Material and Book Reviews

Editor: Andrew Ravenscroft

For access to book lists and some reviews see: http://mathetics.open.ac.uk/edict/

Computers and talk in the primary classroom

Authors: Rupert Wegerif & Peter Scrimshaw

Publisher/date: Multilingual Matters, Clevedon, UK 1997

Price: £49 (hardback) ISBN 1-85359-391-5 £15.95 (softback) ISBN 1-85359-395-8

Near the end of this book (p. 209), Mercer and Fisher observe that many teachers and researchers suppose that the success of classroom initiatives involving IT always depends upon the software itself. It is puzzling that this view of IT interventions does persist among educationalists. For the reality is that educational practice has not been transformed by new technology in the manner that many visionaries predicted - despite the striking ingenuity of software designers. The key to understanding this predicament is a recognition that classrooms are resilient and well-ordered places: the fate of any new resource depends upon the attention we pay to the process of its integration. Moreover, this resilience and order is largely about the form of communication that is orchestrated among classroom participants. The present book is concerned with locating software within the context of this classroom communication.

This book comprises 17 chapters by authors who were all in or around a research project (SLANT) concerned with primary school children talking while using computers. The predominant theoretical atmosphere is 'socio-cultural'. Vygotsky's Zone of Proximal Development (ZPD) is an important anchor point. This is quite proper: the ZPD is about what learners can achieve under guided instruction, it is about the role of talk in coordinating that guidance, and it is about the externalisation of cognition brought about through contact with mediational technologies (such as computers). However, these researchers note the limitations of contemporary ZPD theorising. For one thing, this theorising is over-concerned with tutorial communication (expert and novice) and neglects what happens in more symmetrical learning encounters (among peers). Another limitation concerns our modest understanding of the talk that 'works' in this zone of interaction. Just what forms of peer discourse can be prompted by computer software and to what cognitive advantage for the pupils using it? Finally, it is noted that much ZPD theorising is oriented towards intimate tutorial encounters, rather than the classroom reality of "one adult responsible for the learning of many children" (p. 21). The editors set out to confront these various limitations - promising us a glimpse of a research process that reaches beyond 'software itself' as the basis for understanding the fate of computer-supported learning. This is exhilarating, but ambitious.

Most of the chapters involve practitioner or academic researchers describing and interpreting sequences of talk among groups of children using various items of software. There is a sense of evolution and debate within the book. Thus Chapter 4 seems to be a more mature version of Chapter 3. Chapter 8 is an alternative interpretation of material in Chapter 7. Chapters 9, 10 and 11 pursue similar re-workings. This is healthy, although there is a risk. Namely, that the reader becomes conscious of the variety of interpretations that are possible given briefly documented situations. For, as research reports, these chapters are rather thin - or, in some cases, are condensed versions of papers published elsewhere. Only fragments of transcripts are presented and contexts are barely sketched. For example, in one chapter it is argued that a colleague's analysis misfires through failing to recognise the gendered dimension of talk within a pair of pupils. Quite so. But why not apply the same sensitivity to the research process itself - how is (for example) gendered talk cultivated by the experience of being observed/recorded? (What was the gender of the observer?). Cast against a declared concern for context and institutional realities, it is surprising that rather little is said here about who was watching who, under what contract of collaboration, in what curricular contexts, and against what history of experience with the materials. For me, this research collection could go beyond the traditional socio-cultural research format of focusing on the momentary talk of de-contextualised small groups.

On the other hand, a considerable strength of the present research programme is its concern for coupling talk to the affordances of whatever resources the talkers are using. Because designers have indeed furnished a rich variety of educational software, it is imperative to approach computer-based talk as social action that is resourced by this variety. Here a good start has been made on this agenda. Although I do feel the researchers are sometimes trapped by a commitment to their three-way classification of talk as disputational ('no' talk --asserting individuality), cumulative ('yes' talk - asserting solidarity) and exploratory talk (suspending identity and weaving among possible perspectives). I do not find this distinction always easy to apply and - as the authors admit - it is neither comprehensive nor hierarchical in its application. So there does remain conceptual work to be done on framing 'computers and talk'. What is very refreshing about their own start on this is the move away from a traditional, content analysis of individual reasons for working on computer-mediated classroom talk, and a good start on systematising it in a fresh and challenging manner.

Charles Crook, University of Loughborough

Published in JCAL 15:1

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Learning with Computers: analysing productive interaction

Editors: Karen Littleton & Paul Light

Publisher/date: Routledge Ltd., London and New York, 1998

Price: £50 (hardback) ISBN 1-415-14285-7
£16.99 (softback) ISBN 1-415-14286-5

This book is aimed at students and researchers in psychology but there is much of value for teachers and tutors who wish to explore group learning and to use learning technologies in their practice. The book contains 11 chapters mostly by UK authors although two have different cultural origins. The majority relate to learning by children in classrooms but Light and Light examine interesting cognitive and social aspects of computer-mediated communication alongside face-to-face tutorials in a university setting.

Unfortunatly neither the title nor sub-title of the book provide an adequate indication of its focus. This is a book predominantly about learning together and learner-learner interaction stimulated by some form of computer-mediated activity - the titles could be interpreted quite differently. The thrust of many of the papers is on learning, and learning in groups is used to illuminate cognitive and social processes. The presence of a computer is capitalised upon by the authors who capture and/or analyse learner behav-iours through the technology. In fact, working together with computers has allowed research into learning together and cognitive development that was hitherto not possible. As Crook says, "computers have made pupil interactions visible to researchers . . . ways of using new educational technology brought a social psychological phenomenon into focus."

The authors rightly point out that this is a complex field of study and many of the chapters discuss methods of investigation as well as reporting on research outcomes. This is particularly the case in the chapter by Mercer and Wegerif who review the methods which have been used of analysing talk as an indicator of collaborative action.

