Books · Educational Philosophy · ICT · Primary · STEM · Teaching

Digital Literacy for Primary Teachers

Digital Literacy for Primary Teachers

Title: Digital Literacy for Primary Teachers

Author:  Moira Savage

2015 | ISBN: 1909682616 | English | 168 pages
The educational landscape for primary teachers and learners is increasingly digital and technology rich, making it a challenge for professionals to decide which digital technologies to use, how, and when, to bring about the maximum benefit for learning and teaching. This book navigates this complex and evolving arena, providing a structure for teachers to reflect on their own digital literacy, helping them make informed decisions. It also presents practical ideas on how to develop children’s digital literacy capabilities and offers a range of professional development activities. The book makes clear links to the new primary curriculum, including the computing programs of study. It is pedagogy led and illustrated with a range of subject examples. The chapters examine the implications of digital literacy for teaching and learning, creating content, collaboration and communication, digital citizenship, e-safety, and digital safeguarding.
Books · Coding · Educational Philosophy · Emerging Trends · Primary · Routledge · Teaching

Creating a Coding Generation in Primary School

Creating the Coding Generation in Primary Schools

Title: Creating a Coding Generation in Primary School

Author: Steve Humble
Routledge | English | Oct 2017 | ISBN-10: 1138681180 | 238 pages

by Steve Humble (Editor)

Steve Humble sets out the what, why and how of coding. Written by industry innovators and experts, and shows how you can bring the world of coding to your primary school practice.

It is packed with a range of inspirational ideas for the cross-curricular teaching of coding, from demystifying algebra in maths, to teaching music, to designing digital storytelling, as well as an insight into the global movement of free coding clubs for young people such as CoderDojo and Girls Learning Code.

Key topics explored include:

  • what we mean by ‘coding’
  • understanding and teaching computational thinking
  • building pupils’ passion for and confidence with technologies
  • artificial intelligence systems
  • how gender impacts on coding
  • STEM learning and Computer Science
  • using Minecraft to improve pupil engagement
  • fun projects using a Raspberry Pi.
  • Designed to be read from cover to cover or dipped into for ideas and advice, offers
  • all teachers a deeper knowledge and understanding of coding that will help them
  • support and inspire the coding generation. It is cool to code!
Blended · Emerging Trends · ICT · Mobile · Primary · Teaching

Henchinger Report

Check out the Henchinger Report Website

Title: Glued to the screen: A third grade class where kids spend 75% of the day on iPads

Author: Gail Robinson    June 18, 2015

Gail Robinson is a writer who specializes in education and other public policy issues. Based in New York City, she also is an adjunct professor

Is this the future of education? What digital learning looks like when third-graders use it all day in one suburban district.

Third-graders follow and annotate a text on climate as their teacher reads it aloud. Later the children will be asked to post photographs related to the topic.

MINEOLA, N.Y. — When the 24 third-graders in Morgan Mercaldi’s class arrive at the Jackson Avenue School every morning, they take their iPads out of their backpacks and put them on their desks. The tablets will remain there, or in hands and laps, until the children put them in their packs to take them home.

Last year Mercaldi had her students stash the iPads away when they weren’t using them. But she has abandoned that. “Putting them away serves no purpose. We use them constantly,” Mercaldi says.

Mercaldi’s class in Mineola, N.Y., is in the fifth year of a district initiative that now provides iPads to all students in grades three through nine. At Jackson Avenue, which houses the third and fourth grades, all 417 children, including those in special education, have their own tablets, and they spend about 75 percent of their instructional day on the devices, more than many other schools that have embraced digital learning.

Despite a lack of hard data on how digital learning affects student achievement, Mineola, a fairly affluent New York City suburb, is betting heavily on technology to help children meet an array of tough Common Core standards. By embracing iPads while keeping the traditional model of one teacher working with 20-some children, the small school district offers a vision of what the future of digital learning might be.

Here’s a typical day in a third-grade classroom.

10 – 11:20 a.m.

At around 10 a.m. on a late-winter day, Mercaldi’s students sit scattered around the sunny classroom, some at their desks, some perched on a shelf running along one wall and some on the bright blue rug. All the children have their iPads out as they read and do English language arts exercises. Many use eSpark, which creates a “playlist” of education apps geared to each student’s needs.

