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. Introduction 1. The ScreenPlay project 2. Setting the scene: Patterns of computer use in the home Section 2. The domestic context 3. Computer histories, computer roles in the home 4. The computer in family life Section 3. Young people's computer use in the home 5. The digital landscape: Games and information navigation 6. Writing, designing and making on the computer in the home Section 4. Digital cultures 7. Computers, consumption and identity 8. Computers, gender and class 9. Digital childhood Section 5. Learning with the computer 10. Learning with the computer at home 11. Learning with computers at school 12. Conclusion

This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. Additionally, each chapter discusses four seminal papers on the theme with expert commentaries and updates. This volume is of high value to people entering the field of learning with technology, to doctoral students and researchers exploring the breadth of TEL, and to experienced researchers wanting to keep up with latest developments.

This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. Additionally, each chapter discusses four seminal papers on the theme with expert commentaries and updates. This volume is of high value to people entering the field of learning with technology, to doctoral students and researchers exploring the breadth of TEL, and to experienced researchers wanting to keep up with latest developments.

This book presents a key piece of the vision and strategy developed in STELLAR. It sets out a new mid-term agenda by defining Grand Challenges for research and development in technology-enhanced learning. Other than mere technology prizes, STELLAR Grand Challenges deal with problems at the interface of social and technical sciences. They pose problems that can be solved only in interdisciplinary collaboration. The descriptions of the Grand Challenge Problems were sent out to a number of stakeholders from industry, academia, and policy-making who responded with insightful, creative and critical comments bringing in their specific perspectives. This book will inspire everyone interested in TEL and its neighboring disciplines in their future projects. All of the listed problems, first hints with respect to the approach, measurable success indicators and funding sources are outlined. The challenges focus on what noted experts regard as important upcoming, pending, and innovative fields of research, the solution of which is within reach in a timeframe of a mere 2 to 15 years of work.

The advent of fast and sophisticated computer graphics has brought dynamic and interactive images under the control of professional mathematicians and mathematics teachers. This volume in the NATO Special Programme on Advanced Educational Technology takes a comprehensive and critical look at how the computer can support the use of visual images in mathematical problem solving. The contributions are written by researchers and teachers from a variety of disciplines including computer science, mathematics, mathematics education, psychology, and design. Some focus on the use of external visual images and others on the development of individual mental imagery. The book is the first collected volume in a research area that is developing rapidly, and the authors pose some challenging new questions.

On the occasion of the celebration of Twenty Years of Didactique of Ma- ematics in France, Jeremy Kilpatrick commented that though the works of Guy Brousseau are known through texts referring to them or mentioning their existence, the original texts are unknown, or known only with difficulty, in the non-Fren- speaking world. With very few exceptions, what has been available until now have been interpretations of the works of Brousseau rather than the works themselves. It was in response to this need that two of us, in the euphoria of an unforgettable Mexican evening at the time of the 1990 PME conference, decided to undertake the task of translating into English most of the works of Guy Brousseau. The ceuvre is immense, and once past the initial moments ofenthusiasm, with the accompanying ambition to produce the entire of it, we recognized the need to choose both the texts and a method of proceeding. As far as the texts go, we chose to take the period from 1970 to 1990, in the course of which it seemed to us that Brousseau had forged the essentials of the Theory of Didactical Situations. But even there the collection is huge. So, after an initial translation of most of the publications of the period, we carved out a selection, retaining the texts which gave the best presentation of the principles and key concepts of the Theory."

This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasizes the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity.

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.

This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasizes the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity.

This book is unique. It gathers texts which give the best presentation of the principles and key concepts of the Theory of Didactical Situations that Guy Brousseau developed in the period from 1970 to 1990. These texts provide a comprehensive presentation of the Theory. In order to facilitate the reading of certain points footnotes have been added, as well as preludes and interludes to place in context the chosen texts and clarify the construction of the book.

In many countries the school curriculum oscillates between focusing on traditional subjects and focusing on skills that are linked to the needs of the 21st-century digital age. Rosamund Sutherland argues against such a skills-based curriculum, maintaining that, from a social justice perspective, the priority of schools should be to give young people access to the knowledge that they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amartya Sen and David Olson to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people, while acknowledging the potential transformative role of digital technologies. This timely book will be invaluable to teachers, academics, students and policy makers interested in the ways in which the digital landscape transforms the nature of the debate about equity and social justice in education.

In many countries the school curriculum oscillates between focusing on traditional subjects and focusing on skills that are linked to the needs of the 21st-century digital age. Rosamund Sutherland argues against such a skills-based curriculum, maintaining that, from a social justice perspective, the priority of schools should be to give young people access to the knowledge that they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amartya Sen and David Olson to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people, while acknowledging the potential transformative role of digital technologies. This timely book will be invaluable to teachers, academics, students and policy makers interested in the ways in which the digital landscape transforms the nature of the debate about equity and social justice in education.

The advent of fast and sophisticated computer graphics has brought dynamic and interactive images under the control of professional mathematicians and mathematics teachers. This volume in the NATO Special Programme on Advanced Educational Technology takes a comprehensive and critical look at how the computer can support the use of visual images in mathematical problem solving. The contributions are written by researchers and teachers from a variety of disciplines including computer science, mathematics, mathematics education, psychology, and design. Some focus on the use of external visual images and others on the development of individual mental imagery. The book is the first collected volume in a research area that is developing rapidly, and the authors pose some challenging new questions.

This unique text uses tried and tested methods developed by the authors during a recent Nuffield Foundation project set up to investigate maths needs for GNVQ. Most areas of engineering mathematics are well suited to the spreadsheet approach and many students find the techniques easier to handle than more conventional computational methods. This text covers spreadsheet procedures for application of number core skills, and about two thirds of the areas of maths needed for the GNVQ Maths for Engineering (advanced) unit, but does not attempt to cover those problems more sensibly tackled by conventional means. By attempting the questions and assignments within the book the student compiles a record of competence, suitable for inclusion in the portfolio and assessment. To this end worked examples have solutions, but answers to all other exercises are to be found in the lecturers' guide, available free to teaching staff only. For lecturers' guide please write on college headed paper, and enclosing an A4 sized SAE to: Marketing Department, Edward Arnold, 338 Euston Road, London NW1 3BH, UK. Please note: the guide is free of copyright to purchasers of the textbook.