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Summary
Summary
This book explores the impact new information and communication technologies are having on teaching and the way children learn. The book addresses key issues across all phases of primary and secondary education, both in the UK and internationally.
ICT, Pedagogy and the Curriculum looks at the relationship between ICT, paradigms of teaching and learning, and the way in which curriculum subjects are represented. Three principal areas are addressed:
* the wider perception of ICT in society, culture and schooling
* the challenges to pedagogy
* the way in which ICT not only supports learning and teaching but changes the nature of curriculum subjects.
The tensions between the use of technology to replicate traditional practices, and the possibilities for transforming the curriculum and pedagogy are explored, offering an original and distinctively critical perspective on the way in which we understand ICT in education.
It will be of interest to all primary and secondary teachers and those in initial teacher training who are concerned about current technology initiatives in education and how to respond to them.
Author Notes
Avril Loveless is a Senior Lecturer in ICT in Education at the University of Brighton.
Viv Ellis is Lecturer in English Education at the University of Southampton.
Roy M. Bohlin is Professor of Educational Technology at California State University, Fresno.
David Buckingham is Professor of Education at the Institute of Education, University of London.
Glenn L. DeVoogd serves as Assistant Professor in the School of Education and Human Development at California State University, Fresno.
Viv Ellis is Lecturer in English in the Research and Graduate School of Education at the University of Southampton.
Roy Hawkey is Head of Education at the Natural History Museum, having previously been a teacher and a university lecturer in science education.
Robert Mawuena Kwami is a Lecturer in Music Education at the University of London's Institute of Education.
Donna LeCourt is an Assistant Professor of English at Colorado State University.
Steve Long is a Senior Lecturer in Art and Design Education at the University of Brighton.
Avril Loveless is a Senior Lecturer in ICT in Education at the University of Brighton.
Katrina Miller is a Senior Lecturer in Science Education at the University of Brighton.
Jack Sanger is currently a member of a European panel concerned with the protection of young persons from aspects of the media.
Margaret Scanlon is a Research Officer in the Centre for the Study of Children, Youth and Media at the Institute of Education, University of London.
Julian Sefton-Green is Media Education Development Officer at the Weekend Arts College in London.
Michelle Selinger is Director of the Centre for New Technologies Research in Education (CeNTRE) at the Institute of Education, University of Warwick.
Ilana Snyder is a Senior Lecturer in the Faculty of Education, Monash University, Australia.
Table of Contents
| List of figures | p. ix |
| List of tables | p. x |
| Contributors | p. xi |
| Acknowledgements | p. xiv |
| Preface | p. xv |
| Editors' introduction | p. 1 |
| Part I The cultural context | p. 7 |
| 1 ICT, the demise of UK schooling and the rise of the individual learner | p. 9 |
| 2 Selling the digital dream: marketing educational technology to teachers and parents | p. 20 |
| 3 'Hybrid vigour': reconciling the verbal and the visual in electronic communication | p. 41 |
| Part II Pedagogy and ICT | p. 61 |
| 4 Something old, something new...: is pedagogy affected by ICT? | p. 63 |
| 5 Technology as material culture: a critical pedagogy of 'technical literacy' | p. 84 |
| 6 Science beyond school: representation or re-presentation? | p. 104 |
| Part III ICT and the curriculum | p. 129 |
| 7 Analogue clock/digital display: continuity and change in debates about literacy, technology and English | p. 131 |
| 8 Information and communication technologies and representations of mathematics | p. 152 |
| 9 ICT and science education: new spaces for gender | p. 179 |
| 10 What effect will digital technologies have on visual education in schools? | p. 199 |
| 11 Music education in a new millennium | p. 216 |
| Index | p. 229 |