Third-grade teacher Morgan Mercaldi conducts one of several math classes she will sprinkle throughout the school day.

After about 25 minutes, Mercaldi calls the students together to revise the first-person pieces about frogs that they each researched and wrote. Like so much in the class, the assignment has had digital and paper elements. Mercaldi’s students received their iPads in October, and now move smoothly from pencil to touch screen and from paper to tablet. The children did their frog research both online and in books, organized the materials on their iPads, and did their writing on paper.

Now, Mercaldi tells the students to begin revising their narratives. “I want you to work on communication skills with a partner,” she says. The children leave their iPads on their desks and sit on the floor in two concentric circles. Working in pairs, they alter words in their texts. One suggests changing “scary” to “frightening”; another, “animal” to “creature.”

At 10:45 a.m., after a short snack break, the students take out their iPads for the first of several math lessons that Mercaldi will sprinkle throughout the day. Today, the main topic is finding the area of rectangles and the multiplication needed to do that.

As Mercaldi stands at a large interactive whiteboard, the children follow along on their tablets, trying to figure out the area of a 7-by-13 rectangle. “Do we know 7 times 13 just like that?” she asks the students. Most agree they do not, and so break the number down, eventually coming up with 3 times 7 plus 10 times 7.

Staying with math, the students then use their iPads to answer questions Mercaldi has posted on Edmodo, which helps students and teachers communicate electronically and lets Mercaldi see the children’s answers. (Last year Mercaldi used regular email and was bombarded with messages. She finds Edmodo “more efficient … a little more teacher-student.”) Reviewing the students’ work, Mercaldi says, lets her assess whether every child is meeting the standards and, if not, where he or she needs help.

Keira McCaffrey uses her iPad to figure out the area of a rectangle. During the math lesson, she and the other third-graders will use their tablets for some problems, paper and pencil for others.

Now in her second year with the iPads and her seventh year as a teacher, Mercaldi seems unfazed by the technology. “I kind of grew up with technology. It’s the future,” she says.

Most children also seem comfortable with the devices. “I have one at home but I was excited to get it at school because I thought it would be an interesting experience,” Brianna DiVirgilio says.

11:20 a.m. – 12:55 p.m.

When students finish their math questions, they can move on — to reading on eSpark, working on an app or watching a video. Then, at around 11:20, the class divides again, this time into four groups, each designated by a color. The group assignments are geared to the students’ individual levels and what they need to know. One group reads with Mercaldi. The other three do lessons on their iPads: one on eSpark, one answering language arts questions on Edmodo and the third on MobyMax, a provider of electronic curricula.

The students seem to like MobyMax the best because it begins every day’s task with a joke. While the technology may be new, the gags aren’t (“What has four wheels and flies?”). The children also like the badges — usually a nature photograph — that they get when they answer a set of questions correctly.

At Mercaldi’s prompting, three girls explain how they made videos about the imaginary organizations all the students created: Clothes Court, Rockin’ Socks and Shoes and Books for Reading. The videos are accessible by scanning a QR code with a mobile device.

A couple of boys are big fans of a drawing app. Demonstrating how it creates various visual effects, Brendan Ludwig observes, “You can do all the basics. You can make a perfect house, and if you want to make changes, you don’t have to delete it.”

With two dozen third-graders using all these apps and programs, technical glitches are inevitable. One girl discovers that the camera on her device is not activated, something Mercaldi promises to fix.

Working on MobyMax, Angelica Moreira cannot call up the math quiz she wants. Other children try to help her, something the school encourages. “We teach the kids how to troubleshoot,” Jackson Avenue principal Janet Gonzalez says. “Some of the kids are teaching the teacher.”

In the meantime, Angelica selects new backgrounds for her tablet. “I do this a lot while I wait around,” she says. But even after her new wallpaper is in place, the quiz will not load. Eventually someone realizes that MobyMax is preventing Angelica from trying a second quiz too soon after taking the first.

