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How do you describe how digital technology is being used in education in a way that is concise yet allows useful comparison across contexts?  The Digital Technology Impact Framework highlights key elements of practice involving digital technology across three dimensions. ...continue reading "The Digital Technology Impact Framework (DTIF)"

By Roger Broadie

Having spent 35 years of my life trying to help schools embrace the digital revolution, that has so dramatically changed almost every other aspect of life, my conclusions on why schools seem so resistant have come as a shock. But there have to be reasons why ...continue reading "The digital revolution is irrelevant to schools"

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Individual fulfilment and Universal wellbeingIn a previous post I introduced the Yin-Yang Vision (Individual fulfilment and Universal wellbeing), and highlighted the importance of your underlying assumptions for your mission, strategies and intended outcomes. In this post I set out some of the core assumptions underpinning the Yin-Yang Vision and start to unpack the vision by clarifying its key intended outcomes. ...continue reading "Unpacking the Yin-Yang vision"

Digital literacy is another of those slippery terms which we use frequently but which are open to very different interpretations. Thus we are frequently talking at cross purposes.

At one end of the spectrum digital literacy is seen as ...continue reading "What do you mean by digital literacy?"

How a radical funding system could transform our support of special educational needs

All around the world funders keep coming up with new funding mechanisms for special education. They write new policies and create new structures, processes and paperwork. They create pots of money that follow the individual or give prescribed or blanket funds to schools. The challenges of these systems are well documented. Equally well documented is their resistance to change. In England, for example studies in the early 2000s suggested we needed a system which: ...continue reading "Is there a better way to pay?"

Michael Merrick (@michael_merrick)
Scratch the surface of the ‘21st century skills’ brigade, & the justification you always seem to get revolves around serving the market/business/tech sector. Which is more dystopian (and properly Gradgrindian) than any school getting a bit over-zealous with a knowledge curriculum

I feel this needs a response of more than 280 characters. So here it is ...  ...continue reading "21st century skills are important because …"

Last Friday Fiona Aubrey-Smith asked me a great question about the table that attempted to summarise the main points in some guidance that I had written for Computers & Education about qualitative research. It was great because it extended my thinking. Fiona's question was ...continue reading "Extending guidance on qualitative research"

I have some old (ex OU) equipment that needs a new home:

  • A range of data logging equipment (which should probably be kept as one set)
  • 3 Digiscope digital microscopes
  • A set of EZClickpro clicker and infra red sensor (class response system)

Ideally we'd like to give this kit (free) to a school, maker space or ...continue reading "Old data logging kit looking for a good home"

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This post attempts to summarise a Twitter thread about how to encourage student questions which went viral in August 2018. @MrsSasser ’s initial post explained how apparently small changes in the way she asked students if they had any questions had a massive impact on the number of questions that they asked. ...continue reading "Helping students to ask questions"

Educational alignment - purpose, policy, practice, visionWe know that alignment matters in education (Butler et al 2018), particularly between purpose, policy, practice and your educational vision, as represented in the diagram above. However, ...continue reading "Educational alignment (and sociocultural theory)"