Issues In Teaching Using Ict

Written for student teachers learning to teach in primary and secondary schools and newly qualified teachers, this book has been designed to engage with a wide range of issues related to ICT teaching. It presents key debates that teachers will need to understand, reflect on and engage in as part of their professional development. Chapters highlight major questions, consider the evidence from theory and practice and arrive at possible answers. Building on their learning about teaching using ICT on ITT courses, this book will encourage students and newly qualified teachers to consider and reflect on issues so that they can make reasoned and informed judgements about their teaching. Issues discussed include : the background to developments in the UK the globalisation of teachers using technology the role of the teacher teacherless classrooms a whole school approach to using ICT creativity visual literacy and ICT school websites and opportunities for lifelong learning in the community.

This book draws together a range of issues about the use of ICT in the classroom into one volume. It encourages students and teachers to reflect on issues so that they can make reasoned and informed judgements about their teaching.

Written for student teachers learning to teach in primary and secondary schools and newly qualified teachers, this book has been designed to engage with a wide range of issues related to ICT teaching. It presents key debates that teachers will need to understand, reflect on and engage in as part of their professional development. Chapters highlight major questions, consider the evidence from theory and practice and arrive at possible answers. Building on their learning about teaching using ICT on ITT courses, this book will encourage students and newly qualified teachers to consider and reflect on issues so that they can make reasoned and informed judgements about their teaching. Issues discussed include : the background to developments in the UK the globalisation of teachers using technology the role of the teacher teacherless classrooms a whole school approach to using ICT creativity visual literacy and ICT school websites and opportunities for lifelong learning in the community.

For the authors in this book, there can be no valid excuses for ignorance in any aspect of education as theory/practice. That is: - If we come to learn that all educational problems involve knowledge of complex systems and processes, then quick, simple solutions should not be an educator’s first or only expedient option.

Learning to Teach Using ICT in the Secondary School offers teachers of all subjects a comprehensive, practical introduction to the extensive possibilities that ICT offers pupils, teachers and schools. Under-pinned by the latest theory and research, it provides practical advice and guidance, tried-and-tested examples, and covers a range of issues and topics essential for teachers using ICT to improve teaching and learning in their subject. The third edition has been fully updated in light of rapid changes in the field of both ICT and education and includes six brand new chapters. Key topics covered include: Theories of learning and ICT Effective pedagogy for effective ICT Using the interactive whiteboard to support whole class dialogue Special needs and e-inclusion Literacy and new literaciesNEW Multi-play digital games and on-line virtual worldsNEW Mobile learningNEW e-Safety Supporting international citizenship through ICTNEW Linking home and school ICT tools for administration and monitoring pupil progressNEW Tools for professional development. Including case studies and tasks to support your own learning, as well as ideas and activities to use with all your students, Learning to Teach Using ICT in the Secondary School is a vital source of support and inspiration for all training teachers as well those looking to improve their knowledge. If you need a guide to using ICT in the classroom or for professional support, start with this book.

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT. Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.

This text provides advice on how to ensure educational quality is maintained when ICT approaches are successfully adopted. It includes contributions from authors around the world who scrutinize the implications for using institution-wide ICT in teaching strategy.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.