As Joshua Parr (left) and Timothy Gorman work on a math problem on iPads, their old-fashioned notebook lies within reach. Their teacher, Morgan Mercaldi, says she strives to balance the amount of time her students spend on and off their electronic devices.

Despite being so-called digital natives, the students vary in how expert they are on the iPads and how much they like them. “Some people know more than other people on the iPad and they get jealous,” says Joshua Parr. Joseph Parrino has had trouble with the iPad’s flat electronic keyboard — “my fingers slip,” he explains — and so has brought a plug-in keyboard from home. And several children say they prefer old-fashioned books to the digital alternative.

By 11:40 it’s time for the second of the day’s math lessons, a drill — Mercaldi calls it a “sprint” — in which the students use paper and pencils to rapidly solve a series of problems, this time involving number patterns. After that, they will break for lunch.

12:55 – 2:30 p.m.

Shortly before 1 p.m., the children return from lunch for another math lesson and open their paper workbooks to exercises on finding the area of a rectangle. At Mercaldi’s urging, the students offer various strategies for the same problem. “Use what works,” she says.

After several students depart for music class, those left behind alternate between iPads and paper to solve problems about rectangles and the properties of multiplication.

The tablet has one advantage with the children. “They’re engaged and they like it; it doesn’t seem like a job,” Mercaldi says. But the device also can be too much of a good thing. “It can’t consume their every day,” she says, adding, “The hardest thing was finding the balance.” In general, she tries to take the students off an app after 20 minutes. With several hours during the school day on the iPads, plus homework time and other afterschool use, it’s not hard to imagine that some Jackson Avenue students may look at their tablets for six hours or more a day.

Andrew Basel and Sebastian Knight put aside their tablets as they help each other revise a piece they wrote about frogs. Teacher Morgan Mercaldi says the exercise is designed to help improve the children’s communication skills.

The day’s math lessons end with a problem set, to be done on the iPads. Most students come to the rug to work on the questions with Mercaldi and the other children. A few, though, go it alone. Mercaldi tells the children to list all possible rectangles with an area of 48 square centimeters and to consider what the various shapes might look like.

“When the numbers are closer, don’t they kind of look like squares?” Brianna proposes.

Once they have completed their work and submitted it to Mercaldi, the children can read on eSpark. One boy, though, finds something more enticing to call up on his screen: “Road Crossing.” Some students quickly call him out — “Isn’t that a game?” one asks. Mercaldi picks up on the buzz and asks the boy what he’s doing. Caught, he answers, “I’m playing a game.”

While some parents may have had qualms about giving young children access to the web, Gonzalez says there have been surprisingly few difficulties. The students clearly know the situation: “If you do stuff that’s bad on it, you can have it taken away,” they say.

The day’s final lesson has the children gathered on or around the rug with their iPads for a science class on climate and seasons. Mineola is in the midst of a severe cold spell, and the students chatter with the teacher about this. As that dies out, Mercaldi takes up a reading that is posted on the whiteboard, and the children follow along on their tablets. The text has lots of information and complicated vocabulary, so Mercaldi offers tips. “I would definitely use highlighter to mark something interesting or something you learned,” she advises.

Once they have completed reading the passage, Mercaldi challenges the children to write down something interesting from the reading and to post on Edmodo a picture of the climate zone where they would like to live. She advises anyone who’s not certain of the assignment to take a picture of the whiteboard.

“Can I send you back to your seats? Can you do this without talking? Then you’ll earn three marbles,” she tells them. Students can cash in the marbles for purchases at a classroom store or for a class prize (the children have chosen unstructured tablet time).

The posting of the pictures is a bit slow, and they overlap one another when Mercaldi tries to put them on the whiteboard. She pledges to return to the project the next day. Now it is 2:40, and the children pack up their iPads. It’s time for a hockey game in the gym, and, for now at least, there is no app for that.

This story was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about blended learning.

