By Viv Ellis, Avril Loveless
This ebook explores the influence new details and verbal exchange applied sciences are having on educating and how childrens research. The booklet addresses key matters throughout all stages of basic and secondary schooling, either within the united kingdom and across the world. ICT, Pedagogy and the Curriculum appears to be like on the courting among ICT, paradigms of educating and studying, and how within which curriculum topics are represented. 3 important components are addressed: * the broader belief of ICT in society, tradition and education* the demanding situations to pedagogy* the way ICT not just helps studying and instructing yet alterations the character of curriculum topics. The tensions among using expertise to copy conventional practices, and the probabilities for reworking the curriculum and pedagogy are explored, providing an unique and distinctively severe standpoint at the manner within which we comprehend ICT in schooling. it is going to be of curiosity to all fundamental and secondary academics and people in preliminary instructor education who're fascinated with present expertise projects in schooling and the way to answer them.
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Extra resources for ICT, Pedagogy and the Curriculum
Tesco’s highly successful ‘Computers in Schools’ scheme, for example, is a key aspect of its promotional strategy in what has become a highly competitive sector of retailing; while Rupert Murdoch’s News International has a parallel ‘Books in Schools’ scheme in association with Walkers, makers of potato crisps. These initiatives reflect the general ascendancy of ‘promotional culture’ (Wernick 1991); and, in this context, education has a strong ‘feel-good factor’ that renders it particularly valuable as a means of defining and promoting a given brand.
The role of commercial interests in this field is such that, in our view, there are few truly independent critical sources of information and advice for potential purchasers. We look first at an event known as the BETT Show, an exhibition of educational resources for schools held annually in London, and then at some more diverse instances of marketing material aimed at parents. We do not claim as yet to have undertaken an exhaustive analysis of such material. 1 We would contend that the examples we have chosen represent part of a broader educational-technological complex.
This was reflected in some of their slogans: ‘Extending the classroom into the home: Knowledge through your television’ (NTL); ‘Non stop learning—non stop managed services’ (Compaq); ‘Portable learning’ (ACER). Likewise, the Microsoft presentations used phrases like ‘anytime anywhere learning’ and ‘learners without limits’, and claimed that their products were ‘bridging the gap between learning in and beyond the classroom’. In other instances, the distinction between education and entertainment was blurred.