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Books > Social sciences > Education > Educational resources & technology > General
In the 21st century technology has become an essential part of teaching and learning. This manual provides practical advice on teaching in a wide range of technologies, including the internet and multimedia packages. Using case studies to illustrate the key concepts, this book aims to promote student learning and understanding, and show educators how to use technology to motivate learners and encourage productive interaction.
In the 21st century technology has become an essential part of teaching and learning. This manual provides practical advice on teaching in a wide range of technologies, including the internet and multimedia packages. Using case studies to illustrate the key concepts, this book aims to promote student learning and understanding, and show educators how to use technology to motivate learners and encourage productive interaction.
The explosive development of the Internet and ICT means that many teachers are now aware of the possibilities that the Internet offers in schools. However, many remain unfamiliar with the Web. Others, having got online, are now seeking guidance on how to get even more from the Internet.;This book is written for all of these people. Whether a novice or a seasoned surfer, this practical, down-to-earth and straightforward guide should help readers to get to grips with the Internet in all aspects of teaching. It offers practical suggestions for improving the use of the Internet, online resources and ICT in teaching, planning and professional life.;Fully updated, the book has been expanded to include national curriculum materials and lesson plans, alongside an invaluable, jargon-free guide to the nuts-and-bolts of using the Internet in schools. The key features included are: lesson plans and online teaching resources for Key Stages 3 & 4; curriculum activities in mathematics, English, science, citizenship, geography, history, design & technology, modern foreign languages, music, RE and art & design; lesson preparation and activity notes; links to DfEE schemes of work; well-established and proven Web resources; tried and tested advice from practising teachers; and tips on getting online and using Web facilities productively.
A guide to developing Web-based learning materials, this work provides proven advice, tools and techniques to allow readers to harness the potential of on-line methods of instruction and education. Taking a simple step-by-step approach, the book handholds readers from the basics through to developing learning systems, and operating and managing computer managed learning. There is an accompanying Web site with reviews of supporting software packages and other links.
An exploration of the teaching and learning material available on the Internet. It provides practical information on the appropriate way to handle and use the Internet as a delivery tool in education, and considers the implications that this will have on the role and relationship of the teacher and learner. Written in a jargon-free style, this third edition has been rewritten to bring it up to date with developments, improvements and techniques for using the Internet.
A guide to teaching and learning online. It presents a wide range of experience and research findings from leading practitioners and organizations around the world, including case studies from the Open University, the BBC, ICL and leading international academics.
A discussion of Information and Communications Technologies (ICT) and language learning, aimed at researchers and practitioners in the field. It deals with developments in Europe, with the majority of the chapters focusing on the results of collaborative international projects.
A quarter of a century after its initial publication, The Classroom Arsenal remains pivotal in understanding and challenging the relentless promotion of technology to reform education. This seemingly benign education technology juggernaut carries forward the momentum of military agendas in man-machine systems detailed in the book. Promoters continue to flood schools with technology and its (still unfulfilled) promise of cutting edge, "personalized learning." Meanwhile, they continue as well their insatiable pursuit of federal funding, educational legitimacy, corporate profits, and access to student subjects and their accumulated learning data for product development. Less understood, though, is a companion enterprise, there from the start, to replace teaching and learning in traditional classrooms by efficient automated systems that manage and monitor human cognition and learning for high-performance systems, from weapons systems to high tech corporations. As education is moved imperceptibly away from its traditional humanistic aims and from the classroom itself, the goal of this human engineering project, the depersonalized accumulation of cognitive components for a 21st century militarized economy, best befits the book's original title: "The Human Arsenal." This ongoing military/corporate-sponsored enterprise continues to impact education today, largely unnoticed. One example is the federally-funded Advanced Distributed Learning Initiative (ADL), which has been a major force behind the implementation of electronic learning systems, now used in all Defense Department and federal employee training. With the Defense Advanced Research Project Agency (ARPA) ADL is developing structures to capture students' soft skills, and the Army Research Laboratory is developing "intelligent tutoring systems" to enable "instructional management of affect, engagement, and grit (perseverance)." ADL through the Department of Defense has developed Experience API, a learning technology that can monitor all student online and offline interactions and archive these in date lockers or learning record stores. ADL has already impacted thousands of school districts through nonprofits such as IMS Global and Future Ready Schools, part of an industry massively subsidized by high tech corporations and valued at $255 billion annually. A $90 million Advanced Research Projects Agency for Education (ARPA-ED), modeled after the military's ARPA, has been proposed to fund "dramatic breakthroughs in learning and teaching." These include "digital tutors as effective as personal tutors" and, with the Navy's Full Spectrum Learning project, "data collection tools for personalized education modeled after corporate data analysis that identifies consumer patterns and preferences." ADL is just one example of how the military/corporate ed tech enterprise is changing public education by hollowing it out into something that can be digitized, data-driven, automated, and monitored. Its promoters envision education as children interacting with online learning systems where, based on past performance, algorithms will serve up what each student needs to know next. Through this digital curriculum, students create virtual educational identities at very young ages and learning devices are watching students as much as students are watching them. Such is the education landscape presaged by The Classroom Arsenal a quarter century ago, whose origins and trajectories need to be deeply understood now more than ever.
Schools are often portrayed as being resistant to change, unwilling to teach new material and incapable of organizing themselves in different ways. Hedley Beare argues that there have been changes in the patterns of schooling in recent years but increasingly radical changes are expected due to advances in information technology. These changes are coming, he says, whether schools are "ready or not". This book is based on the changes a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. It predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the 20th century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.
