This book takes into account three core policies: 'Every Child Matters', 'Personalised Learning', and 'Harnessing Technology', combined they are at the heart of changes to children and young peoples’ experiences of school. Harnessing Technology considers these policies and their interlinked relationship. It outlines the ways in which technology allows us to assess, track and monitor pupil progress and use this information to better support both their learning and their broader needs, making it an essential resource for training and practicing teachers, school leaders, and all those involved in educational transformation. To achieve the five outcomes of the 'Every Child Matters' agenda requires an approach that is pupil centred, with developments in new technologies making it possible to not only understand each individual more precisely, but also for them to learn in more flexible and personalised ways. Through innovations such as web based information sharing, learning platforms and e-portfolios, schools will be able to offer content appropriate to pupil’s personal goals, breaching conventional orthodoxies of time and place. How far these policies will transform schools and services for children and young people remains to be seen. Consideration is given within the book to the barriers to their success, the issues that impinge upon them, and questions asked about their capacity to bring about long-term, systemic, change.

This edited book brings together chapters which collectively address issues relating to inclusive language education and technology. It links a theoretical background to policy in Europe, and uses theory to inform practical ideas and strategies for practising and aspiring language teachers and those in support roles.

The Routledge Companion to Severe, Profound and Multiple Learning Difficulties is a timely and rich resource with contributions from writing teams of acknowledged experts providing a balance of both academic and practitioner perspectives. The book covers a myriad of topics and themes and has the core purpose of informing and supporting everyone who is interested in improving the quality of education and support for children and young adults with severe, profound and multiple learning difficulties and their families. Each chapter contains careful presentations and analyses of the findings from influential research and its practical applications and the book is a treasure chest of experiences, suggestions and ideas from practitioners that will be invaluable for many years to come. The chapters include many vignettes gathered from practitioners in the field and are written specifically to be rigorous yet accessible. The contributors cover topics related to the rights and needs of children and young adults from 0-25 years, crucial features of high quality education, characteristics of integrated provision and effective and sensitive working with families to ensure the best possible outcomes for their children. Crucially, the voice of the learners themselves shines through. Historical provision that has had an impact on developing services and modern legislation aimed at improving provision and services are also discussed. The contributed chapters are organised into six themed parts: Provision for learners with SLD/PMLD. Involving stakeholders. Priorities for meeting the personal and social needs of learners. Developing the curriculum. Strategies for supporting teaching and learning. Towards a new understanding of education for learners with SLD/PMLD. This text is an essential read for students on courses and staff working in and with the whole range of educational settings catering for children and young adults with severe, profound and multiple learning difficulties, not just for teachers but also for support staff, speech and language therapists, physiotherapists, psychologists, nurses, social workers and other specialists.

This free course, Childhood in the digital age, delves into the lives of children and discuss the potential benefits and limitations of technology in their lives.

Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology.

The study of pediatric and adolescent medicine is an essential part of medicine as children react to diseases differently than adults. As new viruses continue to emerge, and as procedures are updated and revised, there is a need for comprehensive resources on the new developments and emerging technologies in this field. As medical technologies and innovative practices spread in recent years, it is vital that medical professionals are knowledgeable on the developments in the pediatric field as well. The Research Anthology on Pediatric and Adolescent Medicine presents the developments, emerging technologies, and challenges in pediatric and adolescent medicine. It also explains adolescent health management and promotion as well as recent discoveries on childhood development. Covering topics such as media consumption, neuro-developmental disorders, and health promotion, this book is a critical resource for pediatricians, nurses, medical professionals, hospital administration, behavioral scientists, therapists, psychiatrists, medical students, researchers, and academicians.

By approaching the concept of community through the lens of early childhood, this valuable book acknowledges the role that diverse and multiple communities play in supporting a child’s early development, and explores how their value can be harnessed in our ever-evolving and fast-changing world. Young Children and Their Communities delves deeper into the many layers of communities to which children belong. With a focus on key theoretical perspectives, such as social empathy and the pedagogy of friendships, the book seeks to expand readers’ understanding of the concept of community by considering a range of both established and emerging communities, including peer groups, digital communities, the extended family and intergenerational learning. Chapters explore how various communities contribute to and enhance young children’s lives, and examine how children can in turn enrich the communities they are part of. Illustrative vignettes and points for reflection are included throughout, along with helpful research summaries and links to current policy. Reiterating the importance of communities and illustrating the rich opportunities they offer to children, Young Children and Their Communities will inform students’ and early years practitioners’ practice as they confront new challenges and opportunities in fields of early childhood education, social work and sociology.

This book uncovers an ancient Irish perspective of learning and reconfigures it to offer a vitality-restoring vision for education in our digital age. Its aim is to help re-engage learners of the Net generation meaningfully and with enjoyment in the learning process. The proliferation of new technologies in the classroom has generally not been accompanied by new pedagogical thinking and the discourse is still framed almost exclusively in terms of the utilitarian mindset of the Western world. Consequently, education is too often delivered within a context that is unfit for purpose. The author argues that we need to bring the wisdom of different cultural perspectives to bear on our understanding of the nature and purpose of learning, and on the role of technology in the learning process. She shares an energising vision of education based on the ancient Irish understanding of learning as nourishment for the human spirit, expressed as learning by wandering. Illustrating the universal and timeless relevance of this understanding, she demonstrates from personal experience how a synthesis of ancient wisdom and new technologies can transform the learning process. This book offers a new dimension to the ongoing debate on the future of education in the Western world.

Ipsative assessment is a powerful new approach that provokes a radical rethink of the purposes and methods of assessment. This book presents a case for partially replacing competitive assessment with ipsative assessment, and it explores the possibilities and the challenges with research evidence and case studies.

Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings primary, secondary, school and home it will help practitioners think about, plan and execute effective learning in their classrooms and