What do you need to know to teach computing in primary schools? How do you teach it? This book offers practical guidance on how to teach the computing curriculum in primary schools, coupled with the subject knowledge needed to teach it. This Seventh Edition is a guide to teaching the computing content of the new Primary National Curriculum. It includes many more case studies and practical examples to help you see what good practice in teaching computing looks like. It also explores the use of ICT in the primary classroom for teaching all curriculum subjects and for supporting learning in every day teaching. New chapters have been added on physical computing and coding and the importance of web literacy, bringing the text up-to-date. Computing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond into many areas of children's learning lives. This book highlights the importance of supporting children to become discerning and creative users of digital technologies as opposed to passive consumers.

The use of information and communication technologies (ICTs) in primary schools is often problematic and frustrating for teachers and pupils alike. Drawing on a study of the experiences and perceptions of over 600 primary pupils, this book explores how ICT provision may be improved from a 'bottom-up' perspective - considering a number of radical suggestions for recasting primary schools as sites of innovative, imaginative and empowering technology use. There have been relatively few empirical studies of primary school IT use, and very few studies of pupils' perceptions of using technologies in primary schools. This book addresses the lack of 'learner voice' in the existing literature by providing interesting, thought-provoking insights into children's views of ICT. From this background, the book is able to make a number of practical suggestions for changes to the nature of ICT organisation and provision in schools, and so will benefit schools' efforts to better align education ICT use with the needs of children.

Session 1 Experimental results relating acoustic and oceanographic variability.- Deterministic-stochastic oceanographic descriptions for ocean-acoustic experiments.- Experimental ocean acoustic field moments versus predictions.- Two dimensional acoustical propagation in a stratified shear flow.- The effects of sound speed on the shape of the ocean impulse response.- The effect of seasonal temperature fluctuations in the water column on sediment compressional wave speed profiles in shallow water.- SLICE89: A single slice tomography experiment.- Marginal Ice Zone oceanographic variability and its effects on acoustic propagation.- Internal wave induced fluctuations in the oceanic density and sound speed fields.- Gyre-scale reciprocal acoustic transmissions.- Summary of Session 1.- Session 2 Wave motion and finestructure affecting acoustic propagation: smallscale variability.- Chaos in underwater acoustics.- Impulse response analysis of ocean acoustic propagation.- Dependence of near-surface acoustic scatter on wind speed.- Nonlinear effects in wind-wave generation.- Multichannel acoustic reflection profiling of ocean watermass temperature/salinity interfaces.- Acoustic variability due to internal waves and surface waves in shallow water.- Observations of ocean inhomogeneities.- The problem of creating a synthetic aperture in a non-isotropic ocean.- Prediction of coastal ocean thermal variability.- Summary of Session 2.- Session 5 Stochastic modelling in oceanography and acoustics.- Treatments of incoherent scattering for the parabolic equation and ASTRAL propagation models.- Average sound intensities in randomly varying sound-speed structures.- Stochastic ray tracing in thermoclines.- Modeling of sound propagation in a randomly varying ocean by stochastic mode coupling.- Summary of Session 5.- Session 3 Range-dependent acoustic propagation caused by fronts and eddies: mesoscale variability.- Radar altimetry and acoustic prediction.- A range-dependent analysis of acoustic transmission across a cold filament in the California current.- Acoustic effects of the Iceland-Faeroe front.- Deep hydrographic fluctuations in the north-east Atlantic Mediterranean outflow: influence on acoustic propagation.- Aspects of oceanographic variability observed from thermistor chains on free-drifting buoys.- Theoretical determination of the fractal dimension of fluid parcel trajectories in large and meso-scale flows.- How do eddies modify the stratification of the thermocline?.- Three-dimensional oceanography and acoustics.- Frontal boundaries and eddies on the Iceland-Faeroes ridge.- Upper ocean variability associated with fronts.- Summary of Session 3.- Session 4 Coupling acoustic and oceanographic models.- A mixed-layer model for predicting the acoustic structure of shallow seas.- The use of coupled ocean-acoustic models in the design of naval forecast systems.- The Environmental Acoustic Tactical Support System: low frequency mesoscale ocean feature environmental acoustic results.- Environmental focusing and source localization in the ocean.- Refraction of acoustic modes in very long-range transmissions.- Environmental sensitivity studies with an interfaced ocean-acoustics system.- Simulating temperature, salinity and currents in the ocean.- A numerical investigation of semi-diurnal fluctuations in acoustic intensity at a shelf edge.- Summary of Session 4.- List of Participants.- Author Index.

