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Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children’s continuing learning and development. Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children’s experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning. Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes. A number of key questions are considered, including: Which technologies do young children encounter at home and preschool? What kind of learning takes place in these encounters? How can parents and practitioners support this learning? Are some children disadvantaged when it comes to learning with technology? Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children’s learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.

In Scottish primary schools, "setting" refers to arranging pupils for a given curriculum area in separate classes with different teachers, based on pupils' attainment in that particular area. This research studied four Primary 7 classes in Scotland, in which setting was used for the teaching of mathematics and English in 3 of the 4 schools. Findings from observations of classroom practices in these classes were compared with findings from an earlier study of four Primary 7 classes in which setting was not used. The comparison findings indicated that there was little difference in the balance of the curriculum in setting and nonsetting schools. In both types of schools, there were marked differences between practice and 5-14 recommendations. Target pupils spent more time in whole class teaching situations in setting schools than in nonsetting schools. Setting was not related to the amount of time target pupils were engaged on task. There was no increase in the amount of time devoted exclusively to teaching in the setting schools. The dominant teaching approach in setting schools was instruction, with both set classes and mixed ability classes. In nonsetting schools, facilitating learning was the commonly noted teaching approach. Target students in setting schools spent more time involved in assessment than their counterparts in nonsetting schools. Overall, the time teachers spent assessing and recording pupils' progress was similar in setting and nonsetting schools. Recommendations were made regarding introduction of setting, grouping strategies, teacher allocation, resources, communication with pupils and parents, and evaluation of the effects of setting. (Contains 17 references.) (KB)