• Summary
  • Contents
  • Subject index

This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms. This comprehensive book shows the ‘what,’ the ‘how,℉ and the ‘why’ of innovative, creative practice for teaching language and literacy. The author clearly examines how young children learn to use both spoken and written language, and shows how to assess, plan and teach for the effective learning of speaking, listening, reading and writing. Each chapter includes case studies, learning and teaching suggestions, and further reading.

Supporting Learning, Language and Literacy with ICT
Supporting learning, language and literacy with ICT

Children are early adopters of new technology. They always have been.

(Kinnes, 2002: 50, cited in Mallett, 2003:138)

[S]chool learning is at odds with authentic ways of learning to be in the world, and with social practice beyond the school gates.

(Lankshear and Knobel, 2003:31)

[T]he future is already here, that we are literally staring at it, but within school education we are not really engaging with it.

(Lankshear and Knobel, 2003:19)

This chapter will look at the ways that various forms of information and communications technology (ICT) can support, in imaginative ways, the learning and teaching of language and literacy in early years settings and primary schools. Here it is argued that ICT should be approached critically ...

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