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01 October 12
 
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Bioscope | Thinking WorldsTM | Building Schools for the Future | Futures channel  

Building Schools for the Future: Pedagogy & ICT

Executive Summary

The Department for Education and Skills (DfES) Building Schools for the Future (BSF) initiative has many challenges to meet its objectives.  The role of Information, Communication and Technology (ICT) in education has been well documented and the inclusion of ICT in the BSF initiative is a key element to meeting the education needs of the 21st Century.

The emphasis on personalised learning is a key principle underlying recent educational initiatives. Personalised learning is about tailoring education to ensure that every pupil reaches their full potential, one of the aims of the “Five-Year Strategy for Children and Learners”, DfES, July 2004.

Flexible, cost effective and well planned ICT design is required to meet the pedagogical needs of learners and to enable teachers and administrative staff in education institutions work effectively.

The need is for:

  • Anytime, anywhere learning – both within the school and in the wider community
  • Personalised learning where each learner can deepen their knowledge at their own pace and using their learning style, with the help of learner-centered 1-1 mobile computing
  • Flexible learning spaces – moving beyond “traditional” classroom models towards learner-centered spaces conducive to collaboration and  mentoring

Learning solutions need to provide more that standarised progression and teach to the test. Rich activity-based knowledge deepening and knowledge creation activities require learner-centered 1-1 models with high levels of mobility.

Critics of ICT have argued that using ICT may drive and accelerate a standardisation approach. Others may argue that ICT fosters or even drives an open-ended learner centric and personalised model of learning. ICT does not in itself drive either approach: ICT is a tool and resource to support and facilitate whichever approach is adopted.

Tethered desk and thin client models may be highly limiting. 1-1 mobile computing with a strong set of software tools and content will support higher order knowledge deepening, knowledge creation and problem solving. This will provide learners with a positive and unlimited learning potential and the resources to develop 21st century skills.

A complementary paper entitled “Building Schools for the Future: ICT Enablement” looks at the technology involved and a strategic approach to ICT purchasing.


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Contents

Introduction

Vision
    Personalised Learning - shaping teaching around the different ways children learn

ICT enabling and facilitating personalised learning
   Learning Styles and Learning Strategies
   Learner Enabling Resources

A Vision for Virtual Learning Environments – enabling Curriculum Progression and Higher Order Teaching and Learning Models
   Lesson Planning to set Higher Order Learning Assignments
        Communities of Practice:
        Mini Case Studies:

Learning Anytime Anywhere
   Motivation : A Case Study

ICT providing flexible learning and teaching spaces
   Types of Learning & Teaching Spaces
        The Standard Teaching and Learning Space
        Standard Space - flexible multi-purpose learning & teaching spaces

Appendix
   Ready reckoner
   Intel® Active Management Technology
   Recommended Specification for TCO efficient Mobile/Notebook System
   Recommended Specification for TCO efficient Desktop System
   Authors

 

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