The Rose review, a major government inquiry into the future of primary schooling has published its findings. Its recommendations include proposals to facilitate and ease student transfer from primary to secondary schooling http://www.independent.co.uk/news/education/education-news/school-to-start-at-four-with-new-timetable-to-restore-creativity-1677109.html Although long awaited, I felt that there was a generally muted response to this report from both commentators and from teaching professionals. I sensed a weary exhaustion: a feeling of here we go again, another report, more recommendations, more changes, another trip on the educational roundabout. For myself, I liked the discussion about the significance and place of new technology in primary schooling http://news.bbc.co.uk/1/hi/education/8025157.stm It seems that technological literacy is now fundamental to educational success from the very earliest of learning programs. It is certainly no longer an optional or specialist skill as technology now shapes the whole learning process.
The centrality of the new technology shaping the learning environment can also be seen in debates about the future of secondary schooling, such as here http://www.telegraph.co.uk/education/5166111/Revealed-new-teaching-methods-that-are-producing-dramatic-results.html It is of course valid to note that the school catchment area, Monkseaton, is a stable middle class area.
And onto higher education, with this case study about the development of e-learning environments at a university http://www.guardian.co.uk/education/2009/apr/21/elearning-university-of-london and discussing the variation of existing provision http://www.guardian.co.uk/education/2009/may/12/computer-science-it
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