This practical handbook focuses on the best ways in which to use ICT to support literacy, numeracy and science teaching in the early years. Recent government initiatives are about to ensure that all classes in primary schools have access to a multimedia computer and the internet. Classroom assistants will also be required to use ICT in their supportive role to the teacher. This book will provide them with a jargon-free and well-illustrated text demonstrating the technical skills necessary to set up and use PC, Apple and Acorn computers, save, store and organize children's work, access the internet, and use a word processor and drawing program effectively. The material provided is linked to the ICT elements on STA, BTEC and NNEB courses and to the developments of the National Grid for Learning.
This book explores the development and current classroom applications of hardware and software for primary mathematics. The authors review available software (including data handling programs, Logo and control, ILS, maths adventures and 'drill-and-practices' software) and consider why these have not gained wider acceptance among primary teachers. They consider pedagogy and best practice in mathematics, rather that structures imposed by technology. The book provides powerful examples of ways in which ICT can be effectively integrated into the mathematics curriculum. The authors take account of the National Numeracy Framework, and look at possible new directions in educational software, hardware and resources.
Education is changing through improved technology and the widening access to it. This is a discussion of this increased accessibility to the Internet and how this has lead to a variety of resources being used for learning. Resource-based learning is flexible and can be used locally or globally and is an integral part of education. Case studies and examples show the benefits of using the Internet as part of resource-based learning.
Since the publication of the first edition of "Computers as
Cognitive Tools" in 1993, rapid changes have taken place in the
uses of technology for educational purposes and in the theories
underlying such uses. Changes in perspectives on thinking and
learning are guiding the instructional design of computer-based
learning environments.
This special issue calls for a greater awareness of computing as a
critical area of study for those interested in educational studies.
Its purpose is to open up a wider dialogue about computing and
education than has previously existed in the field. The questions
raised provide the basis for a lively discussion and analysis of
the role of educational studies in interpreting the role of
computing in our culture and educational system. This issue also
provides a model for exploring other topics of similar significance
and importance to the field in future issues of the journal.
This book takes into account three core policies: 'Every Child Matters', 'Personalised Learning', and 'Harnessing Technology', combined they are at the heart of changes to children and young peoples' experiences of school. Harnessing Technology considers these policies and their interlinked relationship. It outlines the ways in which technology allows us to assess, track and monitor pupil progress and use this information to better support both their learning and their broader needs, making it an essential resource for training and practicing teachers, school leaders, and all those involved in educational transformation. To achieve the five outcomes of the 'Every Child Matters' agenda requires an approach that is pupil centred, with developments in new technologies making it possible to not only understand each individual more precisely, but also for them to learn in more flexible and personalised ways. Through innovations such as web based information sharing, learning platforms and e-portfolios, schools will be able to offer content appropriate to pupil's personal goals, breaching conventional orthodoxies of time and place. How far these policies will transform schools and services for children and young people remains to be seen. Consideration is given within the book to the barriers to their success, the issues that impinge upon them, and questions asked about their capacity to bring about long-term, systemic, change.
The uses of technology in education have kindled great interest in
recent years. Currently, considerable resources are being expended
to connect schools to the Internet, to purchase powerful (and
increasingly affordable) computers, and on other implementations of
educational technologies. However, the mere availability of
powerful, globally-connected computers is not sufficient to insure
that students will learn--particularly in subjects that pose
considerable conceptual difficulties, such as in science and
mathematics. The true challenge is not just to put the newest
technologies in our schools, but to identify advanced ways to
design and use these new technologies to advance learning. This
book offers a "snapshot" of current work that is attempting to
address this challenge. It provides valuable and timely information
to science and mathematics educators, educational and cognitive
researchers, instructional technologists and educational software
developers, educational policymakers, and to scholars and students
in these fields.
As online education becomes more familiar, so the reality of using it in teaching and learning has moved beyond the realm of the specialist. Pedagogy and best practice Delivering Learning on the Net explores the reality of online education today. Martin Weller chaired the groundbreaking Open University course You, Your computer and the Net, which is now the largest for-credit online course in Europe. Based on this and his experiences elsewhere, the book is a comprehensive resource grounded in practical reality as well as in research. Key issues covered include: *the Net and its relation to education; *developing and implementing online courses; *the key issues surrounding online education. Teachers, trainers, technologists, administrators and decision-makers working in higher and further education will all find much of value in this book.
"Taking Flight With OWLs" examines computer technology use in
writing centers. Its purpose is to move beyond anecdotal evidence
for implementing computer technology in writing centers, presenting
carefully considered studies that theorize the move to computer
technology and examine technology use in practice.
The effective development of human resources within the organisation is one of the most powerful contributions to the long-term growth and survival of the enterprise. This systematic and practical approach to training principles and practice, first published in 1972, provides a unifying framework as a guide to problem solving and action by executives. This step-by-step account, illustrated by case histories, shows how to apply the principles to analysing and solving varied training problems within organisations. This title will be of interest to managers, executives, and students of business studies and human resource management.
This text provides user friendly advice and support for school teachers and lecturers in further and higher education who need to know what information technology and computers can do for their work.
Research has indicated that assessment is a key factor in student learning. This book details the issues of assessment in the open and distance learning field, where changes in budgets, the location and environment of the students and other factors have prompted innovations in assessment.
Throughout this book, the authors emphasize that primary science is at its best as a practical, hands-on experience for children. When ICT is used in an integral way, it can enable practical work to be done at a more sophisticated level, helping children to make sense of their findings. The book includes several case studies from primary classrooms and each chapter includes practical suggestions for teachers. The wide-ranging topics covered include: databases and spreadsheets data logging control technology ICT, drama and science school visits planning for ICT and science choosing and using software. ICT and Primary Science is an accessible and jargon-free resource for teachers and student teachers of primary science. |
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