TY  - BOOK
AU  - Monteith,Moira
TI  - ICT for curriculum enhancement
SN  - 1841508969
AV  - LB1028.5 .M66 2004eb
U1  - 371.334 22
PY  - 2004///
CY  - Bristol
PB  - Intellect
KW  - Computer-assisted instruction
KW  - Education
KW  - Curricula
KW  - Computer network resources
KW  - Computer-Assisted Instruction
KW  - Enseignement assisté par ordinateur
KW  - COMPUTERS
KW  - Educational Software
KW  - bisacsh
KW  - fast
KW  - Electronic books
KW  - lcgft
N1  - Includes bibliographical references and index; Introduction; Moira Monteith --; Remodelling Education; Moira Monteith --; Just a Tool? The Computer as the Curriculum; Martin Owen --; The Computer Practice Framework: a tool to enhance curriculum development relating to ICT; Peter Twining --; Curriculum Enrichment: using online resources, balancing creativity with the readily available; Libby Jared --; Using role-play activity with synchronous CMC to encourage critical reflection on peer debate; Rachel Pilkington, Peter Kuminek --; Computers in Schools and Colleges: The User in Control; Jocelyn Wishart --; ICT and curriculum provision in early years; Deirdre Cook --; ICT Capability and Initial Teacher Training; Babs Dore, Cathy Wickens --; ICT as a Specialist Subject in Initial Teacher Training; John Chatterton --; Information society, situatedness and social construction: student teachers' learning on a PGCE geography course; Tony Fisher --; IT as a Key Skill for Teachers: the delivery of IT as an integral component of a full-time PGCE programme; Stevie Vanhegan, Susan Wallace
N2  - This book considers the cognitive nature of courses connected with ICT or using ICT as an integral part of the course, including some views on the associated learning and teaching styles. Which factors lead to learning outcomes and are these intended or fortuitous? Factors may include ones specific to particular subject areas and their relationship with ICT, motivation associated with ICT usage, the interest which teachers, pupils and students who enjoy using ICT bring to the learning context. R
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ER  -