Underwood and Underwood are tantalising when they discuss the nature of tasks undertaken by learners together. They open up but fail to build upon the critical issues raised by the distinction between cooperation and collaboration and the related division of labour which has so much to do with the social processes in groups. Many of the authors draw upon Russian psychology in emphasising the importance of viewing learning incidents as activities which are not isolated events. It is therefore quite surprising to find no mention of Activity Theory anywhere in the book. The key concepts of AT are present in profusion but none of the authors have seen it appropriate to use this theory as a way of interpreting and clarifying the outcomes which the research highlights. Activity Theory might have contributed to a more lucid notion of 'productive interaction'. But perhaps AT as a framework with which to unravel the complexities of communities is just an predilection of the reviewer! Bob Lewis, Lancaster University

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Coordinating information and communications technology in the Primary School

Editors: Mike Harrison

Publisher/date: The Falmer Press, London, 1998

Price: £13.95 ISBN 0-7507-0690-2

This book forms part of a series of Primary Subject LeadersÆ Handbooks and, as such, is written and designed for Primary teachers whose area of responsibility is that of coordinating IT across the Primary School. Although both the subject and the context attempt 'quite successfully'to address the needs of the Primary ICT Coordinator, the book covers aspects and issues beyond those normally expected from any conventional notion of a handbook. Whilst the central theme of the book features the role of the IT Coordinator, there is also strong emphasis and coverage given to aspects of subject leadership, especially in respect of developing implementation strategies and overcoming teacher resistance to using computers effectively and enthusiastically in the classroom.

The book is divided into five parts, beginning with an extensive review of the role of the IT Coordinator, stressing the importance of that role in terms of curriculum expectations and the development of appropriate and effective personal and communication skills. The book progresses to the second, and largest, section which is concerned with what IT Coordinators need to know (about children using computers, curriculum and subject requirements, developing teacher competence, and choosing equipment and software). The third section is concerned with developing an ICT policy. Here the author has devised a prototype policy which it is hoped can be used as a skeleton for readers' own ideas and suggestions. This is helpful and indicative of the authors' good use of examples which are spread evenly and consistently throughout the book. The fourth section deals exclusively with aspects of monitoring and evaluation, focusing on the requirements and practical issues of OFSTED re-inspection. Again, good use of examples gives the reader a clear understanding of the process and how the preparation, inspection and report can help improve the ICT Coordinators' overall ability to examine their subject.

The final section entitled Resources for Learning is essentially confined to useful addresses and contacts to support the ICT Coordinator (software, publishers, associations, journals, and a small selection of Web addresses). Whilst useful the title suggests more, but greater coverage of Web sites and electronic resources would have helped to augment this section. That said, Primary School access to Internet resources, whilst developing rapidly, currently remains patchy and is not readily or conveniently accessible for many Primary Teachers.

In summary, this book is comprehensive and extremely detailed, comprising a welcome blend of informed and authoritative discussion with an array of practical examples and suggestions for improving the use of computers in the Primary classroom. It is more than a handbook, but retains handbook qualities in that teachers can dip in and out with speedy comprehension of both content and context. ICT Coordinators should like this book because it is neither forceful nor prescriptive. It is, however, highly informative comprising a breadth of practical ideas and suggestions suitable for a range of pedagogical strategies and classroom activities. Keith Holder, University of Leeds

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Young Children, Videos and Computer Games

Editors: Jack Sanger with Jane Wilson, Bryn Davies and Roger Witakker

Publisher/date: The Falmer Press, London and Washington DC, 1997

Price: £13.95 ISBN 0 7507 0701 1

This is a very readable book on an important topic, given the hype that IT motivates young people and helps them learn. It should also stand as a salutary lesson to researchers on the validity of their data obtained from young people by questionnaire and interview; all is not as it seems. Researchers may be told what the youngsters perceive they want to know, simply for the fun of it. I hope that brief statement intrigues you if you are an educator or a researcher, because I want you to read this book.

In the introduction Sanger and his colleagues describe previous research into video and computer games noting the links between viewing unsuitable videos and unsuitable behaviour. It is inconclusive. Also noted are the fears that teachers and parents have for children watching unsuitable and aggressive material, and their lack of control on access. The research is drawn from about 100 children in school and at home, including some in-depth case studies. Later Sanger et al note parents and teachers enthusiasm that children should use computers, but also note their lack of expertise in ways that support them in making appropriate choices.

An early chapter gives the reader a glimpse into "H's life" at school where he likes to write and at home where, as an 8 year old, he is permitted by his parents to watch many videos (some of which frighten him and have an 18 certificate). The researchers note that he is "a relatively normal child managing screen-based entertainment technology but within a secure, supportive setting". Even this case is likely to be an eye-opener for many teachers and parents. If you are in need of motivation to read this book then I suggest you start with this chapter.

Much of the research is presented through quotes from the interviews with teachers, pupils and parents, and with pictures of key incidents or contexts. For example a suspiciously neat collection of past science magazines neatly arranged in an 8 year old's bedroom is described. The suspicion that they have not been read is confirmed through interview, although the pictures have been scanned on arrival.

The final chapter in the book tells us how the research was undertaken, starting with a thank you to those researched and to the British Library and British Film Institute for funding. The researchers provide a view of their feelings when entering the field and the pressures on them to adjust to the school and home settings of the young people. The ethical challenge to treat evidence sensitively without judgement jumped out at me with this quote from one of them:

"The second interview I had in a home was much more relaxing, but it was with the infamous Ashley's parent, and the revelation that he had been telling me a pack of lies was also an eye-opener." (p. 181)

Although based on a sample of 100 children observed closely and interviewed with their teachers and parents, Sanger and his researchers are careful to warn of the inability to generalize to the whole population. However, the research and the book do help us gain a feel for "what is happening out there in our society" (p. 182). For researchers in education the chapter also provides a user-friendly approach to sampling (choosing children). Also the problems of interviewing young people about abstract concepts leads to the recommendation that children should be interviewed in appropriate locations, and with diagrams or artefacts such as the games machine itself. The collaborative writing of the book is also described and well justified in its result. I cannnot recommend this book too highly to readers of the journal: there is much to learn.

