Davis Niki / Bridget Somekh (eds.)
Using IT Effectively in Teaching and Learning
Studies in Pre-Service and In-Service Teacher Education
Herausgeber: Davis, Niki; Somekh, Bridget
Davis Niki / Bridget Somekh (eds.)
Using IT Effectively in Teaching and Learning
Studies in Pre-Service and In-Service Teacher Education
Herausgeber: Davis, Niki; Somekh, Bridget
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First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
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First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 288
- Erscheinungstermin: 19. Dezember 1996
- Englisch
- Abmessung: 235mm x 162mm x 17mm
- Gewicht: 395g
- ISBN-13: 9780415121323
- ISBN-10: 0415121329
- Artikelnr.: 22392786
- Verlag: CRC Press
- Seitenzahl: 288
- Erscheinungstermin: 19. Dezember 1996
- Englisch
- Abmessung: 235mm x 162mm x 17mm
- Gewicht: 395g
- ISBN-13: 9780415121323
- ISBN-10: 0415121329
- Artikelnr.: 22392786
Niki Davis, Bridget Somekh
Chapter One: Introduction; Part One: IT as a Learning Tool: The Potential
and the Teacher's Role; Chapter Two: Can quality in learning be enhanced
through the use of IT? Niki Davis, Charles Desforges, John Jessel, Bridget
Somekh, Chris Taylor and Gay Vaughan; Chapter Three: Children writing words
and building thoughts: does the word processor really help? John Jessel;
Chapter Four: Number education for very young children: can IT change the
nature of early years mathematics education? Gay Vaughan; Chapter Five: Do
electronic data bases enable children to engage in information processing?
Helen M. Smith; Chapter Six: Does data logging change the nature of
children's thinking in experimental work in Science? Roy Barton; Chapter
Seven: Can design software make a useful contribution to the art
curriculum? John McGowan; Chapter Eight: Children exploring the Queen's
House in hypertext: has the hype any educational potential? John Jessel and
Vicky Hurst; Part Two: Learning to use IT as a Teaching Tool: Strategies
for Teaching Training; Chapter Nine: Computers and the teacher's role.
Peter Scrimshaw; Chapter Ten: Classroom investigations: exploring and
evaluating how IT can support learning. Bridget Somekh; Chapter Eleven:
Using IT in classrooms: experienced teachers and students as co-learners.
Colin Biott & Malcolm Bell; Chapter Twelve: Getting teachers started with
IT and transferable skills. Bridget Somekh & Niki Davis; Chapter Thirteen:
Partnership in initial teacher education. Graham Bryne Hill; Chapter
Fourteen: Do electronic communications offer a new learning opportunity in
classrooms? Niki Davis; Part Three: The Management of IT Development in
Educational Institutions; Chapter Fifteen: IT and the politics of
institutional change. Brudget Somekh, Geoff Whitty & Rod Coveney; Chapter
Sixteen: Managing change in educational institutions: reflections on the
effects of quality audit and a staff development project. Rod Coveney;
Chapter Seventeen: Organising the use of IT in educational institutions
Chris Taylor; Chapter Eighteen: Managing curriculum development: using
school teacher appraisal to find the means. Jon Pratt; Chapter Nineteen:
Strategies for staff and institutional development for IT in education: an
integrated approach. Niki Davis
and the Teacher's Role; Chapter Two: Can quality in learning be enhanced
through the use of IT? Niki Davis, Charles Desforges, John Jessel, Bridget
Somekh, Chris Taylor and Gay Vaughan; Chapter Three: Children writing words
and building thoughts: does the word processor really help? John Jessel;
Chapter Four: Number education for very young children: can IT change the
nature of early years mathematics education? Gay Vaughan; Chapter Five: Do
electronic data bases enable children to engage in information processing?
Helen M. Smith; Chapter Six: Does data logging change the nature of
children's thinking in experimental work in Science? Roy Barton; Chapter
Seven: Can design software make a useful contribution to the art
curriculum? John McGowan; Chapter Eight: Children exploring the Queen's
House in hypertext: has the hype any educational potential? John Jessel and
Vicky Hurst; Part Two: Learning to use IT as a Teaching Tool: Strategies
for Teaching Training; Chapter Nine: Computers and the teacher's role.
Peter Scrimshaw; Chapter Ten: Classroom investigations: exploring and
evaluating how IT can support learning. Bridget Somekh; Chapter Eleven:
Using IT in classrooms: experienced teachers and students as co-learners.
