Seven Steps To Ict Integration
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Seven Steps to ICT Integration
Complex ideas related to the integration of Information and Communication Technologies (ICTs) in educational settings are interpreted in ways that are pragmatic and sustainable for improved educational outcomes in Seven Steps to ICT Integration. The ideas and strategies presented in this book are grounded in practical solutions to problems and issues identified in schools and higher education through several years of research. This book promotes learning that enables readers to construct and reconstruct their own understandings of: Their lived experience in relation to the use of ICT Possibilities for continuation The opportunities for improvement and change The constraints currently limiting initiatives. Advocating a whole-school approach, Seven Steps to ICT Integration provides research-based case studies on the integration of ICT in practice. These will provide useful insights for schools, TAFEs and local government.
Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom
"This book will help readers understand the ways in which literacy is changing around the world, and to keep up to date with literacy research and reporting techniques"--Provided by publisher.
ICT, Integrating Computers in Teaching
This book examines the role of computers in language learning and teaching in higher education. In particular, it considers the pedagogical and practical value of designing a language-learning environment around computer technology. Whereas considerable research has already been undertaken in analysing the value of individual computer tools and packages (such as e-mail), the study gives a broad appraisal of their individual and collective value, without being too exhaustive. Using quantitative and qualitative data, based on research visits to three universities, Ulster, Cambridge and Toronto, this study provides examples of effective practice in the area of the exploitation of Information and Communication Technology for language learning and teaching. It draws on the experience of these three institutions, as well as the findings of current literature in this area, in order to establish a set of essential criteria that institutions need to meet when creating a computer-based environment. Although these criteria are based on experience with language-learning environments, they are essentially generic in nature and may be applied to other computer-based learning environments.