Niki Davis, University of Exeter School of Education

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Primary Science: Electricity and Magnetism CD-ROM for Key Stages 1 and 2

Authors: Fabienne Brochier, Mike Diprose, Nabeel Nasser, and Sheila Stratford

Publisher/date: Routledge, London, 1998

Price: £50 (CD Rom and Book) ISBN: 041 5155169

This resource consists of a CD-ROM for children and written support materials for teachers. Following an introductory 'story' which introduces two characters, the Wizard and his cat, Procter, who appear throughout the material, the science content on the CD-ROM is presented in four 'books'. Two of these - one dealing with magnetism and one electricity - are intended for Key Stage 1, and two cover these topics at Key Stage 2. Each book has a 'contents' page and is divided into sections, which include review questions at Key Stage 2. The text is narrated so that children are not hindered by lack of reading skills. Video clips, photographs and simple activities can be accessed via icons in the text and further information about specific concepts can be obtained by clicking on highlighted words.

The material goes beyond the requirements of the Programmes of Study, introducing ideas about the poles of a magnet at Key Stage 1 and parallel circuits, electromagnets, magnetic fields and declination at Key Stage 2. Static electricity and electrons are briefly dealt within extension sections. Most of the content in Books 1 and 3 is repeated again in Books 2 and 4 - often with little development - though the sequence of activities sometimes changes, usually for the better!

Information is generally presented in a clear way, though it is not always explored fully. Attempts to keep the language simple, however, leads to the possibility of misconceptions. Statements such as 'magnetism comes out' of the poles, or 'a lot of magnetism flows' may suggest that magnetism is a material substance. Other avoidable confusions include the symbol used for a bulb, which is not the one recommended for Key Stage 2 and the circuit diagrams that are in a different configuration from the circuits they represent. Though the 'interactive activities' may stimulate children's own explorations, the development of understanding of processes is not always well supported. For example, predictions in the magnetism section are sometimes asked for inappropriately and the circuit construction work does not always promote a focus on the essentials.

The written resources provide lists of resources for practical work, information for teachers and a glossary. Sections corresponding to those on the CD-ROM briefly describe what is shown there, give key vocabulary and National Curriculum references, identify the main teaching points, and suggest ideas for the classroom. Copy masters which relate closely to the material on the CD are provided.

The majority of the activities and ideas presented are unlikely to be new to teachers; they are simply presented in a different format. The potential of the CD-ROM to enhance classroom experience by demonstrating difficult material or presenting ideas in novel ways has not been fully exploited. However, this is an accessible resource which many children would enjoy using. From the teachers' perspective it provides an additional mechanism for engaging children's interest and consolidating their knowledge. What teachers would appreciate in such resources are detailed suggestions on how the use of CD-ROMs could be integrated with, and related to, other practical activities and discussion in the classroom in order to enhance children's learning.

Hilary Asoko, Learning in Science Research Group, University of Leeds

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Modellus - a modelling package

Authors: Vitor Duarte Teodoro, New University, Lisbon

Publishers: Institute of Physics

Price Not known but currently available by ftp from the author. (vdt@mail.fct.unl.pt)

System Requirements: PC compatible with 486 or greater; 8Mb RAM; 5 Mb Hard disc space: Windows 3.1 or later

Introduction

Modellus is a software package which allows students to explore and dynamically visualise interactive mathematical modelling at a variety of different levels. It provides:-

1. Tools for creating new models;

2. A selection of ready to use models which can be easily modified;

3. Security features which allow teachers to password protect all or part of the model.

4. A brief guide book of approximately 100 pages which gives step by step instruction.

Modellus can be used to build mathematical models and display the results as animations, graphs or in tabular form and explore what such models predict using a sophisticated graphical interface that provides many of the necessary building blocks for true interactive and dynamic modelling. The range of activities is impressive and includes many one- and two-dimensional kinematic problems, circular motion, simple harmonic motion, collisions, electric fields, circuits, electromagnetic waves and chemical kinetics.

Installation

The program is installed from a CD using a simple install-wizard which works satisfactorily. The guide book gives step by step instructions for a very simple model, however, its a pity it doesn't explain what the model is trying to represent as the first few pages seem to be blind following of instructions - I'm not sure this is very helpful. Also on a number of occasions the program didn't do exactly what the book said it would do, which was a little disconcerting. Nevertheless, sufficient information is given to help design simple mathematical models. The CD also contains a large number of ready built models from biology, chemistry, engineering, mathematics and physics, all of which can be modified and extended to cover new situations.

Example: The Predator Prey Model

This is a standard model which can be presented as an interactive demonstration:-

Figure 1: A predator-prey simulation (to load the image click here)

All the display tools, graphics, meters etc. are simple tools which are readily available from a simple menu. In this format the user can change any parameter or initial condition and see what happens. They can also pause the simulation and change the state variables by dragging the sliders. This gives a stand alone interactive demonstration which can be built or modified with minimal effort. The equations which can be used to model the interaction of a predator and a prey can be set up using a simple text editor as shown in Figure 2. This model window can be password protected so that students can see only the simulation until they have a working understanding of the model in question.

Figure 2: Modellus's model window. (to load image click here)

It is very easy to modify an existing one and play simple "what-if" games. The learning curve for the program is moderate, but once it is mastered, the user can make many more simulations that seems possible, and, because the equations of motion are not iterated, the animations are very smooth.

Conclusions

Modellus is not as sophisticated as some modelling tools (e.g. CODEE's ODE Architect, John Wiley 1999) but it scores in several other areas. For example, it is possible to build simple stand alone virtual models which involve discrete and differential equations very quickly. It could be used in any number of different ways from simple demonstrations within lectures, to stand-alone motivational and experimental courseware or a true model builder. My major criticism is that all differential equation are solve using a fourth-order method with fixed step size which is very restrictive. I had some difficulty when trying to solve a simple stiff differential equation. It is a pity that more sophisticated methods have not been included as there are many variable step/variable order packages available off the peg. However, Modellus is a very useful software package which could be integrated into a course in discrete mathematics, differential equations or mathematical modelling. At the moment it is available free from the authors by downloading it from http://phoenix.sce.fct.unl.pt/modellus/; I don't think we will get a better offer for a long time!

