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Improving classroom learning with ICT / Rosamund Sutherland, Susan Robertson and Peter John; with Nick Breeze... [et al.]

Main Author Sutherland, Rosamund, 1947- Coauthor John, Peter
Robertson, Susan
Secondary Author Breeze, Nick Country Reino Unido. Publication London : Routledge, 2009 Description XI, 242 p. : il. ; 22 cm Series Improving learning TLRP ISBN 0-415-46174-X
978-0-415-46174-0
CDU 371.68
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUMD 104263 Available 398373
Total holds: 0

Enhanced descriptions from Syndetics:

Improving Classroom Learning with ICT examines the ways in which ICT can be used in the classroom to enhance teaching and learning in different settings and across different subjects.

Weaving together evidence of teachers' and learners' experiences of ICT, the authors:

explain why the process of integrating ICT is not straightforward; discuss whether hardware and infrastructure alone are sufficient to ensure full integration and exploitation of ICT investment; emphasise the pivotal role that teachers play in supporting learning with ICT across the curriculum; argue that teachers need a greater understanding of how to put ICT to use in teaching and learning; highlight that out-of-school use of ICT has an impact on in-school learning; consider what kinds of professional development are most effective in supporting teachers to use technologies creatively and productively.

Case studies are used to illustrate key issues and to elaborate a range of theoretical ideas that can be used in the classroom.

This book will be of interest to all those concerned with maximising the benefits of ICT in the classroom.

Table of contents provided by Syndetics

  • List of illustrations (p. x)
  • Acknowledgments (p. xii)
  • Contributors (p. xiii)
  • Authors' preface (p. xiv)
  • Part 1 What are the issues? (p. 1)
  • 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)
  • Vignette 1 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)
  • Case study 1 Learning about functions and graphs (p. 12)
  • Case study 2 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)
  • Part 2 What does the research tell us? (p. 27)
  • 2 Intergrating ICT in teaching and learning (p. 29)
  • Exploiting available technology (p. 30)
  • Incidental, idiosyncratic and intentional learning (p. 32)
  • Case study 1 Learning language in the primary school (p. 34)
  • Case study 2 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)
  • 3 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)
  • 4 The enabled practitioner (p. 70)
  • Introduction (p. 71)
  • Vignette 1 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)
  • Vignette 2 Rachel Yates - Thinking it through' (p. 81)
  • Towards the 'enabled practitioner' (p. 83)
  • Summary and conclusions (p. 86)
  • 5 Creative designs for learning (p. 88)
  • Liberating constraints (p. 88)
  • Case study 1 Writing in a foreign language (p. 89)
  • Composing in music (p. 95)
  • Case study 2 Dance eJay in the primary school (p. 95)
  • Case study 3 Music for film in the secondary school (p. 99)
  • Case study 4 Enhancing geographical enquiry (p. 105)
  • Freedoms and constraints (p. 109)
  • Summary and conclusions (p. 113)
  • 6 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)
  • Case study 1 Writing Alice (p. 126)
  • Case study 2 PowerPoint poetry (p. 128)
  • Multimodality, the web and literary value (p. 132)
  • Students as discerners of literacy (p. 135)
  • Summary and conclusions (p. 136)
  • 7 '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)
  • 8 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)
  • Vignette 1 Alan the family information gatherer (p. 163)
  • Vignette 2 A Teacher in the corner of the home (p. 164)
  • Vignette 3 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)
  • Part 3 What are the overall implications? (p. 179)
  • 9 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)
  • Case study 1 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)
  • 11 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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