Acknowledgments |
|
xv | |
Introduction |
|
1 | (6) |
|
The rise of computing in the primary school: where are we now? |
|
|
2 | (4) |
|
|
6 | (1) |
|
Chapter 1 ICT and computing in the primary school |
|
|
7 | (26) |
|
|
7 | (2) |
|
|
9 | (4) |
|
|
11 | (1) |
|
|
11 | (1) |
|
Pattern recognition and generalisation |
|
|
12 | (1) |
|
|
12 | (1) |
|
|
13 | (1) |
|
|
13 | (1) |
|
Do I need a computer to develop computational thinking? |
|
|
13 | (1) |
|
|
14 | (1) |
|
Digital literacy or competence |
|
|
14 | (1) |
|
|
15 | (1) |
|
|
16 | (1) |
|
|
17 | (11) |
|
Potential for positive impact on learning |
|
|
17 | (1) |
|
|
18 | (5) |
|
Multimodal and multimedia capability |
|
|
23 | (1) |
|
Technology-based games in education |
|
|
24 | (2) |
|
Computing and games design |
|
|
26 | (1) |
|
|
27 | (1) |
|
Communication and collaboration |
|
|
27 | (1) |
|
|
28 | (1) |
|
|
28 | (1) |
|
|
28 | (3) |
|
|
31 | (1) |
|
|
31 | (1) |
|
|
32 | (1) |
|
Chapter 2 ICT in the primary classroom: how, when and who? |
|
|
33 | (16) |
|
|
36 | (1) |
|
Person-plus -- distributed cognition |
|
|
37 | (1) |
|
|
37 | (1) |
|
|
37 | (1) |
|
|
37 | (1) |
|
|
38 | (1) |
|
|
38 | (1) |
|
|
38 | (2) |
|
Dialogic teaching with ICT |
|
|
40 | (1) |
|
Pedagogic reasoning and ICT in the primary classroom |
|
|
41 | (5) |
|
|
41 | (1) |
|
|
42 | (3) |
|
|
45 | (1) |
|
|
46 | (1) |
|
Evaluating one's own performance and adjusting for experiences: reflection and new comprehensions |
|
|
46 | (1) |
|
|
46 | (1) |
|
|
47 | (1) |
|
|
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) |
|
|
51 | (1) |
|
|
51 | (1) |
|
|
51 | (1) |
|
|
52 | (1) |
|
The distinction between classical and operant conditioning |
|
|
52 | (1) |
|
Behaviourism, learners and ICT |
|
|
53 | (1) |
|
|
53 | (1) |
|
|
53 | (1) |
|
|
54 | (1) |
|
|
54 | (4) |
|
|
54 | (2) |
|
Social constructivism: socio-cultural theory |
|
|
56 | (1) |
|
|
57 | (1) |
|
Constructivism, learners and ICT |
|
|
57 | (1) |
|
Experience-based learning -- John Dewey |
|
|
58 | (2) |
|
|
60 | (1) |
|
Multiple intelligences -- Gardner |
|
|
60 | (1) |
|
Goals of instruction -- theory into practice |
|
|
61 | (3) |
|
|
64 | (1) |
|
|
65 | (1) |
|
|
65 | (2) |
|
Chapter 4 ICT and the teacher: pupils, planning and inclusion |
|
|
67 | (20) |
|
|
67 | (1) |
|
|
68 | (1) |
|
|
69 | (3) |
|
Learning styles -- fact or fiction? |
|
|
69 | (2) |
|
|
71 | (1) |
|
|
72 | (1) |
|
Classroom design and ICT resources |
|
|
72 | (1) |
|
|
73 | (1) |
|
|
74 | (1) |
|
|
75 | (3) |
|
|
77 | (1) |
|
|
77 | (1) |
|
|
77 | (1) |
|
|
78 | (3) |
|
|
80 | (1) |
|
|
80 | (1) |
|
|
80 | (1) |
|
|
80 | (1) |
|
|
81 | (1) |
|
|
82 | (1) |
|
|
82 | (2) |
|
|
84 | (1) |
|
|
85 | (2) |
|