Coding · Computer Science · Primary · Teaching

Kids Coding

Title: Adventures in Coding

Authors: Chris Minnick, Eva Holland

Adventures in Coding

ISBN: 1119232686 | 2016 | True PDF | 320 pages | 34 MB
Learn to code the fun way with nine real projects for true beginners

Adventures in Coding is written specifically for young people who want to learn how to code, but don’t know where to begin. No experience? No problem! This book starts from the very beginning to take you from newbie to app-builder in no time. You’ll ‘learn by doing’ as you build projects designed to help you master fundamental programming skills”and you’ll have a great time doing it. These skills form the foundation of any programmer’s tool set, and you’ll continue to use them as you graduate to other devices and more difficult projects. Each chapter includes a video to help clear up any confusion and make sure you really understand, so you can keep programming your way through every single project without hitting major roadblocks. If you’re ready to start designing your own program, this book will help you get started today.

More and more kids are learning to code, and many schools offer basic programming classes as part of the regular curriculum. This book is structured like a class, starting with the basics and building skill upon skill, making it both a perfect accompaniment to formal instruction and an ideal guide for self-study.

– Learn the basic programming skills you’ll use everywhere
– Build nine fun projects from super-basic to pretty challenging
– Build the skills you need to create bigger and better apps
– Watch video tutorials for extra help and explanations

How many times have you played with an app only to find yourself wishing it had this or that feature? If you learn how to code, you can be the creator of the next big app! But it all starts with that first small project. Adventures in Coding provides all the information you need, so let’s get coding!

Title: Kids Coding with Scratch

MP4 | Video: AVC 1280×720 | Audio: AAC 44KHz 2ch | Duration: 2 Hours | 385 MB
Genre: eLearning | Language: English

Kids Coding with Scratch

A step by step guide for kids to learn their first programming skills

SCRATCH is a programming language designed for children who want to learn about computer programming. It was created with the purpose of teaching them the concepts of programming at an early age and helps develop their creative abilities that are needed to invent their own stories, animations, music, games and more. The best part of learning to program using SCRATCH is that it’s not necessary to write code, you only need to be familiar with the blocks or instructions in the Scratch tool. These blocks; which have default behaviors assigned to them, can be selected, dragged and assembled to create full programs, presentation and games.

Step by step exercises.
Targeted for kids ages 8 through 16 but it can be used for anyone wanting to learn computer programming.
Explained using easy to follow instructions.
Designed for kids to follow but they may require some parental assistance if any issues are encountered.
Recommended for parents who want to teach the fundamentals of visual programming to their children.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · Old School · Primary · Teaching

Connect with Students and Their Parents

Title: Quick and Easy Ways to Connect with Students and Their Parents, Grades K-8: Improving Student Achievement Through Parent Involvement
Author: Diane Mierzwik
English | 2016 | ISBN: 1634507142 | 160 pages

The research is indisputable. The more involved parents are with their childs education, the more successful that child will be in school. Therefore, finding ways as a teacher to reach out to students and their parents is crucial in improving academic performance.Quick and Easy Ways to Connect with Students and Their Parents, Grades K-8: Improving Student Achievement Through Parent...
Quick and Easy Ways to Connect With Students and Their Parents, Grades K-8 provides strategies to enrich the classroom environment, motivate students, and improve communication with parents. Supplying numerous sample forms, documents, and letters that teachers can use or adapt for their own purposes, author Diane Mierzwik offers simple, classroom-tested methods for building relationships with students and their parents.
Designed for both beginning and experienced teachers, this hands-on guidebook includes information on:
Facilitating constructive parent-teacher conferences
Preparing for Back-to-School nights
Reaching out to uninvolved parents
Talking to parents about troubled students
Motivating even the most difficult students
Using e-mail as a communication tool and other time-saving tips
The activities, suggestions, and techniques in this book can help any teacher make a substantive impact on the lives of students.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · ICT · Primary · Teaching · Web Resources

Book and Website Review #15

Title: Connecting Your Students with the World: Tools and Projects to Make Global Collaboration Come Alive, K-8

Author: Billy Krakower
English | Oct. 2, 2015 | ISBN: 1138902950, 1138902969 | 166 Pages
Make the most of today’s technology to give your students a more interactive, authentic learning experience! Connecting Your Students with the World shows you how to use web tools to get K8 students in touch with other classrooms worldwide.

connecting_coverConduct videoconferencing calls to put your students in touch with classrooms around the world;
Embark on Virtual Field Trips;
Plan themed projects for every season, including fun holiday activities;
And more!
The book includes detailed instructions for each activity and connections to the Common Core, ISTE, and Next Generation Science Standards, so you can ensure that you are meeting your states requirements as you prepare your students to become engaged, informed, and global citizens. Additionally, a comprehensive list of online resources is available as a free download from the Routledge website at

Here is the great resource file you get for free from the author. It gives you an overview of the richness they explore in the book.

