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E-raamat: Computing and ICT in the Primary School: From pedagogy to practice 2nd edition [Taylor & Francis e-raamat]

(Cardiff Metropolitan University, UK)
  • Formaat: 236 pages, 13 Tables, color; 7 Line drawings, color; 1 Halftones, color
  • Ilmumisaeg: 16-Sep-2016
  • Kirjastus: Routledge
  • ISBN-13: 9781315628042
  • Taylor & Francis e-raamat
  • Hind: 147,72 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 211,02 €
  • Säästad 30%
  • Formaat: 236 pages, 13 Tables, color; 7 Line drawings, color; 1 Halftones, color
  • Ilmumisaeg: 16-Sep-2016
  • Kirjastus: Routledge
  • ISBN-13: 9781315628042

Now fully updated to reflect recent changes in curriculum, Computing and ICT in the primary school encourages teachers, and pupils, to realise the potential of a full range of ICT and computing resources. Tackling teaching computing head on, this book enables trainee and experienced teachers to understand more about the theory and offering different and practical ways to teach it. Primary teachers are offered the knowledge, skills and confidence to plan, teach and assess their own ICT and computing lessons, as well as to use them creatively across the whole curriculum. This second edition includes new and updated topics such as:

  • computing in the primary school and early years,
  • mobile technologies,
  • social media,
  • modern foreign languages and computing technologies,
  • international teaching of computing and ICT

Skilfully balancing research-based theory with everyday experiences and explaining a range of teaching and learning methods suitable for the whole class, small group or individual teaching, this book further addresses what children should be learning within the curriculum of computing.

Alieviating the anxiety that even the most experienced teachers feel when confronted with teaching computing, Gary Beauchamp places theory and practise hand in hand, providing a uniquely relatable resource based on his own teaching practise and classroom experience. By examining other, more unique, features of the computing requirements in the early years and primary school, this text forms crucial reading both for serving teachers and those in training on undergraduate and PGCE courses, Education Studies courses and MA (Ed) programmes.

