Books: 'Impact of ICT use in schools'

1

Ofsted. ICT in schools: Impact of government initiatives : interim report April 2001. London: Office for Standards in Education, 2001.

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2

Thailand. Samnakngān Sathiti hǣng Chāt., ed. Measuring the impact of ICT use in business: The case of manufacturing in Thailand. New York ; Geneva: United Nations, 2008.

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3

(Nancy), Law N., Pelgrum Willem J. 1950-, Plomp Tj, and SpringerLink (Online service), eds. Pedagogy and ICT Use: In Schools Around the World Findings from the IEA Sites 2006 Study. Dordrecht: Comparative Education Research Centre, 2008.

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4

Fletcher, Soosheila. A study on the use of ICT in mathematics in primary schools in the London Borough of Richmondy. London: University of Surrey Roehampton, 2000.

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5

Office, General Accounting. Drug education: School-based programs seen as useful but impact unknown. Washington, D.C: The Office, 1990.

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6

Office, General Accounting. Drug education: School-based programs seen as useful but impact unknown : report to the Chairman, Committee on Government Affairs, U.S. Senate. Washington, D.C: U.S. General Accounting Office, 1990.

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7

A review and assessment of the use, impact, and accomplishments of federal appropriations provided to improve the education of children in the District of Columbia: Hearings before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eleventh Congress, first session : special hearings, September 16, 2009, Washington, DC ; September 29, 2009, Washington, DC. Washington: U.S. G.P.O., 2010.

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8

United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Children Family Drugs and Alcoholism. Impact of drug education: Hearing before the Subcommittee on Children, Family, Drugs, and Alcoholism of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, second session, on examining the need for drug abuse prevention programs in public schools ... August 7, 1986. Washington: U.S. G.P.O., 1986.

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9

Viewing, Listening and Learning: The Use and Impact of Schools Broadcasts. National Foundation for Educational Research, 1995.

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10

Plomp, Tjeerd, Nancy Law, Willem Pilgrum, and Comparative Education Research Centre Staff. Pedagogy and ICT Use in Schools Around the World: Findings from the IEA Sites 2006 Study. Hong Kong University Press, 2008.

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11

The Use of Instructional Technology in Schools: Lessons to Be Learned. ACER Press, 2009.

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12

Dempsey, Shirley. An action research study on the use of ICT to investigate the impact on students perceptions and hence motivation in transition year maths. 2004.

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13

Ruck Keene, Hermione, and Lucy Green. Amateur and Professional Music Making at Dartington International Summer School. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.16.

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Music summer schools in the United Kingdom offer a holiday context for “serious leisure” for amateurs, and high-level tuition for aspiring professionals. The majority exist in distinct spaces for either the vocational or avocational musician; Dartington International Summer School is anomalous in that it is attended by amateur, aspiring professional and professional musicians. Theories of leisure as symbol, play, and the other, and Bahktin’s theory of the “carnivalesque” are used in this chapter as lenses to view participant experience. Mantie’s concept of the learner-participant dichotomy sheds light on the clashes and complementarity arising from the differing intentions of the participants. The chapter discusses how the leisure-learning context of the summer school impacts on participants’ musical identity, and can serve both to challenge and reinforce hierarchical status relationships between vocational and avocational musicians.

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14

Haroutounian, Joanne. Kindling the Spark. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195129489.001.0001.

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Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.

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15

Drug education: School-based programs seen as useful but impact unknown. Washington, D.C: The Office, 1990.

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16

Drug education: School-based programs seen as useful but impact unknown. Washington, D.C: The Office, 1990.

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17

Slavin, Karrie, and Johnny S. Kim. SFBT in Action. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0010.

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Eating disorders are one of the most common problems that school social workers encounter with their students. This chapter begins with an overview of eating disorders, including definitional and descriptive information, causative factors, and student impacts. The chapter focuses on the three most common types of eating disorders, which are anorexia nervosa, bulimia nervosa, and binge eating disorder. Next, rationale for using a Solution-Focused Brief Therapy approach will be presented and a discussion for why it is a good fit for working with students who have eating disorders. Following the rationale, a case study will demonstrate the use of SFBT techniques by a school social worker in a therapy session with a student experiencing an eating disorder.

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18

Kacprzak, Agnieszka. Rhetoric and Roman Law. Edited by Paul J. du Plessis, Clifford Ando, and Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.16.

