ICT, Pedagogy and the Curriculum: Subject to Change by Viv EllisICT, Pedagogy and the Curriculum: Subject to Change by Viv Ellis

ICT, Pedagogy and the Curriculum: Subject to Change

EditorViv Ellis, Avril Loveless

Hardcover | March 29, 2001

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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 Curriculumlooks 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.

Title:ICT, Pedagogy and the Curriculum: Subject to ChangeFormat:HardcoverDimensions:264 pages, 9.21 × 6.14 × 0.8 inPublished:March 29, 2001Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415234298

ISBN - 13:9780415234290

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Reviews

Editorial Reviews

'This book deserves a wider readership than its title suggests. The chapters are self-contained for those who wish to dip in and out, but offer a coherent whole for those who seek a more theoretical treatment.' - Angela McFarlane, Times Educational Supplement 'This book made me stop and think. Like many teachers of "traditional" subjects faced with the challenges of ICT, I had never fully articulated my sense of the potential of the new technologies to improve teaching and learning, nor had I ever completely thought through my intuitions about the cultural, educational and commercial contexts that have framed my activity. Each paper in this collection has made something click into place for me - I left my reading with a much clearer sense of what I've been trying to do with ICT in the classroom. This book should be mandatory reading in every school and teacher training institution.' - Harry Dodds, International Journal of Media Education