It is increasingly recognised by researchers, governments and educators around the world that ICT presents many opportunities for teaching and learning in primary (elementary) education. A lack of ICT in the classroom may be seen as disadvantageous for children because without access to this, they are denied opportunities to acquire some of the skills and attributes they need to become full participants in an increasingly ICT mediated and globalised world (UNESCO, 2008). Even so, it needs to be acknowledged that having ICT in the primary curriculum and classroom does not guarantee enhanced learning, and may represent little more than new means of reaching pre-existing, and perhaps inappropriate or outdated, ends (Adams, 2011). Furthermore, ICT in education needs to be supported by appropriate policies (Tondeur, van Keer, van Braak & Valcke, 2008) at all levels and effective professional development for teachers (Lim, 2007). Copyright © 2013 SensePublishers.
|Title of host publication||Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore|
|Editors||Lee Yong TAY, Cher Ping LIM|
|Place of Publication||Rotterdam, The Netherlands|
|Publication status||Published - 2013|
CitationLim, C. P., & Oakley, G. (2013). Information and communication technologies (ICT) in primary education: Opportunities and supporting conditions. In L. Y. Tay, & C. P. Lim (Eds.), Creating holistic technology-enhanced learning experiences: Tales from a future school in Singapore (pp. 1-18). Rotterdam, The Netherlands: Sense Publishers.
- Professional development
- Primary classrooms
- Computer assist learn
- Computer assist language learn
- Internet text