Moira Savage entered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminating in joining the University of Worcester in 2003. In 2011 she was awarded a University of Worcester Teaching Fellowship. Her current roles include Senior Lecturer in Initial Teacher Training, Primary ICT and Computing Subject Leader and Institute of Education eLearning Coordinator. She leads a team delivering ICT and Computing education to large cohorts of students on Primary PGCE and BA QTS courses.Anthony Barnett moved into higher education from teaching in inner London and Kent. Before starting his current post at the University of Worcester he was a science and ICT coordinator. His PhD is in the area of innovative research methodology and his specific interests in ICT include the role of asynchronous discussion within blended learning approaches to teaching. His current teaching role includes undergraduate and postgraduate design & technology, creativity in foundation subject teaching, educational studies modules focusing on issues in ICT and support for postgraduate specialist ICT students and MA students in a range of subjects.

• 1. Overview of chapters 2. Introduction to the case studies 3. What is technology-enhanced learning and teaching? 4. Key debates and research evidence 5. Understanding the world: technology 6. Communication and language 7. Physical development 8. Personal, social and emotional development 9. Literacy 10. Mathematics 11. Expressive arts and design 12. Technologies for inclusion 13. Safeguarding and welfare 14. Conclusion

Moira Savage entered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminating in joining the University of Worcester in 2003. In 2011 she was awarded a University of Worcester Teaching Fellowship. Her current roles include Senior Lecturer in Initial Teacher Training, Primary ICT and Computing Subject Leader and Institute of Education eLearning Coordinator. She leads a team delivering ICT and Computing education to large cohorts of students on Primary PGCE and BA QTS courses.Anthony Barnett moved into higher education from teaching in inner London and Kent. Before starting his current post at the University of Worcester he was a science and ICT coordinator. His PhD is in the area of innovative research methodology and his specific interests in ICT include the role of asynchronous discussion within blended learning approaches to teaching. His current teaching role includes undergraduate and postgraduate design & technology, creativity in foundation subject teaching, educational studies modules focusing on issues in ICT and support for postgraduate specialist ICT students and MA students in a range of subjects.

• 1. Overview of chapters 2. Introduction to the case studies 3. What is technology-enhanced learning and teaching? 4. Key debates and research evidence 5. Understanding the world: technology 6. Communication and language 7. Physical development 8. Personal, social and emotional development 9. Literacy 10. Mathematics 11. Expressive arts and design 12. Technologies for inclusion 13. Safeguarding and welfare 14. Conclusion

Moira Savage entered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminating in joining the University of Worcester in 2003. In 2011 she was awarded a University of Worcester Teaching Fellowship. Her current roles include Senior Lecturer in Initial Teacher Training, Primary ICT and Computing Subject Leader and Institute of Education eLearning Coordinator. She leads a team delivering ICT and Computing education to large cohorts of students on Primary PGCE and BA QTS courses.Anthony Barnett moved into higher education from teaching in inner London and Kent. Before starting his current post at the University of Worcester he was a science and ICT coordinator. His PhD is in the area of innovative research methodology and his specific interests in ICT include the role of asynchronous discussion within blended learning approaches to teaching. His current teaching role includes undergraduate and postgraduate design & technology, creativity in foundation subject teaching, educational studies modules focusing on issues in ICT and support for postgraduate specialist ICT students and MA students in a range of subjects.

• 1. Overview of chapters 2. Introduction to the case studies 3. What is technology-enhanced learning and teaching? 4. Key debates and research evidence 5. Understanding the world: technology 6. Communication and language 7. Physical development 8. Personal, social and emotional development 9. Literacy 10. Mathematics 11. Expressive arts and design 12. Technologies for inclusion 13. Safeguarding and welfare 14. Conclusion