Tools for the job: A report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England

Journal of Computer Assisted Learning

Volumn 20, Issue 1, 2004, Pages 11-20

  Waite, S ^a  

^a UNIVERSITY OF PLYMOUTH   (United Kingdom)

Author keywords

Computers; Literacy; Primary education; Survey; Teachers

Indexed keywords

EID: 3042856296     PISSN: 02664909     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2729.2004.00043.x     Document Type: Review

References (40)

1. Becker H.J. (2001) How are teachers using computers for instruction? Paper presented at the 2001 Annual Meeting of the American Educational Research Association, Seattle, March 2001, http://crito.gsm.uci.edu/tlc
2. BECTa (2001a) Preliminary report for the DfEE on the relationship between ICT and primary school standards. Available at: http://www.becta.org.uk
3. BECTa (2001b) Primary Schools of the Future - Achieving Today, Available at: http://www.becta.org.uk
4. BECTa (2001c) ImpacT2: Emerging Findings from the Evaluation of the Impact of Information and Communication Technologies on Pupil Attainment. DfES, London.
5. Bromfield C., Waite S.J. & Wheeler S. (2003) Can ICT switch children onto learning?: indications from a longitudinal observational study. Paper accepted for European Association for Research into Learning and Instruction Conference, Padova, 26-30 August 2003.
6. Burgess H. (2000) What future for initial teacher education? New curriculum and new directions. Curriculum Journal 11, 405-417.
7. Clegg S. (2001) Theorising the machine: gender, education and computing. Gender and Education 13, 307-324.
8. Cortazzi M. (1991) Primary Teaching How It Is: A Narrative Account. David Fulton, London.
9. Cox M., Preston C. & Cox K. (1999) What factors support or prevent teachers from using ICT in their classrooms? Available at: http://www.leeds.ac. uk/educol/documents/00001304.htm
10. Davis F.D., Bagozzi R.P. & Warshaw P.R. (1989) User Acceptance of computer technology: a comparison of two theoretical models. Management Science 35, 982-1003.
11. Dede C. (2000) Emerging influences of information technology on school curriculum. Journal of Curriculum Studies 32, 281-303.
12. DfEE (1998a) Open for Learning, Open for Business. DfEE, London.
13. DfEE (1998b) Teaching: High Status, High Standards - Circular Number 4/98: Requirements for Courses of Initial Teacher Training. DfEE, London.
14. DfEE/QCA (1999) Information and Communication Technology: The National Curriculum for England, Key Stages 1-4. DfEE/QCA, London.
15. DfEE/QCA (2000) The National Curriculum: Handbook for Primary Teachers in England. DfEE/QCA, London.
16. DfES (2002a) Education and Skills: Delivering Results - A Strategy to 2006. DfES, London.
17. DfES (2002b) Young People and ICT. DfES, London.
18. DfES (2003) 14-19 Opportunities and Excellence. DfES, London.
19. Fullan M. (1991) The New Meaning of Educational Change. Cassell, London.
20. Galanouli D., Murphy C. & Gardner J. (2003) Teachers' perceptions of the effectiveness of ICT-competence training. Paper presented at CAL '03, 21st Century Learning, 8-10 April 2003, Belfast, Northern Ireland.
21. Goodison T.A. (2002) Learning with ICT at primary level: pupils' perceptions. Journal of Computer Assisted Learning 18, 282-295.
22. Lawson T. & Comber C. (2000) Introducing information and communications technologies into schools: the blurring of boundaries. British Journal of Sociology of Education 21, 419-433.
23. Leat D. (1999) Rolling the stone uphill: teacher development and the implementation of thinking skills programmes. Oxford Review of Education 25, 387-403.
24. Leat D. & Higgins S. (2002) The role of powerful pedagogical strategies in curriculum development. Curriculum Journal 13, 71-85.
25. Lee D. (1997) Colloquium: factors influencing the success of computer skills learning among in-service teachers. British Journal of Educational Technology 28, 139-141.
26. McCormick R. & Scrimshaw P. (2001) Information and communications technology, knowledge and pedagogy. Education, Communication and Information 1, 37-57.
27. OFSTED (2001) ICT in Schools: The Impact of Government Initiatives. OFSTED, London.
28. QCA (2000) Information and Communications Technology: Update to the IT Scheme of Work. DfEE/QCA, London.
29. Robertson J. (2002) The ambiguous embrace: twenty years of IT (ICT) in UK primary schools. British Journal of Educational Technology 33, 403-409.
30. Selwyn N. (1999) Gilding the grid: the marketing of the national grid for learning. British Journal of Sociology of Education 20, 55-68.
31. Sharp J., Potter J., Allen J. & Loveless A. (2001) Primary ICT; Knowledge, Understanding and Practice. Learning Matters Ltd., Exeter.
32. Somekh B. (2001) The role of evaluation in ensuring excellence in communications and information technology initiatives. Education, Communication and Information 1, 75-101.
33. TTA (1999) Ways Forward with ICT: Effective Pedagogy using Information and Communications Technology in Literacy and Numeracy in Primary Schools: Summary of Findings and Illustrations of Teacher Development. TTA, London.
34. Tweddle S. (1997) A retrospective: fifteen years of computers in English. English in Education 31, 25-12.
35. Waite S. J. (2002) Computers and Literacy Unpublished report circulated to participating schools, University of Plymouth.
36. Waite S.J., Wheeler S. & Bromfield C. (2003) Our flexible friend: the implications of individual differences for information technology. Paper accepted for Computer Assisted Learning Conference, Belfast, 8-10 April 2003.
37. Wenger E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, Cambridge.
38. Wheeler S. (2001) Information and Communication Technologies and the Changing Role of the Teacher. Journal of Educational Media 26, 7-17.
39. Wheeler S., Waite S. & Bromfield C. (2002) Promoting creative thinking through the use of ICT. Journal of Computer Assisted Learning 18, 367-378.
40. Williams D., Coles L., Wilson K., Richardson A. & Tuson J. Teachers and ICT: current use and future needs. British Journal of Educational Technology 31, 307-320.