Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela...
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![Page 1: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/1.jpg)
Future Challenges in Education and ICT – Policy Planning and Practice
On-line Learning
Prof Angela McFarlane University of Bristol
![Page 2: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/2.jpg)
[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
![Page 3: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/3.jpg)
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
![Page 4: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/4.jpg)
The innovation as an efficiency initiative
• 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?
![Page 5: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/5.jpg)
Traditionally defined
curriculum and learning
culture
Traditionally defined ICT
skills
Learner activity, using
new technology
and ICT skills
Improved knowledge
and understanding
Improved attainment
Direct Impact Model
Role of the teacher?
Learning objective
What is access?
![Page 6: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/6.jpg)
The innovation as curriculum reform
movement• Curriculum purposes change• Resources, teaching and learning
change with them• As do methods of assessment• Results, and what count as results,
both change
![Page 7: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/7.jpg)
Why is ICT being used at all?
• 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
![Page 8: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/8.jpg)
There is widening access to new technologies
• 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)
![Page 9: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/9.jpg)
Active use of new technologies
• 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)
![Page 10: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/10.jpg)
Institutional learning
Self-directed learning Overlap
Improved attainmentImproved attainment
Learner-defined curriculum and
culture
Learner-defined curriculum and
culture
Improved knowledge,
understanding and skills, of personal and social benefit
Improved knowledge,
understanding and skills, of personal and social benefit
Traditionally defined curriculum and learning culture
Traditionally defined curriculum and learning culture
Teacher / curriculum-specified tasks for the learner
Teacher / curriculum-specified tasks for the learner
Learner’s personal representation of the task, and available
resources
Learner’s personal representation of the task, and available
resources
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
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
Traditionally defined ICT
skills
Traditionally defined ICT
skills
Learner activity, using ICT skills
Learner activity, using ICT skills
Improved related knowledge and understanding
Improved related knowledge and understanding
Home-based task
Home-based task
SociallyContextualised ImpactModel
![Page 11: Future Challenges in Education and ICT – Policy Planning and Practice On-line Learning Prof Angela McFarlane University of Bristol.](https://reader036.fdocuments.us/reader036/viewer/2022082613/5697bfda1a28abf838caff29/html5/thumbnails/11.jpg)
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?
Three fundamental questions for the next five years -