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Coordinating information and communications technology across the primary school [Pehme köide]

(University of Manchester, UK)
  • Formaat: Paperback / softback, 240 pages, kõrgus x laius: 280x210 mm, kaal: 450 g
  • Sari: Subject Leaders' Handbooks
  • Ilmumisaeg: 07-Aug-1998
  • Kirjastus: Routledge Falmer
  • ISBN-10: 0750706902
  • ISBN-13: 9780750706902
Teised raamatud teemal:
Coordinating information and communications technology across the primary schoolSuurem pilt
  • Formaat: Paperback / softback, 240 pages, kõrgus x laius: 280x210 mm, kaal: 450 g
  • Sari: Subject Leaders' Handbooks
  • Ilmumisaeg: 07-Aug-1998
  • Kirjastus: Routledge Falmer
  • ISBN-10: 0750706902
  • ISBN-13: 9780750706902
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780750706902.html
Märksõnad:
Written for the primary school teacher, this handbook explores two aspects of responsibility for information and communications technology (ICT): coordination and subject leadership. The author addresses the development of the different roles of the ICT coordinator, updating ICT subject knowledge, developing whole school policies, monitoring work within the school, and resources and contacts. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available.

Arvustused

'In summary, this book is comprehensive and extremely detailed, comprising a welcome blend of informed and authoritative discussion with an array of practical examples and suggestions for improving the use of computers in the Primary classroom. It is more than a handbook, but retains handbook qualities in that teachers can dip in and out with speedy comprehension of both content and context. ICT coordinators should like this book because it is neither forceful nor prescriptive.' - Journal for Computer Assisted Learning

List of figures
viii(1)
Series editor's preface ix
Part one The role of the IT coordinator 3(54)
Chapter 1 Contexts for effective coordination
3(15)
Why do primary schools need an IT coordinator?
3(6)
Whole school issues
9(5)
What is expected of an IT coordinator?
14(4)
Chapter 2 Developing personal skills and making a start
18(22)
Personal effectiveness
18(4)
Making a start
22(13)
Effective communication
35(1)
Making meetings effective
36(1)
25 ways to kill a good idea
37(3)
Chapter 3 Establishing a secure place for ICT in the school
40(17)
Promoting lasting change
40(1)
Acting as a resource for your colleagues
41(3)
Running an INSET day
44(4)
Sharing the load
48(2)
Evaluate what you have done
50(1)
Approaches to evaluation
51(2)
Conclusion
53(4)
Part two What IT coordinators need to know 57(78)
Chapter 4 What IT coordinators need to know about children and computers
57(12)
ICT's potential
57(4)
ICT and curriculum development
61(2)
Effective use of ICT in primary schools
63(4)
Personal attributes
67(2)
Chapter 5 What IT coordinators need to know about using computers across the curriculum
69(30)
Working through the coordinators of other subjects
69(1)
Encouraging the use of IT in mathematics
70(8)
English
78(6)
Science
84(2)
Art, craft and design
86(2)
Music
88(3)
Geography
91(2)
History
93(3)
Design and technology
96(2)
Cross-curricular uses of ICT
98(1)
Chapter 6 What IT coordinators need to know about teachers and computers
99(9)
Teachers' competence in using ICT
99(1)
Framework of understanding
100(2)
Implementation in the classroom
102(2)
Developing ICT competence
104(1)
Technical capability in ICT
105(3)
Chapter 7 What IT coordinators need to know about choosing computers, software and peripherals
108(27)
Desktop computers
109(2)
Choosing a PC
111(2)
Other ICT equipment
113(1)
Portable computers
113(1)
Printers
114(2)
CD ROM drives
116(1)
Multimedia
117(1)
Computer security
118(1)
Protecting data and software
119(1)
Using the Internet
120(6)
Connecting to the Internet
126(1)
Modems
126(1)
NCET's Features checklist
127(1)
Scanners, OCR and OMR
127(1)
Data logging
128(1)
Programmable toys
129(1)
Tamagotchis
130(5)
Part three Developing policy 135(34)
Chapter 8 Developing an ICT policy for your school
135(12)
Why have an ICT policy?
135(6)
An action plan to develop your school's ICT policy
141(6)
Chapter 9 A prototype policy
147(22)
Policy for the use of information and communications technology at Falmer Street Primary School
148(21)
Part four Monitoring and evaluation 169(28)
Chapter 10 OFSTED re-inspection and the IT coordinator
169(16)
The subject profile
172(13)
Chapter 11 Preparing for an OFSTED re-inspection
185(12)
Before the inspection
185(5)
The inspection week
190(3)
When the report is published
193(4)
Part five Resources for learning 197(15)
Chapter 12 Useful addresses
197(15)
Software issues
199(13)
References 212(9)
Index 221


Mike Harrison