Dr. Douglas Quinney, Dept. of Mathematics, University of Keele

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Information and Communications Technology

Authors: Roger Trend, Niki Davis & Avril Loveless

Publisher/date: Letts QTS Series, London, 1999

Price: £14.99 198 pages, softback ISBN 1-85805-352-8

This valuable and useful book in the Letts QTS series is intended to interpret the Initial Teacher Training national curriculum for ICT. (Teaching: High Status High Standards; 4/98: DfEE.). Its purpose is also to provide trainee teachers, teacher tutors and teacher educators, working across the whole school age range with helpful approaches and practical ideas in meeting the demands of this curriculum. This book will also be relevant to the needs of serving teachers involved in Lottery-funded ICT training.

The ITT-NC requirements for ICT, as set out in Circular 4.98, are a mandatory part of the QTS Standards from 1999 and are complex. The requirements are divided into two sections. Section A defines effective teaching and assessment methods which all trainee teachers should be taught and be able to use, and Section B lists the knowledge and understanding of ICT which each newly qualified teacher must have, and provides an outline knowledge audit.

The authors of this book succeed in clarifying Section A by listing the individual statements systematically and by providing detailed explanation of each statement in an educational context. Guidance for Section B is provided through two case studies and a range of twenty scenarios. After reading each scenario readers are invited to use self assessment questions to evaluate their own ICT skills as well as their understanding of how ICT might be used in school. A feedback section, in which the authors support discussion of the self assessment questions, reinforces students understanding of the complex issues involved and can be used to provide guidance for the students own planning of ICT in their teaching. Students are also invited to use the ICT audit and personal learning plan provided to log and plan their developing ICT knowledge and understanding. The authors include a comprehensive glossary intended "specifically for readers with very little background in ICT". The glossary not only provides explan-ations of ICT terms but gives examples of the terms in use. The introduction to the book includes well judged advice from experienced users of ICT in education which is intended to build student and teacher confidence.

The strength of this book is that it provides the student teacher (or mentor, trainer and practising teacher) with a wealth of examples of the ways in which ICT can help teaching and learning in both primary and secondary schools. It will also stimulate discussion and inspire students to try things out. The book can be dipped into and used in many different ways and, although there is much helpful cross referencing and detail, it is easy to navigate using tables provided. However, the reviewer was slightly disappointed that although the use of ICT in the teaching of all subjects is covered, some subjects are not given the same detailed and sophisticated discussion of the use of ICT that is accorded to the teaching of the core subjects and to secondary geography.

I recommend this book not just to its obvious audience of student teachers, teacher trainers and practising teachers, but also more widely to educational administrators and researchers. The book provides an insight to the extremely ambitious but exciting initiative to train all British teachers to use ICT in their teaching so that all young people in schools become ICT 'capable'.

Isobel Jenkins, School of Education, University of Leeds

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Visual Language: Global Communication for the 21st Century

Editors: Robert E Horn

Publisher/date: MacroVUPress, Box 366, 321 High School Road NE
Bainbridge Island, WA 98110, USA
Soft cover. 270 pages. Illustrations on every page. Index.

Price: $35.00 plus $5.00 shipping and handling. ISBN 1-892637-09-X

Rapid technological developments in recent years have stimulated a large increase in multimedia information systems which are being given worldwide connectivity through the Internet. They embrace, for example, the news media, sport and cultural interests, applications in policy and decision making, in science and medicine, and increasingly in education. All these developments have the common aim of communicating meaning in an efficient and effective manner but, although multi-modalities are employed, text and associated visual materials are often not well integrated and can add complexity to the process of understanding.

In addressing these concerns, Horn advocates the application of a Visual Language the "tight integration of words and images to form new units of communication". He argues that the adoption of such a language in the design of materials will change the manner in which we communicate, and will influence our modes of thinking. Readers can test these hypotheses for themselves as the book is written in the visual language as it explains principles and provides illustrations. Following a brief history of the innovative roots of visual language, the main thesis unfolds, namely that verbal/visual elements forming communication units can be systematized within a morphology, syntax, semantics, and pragmatics to define a visual language. The chapters dealing with these topics show a careful analysis, taking illustrations from many types of application, and explaining how text and visual elements work together to create meaning. The author also indicates the various functional roles the media can assume to make communication effective under the various intentions of the designer. These views and explanations reference psychological theories, and lead to design principles that can guide the development of practical systems.

It is hard to give adequate coverage to the range of topics covered in this book within the confines of a short review, particularly as the author considers that Visual Language with its distinctive visual/verbal components, integrated into communication units, can generate meaning and understanding across a wide range of applications. The author recognizes that the language is still emerging, that it will require different ways of "reading" on the part of users and that further research is needed, particularly as animation, video and three dimensional virtual realities are becoming more prominent in multimedia communications.

Much careful thought has gone into the content of this book and its presentation, and it is highly recommended to all who are interested in improving the quality of multimedia materials. It provides a challenge both in its content and the nature of its claims. The author admits, however, that the Visual Language does not necessarily make reading easier or quicker, as it seeks to make communication more effective. Some experimental evidence is quoted to support this view and, when reading the book, its value can be experienced in the ways it stimulates thought through visual/verbal associations. Having completed the reading, it can be used as a more specific reference=97for example, in dealing with design issues such as the vocabulary of space, the semantics of diagrams, the expression of emotion, representations of time and motion, presenting multiple viewpoints and creative problem solving. In brief, it is a publication many readers are likely to keep retrieving from the bookshelf.

