基本説明
Weaves together evidence of teachers' and learners' experiences of ICT outside school, how policy and management issues impact on learning, and what actually happens when ICT is fully integrated into teaching and learning.
Full Description
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.
Contents
SECTION 1: What are the Issues?
Chapter 1 A holistic approach to understanding teaching and learning with ICT
SECTION 2: What does the research tell us?
Chapter 2 Integrating ICT in Teaching and Learning
Chapter 3 Learning and Technology
Chapter 4 The enabled practitioner
Chapter 5 Creative Designs for Learning
Chapter 6 Discerning Literacy
Chapter 7 "Aliens in the Classroom 2": When Technology Meets Classroom Life
Chapter 8 Connecting cultures: home and school uses of ICT
SECTION 3: What are the overall implications?
Chapter 9 Breaking into the Curriculum: The impact of information technology on schooling
Chapter 10 Designs and theories for learning
Chapter 11 From 'should be' and 'can be' to 'will be': Reflections and new directions on improving learning with ICTs
Methodological Appendix