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This chapter surveys the methods of constructing rational arguments taught in the schools of rhetoric and their impact on juridical argumentation. It surveys: the place of rhetoric in legal education; the basic tools of rhetorical invention, i.e. rhetorical syllogism and induction, general schemes of inference on which singular arguments depended (topoi), and types of questions on which court debates could concentrate (status); the difficulties one is likely to encounter when trying to identify traces of rhetorical teaching in legal sources. It is the contention of this chapter that such attempts are hardly successful, since rhetorical theory codifies, classifies, and to a lesser degree analyses types of argumentation people intuitively use, rather than create them. The mere fact that a jurist applied some pattern of reasoning as described in rhetorical handbooks is insufficient evidence to conclude either that he had some sort of rhetorical education or that he knew rhetorical theory.

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19

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, Adriana Aparecida de Lima Terçariol, Agnaldo Keiti Higuchi, Amanda Fernandes da Fonseca, Ana Paula Bacchiega Prestes, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up

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20

Wasserman, Danuta, ed. Oxford Textbook of Suicidology and Suicide Prevention. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198834441.001.0001.

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The Oxford Textbook of Suicidology and Suicide Prevention is a comprehensive resource covering all aspects of suicidal behaviour and suicide prevention from a number of different perspectives, including its underlying religious and cultural factors; its political, social and economic causes; its psychiatric and somatic determinants; and its public health impacts. The new edition includes several new clinically focussed chapters devoted to major psychiatric disorders and their relation to suicide, including mood and anxiety disorders, substance abuse, psychosis/schizophrenia, bipolar disorder, eating disorders, and personality disorders. It also includes a fully updated section on psychometric scales used for measuring suicidal behaviour and instruments used in suicide preventative interventions as well as descriptions of suicide preventive methods in schools as suicide is the second leading, and in some countries first, cause of death for young people.

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21

Mandel, Rachel, and Ruth Gerson. Adolescence. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0010.

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Adolescence is a time of remarkable change—a time of physical and emotional growth with many potential problems. It is a turbulent yet universal stage of life, and mental health providers can be flummoxed in approaching, diagnosing, and treating adolescents, with the ongoing question of “What is normal adolescent behavior?” Providers sometimes lose sight of central issues in adolescent life, such as school, family, trauma, foster care, and burgeoning responsibilities. This chapter provides a case example of a typical teen presentation in the emergency department and uses it to illustrate the complexity of adolescent mental health issues. Favorable outcomes are possible when clinicians are mindful of the special needs of this age group, including risky behavior, the impact of bullying, and academic stress, and when clinicians can navigate the corresponding systems of care.

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22

Bowes, John. US Expansion and Its Consequences, 1815–1890. Edited by Frederick E. Hoxie. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199858897.013.5.

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This chapter explores the major historical themes embedded within the familiar narrative of American expansion framed by the end of the War of 1812 and the 1890 massacre at Wounded Knee. The chapter tracks Native responses to and the impacts of the US effort to clear the trans-Mississippi West of its Native population. It also addresses the realities of the violence that engulfed the American West during and after the Civil War, even as it describes the inter-Indian diplomatic networks, fur trade frameworks, and legislation that enabled Native people to survive the onslaught. The chapter goes beyond warriors and warfare to examine the manner in which American Indians struggled to endure legal, political, and cultural assaults conducted via missionary activity, boarding schools, and allotment.

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23

Horner, Robert R., and Kent McIntosh. Reducing Coercion in Schools. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.24.

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The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

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24

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Education. This booklet is a collective effort by academics who are Members of the Academy of Science of South Africa (ASSAf) and other invited scholars to help you appreciate some of the basic scientific facts that you need to know in order to understand the present crisis and the various options available to respond to it. We emphasise that the threat of infectious diseases is not an entirely new phenomenon that has sprung onto the stage out of nowhere. Infectious diseases and pandemics have been with us for centuries, in fact much longer. Scientists have warned us for years of the need to prepare for the next pandemic. Progress in medicine in the course of the 20th century has been formidable. Childhood mortality has greatly decreased almost everywhere in the world, thanks mainly, but not only, to the many vaccines that have been developed. Effective drugs now exist for many deadly diseases for which there were once no cures. For many of us, this progress has generated a false sense of security. It has caused us to believe that the likes of the 1918 ‘Spanish flu’ pandemic, which caused some 50 million deaths around the world within a span of a few months, could not be repeated in some form in today’s modern world. The Covid-19 pandemic reminds us that as new cures for old diseases are discovered, new diseases come along for which we are unprepared. And every hundred or so years one of these diseases wreaks havoc on the world and interferes severely with our usual ways of going about our lives. Today’s world has become increasingly interconnected and interdependent, through trade, migrations, and rapid air travel. This globalisation makes it easier for epidemics to spread, somewhat offsetting the power of modern medicine. In this booklet we have endeavoured to provide an historical perspective, and to enrich your knowledge with some of the basics of medicine, viruses, and epidemiology. Beyond the immediate Covid-19 crisis, South Africa faces a number of other major health challenges: highly unequal access to quality healthcare, widespread tuberculosis, HIV infection causing AIDS, a high prevalence of mental illness, and a low life expectancy, compared to what is possible with today’s medicine. It is essential that you, as young people, also learn about the nature of these new challenges, so that you may contribute to finding future solutions.

