Pearson Foundation, 1 March 2010
This paper discusses the ways in which learning opportunities involving digital media may be influencing young children's literacy skills in both developing and developed nations. Children in developed nations are exposed to a wide range of digital media, and have well-developed computer skills from a young age. However, while children in developing nations do not have the same level of access, they are still receiving increasing exposure to digital media. Educational television programs have been found to have a positive effect on literacy, as have a range of educational computer programs. The internet provides a wide range of interactive media, as well as resources such as video clips and reading material. Video games, electronic toys and mobile phones are also considered to have some impact on emergent literacy. The full report is available online.
Subject HeadingsComputers in society
Information and Communications Technology (ICT)
Learning, Innovation and ICT: Lessons Learned by the ICT Cluster Education & Training 2010 Programme
The Cluster for ICT Learning, a group organised by the European Commission, reports on the results of its research. Findings include the importance of high quality leadership in ensuring that learners have worthwhile and engaging experiences in ICT, the need for support of ICT at both school and government levels, the need for a well thought-out and realistic vision and plan for ICT, the need for appropriate time and resource allocation to ensure support of ICT leaders, the importance of strong collaboration and professional development, and the importance of self-evaluation processes that allow for the robust integration of ICT. Adapted from the body of the report, which is available online.
Subject HeadingsEducation policy
Information and Communications Technology (ICT)
BECTA, March 2010
This British report examines the challenges that parents face when helping with their children's homework, as well as the ways in which technology can be used to support them in this process. It also reports findings from surveys of children and parents. Almost half the children reported that their parents struggled to know how to help them with homework. Maths, science, geography, and LOTE were the areas parents found most difficult to help their children with. Many parents felt that they were not provided with adequate resources to help their children. Technology-based solutions that could help assist parents include school websites and learning platforms where parents can access information about what their child is learning at school. The full report is available online.
Subject HeadingsParent and child
This text examines one school's strategy for developing an efficient and effective network of literacy support from kindergarten through to Grade 5. Beginning with a practical framework for continuous improvement, three guiding principles are outlined. These are continuity across practice, instructional language, and assessment; ongoing professional development; and collaborative leadership. The text illustrates how applying these guiding principles can extend a school's capacity for cohesion and innovation, and also offers processes for developing job-embedded professional development, consistent instructional frameworks, targeted intervention and common literacy assessments. Adapted from publisher's description.
Subject HeadingsEducation management
Sage, April 2009
Building on the the first edition, this book draws on contributions from a number of prominent authors to introduce current dimensions of educational leadership. Targeted at school leaders, the text introduces a key aspect of leadership with each chapter. The new edition includes recent developments, new chapter summaries and further reading, and a new chapter on Developing Leadership. Chapter titles include: Strategic Leadership, Transformational Leadership, Learning-Centered Leadership, Entrepreneurial Leadership, Leadership Development in Schools and Sustainable Leadership. Adapted from publisher's description.
Harvard Education Press, March 2010
This text draws on a blend of case studies and the emerging body of research on failing schools in the USA to identify patterns in the challenges they face. Arguing that school improvement is a developmental process, the author highlights the need for improvement approaches that are suited to a particular school context. The proposed improvement solutions take into account the patterns of growth and change in troubled schools, the dilemmas schools face as they navigate this trajectory, and the need to overcome issues of isolation and confusion. Adapted from publisher's description.
Subject HeadingsSchool administration
United States of America (USA)