ERIC Number: ED458652
Record Type: Non-Journal
Publication Date: 1999-Sep
Reference Count: N/A
Ways forward with ICT: Effective Pedagogy Using Information and Communications Technology for Literacy and Numeracy in Primary Schools.
Moseley, David; Higgins, Steve; Bramald, Rod; Hardman, Frank; Miller, Jen; Mroz, Maria; Tse, Harrison; Newton, Doug; Thompson, Ian; Williamson, John; Halligan, Jean; Bramald, Sarah; Newton, Lynne; Tymms, Peter; Henderson, Brian; Stout, Jane
This report reviews and summarizes the findings of a research and development project investigating effective pedagogy using Information and Communications Technology (ICT) in literacy and numeracy in primary schools in Great Britain. It also provides information about the main stages of the research process and the model of teaching and learning underpinning the team's approach to supporting and investigating teachers' development, and it provides illustrations of effective practice rich enough to encompass the complexity of the choices teachers have made in deciding when, when not and how to use ICT to strengthen their teaching in literacy and numeracy. Included in the report are a number of examples illustrating effective use of ICT by teachers. After a summary and an outline description of the project, the report presents 12 illustrations showing how teachers in the project used ICT to support their teaching of literacy and numeracy; these illustrations are the main outcomes from the development work and its analysis. (Contains 12 tables and figures of data. Appendixes contain survey results, existing research and publications about ICT, a brief review of research on effective pedagogy, some relationships between teachers' thinking and observed behavior, the range of schools in the development phase, gains in pupils' attainment during the development work, and a 15-item list of related Web sites.) (RS)
Descriptors: Classroom Research, Educational Technology, Elementary Education, Foreign Countries, Information Technology, Instructional Effectiveness, Literacy, Numeracy, Teacher Behavior, Teaching Methods, Telecommunications
For full text:http://www.leeds.ac.uk/educol/documents/00001369.htm.
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Durham Univ. (England). Curriculum, Evaluation, and Management Centre.
Identifiers - Location: United Kingdom (Great Britain)