The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
A dichotomy of purpose: the effect on teachers of government initiatives in information technology
Proceedings of the IFIP TC3 WG3.1/3.5 joint working conference on Information technology : supporting change through teacher education: supporting change through teacher education
Teaching and Learning IT in Secondary Schools: Towards a New Pedagogy?
Education and Information Technologies
Proceedings of the IFIP TC3 WG3.1, 3.4 & 2.5 Working Conference on Capacity Building for IT in Education in Developing Countries
Teaching informatics as a subject
Proceedings of the IFIP TC3 WG3.1, 3.4 & 2.5 Working Conference on Capacity Building for IT in Education in Developing Countries
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Effects of ICT: Do we know what we should know?
Education and Information Technologies
Integrating ICT to higher education in China: From the perspective of Activity Theory
Education and Information Technologies
Visual representations of the internet in greek school textbooks and students' experiences
Education and Information Technologies
Developing a typology of teacher beliefs and practices concerning classroom use of ICT
Computers & Education
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Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and content of the subject has been fairly clearly defined with significant agreement between specifications from a range of countries, the pedagogy is still unclear. The analysis that I present here of the pedagogical reasoning process as it applies to ICT teachers who are implementing the ICT curriculum in England reveals the basis of the difficulties in teaching ICT and leads to the identification of issues for the development and integration of theories and practices for learning and teaching ICT. These issues are discussed in relation to developments in pedagogy in other curriculum areas, notably science, and an agenda for developing a pedagogy for ICT is proposed.