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25

Wilkinson, Benedict, and James Gow, eds. The Art of Creating Power. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190851163.001.0001.

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The Art of Creating Power explores the intellectual thought and wider impact — on military affairs, politics and the universities — of Professor Sir Lawrence Freedman, one of the world’s leading authorities on strategy, conflict and international politics. Freedman’s oeuvre is vast and his legacy, from nuclear strategy to US foreign policy via humanitarian intervention, terrorism, the Falklands and Iraq, has already been recognized around the world. Some of that work is considered in the present volume, although by no means all of it. The contributions to this volume address some of the highlights in the Freedman canon, as well as casting light into some of the less well-known corners of his thought and work. In this volume, senior scholars who have crossed the academic-practitioner boundary, and former students and colleagues in international and strategic studies who have been influenced by, and who have influenced, Freedman, trace the long trajectory of his career, examining his scholarly contribution to a whole host of areas - the book has five sections, reflecting Freedman’s different realms of scholarship: strategy, policy and history, ethics and intervention, theory and, lastly, practice. Recognizing that the importance of social context and constitutive interaction is vital to Freedman’s approach and, in practice, to research at the frontiers of knowledge, but with deep relevance, often, to the ‘real world’, the book as a whole provides signposts to, and markers of, a distinctive approach and a elements of a nascent school of thought — all testimony to a distinguished intellectual figure.

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26

Epstein, Ben. The Technological Imperative. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190698980.003.0003.

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Chapter 3 is the second chapter dedicated to the technological imperative stage of the political communication cycle (PCC). It focuses on the technological component of political communication revolutions (PCRs) and addresses how the cost, rate of diffusion, and perceived benefits of each new information and communication technology (ICT) affects its political utility. In other words, chapter 3 evaluates how new ICTs become politically viable. A politically viable ICT does not enter American politics without active choices made on the part of political actors who try to use these new tools in innovative ways. All widely diffused ICTs do not share wide-scale political utility. As a result, some ICTs—like mass-marketed newspapers, radio, television, and the internet—have had a major impact on communication practices broadly and political communication innovations specifically, while others like the telephone and telegraph have transformed social communication but not political communication.

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27

Bannerman, Gordon. Political Science at the LSE: A History of the Department of Government, from the Webbs to COVID. Edited by Cheryl Schonhardt-Bailey. Ubiquity Press, 2021. http://dx.doi.org/10.5334/bcn.

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This monograph traces the emergence and evolution of the LSE Government Department from 1895 to 2020, focusing on the personalities that guided the development of the Department, the social and political contexts the Department existed within, its research agenda and course structure, and the location of the Department in British politics. It also charts the evolution of the discipline of political science in Britain itself. The volume is divided chronologically into four chapters, each covering roughly similar time periods in the Departments’ history and focused on the events that shaped it: personalities, events, and location. Key themes are the development of political science in Britain, the impact of location on the LSE Government Department, the professionalisation of academia in Britain, and the microcosm the Department presents of British political life during each time period. The conflicts between progressive and conservative forces is a recurring theme which helps to link the internal dynamics of theDepartment with the wider social and political contexts that occurred from the beginning of the School to its 125th anniversary. The volume uses detailed archival research, particularly in the early chapters, as well as over thirty interviews with a range of individual with unique perspectives on the Department. These include current and former faculty and students (ranging from academics such as Christopher Hood and Tony Travers to graduates who have subsequently become politicians, such as Anneliese Dodds, Shadow Chancellor of the Exchequer), as well as others with strong links to the Department, such as Meghnad Desai, Baron Desai and Andrew Bailey, Bank of England Governor. This monograph offers a wealth of insights on the history of political science not only at the LSE, but in British academia more broadly. It speaks to a wide historical and social science audience concerned with Fabian and socialist history, the history of politics and education, and the development of British political science. Of course, it will also appeal to more immediate audiences, such as prospective and current students, alumni and others throughout the wider LSE community. As a history of the LSE, as well as of the development of British higher education, it serves as both a specific case study and a general representative of wider trends within universities during the twentieth century. A unique feature of this monograph is that it represents the collective efforts of students from the LSE Government Department (including undergraduate, MSc and PhD), who worked under the leadership of Dr Gordon Bannerman (British Historian) and Professor Cheryl Schonhardt-Bailey (Head of Government Department). This unusual collaboration has enabled a richer array of perspectives on the history of the Department, but has also brought the monograph to life with personal ties to the Department itself.

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28

Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.

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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.

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Books on the topic 'Impact of ICT use in schools'

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