This book provides a critical commentary on key issues around learning in the digital age in both formal and informal educational settings. The book presents research and thinking about new dynamic literacies, porous expertise, digital making/coding/remixing, curation, storying in digital media, open learning, the networked educator and a number of related topics; it further addresses and develops the notion of a 'third space literacies' in contexts for learning. The book takes as its starting point the idea that an emphasis on technology and media, as part of material culture and lived experience, is much needed in the discussion of education, along with a criticality which is too often absent in the discourse around technology and learning. It constructs a narrative thread and a critical synthesis from a sociocultural account of the memes and stereotypical positions around learning, media and technology in the digital age, and will be of great interest to academics interested in the mechanics of learning and the effects of technology on the education experience. It closes with a conversation as a reflexive 'afterword' featuring discussion of the key issues with, amongst others, Neil Selwyn and Cathy Burnett.

This challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in the twenty-first century. In a series of positive yet powerful and provocative chapters, the authors look at critical issues shaping schools today, with a view to: * set out the critical issues behind the headlines * show evidence from research and examples of good practice * stimulate public debate and rigorous thinking about how we educate children for life in the twenty-first century * provide practical examples of learning for the future * present a vision for school transformation. With contributions from a range of leading commentators including Tim Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and Jonathan Sacks, this is a must-read for school leaders, teachers, policy-makers, parents and all education professionals.

Revisiting Richard Hoggart's classic work The Uses of Literacy (1957), this book applies Hoggart's framework to media literacy today, examining media literacy's various uses, the tensions between them and what this means for people, communities and the contemporary configurations of social class. In The Uses of Literacy (1957), Richard Hoggart wrote about how his working class community, in the North of England, were at once using the new 'mass literacy' for self-improvement, education, social mobility and civic engagement and, at the same time, the powerful were seizing the opportunity also to use this expansion in literacy, through the new popular culture, for commercial and political ends. Working in the intersection between education, cultural studies and literacies, the authors write about media literacy as a contested, under-theorised field through Hoggart's 'line of sight' to provide a perspective on media literacy and working class culture today. This reimagining of a classic work, piercingly relevant to studies of class in Britain in 2019, will be of key interest to scholars in Media Studies, as well as interested readers in Communication Studies, Literacy Studies, Cultural Studies, Politics and Sociology.

Effective leadership is required more today than ever before. The rapid rate of change and the speed of communication require leaders at senior and middle management level to excel at strategic leadership, yet there are few resources available to achieve this. Seeking to address the issue, this toolkit is primarily designed for HR professionals, trainers and learning professionals to enable them to develop the leadership skills of senior and middle managers or even junior employees with high potential. It is designed so that coaches can use it with clients, or for individuals to work through themselves.

First published in 1997, this volume special feature is its combination of practical and psychological behavioural aspects of leadership, presented in an easy readable style, which is designed for practising managers and for business schools. It proposes a new concept of 'the learning leader' and considers: How effective leadership adds real value to organizations The Skills of foresight and vision The impact of leadership on individuals and teams Leadership competencies A blueprint for the Future - Continuous Leadership Development The authors combine academic knowledge with practical experience. Alan Hooper was a senior military officer with the Royal Marines and is now Director of the Centre for Leadership Studies at Exeter University, which runs the only MA/Postgraduate Diploma in Europe. John Potter is a behavioural scientist operating as an independent management consultant.

Vocal Authority is about how singing styles develop and change, why classical singing is different from pop singing, and what singers actually mean when they sing. It takes a historical perspective, beginning with the ancient world, looking at changes in style up to the present day and why, for example, Freddie Mercury and Montserrat Caballe could sing together.