Acknowledgments xv
Introduction 1(6)
The rise of computing in the primary school: where are we now?
2(4)
References
6(1)
Chapter 1 ICT and computing in the primary school
7(26)
Introduction
7(2)
Computational thinking
9(4)
Abstraction
11(1)
Decomposition
11(1)
Pattern recognition and generalisation
12(1)
Logical reasoning
12(1)
Algorithms
13(1)
Computer programming
13(1)
Do I need a computer to develop computational thinking?
13(1)
To sum up
14(1)
Digital literacy or competence
14(1)
Computing
15(1)
Computer science
16(1)
Why use ICT?
17(11)
Potential for positive impact on learning
17(1)
Unique features of ICT
18(5)
Multimodal and multimedia capability
23(1)
Technology-based games in education
24(2)
Computing and games design
26(1)
Mobility
27(1)
Communication and collaboration
27(1)
Globalisation
28(1)
Summary
28(1)
References
28(3)
Further reading
31(1)
Useful websites
31(1)
Useful resources
32(1)
Chapter 2 ICT in the primary classroom: how, when and who?
33(16)
Affordances
36(1)
Person-plus -- distributed cognition
37(1)
Knowledge
37(1)
Representation
37(1)
Retrieval
37(1)
Construction
38(1)
Distributed cognition
38(1)
Interactive teaching
38(2)
Dialogic teaching with ICT
40(1)
Pedagogic reasoning and ICT in the primary classroom
41(5)
Comprehension
41(1)
Transformation
42(3)
Instruction
45(1)
Evaluation
46(1)
Evaluating one's own performance and adjusting for experiences: reflection and new comprehensions
46(1)
Summary
46(1)
References
47(1)
Further reading
48(1)
Chapter 3 ICT and the child: theories of learning
49(18)
What is education for and what is the role of ICT within it?
49(2)
ICT and how children learn: learning theory and learners
51(2)
What is learning?
51(1)
Behaviourism
51(1)
Classical conditioning
51(1)
Operant conditioning
52(1)
The distinction between classical and operant conditioning
52(1)
Behaviourism, learners and ICT
53(1)
Transmission
53(1)
Stimulus and response
53(1)
Reward and sanction
54(1)
Constructivism
54(4)
Cognitive constructivism
54(2)
Social constructivism: socio-cultural theory
56(1)
Vygotsky
57(1)
Constructivism, learners and ICT
57(1)
Experience-based learning -- John Dewey
58(2)
Experiential learning
60(1)
Multiple intelligences -- Gardner
60(1)
Goals of instruction -- theory into practice
61(3)
Summary
64(1)
Notes
65(1)
References
65(2)
Chapter 4 ICT and the teacher: pupils, planning and inclusion
67(20)
Start with the child
67(1)
Computer use in the home
68(1)
Planning
69(3)
Learning styles -- fact or fiction?
69(2)
Differentiation
71(1)
Preparation
72(1)
Classroom design and ICT resources
72(1)
ICT and inclusion
73(1)
ICT as an enabler
74(1)
E-inclusion
75(3)
ICT as tutor
77(1)
ICT as tool
77(1)
ICT to communicate
77(1)
E-safety
78(3)
Filtering
80(1)
Moderation
80(1)
Supervision
80(1)
Engaging parents
80(1)
If all else fails...
81(1)
Summary
82(1)
References
82(2)
Further reading
84(1)
Useful websites
85(2)
Chapter 5 Mobile technologies in the primary classroom
87(22)
What are mobile technologies?
88(2)
What is mobile learning?
90(1)
Mobile devices -- why bother? The potential of mobile learning
90(3)
Examples of mobile devices in the primary school
93(4)
Tablets as digital hubs
93(1)
Multimodal capabilities
93(1)
QR (quick response) codes
94(1)
Green screen technology
95(2)
Emerging technologies
97(2)
Near field communication (NFC)
97(1)
Augmented reality
98(1)
Introducing iPads into the primary school
99(1)
Prior to purchase
99(1)
When iPads are introduced
99(1)
When iPads are being used
99(1)
Checklist of things to consider before investing in iPads
100(1)
Working outside the classroom -- authentic learning contexts
100(4)
Information consumption
100(3)
Creating information
103(1)
Communication
103(1)
Assessment with mobile technology
104(1)
Summary
105(1)
References
105(1)
Further reading
106(1)
Useful websites
107(2)
Chapter 6 Social media in the primary school
109(22)
What is social media?
110(1)
How is social media different from other media?
111(1)
Categories of social media
112(4)
Blogs and micro-blogs
112(2)
Wikis
114(2)
Discussion forums
116(1)
Social networking
116(1)
Digital footprints
116(2)
Bookmarking or curating sites and content sharing or media sharing
118(2)
E-safety and social media: protecting children from radicalisation (Prevent)
120(1)
School use of social media
121(4)
Implications of social media use for school policy
125(1)
Teacher use of social media -- CPD
125(2)
Summary
127(1)
References
127(1)
Further reading
128(1)
Useful websites
129(2)
Chapter 7 ICT in the early years
131(16)
The early years context
131(6)
Problem solving, creativity and the `playful' use of ICT
137(3)
When to use ICT in the early years
140(2)
ICT and personal confidence
142(1)
Summary
143(1)
References
143(1)
Further reading
144(1)
Useful websites
145(2)
Chapter 8 ICT, English and digital literacy in Key Stages 1 and 2
147(22)
Literacy
147(3)
Digital literacy
150(1)
Spoken language
151(7)
Stimulating or initiating `talk'
152(1)
Tools to enable or extend `talk'
153(2)
Saving and recording `talk'
155(1)
Sharing `talk'
156(2)
Reading
158(2)
Writing
160(5)
Collaborative writing
161(1)
Creative writing
161(4)
Summary
165(1)
References
165(3)
Further reading
168(1)
Useful websites
168(1)
Chapter 9 ICT and mathematics in Key Stages 1 and 2
169(12)
Misconceptions
170(5)
Examples of misconceptions
172(3)
Breadth of study
175(1)
Progression in mathematical thinking
176(1)
Number
176(2)
Shape, space and measure
178(1)
Handling data
178(1)
Calculators
179(1)
Summary
179(1)
References
179(1)
Further reading
180(1)
Useful websites
180(1)
Chapter 10 ICT in cross-curricular teaching at Key Stages 1 and 2
181(24)
Categories of interaction in the primary school
181(4)
Physical dialogic interaction: learners with resources
182(1)
Located interaction: learners with classroom setting and place or physical community
182(2)
Community interaction: learners with peers, teachers and other adults
184(1)
Technology-mediated interaction: learners with ICT
185(1)
ICT across the curriculum
185(4)
Process (enquiry) skills
188(1)
Assessment with ICT
189(1)
Assessing and recording current conceptions and/or misconceptions
189(1)
Assessing existing understanding
189(1)
Assessing understanding after teaching
190(1)
Presenting alternative perspectives
190(4)
Other subject lenses
194(5)
Location
194(1)
Graphicacy
194(1)
Model of place
195(4)
Music
199(2)
ICT and all that jazz
200(1)
Video-stimulated reflective dialogue (VSRD)
201(2)
Summary
203(1)
References
203(1)
Useful websites
204(1)
Chapter 11 Teaching modern foreign languages (MFL) or a second language with technology in the primary school
205(18)
Second language teaching pedagogy
206(4)
Communicative language teaching (CLT)
206(1)
Task-based language teaching (TBLT)
207(2)
Computer-assisted language learning (CALL)
209(1)
Second language teaching with technology
210(1)
Virtual exchange and twinning
211(3)
Videoconferencing
211(1)
Twinning with secondary schools in the UK
212(2)
Mobile technology and language teaching
214(1)
Interactive whiteboard and second language teaching
215(2)
Digital storytelling
215(1)
Gamification as an aid to developing writing fluency
216(1)
Sound files and second language learning
217(1)
Video and second language learning
218(1)
Summary
218(1)
References
219(1)
Further reading
220(1)
Useful websites
221(1)
Useful resources
221(2)
Chapter 12 Postscript: the future?
223(4)
References
225(2)
Index 227
Gary Beauchamp is currently Professor of Education and Associate Dean (Research) in the Cardiff School of Education at Cardiff Metropolitan University. He worked for many years as a primary school teacher before moving into higher education. His research interests focus on ICT in education, particularly the use of interactive technologies in learning and teaching. He is an Additional Inspector for Estyn and a Governor in two primary schools, and has served as external examiner for many universities.