ABSTRACT
The other chapters in Part One draw directly upon the authors’ research, so that the processes of learning with IT can be examined in depth and in particular contexts. Each author explores a sequence of thought processes that one particular IT tool can enhance. For example, rising five-year-olds explore number using a robot; primary children create stories together using a word processor; and secondary pupils are encouraged to think as scientists with a data logger and its graphing software. The authors also identify common problems that arise for teachers because, like any tool, IT can be used skilfully or it can be abused. The teacher’s role is seen as the key to skilful use.
