Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality. These demands have wide-ranging effects on teaching workloads. It is difficult to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially nineteenth-century model of educational institutions does not scale up to the requirements of a twenty-first-century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. There is an alternative: an education-driven approach to the use of digital technologies to achieve our ambitions for education.
Digital technologies and their role in achieving our ambitions for education
Institute of Education Press
Non Fiction /