ICT in the Primary School

By Avril Loveless; Babs Dore | Go to book overview

7
LITERACY AND ICT IN THE PRIMARY CLASSROOM THE ROLE OF THE TEACHER

Hannah Davies and Olivia O'Sullivan

The teacher's model of literacy and of pedagogy will drive
the electronic writing tools. Good teaching is the most
powerful program we can run.

(Zeni 1994: 80)

The discussion and examples of children's literacy experiences with information and communication technology (ICT) in primary classrooms presented in this chapter arises from Hannah Davies' and Olivia O'Sullivan's work in the Centre for Language in Primary Education (CLPE) in London, UK. They draw upon their interactions with teachers and children, describing the potential of ICT to support and extend meaningful and powerful learning experiences. They also acknowledge some of the difficulties that teachers deal with in implementing the use of ICT in current school literacy practices. This chapter outlines an approach to the imaginative integration of ICT into literacy work which requires neither sophisticated technology nor extensive libraries of software. It presents an account of the authors' commitment to the role of the teacher in enabling children to be confident, creative and engaged in their learning for life.

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