Professor J R Hartley Computer Based Learning Unit University of Leeds

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Opportunities for Information and Communication Technology in the Primary School

Author: Helen Smith

Publisher: Trentham Books Limited, March 1999

Price: £9.95 (160 pages)

ISBN: 1 85856 106 X

This book is targeted at teachers in primary schools who are about to undertake training under the New Opportunities Funded ICT training Initiative. The author explores contexts within the core curriculum at Key Stages 1 and 2. Examples are included that illustrate how the computer can be used as a teaching aid, but the main focus of the book is weighted towards the role of the computer as a tool for problem solving and enquiry. It is written to complement the QCA scheme of work for primary ICT.

The author encourages readers to consider what is known about the ways in which ICT enhances and enriches teaching and learning so that the new technologies are used to find better ways of reaching established goals, to build upon, rather than discard, existing professional knowledge. She emphasises the need to change attitudes, classroom practice and the knowledge base of teachers. Evidence is quoted which highlights that investigative learning with ICT depends on the extent of the teacher's knowledge, both of the ICT tools themselves and the challenges and opportunities presented to pupils. A further critical factor lies in the quality of the teacher's insight into learners' interactions, and the ability to intervene appropriately.

A large proportion of the book is concerned with ICT tools that can be used to enhance learning in Mathematics and English. It provides details of a wide range of resources, old and new, and the subject learning objectives that can be met. There are valuable pointers to classroom organisation and implementation, the role of the teacher in developing pupils' thinking and understanding and some potential problems are identified. These include issues of sensitivity and warnings about how spreadsheets and databases are commonly mis-used.

The detailed examples illustrate how progression in ICT can be linked to progression in knowledge and understanding in a subject. There is some guidance on how progression and attainment can be monitored in a classroom situation, particularly where pupils are working collaboratively.

In addition to the focus on Mathematics and English the author identifies and exemplifies a range of opportunities for ICT in other curriculum areas. These are introduced through the ICT tools: CD ROM for information retrieval, multimedia authoring, databases as a tool for enquiry, data-logging, control technology and the Internet. Throughout these chapters the author emphasises the role of the teacher in setting the scene for an enquiry or investigation and developing appropriate strategies to enhance engagement and ownership. She highlights the importance of appropriate contexts and the need to provide structured tasks that will develop cognitive engagement.

This book is very well written and is based upon findings from a wide range of educational research studies on the role of ICT in the primary school. The illustrations provided exemplify the contribution that ICT can make to teaching and learning across the curriculum. It provides practical guidance on classroom organisation and the role of the teacher. In the introduction the author makes it clear that special needs are not addressed and to have done so would, perhaps, have detracted from the very clear message that is given. This book is well-worth buying and would complement training under the NOF initiative.

Julie Frankland, Leeds ICT Development Agency

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Dyslexia and Information and Communications Technology - a guide for teachers and parents.

Author: Anita Keates

Publisher: David Fulton Publishers, January 2000

Price: £13 (paperback)

ISBN:1 85346-651-4

As the title suggests, this is a book written to promote and facilitate the use of ICT with dyslexic students. The book is a ‘family concern’ written by a mother of a dyslexic with the foreword provided by a brother. The foreword is a good ‘thumbnail sketch’ of the plight of a truly dyslexic child from a very personal viewpoint and as such conveys powerfully and effectively the nature of the difficulty. This would be a good piece for those, especially among the teaching profession, who remain stubbornly sceptical as to whether dyslexia even exists and who, at times, continue to cause dyslexic children and adults distress.

The book is based on a personal journey of the experiences of the author as she seeks to effectively help her son and early on discovers the releasing power of ICT for dyslexic children. The text is clear and well written in a relatively jargon free ‘user friendly’ style that doesn’t alienate or distance the reader. The content is well organised and successfully categorises and evaluates the different aspects of ICT hardware and software that can be used with dyslexic students. The summaries at the end of each chapter are useful and informative. Being based on personal experience it does at times verge on the over opinionated, i.e. ‘this works and this doesn’t’. In the same way, the text can be a little subjective, for example, I don’t feel it necessary for the reader to know which icon in a particular work processing facility is the authoresses favourite! (p. 52).

This is a particularly good resource for parents who want to get the right ICT equipment for their child and can afford what is available. They are often faced with a whole range of expensive ICT hardware and software without any information as to their effectiveness in a situation where it is tempting to grab anything that suggests the possibility of bringing relief to the child’s distress. For a teacher dealing with dyslexic pupils, it is a bit like going on a good course where you’d like to use lots of the equipment practically, if only finances would permit. The book provides a useful, detailed reference point for information about the best ICT available for pupils with Specific Learning difficulties.

The authoress achieves her objective of showing that when appropriately used, ICT can be a powerful releasing ‘tool’ for dyslexics and can certainly make life easier. It is also a useful guide for purchasing ICT in this context, being lent credibility by the fact that the author is chairperson of the British Dyslexic Association’s computer committee and is therefore likely to have the most up-to-date and relevant information for parent and teacher alike. It should certainly facilitate informed choice when seeking to use ICT with dyslexics and help to avoid the pitfall of spending money badly under pressure when seeking to bring relief to a dyslexic child or adult.

K. Green, teacher of dyslexic students, OLCHS, Lancaster

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E-Moderating: The Key to Teaching and Learning Online

Author: Gilly Salmon

Publisher/date: Kogan Page Ltd., London, 2000

Price: £18.99 (180 pages): Softback

ISBN 0-7494-3110-5

This publication is timely. It comes at the stage in the evolution of digital education where pioneering work is being reflected upon for the greater good of those teachers and learners who want to extract the maximum benefit from computer-mediated conferencing (CMC). Essentially, e-moderating involves teachers presiding over electronic online meetings and conferences and Salmon’s approach is to show how the pitfalls of CMC can be avoided when the strengths of the medium are understood and student-teacher expectations are aligned from the outset of a course.

The book is organised into two parts. Part 1 consists of six chapters describing key concepts in e-moderation. Case studies are used to exemplify e-moderators’ qualities and roles, participants’ experiences and training issues. Central to Salmon’s explanation of online behaviour is Chapter 2, where a model for CMC education and training is proposed. Five progressive stages of online engagement are described covering aspects of access and motivation, online socialisation, information exchange, knowledge construction and learner development. Part 2 of the book builds on the framework presented in the first part and contains a wide-range of clearly presented resources for online practitioners to dip into.

