Information and Communications Technology in Primary Schools, Second Edition: Children or Computers in Control?

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9781843120421 | 1843120429
Cover: Nonspecific Binding
Copyright: 12/16/2003

Rent

(Recommended)

$32.40

Term

Due

Price

Semester

Dec 13

$36.01

Quarter

Sep 13

$34.21

Short Term

Aug 16

$32.40

*This item is part of an exclusive publisher rental program and requires an additional convenience fee. This fee will be reflected in the shopping cart.
Buy New

Usually Ships in 3-5 Business Days

$49.20
eBook

Available Instantly

Online: 180 Days

Downloadable: 180 Days

$30.30

This new edition takes into account advances in software and technology such as interactive whiteboards and digital cameras, focusing upon how these new resources can be most effectively used to enhance teaching and learning in the classroom. Providing the fundamental background information to put ICT develpoments into a classroom context, the book looks at at what can be learned from the latest national research into ICT use in the classroom and provides a wide range of classroom activities. The book should be of particular interest to undergraduate and postgraduates Primary education students, INSET participants, ICT coordinators and senior managers.

Acknowledgements

vii

Introduction

1 Why All This Concern about ICT? 1

What is preventing the rapid effective development of ICT in primary schools?

(1)

What features of ICT support teaching and learning in subjects?

(3)

How should I decide whether to use an ICT approach or an alternative?

(2)

What are the implications for schools of increasing home ownership of computers?

(1)

What technical things do I need to know?

(4)

What developments are just around the corner?

(3)

2 Teaching and Learning with ICT

(15)

In what way does ICT enhance learning and teaching?

(1)

How can ICT be managed in the primary classroom?

(1)

What theoretical background is there to support the use of ICT?

(4)

Isn't ICT just about improved presentation?

(1)

Are we concerned with learning or education?

(1)

What strategies can be used to maximise the effectiveness of children's use of ICT?

(2)

Are computer games a waste of time?

(1)

How should I use a computer in the classroom?

(1)

What are some of the higher-order skills?

(1)

What is the impact of ICT on everyday applications?

(1)

How can I manage ICT in the classroom?

(3)

3 The Management of ICT in the Primary School

(18)

What is the role of the ICT coordinator?

(1)

How do I write an ICT policy?

(1)

How do I involve all the staff?

(1)

What should I include in the Introduction?

(1)

What elements of ICT should the policy cover?

(1)

Is the coordination role one that encompasses both curriculum use and management use of ICT?

(1)

What national, local and internal factors influence the school's aims for ICT?

(1)

How is ICT organised within the curriculum?

(1)

What teaching and learning styles are required for ICT?

(1)

What sort of access do staff and children have to ICT equipment?

(1)

What equal opportunities issues are there?

(1)

Do I need to include details of assessment of children's progress?

(1)

How are the physical resources to be managed?

(1)

What health and safety issues do I need to consider?

(1)

How should the policy be monitored?

(1)

What are the legal issues I should consider?

(3)

How can I evaluate and become more familiar with software?

(1)

How can I use the Internet for my own professional development?

(1)

How should I develop a scheme of work for ICT?

(5)

4 Assessment and Reporting of ICT

(17)

What are we really assessing and how should it be done?

(1)

What kind of assessment am I interested in?

(1)

How should I use the National Curriculum Level Statements for ICT?

(2)

Am I assessing ICT or something else?

(1)

Is assessing ICT all about skills and techniques, or is there something more?

(1)

How can you make sure that the quality of presentation and the complexity of the technology used does not mask poor quality content and learning?

(2)

The ICT is there, but what about real learning? 54

How can you determine the achievement of individuals when the 'product' is the result of a collaborative effort?

(1)

What techniques can I use to assess children's attainment?

(2)

What should self-assessment records look like?

(2)

How can I keep effective records of progress in ICT?

(2)

What sort of report should I be able to provide for parents?

(1)

How can I find the time to do all this planning, assessing and recording?

(2)

Is there software to help with assessing children?

(2)

5 Children in Control of the Computer

(23)

What are the content-free ICT packages that children should be able to use?

(13)

Desktop publishing

(10)

6 The Computer in Control of the Child

(9)

How have teaching machines evolved?

(1)

In what ways are today's programs different from the original computer-based learning packages?

(1)

Arc content-rich multimedia CD-ROMs actually computer-based learning packages?

(1)

What are current computer-based learning packages like?

(1)

What are integrated learning systems?

(1)

Do integrated learning systems work?

(1)

What is e-learning?

(2)

Can we write children's reports using ICT?

(2)

7 ICT and the Core Subjects of the National Curriculum

(18)

How can ICT be used specifically in English work?

(7)

How can ICT be used specifically in mathematics work?

105

(5)

How can ICT be used specifically in science work?

110

(6)

8 ICT and the Foundation Subjects of the National Curriculum

116

(26)

Am I using ICT to develop children's capability or to enhance teaching and learning?

116

(1)

Should ICT be taught separately or as a cross-curricular activity?

116

(3)

How can ICT be used specifically in art and design work?

119

(5)

How can ICT be used specifically in design and technology work?

124

(4)

How can ICT be used specifically in geography work?

128

(4)

How can ICT be used specifically in history work?

132

(4)

How can ICT be used specifically in music work?

136

(3)

How can ICT be used specifically in physical education?

139

(1)

How can ICT be used specifically in religious education?

140

(2)

9 ICT and the Foundation Stage

142

(9)

How can ICT support the six areas of learning of the Foundation Stage?

142

(3)

What is the specific ICT capability that children need to develop?

145

(6)

10 ICT and Inclusion

151

(9)

What does inclusion mean in education?

151

(1)

How can ICT help with special educational needs?

151

(1)

What are the main issues to consider for children with physical disabilities?

151

(2)

What are the main issues to consider for children with cognitive and learning difficulties?

153

(1)

What are the main issues to consider for children with visual impairment?

154

(1)

What are the main issues to consider for children with specific learning difficulties?

155

(1)

What are the main issues to consider for children with hearing impairments?

156

(1)

What are the main issues to consider for children with speech and language difficulties?

156

(1)

What are the main issues to consider for children with emotional and behavioural difficulties?

157

(1)

What are the main issues to consider for children with profound and multiple learning difficulties?

158

(1)

Are there lessons that can be learned from ICT use with children with special educational needs for all primary-aged children?

158

(1)

How can ICT help with gifted and talented children?

158

(1)

How can ICT help to support inclusive practice?

159

(1)

References

160

(3)

Index

163

Please wait while the item is added to your bag...

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Information and Communications Technology in Primary Schools, Second Edition: Children or Computers in Control?

Summary

Table of Contents

Supplemental Materials