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List of contents
PART 1: KNOWLEDGE, TECHNOLOGY AND HUMAN COGNITION
- Technology as tools to augment cognition
- ICT and Computing as a subject - policy views
- Effective computing pedagogy: personalisation and differentiation
- How do students perceive ICT?
- Teachers' perspectives on ICT at KS3' - views of ICT as subject
- Gender and ICT & Computing
PART 2 THE WHOLE SCHOOL LEARNING ENVIRONMENT
- Issues for teachers’ continuing professional development
- Using Web 2.0 technologies for enhancing teaching and learning
- E-ethics and digital identities
- Computing curriculum-computational thinking and creativity
- Inquiring Minds and Digital Tools
- "There is no such thing as a free lunch" - OERs, MOOCS vs QA, value and sustainability
- Learning spaces and flipped classrooms
- Bring your own device (BYOD)
PART 3 CLASSROOM APPLICATIONS
- Debates in the use of tablets in the classroom
- Using social media in the classroom - eg Facebook; what are the issues for and againist
- Games based learning
- Learning in an increasingly non-textual world
- Programming and coding: how do you avoid death by Scratch?
- Scratch and the new Computing curriculum: Creativity, Collaboration, and Cross-curricular teaching and learning.
- Developing reflective practice in the classroom using ICT
- Mobile video assessment
About the author
Sarah Younie is Professor in Education, Innovation and Technology at De Montfort University, UK.
Pete Bradshaw is a tutor and doctoral supervisor at the Open University, UK.
Summary
Debates in ICT and Computing Education explores the major issues teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools.
