Critical Book / Journal

Review

THINKING AND LEARNING WITH ICT

By

Name : TIKA Nurjannah

NIM :
Class : PHYSICAL EDUCATION B
level : S-2
Courses : ENGLISH PHYSICS

Submitted September 2018

PHYSICAL EDUCATION STUDY PROGRAM

POST-GRADUATE PROGRAM STATE UNIVERSITY MEDAN
2018
PRELIMINARY
IDENTITY BOOK
book title : Thinking and Learning with ICT
Author : Rupert Wegerif and Lyn Dawes
Publisher : RoutledgeFalmer
Publication Year : 2004
city rises : London and New York
number of things : xi + 140
ISBN : ISBN 0-203-50644-8 Master e-book ISBN
Language : English

Often we are confused in choosing reference books for us to read and

understand, sometimes we only have one book for the reading but the results are
still not satisfactory, for example in terms of language analysis and discussion,
therefore the author makes the CBR to rejuvenate the reader in selecting the
reference book terkusus on principal ICT discussion.
Rupert Wegerif is a Senior Research Fellow at The Open University. Lyn
Dawes is Becta Educational Software officer and now a Senior Lecturer in
Primary Education at De Montfort University.

SUMMARY

PART I
TALK AND THINK WITH COMPUTER
1. Using Computers in the Classroom
In the world of Computers, SLANT suggests children who lack confidence
will mononton, or retreat, sedidikit contribute. This makes us improve the quality
of speech. The main problem is the children tried to cooperate, but did not really
know how to do it effectively. In this case how to teach how to use spoken
language, subjects such as these make children how to talk to each other.
2. Teach Children How to Talk in the Group
Stressing how important it is to teach skills for discussion before working
around kompurter. How to discuss or develop joint problem-solving strategies.
What should we do? Teachers teach children how to "think together" or
memecahakan problem with group discussions. The learning objectives of this
activity is to discuss the issues.
3. thinking Together
This section is to show that teaches kids how to speak or think along the way
suapaya how they thought more effectively. Thinking together can be described in
several ways, namely indivudu thinking, reasoning measure group and individual
change. Impikasi of findings is how to think kaloboratif ina.
4. Thinking Skills and ICT
Thinking skills according to the British National Curriculum is a process of
information, reasoning, inquiry, creative thinking, and evaluation. Examples of
ICT lesson has some principles such as visualization and simulation, concept
mapping, hypermedia, computer games, shared data bases, networks, ICT and
kerativitas and dialogue in learning.
CHAPTER II
TALK AND THINK WITH ICT AND CURRICULUM
1. ICT and Citizen
Shows how ICT can be something that is effective in the talks are important in
shaping the life and the world in which they live
2. On Science and ICT
Science and ICT have keterkaiatan as an example of the card concept,
mapping concepts, making inferences, and menyoriti. One of the most important
ideas taught in science is that each concept should be conformed to the question
and systematic inquiry.
3. Regarding Mathematics and ICT
Developing understanding in mathematics involve children in learning new
things. Through manipulation of the virtual world, children are helped to
understand realiatas mathematics. ICT contribute to the understanding, so that
activities can be a source of mathematical problem solving strategies that can be
applied across the curriculum throughout the period.
4. ICT and Literacy
Using a computer to support literacy involves learners in practical use spoken and
written language. Contact with other people generate motivation and provide the audience
with ICT offers a flexible tool for a quick and clear communication
5. ICT curriculum
The opportunity to listen to children when they articulate their thoughts give teachers
an opportunity to assess and interactive learning when and where necessary. For teachers,
sharing problems and solutions can help everyone to continue to provide creative and
interesting lessons in which ICT tools are an integral part.
6. Improving Achievement
Computers offer teachers and learners a powerful way to use oral language to think
and learn together. Teachers have an important role in helping children understand how to
talk to each other. Without such teaching, computer-based activities can be disappointing.
For individual children, the opportunity to collaborate with a group of students who focus
on the talks will probably only happen when a teacher has set. During these moments, the
child was created - language and new technology.

CRITICAL EVALUATION
ADVANTAGES
1. Viewed face value of any aspect of this very unique book cover with a bright red
color jambuh. Interpreted from pink was something soft, caring and romansa.Hal is
similar to the title that is learned, how ICT something soft in touching ways of
thinking and learning, but can improve the performance and care seoarang teachers,
ICT romance unpopular things children. Photos pair of small children using a
computer with a cheerful countenance shows that the craze kids about computers and
learning activities. This is consistent with the title of the book "Thinking and
Learning with ICT"
2. Judging aspects of governance bahasadan layout layout. This book is good from a
good font ukutan. For English books this book is easy to understand
3. An examination of the contents of the book. This book is appropriate between
premises title book "Thinking and Learning with ICT" or "Thinking and Learning
with ICT".
CHAPTER 1
 In chapter 1 of this book explains how thinking with ICT. So in this first chapter
describes the response of his thinking. That thought was on the computer, talking in
groups, and think with ICT, In each section there is a summary that rejuvenate the
reader. Equipped images can also be easier for the reader who has a type of visual
learning. In this chapter also dilengkapai with stories inspired by associated in
accordance with section so as to make the reader better understand the bias of this
book.
Enough attention in this chapter is a sub chapter "Thinking Together" comes
about psychological test image as an example of how exactly a person can be judged
from the psychological test. Example question from a psychological explains how
one can solve the problem are complemented by reason of any answer. This psycho
about not just one but three sola breathing psycho who we meet. It shows how we
think.

CHAPTER II
In this chapter explains that learning is closely related to the curriculum. ICT
learning can not be separated from how the curriculum contribute to increasing
children's performance in the role of learning with ICT. This chapter directs how we
as a teacher and broaden a teacher learning with ICT is very effective.

DEFICIENCY
Disadvantages of this book is quite thick, but there are only two chapters.

CONCLUSION
This book has been good so we suggest this book is owned by students and
teachers. Education has, and will continue to be, a trade off between the set

Recommendation
Hopefully with this Riview Critical Book readers, especially teachers or
prospective teachers to know how to think and learn with ICT. By reading this
book will be a literacy educator and Information Technology.