I do not welcome the opportunity to produce another negative critique (indeed, I have hesitated for four months before doing so). I would much rather move on to make a positive contribution to a coherent discussion about effective ed-tech policy. But so long as a group such as ETAG, established with some fanfare by Ministers, produces such a poorly reasoned argument, there seems to be little option but to offer a rebuttal.
What I want to emphasise at the end of this piece, however, is that the failure of ETAG provides an important opportunity to put aside the muddled vision of technology in education that has dominated our discourse for the last 20 years. Following last week’s election, we have in 2015 the best opportunity since 1997 to make a fresh start and introduce a truly effective model of education technology into our schools.
The DfE should reject the FELTAG recommendations in order to ensure that all the same mistakes are not repeated by ETAG
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.
The Education Technology Action Group, set up by the DfE and BIS and announced by Matt Hancock at BETT, has made a shaky start. This is what I think they should end up saying to Ministers.
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 →
It is not surprising that teachers get impatient when others tell them how to do their job: “we are the experts”, they complain, “not you”. What should surprise the rest of us is how wrong they are: most teachers know little about teaching as a technical discipline.
This post responds to a comment by someone nicknamed subminiature, who argued on the Radio Times website that teachers knew what they were doing and should just be left to get on with the job. In this lengthy response, I argue the opposite: through no fault of their own, teachers do not have the skill-set that is required to improve the chronic under-performance of our education service. This will only be achieved by the implementation of education technology, backed by sound pedagogy. It is not surprising that teachers are not technology-experts: what is surprising is that they are not experts in pedagogy either. Expecting teachers to lead the sort of transformative development that is required in education is about as sensible as expecting a group of horse-drawn carriage drivers to design the first steam engine. Yet that is precisely the assumption on which government policy has been based over the last 15 years. A policy based on teachers sharing ed-tech best practice is analogous to Breugel’s allegory of the blind leading the blind.
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…