Chapter 5 Mobile technologies in the primary classroom |
|
|
87 | (22) |
|
What are mobile technologies? |
|
|
88 | (2) |
|
|
90 | (1) |
|
Mobile devices -- why bother? The potential of mobile learning |
|
|
90 | (3) |
|
Examples of mobile devices in the primary school |
|
|
93 | (4) |
|
|
93 | (1) |
|
|
93 | (1) |
|
QR (quick response) codes |
|
|
94 | (1) |
|
|
95 | (2) |
|
|
97 | (2) |
|
Near field communication (NFC) |
|
|
97 | (1) |
|
|
98 | (1) |
|
Introducing iPads into the primary school |
|
|
99 | (1) |
|
|
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) |
|
|
100 | (3) |
|
|
103 | (1) |
|
|
103 | (1) |
|
Assessment with mobile technology |
|
|
104 | (1) |
|
|
105 | (1) |
|
|
105 | (1) |
|
|
106 | (1) |
|
|
107 | (2) |
|
Chapter 6 Social media in the primary school |
|
|
109 | (22) |
|
|
110 | (1) |
|
How is social media different from other media? |
|
|
111 | (1) |
|
Categories of social media |
|
|
112 | (4) |
|
|
112 | (2) |
|
|
114 | (2) |
|
|
116 | (1) |
|
|
116 | (1) |
|
|
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) |
|
|
127 | (1) |
|
|
127 | (1) |
|
|
128 | (1) |
|
|
129 | (2) |
|
Chapter 7 ICT in the early years |
|
|
131 | (16) |
|
|
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) |
|
|
143 | (1) |
|
|
143 | (1) |
|
|
144 | (1) |
|
|
145 | (2) |
|
Chapter 8 ICT, English and digital literacy in Key Stages 1 and 2 |
|
|
147 | (22) |
|
|
147 | (3) |
|
|
150 | (1) |
|
|
151 | (7) |
|
Stimulating or initiating `talk' |
|
|
152 | (1) |
|
Tools to enable or extend `talk' |
|
|
153 | (2) |
|
Saving and recording `talk' |
|
|
155 | (1) |
|
|
156 | (2) |
|
|
158 | (2) |
|
|
160 | (5) |
|
|
161 | (1) |
|
|
161 | (4) |
|
|
165 | (1) |
|
|
165 | (3) |
|
|
168 | (1) |
|
|
168 | (1) |
|
Chapter 9 ICT and mathematics in Key Stages 1 and 2 |
|
|
169 | (12) |
|
|
170 | (5) |
|
Examples of misconceptions |
|
|
172 | (3) |
|
|
175 | (1) |
|
Progression in mathematical thinking |
|
|
176 | (1) |
|
|
176 | (2) |
|
|
178 | (1) |
|
|
178 | (1) |
|
|
179 | (1) |
|
|
179 | (1) |
|
|
179 | (1) |
|
|
180 | (1) |
|
|
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) |
|
|
188 | (1) |
|
|
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) |
|
|
194 | (5) |
|
|
194 | (1) |
|
|
194 | (1) |
|
|
195 | (4) |
|
|
199 | (2) |
|
|
200 | (1) |
|
Video-stimulated reflective dialogue (VSRD) |
|
|
201 | (2) |
|
|
203 | (1) |
|
|
203 | (1) |
|
|
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) |
|
|
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) |
|
|
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) |
|
|
218 | (1) |
|
|
219 | (1) |
|
|
220 | (1) |
|
|
221 | (1) |
|
|
221 | (2) |
|
Chapter 12 Postscript: the future? |
|
|
223 | (4) |
|
|
225 | (2) |
Index |
|
227 | |