Colin Biott & Malcolm Bell; Chapter Twelve: Getting teachers started with
IT and transferable skills. Bridget Somekh & Niki Davis; Chapter Thirteen:
Partnership in initial teacher education. Graham Bryne Hill; Chapter
Fourteen: Do electronic communications offer a new learning opportunity in
classrooms? Niki Davis; Part Three: The Management of IT Development in
Educational Institutions; Chapter Fifteen: IT and the politics of
institutional change. Brudget Somekh, Geoff Whitty & Rod Coveney; Chapter
Sixteen: Managing change in educational institutions: reflections on the
effects of quality audit and a staff development project. Rod Coveney;
Chapter Seventeen: Organising the use of IT in educational institutions
Chris Taylor; Chapter Eighteen: Managing curriculum development: using
school teacher appraisal to find the means. Jon Pratt; Chapter Nineteen:
Strategies for staff and institutional development for IT in education: an
integrated approach. Niki Davis
Chapter One: Introduction; Part One: IT as a Learning Tool: The Potential
and the Teacher's Role; Chapter Two: Can quality in learning be enhanced
through the use of IT? Niki Davis, Charles Desforges, John Jessel, Bridget
Somekh, Chris Taylor and Gay Vaughan; Chapter Three: Children writing words
and building thoughts: does the word processor really help? John Jessel;
Chapter Four: Number education for very young children: can IT change the
nature of early years mathematics education? Gay Vaughan; Chapter Five: Do
electronic data bases enable children to engage in information processing?
Helen M. Smith; Chapter Six: Does data logging change the nature of
children's thinking in experimental work in Science? Roy Barton; Chapter
Seven: Can design software make a useful contribution to the art
curriculum? John McGowan; Chapter Eight: Children exploring the Queen's
House in hypertext: has the hype any educational potential? John Jessel and
Vicky Hurst; Part Two: Learning to use IT as a Teaching Tool: Strategies
for Teaching Training; Chapter Nine: Computers and the teacher's role.
Peter Scrimshaw; Chapter Ten: Classroom investigations: exploring and
evaluating how IT can support learning. Bridget Somekh; Chapter Eleven:
Using IT in classrooms: experienced teachers and students as co-learners.
Colin Biott & Malcolm Bell; Chapter Twelve: Getting teachers started with
IT and transferable skills. Bridget Somekh & Niki Davis; Chapter Thirteen:
Partnership in initial teacher education. Graham Bryne Hill; Chapter
Fourteen: Do electronic communications offer a new learning opportunity in
classrooms? Niki Davis; Part Three: The Management of IT Development in
Educational Institutions; Chapter Fifteen: IT and the politics of
institutional change. Brudget Somekh, Geoff Whitty & Rod Coveney; Chapter
Sixteen: Managing change in educational institutions: reflections on the
effects of quality audit and a staff development project. Rod Coveney;
Chapter Seventeen: Organising the use of IT in educational institutions
Chris Taylor; Chapter Eighteen: Managing curriculum development: using
school teacher appraisal to find the means. Jon Pratt; Chapter Nineteen:
Strategies for staff and institutional development for IT in education: an
integrated approach. Niki Davis
and the Teacher's Role; Chapter Two: Can quality in learning be enhanced
through the use of IT? Niki Davis, Charles Desforges, John Jessel, Bridget
Somekh, Chris Taylor and Gay Vaughan; Chapter Three: Children writing words
and building thoughts: does the word processor really help? John Jessel;
Chapter Four: Number education for very young children: can IT change the
nature of early years mathematics education? Gay Vaughan; Chapter Five: Do
electronic data bases enable children to engage in information processing?
Helen M. Smith; Chapter Six: Does data logging change the nature of
children's thinking in experimental work in Science? Roy Barton; Chapter
Seven: Can design software make a useful contribution to the art
curriculum? John McGowan; Chapter Eight: Children exploring the Queen's
House in hypertext: has the hype any educational potential? John Jessel and
Vicky Hurst; Part Two: Learning to use IT as a Teaching Tool: Strategies
for Teaching Training; Chapter Nine: Computers and the teacher's role.
Peter Scrimshaw; Chapter Ten: Classroom investigations: exploring and
evaluating how IT can support learning. Bridget Somekh; Chapter Eleven:
Using IT in classrooms: experienced teachers and students as co-learners.
Colin Biott & Malcolm Bell; Chapter Twelve: Getting teachers started with
IT and transferable skills. Bridget Somekh & Niki Davis; Chapter Thirteen:
Partnership in initial teacher education. Graham Bryne Hill; Chapter
Fourteen: Do electronic communications offer a new learning opportunity in
classrooms? Niki Davis; Part Three: The Management of IT Development in
Educational Institutions; Chapter Fifteen: IT and the politics of
institutional change. Brudget Somekh, Geoff Whitty & Rod Coveney; Chapter
Sixteen: Managing change in educational institutions: reflections on the
effects of quality audit and a staff development project. Rod Coveney;
Chapter Seventeen: Organising the use of IT in educational institutions
Chris Taylor; Chapter Eighteen: Managing curriculum development: using
school teacher appraisal to find the means. Jon Pratt; Chapter Nineteen:
Strategies for staff and institutional development for IT in education: an
integrated approach. Niki Davis