Primary Schools and ICT: Learning from Pupil Perspectives

Overview

"The use of information and communication technologies (ICTs) in primary schools is often problematic and frustrating for teachers and pupils alike. Drawing on a study of the experiences and perceptions of over 600 primary pupils, this book explores how ICT provision may be improved from a 'bottom-up' perspective - considering a number of radical suggestions for recasting primary schools as sites of innovative, imaginative and empowering technology use." There have been relatively few empirical studies of primary school IT use, and very few

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Overview

"The use of information and communication technologies (ICTs) in primary schools is often problematic and frustrating for teachers and pupils alike. Drawing on a study of the experiences and perceptions of over 600 primary pupils, this book explores how ICT provision may be improved from a 'bottom-up' perspective - considering a number of radical suggestions for recasting primary schools as sites of innovative, imaginative and empowering technology use." There have been relatively few empirical studies of primary school IT use, and very few studies of pupils' perceptions of using technologies in primary schools. This book addresses the lack of 'learner voice' in the existing literature by providing interesting, thought-provoking insights into children's views of ICT. From this background, the book is able to make a number of practical suggestions for changes to the nature of ICT organisation and provision in schools, and so will benefit schools' efforts to better align education ICT use with the needs of children.

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Product Details

  • ISBN-13: 9781855397514
  • Publisher: Bloomsbury Academic
  • Publication date: 5/6/2010
  • Edition number: 1
  • Pages: 185
  • Product dimensions: 5.90 (w) x 9.20 (h) x 0.70 (d)

Meet the Author

Neil Selwyn is Senior Lecturer at the London Knowledge Lab, University of London, UK.

Sue Cranmer is a senior researcher at Futurelab, an independent UK not-for-profit organization whose central remit is to develop research informed practice for the development of creative and innovative learning resources and practices that support new approaches to education and learning. Sue's research interests focus mainly on the uses of digital technologies for learning - particularly informal learning in everyday settings - and countering social exclusion. Prior to joining Futurelab, Sue worked at the Department of Education, University of Oxford and the London Knowledge Lab, Institute of Education, University of London, working on UK and European funded research projects.

John Potter is Programme leader for the MA In Media, Culture and Communication at the London Knowledge Lab, Institute of Education, University of London. He previously worked in primary and teacher education in ICT and Literacy at Goldsmiths College and at the University of East London. Before working in higher education, he was an ICT advisor in the London Borough of Newham and a Primary teacher with management responsibility for ICT, Literacy and Assessment in Tower Hamlets. John is currently involved in a number of education ICT organisations and associations, including ITTE and Mirandanet. His research interests are in the fields of learning, digital technology and new media cultures.

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Table of Contents

List of abbreviations

Acknowledgements

Preface

1 The 'big' priorities and pressures of primary ICT

2 The promises and problems of primary ICT

3 Getting a pupil perspective - description of our research study

4 PowerPoint and penguins - primary pupils' use of ICTs at school and at home

5 Allowing primary pupils to speak for themselves about ICT

6 Drawing digital pictures: primary pupils' representations of the future of school ICT

7 Primary pupils' experiences and understandings of 'e-safety'

8 Teachers learning from pupil perspectives?

9 Suggestions for changing primary ICT

References

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