This article reports on the literature associated with practising teachers' uptake of information and communications technology (ICT). Studies reveal a number of factors which influence teachers' decisions to use ICT in the classroom: access to resources, quality of software and hardware, ease of use, incentives to change, support and collegiality in their school, school and national polices, commitment to professional learning and background in formal computer training. The review highlights the role of pedagogy and suggests that teachers' beliefs about teaching and learning with ICT are central to integration. It is suggested that successful implementation of ICT needs to address three interlocking frameworks for change: the teacher, the school and policy makers.

Factors affecting teachers' use of information and communications technology: a review of the literature

Mobile learning is an emergent paradigm in a state of intense development fuelled by the confluence of three technological streams, ambient computing power, ambient communication and development of intelligent user interfaces (Sharples et al., 2002). A consequence of this rapid development is that the pedagogy of mobile learning has yet to become clearly established. The purpose of this report is: 1.To attempt to define mobile learning in terms of a flexible model that will enable developers, tutors and learners to identify learning practices and effective pedagogies incorporated in a particular learning space. 2.To identify key elements that are unique to mobile learning, and provide initial check list indicating pedagogically useful learning activities that can be supported by the technologies. 3.To look at the current literature on the pedagogy of mobile learning and thereby assist designers in developing a user-centred approach that is driven by learner pull rather than technological push and to provide sign posts for tutoring, teaching and learning with mobile devices. In addition literature from other paradigms, such as e-learning and online communities, is included where the results are thought likely to contribute to the mobile pedagogical paradigm. 4.To begin compiling a database of guidelines which capture this expertise. (http://www.mobilearn.org/)

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Wp 4 - guidelines for learning/teaching/tutoring in a mobile environment

The aims of this article are to review the existing literature on the introduction and use of interactive whiteboards (IWBs) in schools and to summarise the key issues arising from this analysis in order to provide a context for the articles which follow in this special issue of Learning, Media and Technology. The article reviews the evidence about the initial adoption of the technology in classrooms, the existing empirical evidence of its impact on teaching and learning in schools as well as presenting an analysis of some of the underlying theoretical and conceptual issues.

Reviewing the literature on interactive whiteboards

Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher's role in technologyrich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers' design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers' decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.

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Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh

Learning is acquiring knowledge, skill and awareness of a subject or field. The process by which we learn involves study, instruction, practice and experience in some combination with one other. Although the ability to memorise plays a part in the learning process, it does not constitute learning in and of itself. To have learned something is more than being able to repeat facts and ideas parrot-style. It is necessary also to understand the information, have some knowledge of the context and to be able to integrate the material.

The Process of Learning

This report reviews and summarizes the findings of a research and development project investigating effective pedagogy using Information and Communications Technology (ICT) in literacy and numeracy in primary schools in Great Britain. It also provides information about the main stages of the research process and the model of teaching and learning underpinning the team's approach to supporting and investigating teachers' development, and it provides illustrations of effective practice rich enough to encompass the complexity of the choices teachers have made in deciding when, when not and how to use ICT to strengthen their teaching in literacy and numeracy. Included in the report are a number of examples illustrating effective use of ICT by teachers. After a summary and an outline description of the project, the report presents 12 illustrations showing how teachers in the project used ICT to support their teaching of literacy and numeracy; these illustrations are the main outcomes from the development work and its analysis. (Contains 12 tables and figures of data. Appendixes contain survey results, existing research and publications about ICT, a brief review of research on effective pedagogy, some relationships between teachers' thinking and observed behavior, the range of schools in the development phase, gains in pupils' attainment during the development work, and a 15-item list of related Web sites.) (RS) Reproductions supplied by EDRS are the best that can be made from the original document. Ways forward with ICT: effective pedago...iteracy and numeracy in primary schools http://www.leeds.ac.uk/educol/documents/00001369.htm U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. UNIVERSITY OF NEWCASTLE 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

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R Bramald

Papers

Ways forward with ICT: Effective Pedagogy Using Information and Communications Technology for Literacy and Numeracy in Primary Schools.