This popular text for primary trainees in teaching primary ICT has been updated in line with the new computing curriculum.
What do you need to know to teach ICT and computing in primary schools? How do you teach it?
This book provides practical guidance on how to teach ICT and the computing curriculum in primary schools alongside the necessary subject knowledge. It explores teaching and learning with applications and technologies, addressing the role of the professional teacher with regards to important issues such as e-safety. This Sixth Edition is updated in line with the new curriculum for computing. It includes new material on how to integrate programming and computational thinking and explores how to harness new tools such as blogging and social media to enrich learning and teaching. Written in an accessible way, it will help trainees to develop confidence in their own approach to teaching.
ICT and computing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond, into many areas of childrens learning lives. This text highlights the importance of supporting children to become discerning and creative users of technology as opposed to passive consumers.
| Acknowledgements |
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vii | |
| Introduction |
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1 | (14) |
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Section A Primary Computing and ICT: Teaching and Learning |
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15 | (74) |
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1 Organising ICT in your classroom |
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17 | (14) |
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2 Planning for primary computing as a subject |
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31 | (14) |
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3 Planning for primary ICT in other subjects |
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45 | (21) |
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4 Planning ICT in the Early Years Foundation Stage |
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66 | (7) |
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5 Assessment and recording in primary computing and ICT |
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73 | (10) |
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6 Monitoring primary computing and ICT |
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83 | (6) |
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Section B Using Applications and Technologies |
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89 | (154) |
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7 Word processing and desktop publishing |
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93 | (18) |
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8 Graphics software and digital cameras |
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111 | (16) |
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9 Media production: Video, animation and ICT |
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127 | (8) |
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135 | (18) |
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11 Databases and spreadsheets |
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153 | (21) |
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12 Programming and computational thinking |
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174 | (24) |
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198 | (7) |
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14 Interactive whiteboards |
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205 | (9) |
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15 Digital audio and music |
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214 | (7) |
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221 | (14) |
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17 Social media: Tools for communicating, collaborating and publishing |
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235 | (8) |
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Section C ICT and the Professional Teacher |
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243 | (19) |
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18 Professional use of ICT |
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245 | (3) |
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248 | (9) |
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20 Ethical and legal issues |
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257 | (5) |
| Self-assessment questions |
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262 | (7) |
| Answers to self-assessment questions |
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269 | (11) |
| Index |
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280 | |
Keith Turvey is Principal Lecturer in Education at the Education Research Centre in the School of Education, University of Brighton. He teaches on a range of undergraduate and postgraduate courses, and plays a leading role in the MA Education course. As a primary school teacher of 15 years he led successfully a range of subjects, including music, ICT and mathematics, and took on a number of senior management roles both in the UK and abroad. Since joining the University of Brighton in 2003, he has researched and published widely in the fields of digital technologies, pedagogy and teacher education. He completed a PhD in 2011 focusing on teachers professional learning and digital technologies. Keith has provided research, CPD and consultancy on digital technologies in education, and on primary computing for a number of national and international agencies including local authorities, schools, the European Commission and UNESCO.
Prof John Potter is Professor of Media in Education at University College London Institute of Education. His research, teaching and publications are in: new literacies, media education, play on and offscreen, curation and agency in social media, and the changing nature of teaching and learning in the context of digital media. He is a founder member of the DARE research centre at UCL, recently re-launched as ReMAP (Researching Media, Arts and Play) and is currently directing the ESRC funded National Observatory of Childrens Play Experiences during COVID-19.
Jonathan Allen is Strategic Lead for Teacher Education at the UCL Institute of Education. He was previously Director for Initial Teacher Education, involved across Primary, Secondary and Post-compulsory programmes, as well as in e-learning projects. Before joining the IOE Jonathan held posts responsible for Primary ICT in teacher education at University of Reading and Oxford Brookes University.
Jane Sharp is a Learning Development Tutor at Bishop Grosseteste University, working with students at all levels to develop the academic practices, skills and attributes needed for effective study at university. Her current research centres on the academic writing experiences of students studying education at university. Jane was formerly Senior Lecturer in Primary Education and ICT at the University of Winchester and a researcher at the University of Exeter involved in innovative and largescale computing projects in schools.
