This article first appeared in Terry Freedman’s Digital Education (formerly Computers in Classrooms). In it I analyse the Secretary of State’s excellent speech on edtech at BETT 2016, comparing the views she expressed with those of the ETAG report, and analysing what this might mean for the relationship between government Ministers and edtech. And I observe, along the way, that the course of true love never did run smooth.
In my post “Land ho!” of 16 December, I welcomed the noises being made at that time by Matt Hancock, Minister for Skills & Enterprise at BIS, about the government’s new, more proactive approach to education technology. This led to the announcement at BETT on 23 January of a new advisory group, the Education Technology Action Group, to be chaired by Stephen Heppell. The most that could be said so far is that ETAG has had a slow start.We didn’t hear anything of substance until 23 April, when it published a series of questions that are to form the basis of a consultation, which is to run until 23 June. In my view, the questions are not particularly helpful. Nor have they attracted any significant response in the first couple of weeks, there having been only a couple of dozen substantive tweets using the #etag hashtag. But I am looking forward to engaging in the consultation and, by way of encouraging the debate, publish below my own views on what ETAG should say to Ministers.
The consensus is that we should not mind the technology but that we should focus instead on the learning. The consensus is wrong.
This is the transcript of a presentation I gave at the EdExec conference, held by ICT Matters in London on 6 November 2013. The ostensible argument in my talk is that “procurement matters”, which I will admit, probably isn’t going to set your heart racing. But perhaps it should. The reason why procurement matters is that technology matters – and this is a point that much of the ICT community do not generally admit. Time and again, you hear the old saw being repeated, “never mind the technology, where’s the learning?” Most of my talk addressed addressed this point—and in doing so, I take on (as is my wont in this blog) a lot of shibboleths. I summarise some arguments with which those of you who have read previous posts may be familiar, and I also shadow some arguments that I will develop in greater detail in future. And I return to a promise that I made in my first post to this blog in January 2012, which is to discuss in rather more depth than I have done before why Becta’s approach to procurement was so lamentable. Continue reading
The term “Information and Communications Technology” (ICT) has referred to the curriculum subject taught in UK schools. As advocated on this blog, it is now being changed to “Computing”.
I laid out the reasons why the term “ICT” should be abolished in one of the earliest posts on this blog. The Royal Society made a similar argument at about the same time in its report “Shut down or restart?”. Yesterday, the Department for Education announced that it was initiating the the legislative process required to change “ICT” to “Computing”. It also suggested a surprising response to the debate over “digital literacy”—one that is equally welcome as far as I am concerned.
Why I disagree with Ian Livingstone (and why we should continue the discussion)
Last month I participated in a videoed round-table at Computing magazine’s offices in Soho, chaired by Peter Gothard. The panel included Ian Livingstone (the father of RPG games like Dungeons and Dragons and co-author of the Nesta NextGen report), Phil Bryant of OCR, and Joanna Poplawska of the Corporate IT Forum.
Part 2 of 3 of the conversation was published yesterday. Part 1 contains the panelists’ opening remarks and part 3 will address BYOD. It is this second part that contains the heart of the discussion.
I was a little taken aback, when I showed the video to my work colleagues yesterday, that they all complained that we were all far too polite to each other. “Where’s the passion?”, they complained. I assured them that this was not my normal reputation when discussing Learning Technology (indeed, I boasted, I had recently been threatened with legal action for defamation). But I can see what they meant. Maybe the shortness of the recording session and the unfamiliarity of the studio setting made us all a little stilted.
So, while there was much that the panel did agree on, I write this piece to highlight my disagreements with Ian Livingstone. They are generally disagreements of degree rather than of category—but they are significant nonetheless. When you add them together, they become pretty fundamental—and I would not want the importance of this disagreement to get lost in the civilities of the TV studio.
With all quotes coming from his first speech, I disagree with Ian…
Following my previous posts on the review of the National Curriculum (Digital literacy and the new ICT curriculum and Good lord! Where’s the digital literacy?), I submitted the following response to the DfE’s consultation on the National Curriculum, with particular reference to Computing.
A copy of my response to the public consultation by Policy Exchange on digital government
The think tank Policy Exchange has been running an online consultation on digital government (closing at midnight on Friday, 20 April). Most of the questions are about central government but question 4 is relevant to education technology: “How might modern tools and platforms help enhance public sector productivity?”
I am copying my answer, which provides a summary of the argument that I have developed on this blog.
In response to my post MOOCs and other ed-tech bubbles (which listed OER as one of three significant “bubbles”), Daniel Clark (LearningShrew) posted an interesting piece on Key issues in OER and how we might overcome them.
Recognising that there was a problem with quality control, Daniel advocates an education equivalent of Google’s App Store. This would enable OER authors to market their products as a sort of cottage industry. The micro-market would produce a selection process, sorting the wheat from the chaff, and would incentivise authors to improve the best.
The most recent draft of the Computing Curriculum for England and Wales has majored on Computer Science at the expense of Digital Literacy. Before we can discover where the latter has gone, we will need to agree on what it is we are looking for.
In November I posted an article on Digital literacy and the new ICT curriculum, which argued that:
- the review of the ICT curriculum would allow us to disentangle the teaching of technology (“Computing”) from the use of technology to improve learning (“education technology”);
- this opportunity was not yet being realised because teachers’ representatives were still led by adherents of the old conception of “ICT”, which deliberately conflated these two separate objectives.
The supporters of the old consensus have been arguing that there is no need to change the old ICT curriculum at all because all was well with the status quo. In response to some misleading information that suggested that this view had the support of OFSTED, on 5th February I wrote an opinion piece in Computing Magazine, clarifying OFSTED’s position and summarizing what I see as the problem with the debate over Digital Literacy.
This article gives some more background to the position described in Computing. It will:
- analyse the current draft of the DfE’s Programme of Study (PoS) for Computing;
- review the theories that lie behind the definition of “digital literacy” put forwards by the advocates of ICT;
- restate the case for the adoption of the definition of “digital literacy” put forwards by the Royal Society;
- propose a set of amendments to the current draft of the ICT programme of study, bringing back what I suggest is the right sort of digital literacy.
Grab a cup of coffee and get comfortable! At 12,000 words this is the longest of my posts so far. But right now, it seems as if it is my most important, so I think it will be worth the read.
In 2012, I have addressed what I see as deficiencies in many of the current ed-tech theories and processes. Last month, in Education’s coming revolution, I made the general argument that education technology provided the only plausible, long-term solution to what are endemic problems in our schools, introducing a systematic approach to education that contrasted with the model of teacher-as-craftsman.
This post describes what I think those systems will look like. They will be grounded in reputable educational theory, and in particular on what is the essential design paradigm for all learning: the conversation.