18 November 2012

UK study: tech in schools requires a rethink of how learning is organised

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In the last five years UK schools have spent more than £1 billion on digital technology. From interactive whiteboards to tablets, there is more digital technology in schools than ever before. But so far there has been little evidence of substantial success in improving educational outcomes.

Something is going wrong.

Nesta, the UK innovation agency, commissioned the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, to analyse how technology has been used in the UK education systems and lessons from around the world. Uniquely, they wanted this to be set within a clear framework for better understanding the impact on learning experiences.

The report, Decoding Learning, says that for the past decade technology has been put ahead of teaching, and excitement at innovation has been put ahead of what actually helps children learn.

Therefore the report includes proof of technology supporting effective learning, emerging technologies that show promise of impact, and exciting teacher practice that displays the potential for effective digital education.

> See also BBC article

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