Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
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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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.