One of the many topics of interest raised by Salmon concerns how to deal with online "lurkers" or "browsers"; that is, participants who read conference messages but do not contribute to discussions. Clearly such behaviour can be frustrating for e-moderators who want to encourage an exploratory attitude online. Salmon considers a number of scenarios that could account for lurking (e.g. technical difficulties, fear of expressing personal opinions and reluctance to repeat previously mentioned ideas or opinions) and offers some good practical advice for promoting learner engagement in computer-mediated conferences. Nonetheless, one is left hoping for a more detailed analysis of lurking as an instance of what might be labelled maladaptive online learning behaviours. For example, a learner’s previous experiences might be responsible for an attitude where the fear of failure in an online task is so strong that it disables the learner from moving towards the construction of knowledge through collaboration with colleagues. Effective e-moderators would need, therefore, to be aware that there might be contexts in which non-participation is more than an on-going online socialisation issue.

Having said that, I consider Salmon’s book to be a significant contribution to the digital education literature. This book should be read by all CMC practitioners and will be particularly useful for teaching staff who find that their jobs have suddenly been expanded to include online duties. The book will also enlighten educational policymakers on the complexities of teaching online and should be used as a reference by all the major stakeholders in education interested in maintaining the highest possible standards of teaching online.

Phillip Towndrow, National Institute of Education, Nanyang Technological University, Singapore

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Using ICT in Primary Mathematics: Practice and Possibilities

Authors: Bob Fox, Ann Montague-Smith and Sarah Wilkes

Publisher: David Fulton Publishers, London, 2000

Price: £13.00 paperback. ISBN 1-85346-647-6

According to the authors, this book aims to help practising and student teachers to consider some of the issues surrounding the use of Information and Communication Technology (ICT) with special reference to mathematics. A bold undertaking given that at the time of publication it was set within the context of a recently introduced National Numeracy Strategy which paid little attention to how, other than in general terms, ICT could be used to support the teaching of numeracy.

Given this proviso, it is perhaps not surprising that the Chapter entitled ' ICT in the daily mathematics lesson' focuses on organisational matters such as the provision and positioning of equipment, rather than using the technology to enhance the learning process. Two short examples of ways the technology may be used are included but these are intended to act as a catalyst for discussion in a staff meeting or at an inservice course. Examples of some mathematical software intended to support the teaching of numeracy is given in another chapter. After a brief overview of five generic applications the merits or otherwise of each is discussed. Whilst providing an element of balance and a useful reference point for some teachers, I felt that this chapter was too general and lacked the specificity that might have been expected given its title 'Mathematics software and its use'.

Whilst the book has weaknesses in some areas it has strengths in others. For some, the potted history of the development of ICT in the British educational system will provide an interesting read. Once again several of the issues raised, which may not always be obvious to the less experienced user, are intended to form the basis for discussion. Likewise the chapter on mathematics teaching is well grounded in research and gives a comprehensive overview of recent developments and deserves to be read by all primary teachers.

The final chapter sums up what I feel to be the general tenor of the book, that although ICT should have great potential to improve the teaching of mathematics in the primary school, the two do not sit together easily. However there is relatively little in this book to suggest how the situation may be improved in practice.

This book is brave in so far as it tackles two major themes, ICT and mathematics, areas in which research has shown many primary teachers feel insecure. The title belies the content however, as anyone expecting this book to be packed with practical ideas and provide detailed accounts of innovative use of ICT in primary mathematics will be disappointed. Examples are included but this is not the focus. Rather the book provides an overview of the historical development of ICT in British primary schools, set within the context of mathematics teaching as it has developed over recent years.

The aim of this book is well intentioned recognising as it does that many teachers need support if they are to integrate ICT into the daily mathematics lesson. A central tenet of the book is the idea that given its strong mathematical origins, it is surprising that to date the technology has such a limited impact on improving the numeracy skills of young children. Rather than redress this imbalance the National Numeracy Strategy has exacerbated the problem. However the omission has been taken on board by Government who have published a set of materials to support the use if ICT in primary mathematics (DfEE, 2000). If implemented successfully it would seem that a solution to a problem, not provided in this book, is in the offing. But as the authors state whether the rhetoric will meet the realty only time will tell.

Reference

DfEE, (2000).The National Numeracy Strategy. Using ICT to support mathematics in primary schools. (A training pack). Department for Education and Employment, London.

Dr. Valerie Rhodes, King's College London

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The Changing Face of Learning Technology

Editors: David Squires, Grainne Conole & Gabriel Jacobs

Publisher: Association of Learning Technology (ALT), Cardiff, UK, 2000.

Price: £7.99 182 pages ISBN 0 7083 1681 6

This book contains articles that were selected because they are representative of changes in learning technology over the last seven years, and its strength lies in the way in which these papers make a significant contribution to ongoing debates about designing, integrating and evaluating educational new media. Some provocative arguments are presented and insightful findings are reported. Structurally, the book is composed of four thematic sections.

The first section on "Design and evaluation of learning technology", contains four articles with diverse yet equally relevant perspectives. In the first article Grabinger et al. propose a situated and constructivist response to conventional teaching in the form of a design for a Rich Environment for Active Learning (REAL), where they emphasise the importance of meaningful interaction in authentic social contexts. Along similar lines, Fowler and Mayes argue for the importance of concepts such as a learning relationship, community of practice and social identification in the design of a learning technology. The third article by Mitchell marks a sudden and provocative change in tone, as he calls for a radical reappraisal of empirical research methods, arguing quite pointedly that much published research is "pseudo scientific" and leads to invalid conclusions. Gunn's approach of Situated Evaluation of CAL (SECAL) is an interesting counter to this, as her method obviates the key criticisms proposed by Mitchell through proposing a qualitative, case-based approach that considers learning outcomes in authentic settings.

