In my last post I set out why I thought schooling as it currently exists is a problem. In this post I start to explore possible solutions - specifically by looking at how we ought to teach.
On 3 April 2019, the Department for Education published a document called ‘Realising the potential of technology in education’. Now I don’t want to get hung up on the name of the document, but having read it, I ought to draw your attention to something fairly basic here. The word ‘realise’, according to most dictionaries, can be used to mean ‘become fully aware of something’ or ‘cause something to happen’. This DfE strategy document doesn’t ‘realise’ anything. ...continue reading "The DfE EdTech Strategy doesn’t ‘realise’ anything – But Teachers do"
Collins English Dictionary defines pedagogy as "the study and theory of the methods and principles of teaching". Personally I think that is too teacher centric, so I am going to use pedagogy to mean the theory and practices of (effective) ways to support human learning. ...continue reading "Some thoughts on pedagogy"
One of the challenges facing the NP3 team was how to describe and differentiate between the pedagogical practices in the classrooms that we were researching. In essence, what were the key features of practice that needed to be considered in order to differentiate between the teaching in each setting? The obvious answer seemed to be to use core theories of learning and development as the basis for a framework to help us compare pedagogy across contexts. ...continue reading "The Innovative Pedagogy Framework"
This article was originally published in The Conversation on the 4th March 2014
Even teachers need to learn something new every day. Education Plus, CC BY
We assume that digital technology can improve education and that the challenge is how to bring innovative technology and educational professionals together. But the evidence shows that ...continue reading "Is teaching still a profession?"