|1.1 Features identified as enabling learning during lectures ||17|
|3.1 Three extracts from different websites commenting on the film Michael Collins||59|
|3.2 Progression in essential historical learning that may be ICT-dependent (type A) ||65|
|3.3 Progression in essential historical learning that is non-ICT-dependent (type B) ||67|
|3.4 An example (type A) of long-term planning to secure regular and progressive use of databases across Key Stage 3 and GCSE ||69|
|3.5 An example (type A) of long-term planning to secure regular and progressive use of websites as interpretations across Key Stage 3 and GCSE ||71|
|3.6 An alternative classification of ICT use for the purposes of evaluating long-term planning: content-real, generic-real and artificial-pedagogic ||81|
|3.7 Positioning different ICT-history activities using the classification of Figure 3.6 ||83|
|3.8 An example of medium-term planning from a history department (developed and first used in 2001) in which ICT is used by some pupils only ||91|
|3.9 An example of medium-term planning from a history department where all pupils move to a networked suite of computers in just one lesson ||92|
|3.10 Extract from guidance on lesson objectives given to trainees and mentors in the Faculty of Education PGCE at Cambridge ||97|
|3.11 A set of objectives for an hour's Year 9 mixed-ability lesson using census data for a locality ||100|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: History, ICT, and Learning in the Secondary School.
Contributors: Terry Haydn - Editor, Christine Counsell - Editor.
Place of publication: New York.
Publication year: 2002.
Page number: vii.
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