The second section on "Institutional Change" also contains four articles, which capture a number of recurrent themes. These include the role of continuing professional development, the way that wider organisational behaviour circumscribes innovation, the need for new types of staff able to bridge teaching-learning and technology, and the need for clear strategies incorporating "enabling mechanisms" (Cartan et al.). These articles also demonstrate that considerable investment is required to properly introduce and manage the change that is required, even in cases where the technology is essentially an "add on" to existing practices.

The third section on "Learning technology in a networked infrastructure" contains three articles that focus on flexible collaborative learning via computer mediated communication (CMC), with the article by Minasian-Batmanian making particular reference to lifelong learning. The first two articles by Naidu et al. and Jones provide relevant and insightful arguments, which raise issues that should make overly enthusiastic advocates of collaborative learning stop in their tracks. Naidu et al. point out that both students and instructors, initially, found such environments difficult to use, and needed time to adapt to the openness and flexibility that were offered. Also the introduction of new learning paradigms needs to anticipate an evolution in teacher-learner behaviour rather than the revolution that is all too often expected. Along similar lines, the article by Jones describes the case where "Ben was the best but he didn't collaborate", reminding us that we need to adopt a perceptive approach to developing and introducing new collaborative pedagogies, and not be inappropriately seduced by the technology.

The final section on "The future" contains two articles. The first, by Gardner and Ward, describes British Telecommunications (BTs) Generic Learning Platform (GLP) and its initial trials. The volume then concludes with a deliberately provocative paper by Squires, positing the idea of Peripatetic Electronic Teachers (PETs), working as "free agents" in a virtual world instead of "tied agents" working in a conventional institution. In summary, this book is not a "how to do learning technology" volume, nor should it be, instead it is a useful ideas provider for those designing and evaluating learning technology, and a reality check for stakeholders who are concerned with integrating and exploiting it.

Dr. Andrew Ravenscroft, Open University

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ICT, pedagogy and the curriculum

Editors: A. Loveless and V. Ellis

Publisher: Routledge-Falmer 2001

Price: £17.99 240 pages paperback ISBN 0-415-23430-1 (pb)

This collection of papers considers issues linking ICT to formal education. For example, what evolving pedagogics are needed to move ICT from practical skills to methods that empower students knowledge and understanding? How does students' curriculum experience with ICT relate to their use of technology outside the school? And what are the implications of these developments for teacher training? The book attempts to address these and other concerns by arranging the chapters in three sections on cultural contexts, on pedagogy and ICT, and on ICT and the curriculum. Hence the book should interest teachers, educational researchers and those with interests in the evolving roles of ICT within the wider contexts of education.

In the opening chapter Sanger speculates about scenarios in which mass education has to re-think the costs of schooling, the contexts of learning, the roles of teachers, and support systems where ICT is cheap and easily available. These changes are influenced by a society with pluralist values and which is responsive to market forces and commercial interests. While accepting these influences Buckingham et al. examined the ways programmed materials are marketed to teachers and also to parents. They comment that the distinction between education and entertainment is becoming blurred, learning is projected as 'fun', and the Internet as empowering. But the authors' research notes that materials which sell best make strong educational claims, and those which seem less focused eg. learning as discovery, sell less well. But are the claims valid? Hence the need for more websites that offer authentic advice. The first section concludes with Synder considering the increasing and prominent role of visual media in conveying meaning in programmed materials and the need for teachers to understand ways in which images, texts and icons are designed to achieve a ‘meaningful whole’ within the educational process.

After discussing various interpretations of pedagogy, Loveless et.al. expand on the view that ‘technology doesn't change practice - people do’. The authors comment that although many ‘craft skills’ of teachers will not change substantially with the introduction of ICT, their roles as manager, director, facilitator or course designer will. Educators will have to act as change agents, and any changes to established practice are costly in resources, staff development and dissemination . Following this theme, in an excellent chapter, LeCourt discusses and illustrates how teachers can use ICT to develop writing and communication techniques which move beyond the functional and respond to cultural influences that stimulate critical reflection and multiple viewpoints. Hawkey then focuses on education outside the school, specifically the role of museums (the Natural History museum) and the pedagogy which guides its activities and the presentations of its materials which give an appreciation of the nature of scientific knowledge and its investigative processes.

In the final section four studies consider practical issues which face teachers of English, Mathematics, Science and the Expressive Arts, as they seek to utilise ICT pedagogies within their subject domains. Ellis distinguishes between technologies that are continuations of the mainstream traditions of English teaching, and proposals that argue for changes to content and method via hypermedia and CMC. Selinger discusses the ways that software tools and systems can develop mathematical understanding through representations which enable students to visualise concepts, and through dynamic interactions that help the understanding of mathematical processes. Miller contrasts traditional classroom science, and its value systems, with the methods of science as practicised outside the classroom. In brief, the argument is for a shift towards a ‘technoscience’ curriculum where the inter-connected values underpinning science/ICT and its methods lead to an awareness of the nature of science through links to social practices. Within this argument metaphors are used to define ‘new spaces for gender’ in science education. The role of the digital technologies in enabling children to express themselves visually guarantees it an important place in developing the art curriculum. This is the view of Long who points out that technology can support children as creative artists, and give a wider range to visual understanding. But much depends on teachers to give art education an ‘expressive capability’, so it does not just become a version of media studies. In a final chapter Kwami examines how digital technologies are being used to create new forms of music that link to a range of communities and cultures, and where digital ‘notations’ and techniques, are developing new forms of musical literacy.

Much is being written on the themes of this book, but it makes its own contributions that justify readers' interests. First, through the range of themes it covers — and their skillful integration — and second, through the key issues and controversies it addresses in ways which are thought provoking and in directions which are not always expected.

Roger Hartley The University of Leeds

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Dictionary of the Internet

Author: Darrel Ince

Publisher: Oxford University Press, 2001

Price: £16.99 (including CD-ROM) pp. 340 ISBN: 0–19–280124–4

This is more than a book. It comes with a CD-ROM version enhanced with links to World Wide Web sites to keep the dictionary uptodate.

