'can be' to 'will be': reflections and new directions on improving learning with ICT	p. 208
'Breaking open' to 'break into' ICT discourses to insert curriculum and pedagogical substance and meaning	p. 210
Designing the conditions for learning with technology	p. 213
Concluding remarks	p. 215
Methodological appendix	p. 216
Objective and aims	p. 216
Organisation and partnership	p. 216
Subject design teams and initiatives	p. 217
Research themes	p. 219
Research methods	p. 219
Analytical techniques	p. 226
Bibliography	p. 229
Index	p. 238
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Improving Classroom Learning with ICT

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