The current crisis is changing the landscape of education. In the second of our series looking at the impact of Coronavirus on schools and teaching, Professor Amanda Kirby discusses how it could be a blessing in disguise for neurodiverse learners
Technology is now ubiquitous in education and with only a few exceptions, the debate about whether digital technology has a place in education is pretty much over. The pro-tech side has emerged victorious from the early battles, and critical discussions about the place of technology in schools tend to focus on what tools should be used, rather than what their role is in educational practice.
Immersion in screens from birth is the reality, but that doesn’t mean that the discussion should end. We asked Professor Lowell Monke, co-author of Breaking Down the Digital Walls, to share his thoughts about what kind of education is really needed to prepare students for the world they will face in the future.
It’s easy to lament that there are often fundamental problems in Independent Study projects undertaken by students, but the specific difficulties are not always identified. Dr Andrew Shenton digs deeper into the Extended Project Qualification work of Sixth Formers and shows where the information literacy gaps arise.
The power of games to focus young minds is undeniable. What is less well established is the power of games to inspire learning across a range of subjects. But, with so many opportunities for young people to get involved in designing their own games, the time has never been better to start to integrate games into your teaching. Here, Tim Hunter, Director of Learning & New Talent at BAFTA, discusses game design.
Providers are divided over how effective technology is in the early years. Elpida Ahtaridou and Dr. Sue Bodman cite the research to propose a way forward.
Social media is in constant use by Generation Z. Rachel Jones explains how to make it work for you, mitigate the threats and build a safe space for it in the classroom.