The book has approaching four-thousand entries and three short appendices (two-letter codes for all countries, popular emoticons, and commonly used abbreviations in Internet communications). To sample the entries in the main part of the book I looked at pages with numbers that were a multiple of 42. As someone who has worked in ICT for over 30 years I discovered that within my sample were a variety of terms: the familiar and well-understood, the familiar and partly understood, the familiar and thought-I-understood, the recognised and used, the merely recognised, the not-seen-before but illuminating, the not-seen-before and informative, the uninteresting, and the trivial. The balance among these entries seemed a little heavier on the side of yes-but-so-what enlivened by a bit of fancy-that rather than continued interest or illumination. Nevertheless, I often found myself reading on beyond the end of the page I had selected. The length of the entries varies from half-a-page or so (one column) to a single line (the average is about 30 words). The entries are generally well written and comprehensible if occasionally compact. Small capital letters are used to point to other entries in the book and many entries have several of these which may indicate that the CD-ROM version is more easily used.

The CD-ROM is a collection of 3633 HTML files (one for each dictionary entry?) in a folder called E (for Entries?) and an opening document which has an alphabetical list of entries, a search utility, and a frame for displaying entries and web pages. In addition to the text in the book (cross-references are hyperlinks) some entries have a short list of related websites. I investigated the topic XSL which gave a cross reference to Extensible Style Language and two extra links. The cross reference led to a single sentence with five further cross references and the same two extra links. The first of these offered ‘An introduction to the technology’ and the second ‘The Microsoft guide to XSL’. Following the first link took me to http://www.prescod.net/xsl/slides/toc.html This (on 27th September 2001) was nothing more than 40 or 50 hyperlinks to the slides of a linear presentation. I tried the other link. This gave me a ‘Page not found’ on the Microsoft site with some suggestions as to where I might find what I was looking for. A search for XSL threw up 100 hits but none of the first 10 were what I wanted.

Ince’s preface recognises the risks of trying to keep pace with the Internet and offers the model of book plus CD-ROM + web links as a solution. He invites readers to go to the website associated with the book, and look at the latest list of Internet words, submit new words, or E-mail: him. The URL for the site is:

http://www.askoxford.com/worldofwords/internet or you can click on the link on the opening page of the CD-ROM

I think the book and CD-ROM are worth having while they remain current (although published in 2001, the preface is dated 2000), and the ‘World of Words’ website will, I hope, be useful in keeping the dictionary up-to-date, though I fear the additional web links may become four zero four compliant. If you don’t know what this means you should buy the book and look it up!

Kenneth Tait, Computer-based Learning Unit, University of Leeds.

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Building Effective Project Teams

Author: Robert K Wysocki

Publisher: Wiley

Price: £33,50 - 277 pp (Paperback + CDROM) ISBN 0471013927

The educational initiatives which are being stimulated by framework programmes in Europe and the UK, together with developments in the new technologies, are leading to the formation of project teams which are multidisciplinary in character, and whose members may be sited at different locations. It is expected that projects will be effectively managed, leading to successful outcomes, indeed such indications and evidences of competence will have been presented to the funding agencies. But we all know the difficulties and tensions that can, and do arise in such projects ¾ many of them beyond our direct control. This book, with its accompanying CDROM, should interest and inform all those who are participating, or intend to participate in work groups or project teams. Its basic premise is that the project, with its defining characteristics, the project team, with its range of competencies and working styles, and the project management process, in dealing with deployments and conflicts, should be considered as one coherent but dynamic system. Although the author’s considerable experience and his illustrations are taken from the commercial sector, the issues raised have a general currency. They get to the point, and are dealt with in a thorough and practical manner. Also they encompass many aspects, (e.g. conflict management, reaction to change, and differing thinking and working styles of team members) which may not be given sufficient consideration when planning and managing collaborative projects.

A first chapter reviews reasons why so many projects seem to fail, principally through inadequate communication and management processes, but it also considers those factors which seem to presage success such as the team balance and involvement of users. The author then examines the project environment noting that projects differ in size, complexity, technological focus and innovative risk, and these characteristics require different organisational structures and leadership models. A chapter on team models discusses functional roles including creative innovation, promoting and challenging ideas, developing and building on particular themes, organising and monitoring progress, maintaining a focus on project goals, and integrating components of the project’s work. These roles, justified from well documented sources, require alignment with the team profile and are likely to change within the dynamics of the project’s progress and life cycle.

These themes are worked out in a case study which is used in several chapters to present issues and decision points to the reader. In these respects the wide ranging and organised references, the accompanying CDROM, and the Team Management Systems website provide additional support. However the roles undertaken by the project team members will not only relate to their technical skills and experience but, Wysocki argues, to their styles or preferences in Thinking/Learning, in Problem solving/Decision making and in Interaction/Management. This leads to a discussion of tools that can identify and profile these characteristics at both the individual and the project level. There may be controversy about the theories underpinning these styles of thought and action but the author is careful to present instruments which have been tried and tested through practical experience. These thinking styles make broad distinctions between Logical/Analytic preferences associated with organisation and planning, those which are more holistic and creative, and those which tend to be more interpersonal and empathic. Styles and preferences which may influence problem solving and decision making are linked to the work of Kolb. A further aspect concerns conflict management where assertive/non assertive and cooperative/uncooperative dimensions are used to produce a dynamic inventory with gradations on analytic, asserting, and nuturing axes. Although the actual questionnaires and tools used by the author may not suit all academic team projects, the issues which are raised, and the analysis of the ways they influence project management and progress will give much food for thought.

The last sections of the book show how these data can be used to achieve a team balance and an alignment with the project requirements, and provide guided exercises for readers. These illustrate how a team profile can be established and its balance assessed, with a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) being used to help strategic planning. The author is practical and down- to-earth, recognising that projects have to operate within constraints to make the most effective use of available resources. For these reasons this publication (+CDROM) will be a useful addition to a project’s bookshelves or the departmental library.

Roger Hartley, University of Leeds

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