Hyperlinked URLs from the Book


♦    Billy Krakower:


♦    Email Around the World Project:

♦    Email Around the World Letters:

♦    Connected Classrooms Workshop on Google+1:

♦    Twitter Educational Chats:

♦    About Edmodo:


♦    Mystery Skype: Connecting Classrooms AroundThe World—YouTube:

♦    #MysterySkype: Skype in the Classroom:

♦    Jerry’s States Page:

♦    Four Cs:

♦    Geography Page:

♦    Google Hangout Page:

♦    Mrs. Carroll’s Classroom Blog: Mystery State Skype Preparation:

♦    ITM42: Mystery Calls Video on YouTube:

♦    Ms. Naugle’s Classroom Blog: Our First Mystery Location Call Using Google Hangout:

♦    Mystery Location Call Page:

♦    Mystery Location Call Resources Page—Billy Krakower:

♦    Powell4thGrade: Our Very First Mystery Skype this Year with Our New Friends in Ohio!:

♦    Regruth Hub: Our First Mystery Skype!: ; Remind Page:

♦    Skype Page:

♦    Skype in the Classroom:


♦    Dr. Mark Salemi—Northside Animal Hospital:

♦    James Adams Video on YouTube:

♦    Flat Stanley:

♦    Scholastic Blog: Making Connections with Flat Stanley: Framed in France |

♦    Blogging Page:

♦    Dreamwakers: /

♦    Email Page:

♦    Health Careers Program Page:

♦    Olympics Page:

♦    Ongoing Global Collaborative Projects:

♦    Science Fair Page:

♦    Scientists Help Science Teachers Using Social Media | DANDANTHESCIENCEMAN: |


♦    2014 O.R.E.O. Project:

♦    Projects By Jen:

♦    Peter H. Reynold’s Book The Dot:

♦    International Dot Day:

♦    Celebridot Site:

♦    Laurie Ann Thompson:

♦    Mrs. P:

♦    Celebridot:

♦    Marialice BFX Curran’s @mbfxc:

♦    Global Read Aloud Site:

♦    Regruth Hub: OUR PADLET for The Fourteenth Goldfish!

♦    Pumpkin Seed Project (Projects by Jen):

♦    The Great Pumpkin Project:

♦    Civil War (Gettysburg):

♦    Debate Page:

♦    Dot Day Page:

♦    Election Day Page:

♦    Fall Page:

♦    Harvest Festivals from Around the World:

♦    Hispanic Heritage Page:

♦    Halloween Page:

♦    Labor History Page:

♦    Native Americans Page:

♦    Plimoth Plantation:

♦    September 11th Page:

♦    Thanksgiving Page:

♦    The Great Pumpkin Project (Ms. Naugle):

♦    Veteran’s Day—Remembrance Day Page:


♦    The Holiday Card Exchange (Projects by Jen):

♦    RACK: Random Acts of Christmas Kindness!:

♦    RACK the World | Random Acts of Christmas Kindness | Facebook:

♦    12 Sentences about Me | Well Done! 2013/14 (Raf’s Blog):

♦    Souper Bowl of Caring:

♦    Mardis Gras: Learning from Experts! Skype Call (Linda Yollis):

♦    Our Skype Adventures: Creating Connected Learners in a Global Classroom | Powerful Learning Practice: d-learners-in-the-global-classroom/ (Patti Grayson Mardis Gras Skype Call)

♦    @cybraryman Read Across the States—YouTube:

♦    Sir Circumference Series:

♦    Castles Northern Ireland | Virtual Visit Tours:

♦    100th Day of School:

♦    Black History:

♦    Chinese New Year:

