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Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning

Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning. Prof Angela McFarlane University of Bristol.

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Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning

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  1. Future Challenges in Education and ICT – Policy Planning and PracticeOn-line Learning Prof Angela McFarlane University of Bristol

  2. [There has been] a chorus of pronouncements that "the information society" both requires and makes possible new forms of education. We totally agree with this. But we do not agree that tardiness in translating these declarations into reality can be ascribed, as it often is, to such factors as lack of money, technology, standards or teacher training. Obviously there is a need for improvement in all of those areas, But the primary lack is something different - a shortage of bold, coherent, inspiring yet realistic visions of what education could be like 10 and 20 years from now. Papert, S. and Caperton, G., 1999

  3. Massive Investment in ICT • Schools infrastructure - £700m • Library and community infrastructure and content - £200m • ICT Learning Centres - £400m • Training for teachers and librarians - £250m • Content digitisation for the NGfL and libraries - £50m • OVER £1.6 BILLION IN TOTAL UP TO 2002 • Plus £710m in SFG for 2002 - 4

  4. Purposes remain the same – Model of learning is transmissive – knowledge is a commodity Teaching, learning and resources change Assessment remains the same Previous results improve? The innovation as an efficiency initiative

  5. Traditionally defined curriculum and learning culture Traditionally defined ICT skills Learner activity, using new technology and ICT skills Improved knowledge and understanding Improved attainment Learning objective Role of the teacher? Direct Impact Model What is access?

  6. Curriculum purposes change Resources, teaching and learning change with them As do methods of assessment Results, and what count as results, both change The innovation as curriculum reform movement

  7. To create greater equality in achievement and/or access to learning To develop pupils’ life skills To increase pupils’ employability To maximise economic growth To update school curricula to match changes in the host discipline Why is ICT being used at all?

  8. 75% at KS2 and 88% at KS4 have home computer access 48% of primary and 64% of secondary pupils have home access to the Internet (ImpacT2 Emerging Findings) There is widening access to new technologies

  9. 52% of primary and 67% of secondary pupils have their own email address At KS2 14% of pupils have created their own web pages, rising to 22% at KS3 and 67% at KS4 At KS2 19% of pupils have their own mobile phone, rising to 49% at KS3 and 60% at KS4 (ImpacT2 Emerging Findings) Active use of new technologies

  10. Self-directed learningOverlap Institutional learning Learner-defined curriculum and culture Traditionally defined curriculum and learning culture Traditionally defined ICT skills Learner’s personal representation of the task, and available resources Teacher / curriculum-specified tasks for the learner Home-based task Socially Contextualised Impact Model • Potential benefits for the learner: • knowledge and skills (beyond those validated or approved externally) • autonomy and confidence in learning • extended awareness of the social benefits of the ICT Learner activity, using ICT skills Improved related knowledge and understanding Improved knowledge, understanding and skills, of personal and social benefit Improved attainment

  11. Three fundamental questions for the next five years - What should be recognised as educational attainment? What constitutes meaningful access to ICT? What are the implications of the wider context of school based education?

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