Liz Truss, Minister in the UK DfE for Education and Healthcare, has been calling for a return to textbooks. The headline story masks a more complex argument that bundles together several different strands. Instead of dismissing Truss’ call as regressive, it should be brought together with Matt Hancock’s ETAG initiative to stimulate a serious debate about how teachers can be given better tools of the trade, which exploit the opportunities provided by digital technology.
To many on the ETAG committee, I am undoubtedly seen as an awkward and disruptive influence—something like the know-it-all who keeps putting their hand up at the back of the class. They have already changed the medium through which their consultation is conducted, shifting the emphasis away from Twitter (which provides me with the opportunity to challenge poorly justified contributions) to an online form, which keeps submissions private and unchallenged. At the same time, the committee retains in public a stony silence in the face of my arguments, while one prominent member of the committee complains (in a context in which he is clearly referring to myself) of the activities of “trolls, spammers, abusers, and self-publicists”.
Well, as its formal consultation finishes, it is time that ETAG publicly acknowledged the debate and made a serious, substantive response to the criticisms that I and others have raised. Because if they do not, it is increasingly clear that their report will be ignored by government, just as the FELTAG report was effectively ignored before it. This post contains a list of links to my various substantive contributions to the debate, most of which are on other people’s websites.
At the same time as the Further Education Learning Technology Action Group (FELTAG) got ready to submit its recommendations to government for action to support ed-tech in Further Education, a new group was set up to propose similar recommendations that would cover all education sectors. But the Education Technology Action Group (ETAG) has inherited all of the same flawed assumptions that were made by FELTAG and by BECTA before them. If Matt Hancock wants to be the man who ends the long history of failed government initiatives and the man who helps introduce genuine, transformative education technology to the UK, he needs to insist that the government is given a much clearer and more convincing rationale for action than the FELTAG report has offered.