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Primary ICT: Knowledge, Understanding and Practice
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Primary ICT: Knowledge, Understanding and Practice

Fifth Edition


256 pages | Learning Matters
ICT remains a central part of primary education. This essential knowledge and practice book for primary ICT supports trainees working towards QTS. Covering all aspects of how ICT can support teaching and learning in the core subjects, this text helps the reader develop their understanding and practice. Includes interactive tasks, a self assessment section to allow trainees to better understand their level of knowledge and M level extension boxes to provide further challenge in all chapters. This Fifth Edition features detailed links to the 2012 Teachers' Standards, new information on e-safety and notes on the new curriculum.

Key Features:
  • All chapters and content are clearly linked to the 2012 Teachers' Standards
  • Includes links to the new Early Years Foundation Stage
  • Comprehensive and accessible guide to primary ICT
  • Key features encourage the reader to reflect on and consolidate their learning
 
Introduction
 
SECTION A: TEACHING AND LEARNING WITH PRIMARY ICT
 
Organising ICT in Your Classroom
 
Planning for Primary ICT as a Subject
 
Planning for Primary ICT in Other Subjects
 
Planning ICT in the Early Years Foundation Stage
 
Assessment and Recording in Primary ICT
 
Monitoring Primary ICT
 
SECTION B: USING APPLICATIONS AND TECHNOLOGIES
 
Word Processing and Desktop Publishing
 
Graphics Software
 
Graphing Programs
 
Databases and Spreadsheets
 
Digital Video
 
Digital Cameras
 
Virtual Learning Environments (VLEs)
 
Mobile Technologies
 
Interactive Whiteboards (IWBs)
 
The Internet
 
Music and Sound
 
SECTION C: ICT AND THE PROFESSIONAL TEACHER
 
Professional Use of ICT
 
E-Safety
 
Ethical and Legal Issues
 
Self-Assessment Questions
 
Index

The book provides a good source of information on ICT in the Primary class for Early Years students.

Miss Carol Thompson
Early Years, North West Regional College
March 21, 2014

The change within the current curriculum has meant this is potentially out of date.

Dr Scott Buckler
Institute of Education, Worcester Univ.
February 17, 2014

Useful for primary students getting to grips with ICT in school for the first time.

Mike Martin
Education, Liverpool John Moores University
September 24, 2013

This would be useful for students who choose the ICT optional module but probably more use when they are actually working in schools for ongoing CPD

Mrs Heather Langridge
Education , Nelson & Colne College
June 19, 2013

A good book that states what teachers need to know and what are the key features. It has good tips on planning and you can dip in and out of different chapters.

Miss Naomi Whale
childcare, City of Bath College
March 11, 2013

A comprehensive text which addresses many key aspects of ICT in the primary classroom, including the increasing use of mobile technologies. The chapters addressing e-safety, ethics and legal issues are pertinent. As with other texts in this series, the reflective tasks, M level extensions and recommended readings are useful.

Sandy Stockwell
Faculty of Education, Winchester University
January 22, 2013

helpful revision of a useful text.

Mr Ralph Manning
Please Select Your Department, University of East Anglia
November 21, 2012

Used as part of an introduction to primary ICT for secondary students.

Mr Robert Hooson
Faculty of Education, Edge Hill University
November 15, 2012

Valid text, some useful indicators of how to embed ICT in primary - good range of practical activities

Mrs Michelle Rogers
Centre for Early Childhood, University of Worcester
October 29, 2012

This achieving QTS text, alongside the Transforming QTS text on Primary ICT Across the Curriculum work well together.
A well matched blend of Pedagogy, Subject Knowledge and Classroom Practice sets the reader up to be able to improve their own work.
The use of key note / reflective task / summary box is well placed throughout the text.

Mr Mark-Andrew Dearden
Faculty of Education, College of St Mark and St John
September 11, 2012

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Jonathan Allen

Jonathan Allen is Strategic Lead for Teacher Education at the UCL Institute of Education. He was previously Director for Initial Teacher Education, involved across Primary, Secondary and Post-compulsory programmes, as well as in e-learning projects. Before joining the IOE Jonathan held posts responsible for Primary ICT in teacher education at University of Reading and Oxford Brookes University.  More About Author

John Potter

John Potter is Reader in Media in Education at University College London Institute of Education (UCL IOE). He works in the UCL Knowledge Lab and was a founder member of the Digital Arts Research in Education collaborative (DARE). His research and publications are in the fields of: media education, new literacies, creative activity and learner agency; digital video production by young learners; the use of social software and online networks for publication and learning; the changing nature of teaching and learning in response to the pervasive use in wider culture of media technologies in formal and informal settings. Before becoming an... More About Author

Jane Sharp

Jane Sharp is a Learning Development Tutor at Bishop Grosseteste University, working with students at all levels to develop the academic practices, skills and attributes needed for effective study at university. Her current research centres on the academic writing experiences of students studying education at university. Jane was formerly Senior Lecturer in Primary Education and ICT at the University of Winchester and a researcher at the University of Exeter involved in innovative and largescale computing projects in schools. More About Author

Keith Turvey

Keith Turvey is Principal Lecturer in Education at the Education Research Centre in the School of Education, University of Brighton. He teaches on a range of undergraduate and postgraduate courses, and plays a leading role in the MA Education course. As a primary school teacher of 15 years he led successfully a range of subjects, including music, ICT and mathematics, and took on a number of senior management roles both in the UK and abroad. Since joining the University of Brighton in 2003, he has researched and published widely in the fields of digital technologies, pedagogy and teacher education. He completed a PhD in 2011 focusing... More About Author

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