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Home > Reflective Teaching in Primary Schools > 2. Creating conditions for learning > 8. Spaces > Further reading > Using technology for learning


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Using technology for learning

The world is changing rapidly, with new technology profoundly influencing the lives of children and young people.  See:

  • Buckingham, D. and Willett, R. (eds) (2006) Digital Generations: Children, Young People and the New Media. London: Routledge.
  • Facer, K. (2011) Learning Futures: Education Technology and Social Change. London: Routledge.
  • Kress, K. (2012) Literacy in the New Media Age. London: Routledge (Reading 8.6).
  • Plowman, L. , Stephen, C. and Mcpake, J. (2010) Growing Up with Technology: Young Children Learning in A Digital World, Abingdon: Routledge.
  • Bennett, P., Kendall, A. and McDougall, J. (2011) After the Media: Culture and Identity in the 21st Century, Abingdon: Routledge.
  • Younie, S. and Leask, M. (2013) Teaching with Technologies: The Essential Guide, Maidenhead: Open University Press
  • Facer, K. (2011) Learning Futures: Education, Technology and Social Change, Abingdon: Routledge.
  • Pachler, N. , Bachmair, B., Cook, J. and Kress, G. (2010) Mobile Learning: Structures, Agency, Practices, New York: Springer-Verlag.
  • Potter, J. (2012) Digital Media and Learner Identity: The New Curatorship, Basingstoke: Palgrave Macmillan.
  • Craft, A. R. (2010) Creativity and Education Futures: Learning in A Digital Age, London: IOE Press.
  • Davies, C. W. and Eynon, R. (2012) Teenagers and Technology, Abingdon: Routledge.
  • Loveless, A. and Williamson, B. P. (2013) Learning Identities in a Digital Age: Rethinking Creativity, Technology and Education, Abingdon: Routledge.

The rapid development of ICT in classrooms involves teachers making decisions about the location and management of computer hardware as well as about access to software. There is evidence that organisational and management features of the classroom determine the levels of use of ICT by children. For a wider consideration of the organisational and learning issues related to the use of ICT, see Loveless & Dore, Beauchamp, Edwards, and Sutherland et al.:

  • Loveless, A. & Dore, B. (eds) (2002) ICT in the primary school, Maidenhead: Open University Press.
  • Beauchamp, G. (2012) ICT in the Primary School Classroom. London: Routledge.
  • Edwards, A. (2012) New Technology and Education. London: Continuum (see Reading 8.5).
  • Sutherland, R., Robertson, S. and John, P. (2008) Improving Classroom Learning with ICT. London: Routledge.

The demands of the Computing curriculum in English schools from 2014 will raise additional issues relating to the appropriate use of space and resources:

  • Bird, J., Caldwell, H., & Mayne, P. (2014). Lessons in Teaching Computing in the Primary School. Exeter: Learning Matters.

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