♦    Civil Rights Movement:

♦    Dr. Martin Luther King, Jr.:

♦    Groundhog Day:

♦    Linda Yollis’s Blog Post about the Mardi Gras Skype Call:

♦    New Years:

♦    Pi Day:

♦    Presidents’ Day:

♦    Resolutions:

♦    St. Patrick’s Day:;

♦    Super Bowl—Football:

♦    Valentine’s Day:

♦    Winter—Snow Fun page:

♦    Women’s History:


♦    Jen’s Archive Page:

♦    Projects by Jen (PictureIt Project):

♦    Distance Learning Baseball Hall of Fame:

♦    Virtual Tour—The Holocaust History Museum—Yad Vashem:

♦    Earth Day Groceries Project:

♦    Paula’s YouTube Video Earth Day Grocery Project-animoto:

♦    Environmental Heroes Quest:

♦    May Is National Inventors Month Kids News Article:

♦    April Fool’s Day:

♦    Arbor Day:

♦    Autism:

♦    Baseball:

♦    Cinco de Mayo:

♦    Coping Strategies:

♦    Earth Day:

♦    End of School Year and Graduation:

♦    Exit Slips:

♦    Father’s Day:

♦    Flag Day:

♦    Holocaust:

♦    Humor:

♦    Inventors:

♦    Learning and Baseball:

♦    Makerspaces:

♦    Memorial Day:

♦    Mother’s Day:

♦    Passion Based Learning:

♦    Standardized Testing:

♦    Summer:

♦    Summer Learning:

♦      Summer Reading:

♦    Summer School:

♦    Teaching the Holocaust:


♦    Virtual Field Trip | The Good Egg Project—Education Station:

♦    Decorah Eagles, Ustream.TV:

♦    Nancy Carroll’s Blog Post “Teachable Moment—Watch Live—Iowa Eagles”:

♦    Ms. Naugle’s Classroom Blog: A Teachable Moment—Pay It Forward:

♦    Arctic Adaptions: Tundra Connections Webcast with DEN—YouTube:

♦    Ellis Island Interactive Tour With Facts, Pictures, Video |

♦    Virtual Field Trip—Ellis Island Part of Statue of Liberty National Monument (U.S. National Park Service):

♦    Ellis Island—Facts & Summary—

♦    Immigration Page:

♦    Connected Classrooms: Explore the Tundra with Polar Bears International and Google Street View—Google+:

♦    Virtual Field Trip: Lab Tour at Florida International University—Google+ (at 38:51):

♦    Maker Camp: Blasting Off with Buzz Aldrin and NASA—Google+:

♦    Education—Google Maps:

♦    Visit the Liwa Desert—North East through Google Camel View:

♦    Views—Google Maps:

♦    Oceans—Street View—Google Maps:

♦    Google Cultural Institute:

♦    Google Earth Tour Builder HowTo—YouTube:

♦    Google Lit Trips:

♦    Google Connected Classrooms:

♦    Gettysburg: Virtual Gettysburg—The Ultimate Battlefield Tour for Windows and Macintosh:

♦    Bringing Social Studies to Life:

♦    Field Trips page:

♦    Google Pages:

♦    North America Virtual Field Trips:

♦    Virtual Tours and Fieldtrips:

♦    Explore Plimoth Planation:

♦    Kiker Symbaloo:

♦    This Land is Your Land:

♦    Kids as Tour Guides: Integrating Student-Created Media into History Class:


♦    Kevin Jarrett’s Story: Pedagogical Serendipity (or, How Twitter Saved my Kindergarten Lesson):

♦    Gary Stager:

♦    Farm Pics (Flickr)—Kevin Jarrett:

♦    VoiceThread: Kevin Jarrett:

♦    Collaboration Brewing in My Twitter Network | Learning Zone:

♦    Debate Introductions:

♦    LiveBinder—Homework Debate Info:

♦    Homework Debate Interview:

♦    Virtual Debate Webpage:


♦    CCSSO—The Common Core State Standards:

♦    Flat Stanley:; ;

♦    Lessons Adapted From: ; Lesson Plan Aid for Flat Stanley Guided Reading Lesson Plan M

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · General · ICT · Primary · Teaching

Book Reviews #7-11

The following are 4 books focusing on ICT integration in the Primary grades. I hope that you will begin to see that the discussion about the use of technology in education has been going on a long time and encompasses many facets of teaching and learning. I start with the oldest and present several authors and publishing within the last dozen years.

