ICT: Changing Education

ICT: Changing Education

ICT: Changing Education

ICT: Changing Education

Synopsis

Information and Communications Technology (ICT) is changing the face of education. In this timely and accessible book, Chris Abbott examines the process by which ICT, and its role in relation to literacy has become central to national educational policies.

Excerpt

It has become a feature of our times that an initial qualification is no longer seen to be adequate for life-long work within a profession and that programmes of professional development are needed. Nowhere is the need more clear than with respect to education, where changes in the national schooling and assessment system, combined with changes in the social and economic context, have transformed our professional lives.

The series, Master Classes in Education, is intended to address the needs of professional development, essentially at the level of taught masters degrees. Although aimed primarily at teachers and lecturers, it is envisaged that the books will appeal to a wider readership, including those involved in professional educational management, health promotion and youth work. For some, the texts will serve to update their knowledge. For others, they may facilitate career reorientation by introducing, in an accessible form, new areas of expertise or knowledge.

The books are overtly pedagogical, providing a clear track through the topic by means of which it is possible to gain a sound grasp of the whole field. Each book familiarises the reader with the vocabulary and the terms of discussion, and provides a concise overview of recent research and current debates in the area. While it is obviously not possible to deal with every aspect in depth, a professional who has read the book should be able to feel confident that they have covered the major areas of content, and discussed the different issues at stake. The books are also intended to convey a sense of the future direction of the subject and its points of growth or change.

In each subject area the reader is introduced to different perspectives and to a variety of readings of the subject under consideration. Some of the readings may conflict, others may be compatible but distant. Different perspectives may well give rise to different lexicons and different bibliographies, and the reader is always alerted to these differences. The variety of frameworks within which each topic can be construed is then a further source of reflective analysis.

The authors in this series have been carefully selected. Each person is an experienced professional, who has worked in that area of education as a practitioner and also addressed the subject as a researcher and theoreti-

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