Computers are not often associated with passion or culture, yet the use of information technology still has a surprisingly emotional effect on many people, including teachers and learners. This emotion may be anything from excitement and enthusiasm to anger or a sense of threat. Often, this strongly emotional response can prevent us from learning how to use IT effectively as a tool for learning.
This book explores how IT can make a real difference to the quality of learning. Its approach takes account of some of the cultural, sociological and psychological factors, which influence how IT is used.
The chapters are arranged in three parts. Part One explores the potential of IT as one of many tools which can influence the quality and experience of learning. Part Two looks at how teachers' professional development can help them to use IT effectively in the classroom. Part Three examines strategies for co-ordinating and managing IT development across a whole school or department.
Whether you class yourself as technophile or technophobe, this book will show you how you can use IT more effectively in teaching and learning.
Recenzijas
'This is a book for several audiences - tutors in initial teacher training would find parts of it considerably relevant, IT tutors should read it all; in-service students looking at educational IT or management issues would find it thought-provoking, inspiring ... intending IT teachers should find it useful across a variety of their taught courses.' - Computer Education
Chapter One: Introduction; Part One: IT as a Learning Tool: The Potential and the Teacher's Role;
Chapter Two: Can quality in learning be enhanced through the use of IT? Niki Davis, Charles Desforges, John Jessel, Bridget Somekh, Chris Taylor and Gay Vaughan;
Chapter Three: Children writing words and building thoughts: does the word processor really help? John Jessel;
Chapter Four: Number education for very young children: can IT change the nature of early years mathematics education? Gay Vaughan;
Chapter Five: Do electronic data bases enable children to engage in information processing? Helen M. Smith;
Chapter Six: Does data logging change the nature of children's thinking in experimental work in Science? Roy Barton;
Chapter Seven: Can design software make a useful contribution to the art curriculum? John McGowan;
Chapter Eight: Children exploring the Queen's House in hypertext: has the hype any educational potential? John Jessel and Vicky Hurst; Part Two: Learning to use IT as a Teaching Tool: Strategies for Teaching Training;
Chapter Nine: Computers and the teacher's role. Peter Scrimshaw;
Chapter Ten: Classroom investigations: exploring and evaluating how IT can support learning. Bridget Somekh;
Chapter Eleven: Using IT in classrooms: experienced teachers and students as co-learners. Colin Biott & Malcolm Bell;
Chapter Twelve: Getting teachers started with IT and transferable skills. Bridget Somekh & Niki Davis;
Chapter Thirteen: Partnership in initial teacher education. Graham Bryne Hill;
Chapter Fourteen: Do electronic communications offer a new learning opportunity in classrooms? Niki Davis; Part Three: The Management of IT Development in Educational Institutions;
Chapter Fifteen: IT and the politics of institutional change. Brudget Somekh, Geoff Whitty & Rod Coveney;
Chapter Sixteen: Managing change in educational institutions: reflections on the effects of quality audit and a staff development project. Rod Coveney;
Chapter Seventeen: Organising the use of IT in educational institutions Chris Taylor;
Chapter Eighteen: Managing curriculum development: using school teacher appraisal to find the means. Jon Pratt;
Chapter Nineteen: Strategies for staff and institutional development for IT in education: an integrated approach. Niki Davis
Niki Davis, Bridget Somekh
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