InhaltsangabePreface. Part One: Learning. Learning in school and out: Formal and informal experiences with computer games in mathematical contexts; N. Yelland. Using technology to encourage social problem solving in preschoolers; M.B. Medvin, D. Reed, D. Behr, E. Spargo. Using electronic mail communication and metacognitive instruction to improve mathematical problem solving; B. Kramarski, A. Liberman. Online searching as apprenticeship; M. Pearson. The use of virtual reality three-dimensional simulation technology in nursery school teacher training for the understanding of children's cognitive perceptions; Y.J. Katz. Exploring visible mathematics with IMAGINE: Building new mathematical cultures with a powerful computational system; I. Kalas, A. Blaho. Cooperative networks enable shared knowledge: Rapid dissemination of innovative ideas and digital culture; K. Crawford. Part Two: Teaching. Developing an ICT capability for learning; S. Kennewell. Separated by a common technology? Factors affecting ICT-related activity in home and school; D. Benzie. The interaction between primary teachers' perceptions of ICT and their pedagogy; A.M. Loveless. Capacity building in tele-houses: A model for tele-mentoring; M. Turcsányi-Szabó. Part Three: Policy. ICT for rural education: A developing country perspective; P. Hepp, E. Laval. National plans and local challenges: Preparing for lifelong learning in a digital society; S. Røsvik. Learning online: E-learning and the domestic market in the UK; M. Scanlon, D. Buckingham. Glimpses of educational transformation: Making choices at a turning point; B.S. Somekh. How do we know that ICT has an impact on children's learning? A review of techniques and methods to measure changes in pupils' learning promoted by the use of ICT; M.J. Cox. Index.

InhaltsangabePreface. Part One: Learning. Learning in school and out: Formal and informal experiences with computer games in mathematical contexts; N. Yelland. Using technology to encourage social problem solving in preschoolers; M.B. Medvin, D. Reed, D. Behr, E. Spargo. Using electronic mail communication and metacognitive instruction to improve mathematical problem solving; B. Kramarski, A. Liberman. Online searching as apprenticeship; M. Pearson. The use of virtual reality three-dimensional simulation technology in nursery school teacher training for the understanding of children's cognitive perceptions; Y.J. Katz. Exploring visible mathematics with IMAGINE: Building new mathematical cultures with a powerful computational system; I. Kalas, A. Blaho. Cooperative networks enable shared knowledge: Rapid dissemination of innovative ideas and digital culture; K. Crawford. Part Two: Teaching. Developing an ICT capability for learning; S. Kennewell. Separated by a common technology? Factors affecting ICT-related activity in home and school; D. Benzie. The interaction between primary teachers' perceptions of ICT and their pedagogy; A.M. Loveless. Capacity building in tele-houses: A model for tele-mentoring; M. Turcsányi-Szabó. Part Three: Policy. ICT for rural education: A developing country perspective; P. Hepp, E. Laval. National plans and local challenges: Preparing for lifelong learning in a digital society; S. Røsvik. Learning online: E-learning and the domestic market in the UK; M. Scanlon, D. Buckingham. Glimpses of educational transformation: Making choices at a turning point; B.S. Somekh. How do we know that ICT has an impact on children's learning? A review of techniques and methods to measure changes in pupils' learningpromoted by the use of ICT; M.J. Cox. Index.

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