Many teachers are hesitant as to how to teach about ICT and, at the same time, integrate ICT into subject-based learning. Parents and the community-at-large have goals that differ from the goals espoused by teachers and students. This volume highlights the concerns of all - students, teachers, parents, policy makers and the general public.



Major themes in Learning in School, Home and Community: ICT for Early and Elementary Education include:

*Teachers' and researchers' studies of ICT use in school, home and community.

*National strategies and policies affecting ICT use in school, home and community.

*ICT tools designed to promote learning and the optimal settings to promote learning.

*School and community responses to ICT use that promote the integration of ICT for all members of the community. This volume contains the selected proceedings of the Working Conference on Learning with Technologies in School, Home and Community, which was sponsored by the International Federation for Information Processing (IFIP) and held June 30-July 5, 2002 in Manchester, United Kingdom.

Preface. Part One: Learning. Learning in school and out: Formal and informal experiences with computer games in mathematical contexts; N. Yelland. Using technology to encourage social problem solving in preschoolers; M.B. Medvin, D. Reed, D. Behr, E. Spargo. Using electronic mail communication and metacognitive instruction to improve mathematical problem solving; B. Kramarski, A. Liberman. Online searching as apprenticeship; M. Pearson. The use of virtual reality three-dimensional simulation technology in nursery school teacher training for the understanding of children's cognitive perceptions; Y.J. Katz. Exploring visible mathematics with IMAGINE: Building new mathematical cultures with a powerful computational system; I. Kalas, A. Blaho. Cooperative networks enable shared knowledge: Rapid dissemination of innovative ideas and digital culture; K. Crawford. Part Two: Teaching. Developing an ICT capability for learning; S. Kennewell. Separated by a common technology? Factors affecting ICT-related activity in home and school; D. Benzie. The interaction between primary teachers' perceptions of ICT and their pedagogy; A.M. Loveless. Capacity building in tele-houses: A model for tele-mentoring; M. Turcsányi-Szabó. Part Three: Policy. ICT for rural education: A developing country perspective; P. Hepp, E. Laval. National plans and local challenges: Preparing for lifelong learning in a digital society; S. Røsvik. Learning online: E-learning and the domestic market in the UK; M. Scanlon, D. Buckingham. Glimpses of educational transformation: Making choices at a turning point; B.S. Somekh. How do we know that ICT has an impact on children's learning? A review of techniques and methods to measure changes in pupils' learningpromoted by the use of ICT; M.J. Cox. Index.