Information Technology Reference
In-Depth Information
8 Curriculum and personalizing
learning
Overview
The model of schooling most people are familiar with is for the most part a trans-
mission model with an teacher standing and delivering to a passive audience. This
approach to teaching, which relies on the learner being totally attentive, is doomed
to have minimal impact. The spoken work is too ephemeral - through a few days'
absence from school or a few moments' inattention the learner may have missed
an explanation of a threshold concept with subsequent long-term impact on their
capability in a subject. Such an archaic pedagogical approach seems to be persist-
ing more in schools than in universities where it is the norm in many institutions for
lecture materials, including webcasts of lectures, to be available online for learners
to go over at their leisure to ensure they have grasped the concept being taught,
and for all learners to have a personal tutor. What will it take for schooling to get to
this stage? What do new teachers need to know and to be able to do?
This chapter looks to the future and provides a vision from innovative UK
teachers.
Introduction and context
This chapter will explore the impact of a pervading access to technological tools in
creating 'communities of knowledge' with learner involvement and responsibility
coupled with personal learning pathways and mentoring becoming core pedagogical
strategies.
Will the future be one where each learner and teacher will have one digital tool
that provides freedom from current constraints of only operating in classrooms and
learning cubicles? How close is the iPad to such a tool?
Theory and research base
There is a growing body of evidence about how technologies support learning.
This chapter draws on the Education Futures research of Leask and Preston (2010)
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