Title: Science and ICT in the Primary School: A Creative Approach to Big Ideas

Author: John Meadows
2004 | ISBN: 1843121204 | English | 186 pages

sciictprim_coverWith a strong focus on helping children to learn the ‘big ideas’ in science, this book provides detailed and practical guidance on how to use ICT to support creative science teaching. Emphasizing learning science ‘through’ the technology rather than ‘from’ it, the book strikes a good balance between practical and academic dimensions through:

practical suggestions on how to plan schemes of work and lessons
case studies that highlight how ICT can be incorporated into cross-curricular themes of study
examples of real science lessons
advice on organizing learning in ‘out of school’ settings’
Written with the standards for achieving qualified teacher status in mind, this user-friendly text is a vital resource for all students on initial teacher training courses and newly qualified teachers at primary level.

Title: Teaching and Learning Primary Science with ICT 

Author: Paul Warwick
English | ISBN: 0335218946 | December 30, 2006 | 196 pages

This book provides a range of insights into pupils’ learning relevant to the use of information and communications technology (ICT) in primary science.
The contributors, who are all experts in their field, draw on practical and theoretical perspectives and: provide specific examples of software and hardware use in the classroom; consider innovative and creative uses of technology for pupils engaged in science activity in the primary and early years; and, indicate future possibilities for the use of computer-based technologies.Key themes running through the book include: setting the use of ICT in primary science within theoretical perspectives on learning and on pedagogy; the importance of using ICT in developing talking and listening opportunities in the science classroom; and, the potential of learning through ICT enhanced science investigations. Contemporary issues such as inclusion, creativity and collaborative learning are also examined, making Teaching and Learning Primary Science with ICT essential reading for students in science education, and for teachers who want to use new technology to improve learning in their science classrooms.

Title: The ICT Handbook for Primary Teachers: A Guide for Students and Professionals

icthandbook_coverAuthor: David Hall
English | Jan. 31, 2010 | ISBN: 0415558093| 248 Pages

The ICT Handbook for Primary Teachers will help all those involved in primary education, whether in training, teaching or leadership roles, to develop the ICT knowledge, understanding and skills required to enhance children’s learning in the classroom.



Title: The Ultimate Guide to Using ICT Across the Curriculum (For Primary Teachers): Web, widgets, whiteboards and beyond!

Author: Jon Audain
English | 2014 | ISBN: 1441144005 | 256 pages

ictacross_coverThe monumental growth in technology has affected children’s attention, motivation and the way they learn developmentally forever. This book explores ways of utilising ICT to improve creativity, motivation and efficiency in the classroom and within the school community.

As well as offering plenty of advice to practitioners at all levels of experience and seniority on how to use ICT most effectively, this book gives guidance on embedding ICT across the school, from auditing your staff’s ICT capability to getting children using technology independently. The book includes sections on:

• esafety and protecting the digital child
• adapting planning and exploring opportunities
• interactive technologies
• embedding the use of ICT in the primary curriculum

This book offers invaluable advice to everyone working in the primary school, such as ICT coordinators, classroom teachers, higher level teaching assistants and senior leaders.

Title: Future Learning in Primary Schools: A Singapore Perspective

Authors: Ching Sing Chai, Cher Ping Lim, Chun Ming TAN
English | ISBN: 9812875786 | 2015 | 219 pages futlearnprime_cover

This edited book tells the story of the multifaceted efforts devoted by a “future school” in Singapore―The Nan Chiau Primary School―in shaping future learning. It documents the various measures implemented by one primary school to improve student learning outcomes in a technology-rich teaching and learning environment. With the current interest in Singapore’s “Masterplan for ICT (information and communication technology) in Education,” and the increasing focus on teaching and learning design by leading education researchers and professionals, this well-timed book will appeal to policy makers, educators and researchers.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.