- Häftad (Paperback / softback)
- Antal sidor
- Network Continuum Education
- 27 bw illustrations
- 234 x 158 x 12 mm
- Antal komponenter
- 317 g
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Education and Technology
Primary Schools and ICT
Learning from Pupil Perspectives409Skickas inom 7-10 vardagar.
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The use of information and communication technologies (ICTs) in primary schools is often problematic and frustrating for teachers and pupils alike. Drawing on a study of the experiences and perceptions of over 600 primary pupils, this book explores how ICT provision may be improved from a 'bottom-up' perspective - considering a number of radical suggestions for recasting primary schools as sites of innovative, imaginative and empowering technology use. There have been relatively few empirical studies of primary school IT use, and very few studies of pupils' perceptions of using technologies in primary schools. This book addresses the lack of 'learner voice' in the existing literature by providing interesting, thought-provoking insights into children's views of ICT. From this background, the book is able to make a number of practical suggestions for changes to the nature of ICT organisation and provision in schools, and so will benefit schools' efforts to better align education ICT use with the needs of children.
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'At last - an honest picture of ICT in primary schools, with findings developed from a vast amount of practical, pupil-centred research.' --Sanford Lakoff 'At last an honest picture of ICT in primary schools, with findings developed from a vast amount of practical, pupil-centred research.' --The Teacher 'At last -- an honest picture of ICT in primary schools, with findings developed from a vast amount of practical, pupil-centred research.' --The Teacher "This book looks at primary ICT from a very different perspective by placing pupils at the heart of thinking on ICT, rather than being led by the technology...It uses the views of over 600 pupils to draw out what it is about ICT that excites, motivates and interest children in and outside the classroom. Here is a book that uses research to really look at the Every Child Matters agenda and take notice of the pupil voice." Graham Jarvis, Associate Principal Lecturer in Education, Leeds Trinity University College, UK 'A readable and convincing assessment of where ICT currently sits in primary education linked to some thoughtful proposals for change which, significantly, involve allowing pupils a greater say in primary ICT.' Trevor Millum, consultant on writing and ICT for NATE, UK
Neil Selwyn has been a prominent academic writer and researcher in the area of education and technology for the past twelve years. He is currently a Senior Lecturer at the London Knowledge Lab - a multimillion pound research unit in the University of London, UK bringing together computer and social scientists from a very broad range of fields, and home to some of the UK's most innovative research on education and technology. John Potter is a lecturer in ICT at the Institute of Education, UK, having previously worked in primary and teacher education at Goldsmiths College and at the University of East London. Before working in Higher Education, he was an ICT advisor in the London Borough of Newham and a Primary teacher with management responsibility for ICT, Literacy and Assessment in Tower Hamlets. John is currently involved in a number of education ICT organisations and associations, including ITTE, MirandaNet and NAACE. Sue Cranmer is a researcher at the Department of Education, University of Oxford, UK *Sue's research interests focus mainly on the social uses of digital media by learners. Prior to joining the University of Oxford, she worked at the Institute of Education, University of London on the Media Smart and Mediappro projects and as a research officer within the School of Lifelong Education and International Development on a range of UK and European funded research projects (EU, DfES, ESRC).
1. Primary schools and ICT - priorities, promises and problems; 2. Getting a pupil perspective - description of the research; 3. Primary pupils' use of ICTs at school and home; 4. Primary pupils' experiences and understandings of 'e-safety'; 5. Allowing primary pupils to speak for themselves; 6. Drawing digital pictures: Primary pupils' representations of ICT and schools; 7. Teachers learning from pupil perspectives?; Index.