Derek's Blog

Here's a little gem that I came across this morning in my RSS feeds....

"Learn More" is a series of self-paced discovery entries for library staff interested in venturing out on the social web. Learn More has been developed by Steve Campion, the system trainer at a large public library system in the Pacific Northwest, USA.

Each post is meant as a short introduction to a different social website, tool, or concept. It might not be ground-breaking information to veteran readers of the blogosphere, but the writer hopes that each brief summary will act as a gentle nudge for newcomers to social networking.

The tutorials are very simple and written in a conversational style that make them accessible to most. I really enjoyed reading the "Meaning For Libraries" section in each tutorial, and wonder if the same thing could be done with classroom teachers in mind - at various levels of the school system.

Posted by Derek Wenmoth at 2:56 PM | Permalink | Comments (2) | TrackBacks (0)

Over on the TechLearn blog Sheryl Nussbaum-Beach has made another post titled The Art Of Building Virtual Communities that has generated a lot of lively discussion and feedback. This is a follow-on from her previous post on Virtual communities as a canvas of educational reformSheryl states:

The burning question for many of us trying to establish educational CoPs is how to design a VLC that is compelling enough that it will compete successfully for the attention of busy educators? Because communities of practice are voluntary, to be successful over time they need the ability to generate enough excitement, relevance, and value to attract and engage members. This is easier said than done.

Of most interest to me, however, is the discussion that has ensued. Sheryl is criticised in an early post for missing out on the 'angsty' side of community development - with another writer suggesting the development of "toxic" communities. Aside from the content of these responses, the number and quality of contributions in response to the original post make this a useful example of a healthy community in my opinion!

Posted by Derek Wenmoth at 2:33 PM | Permalink | Comments (2) | TrackBacks (0)

Time4Online is an online conference for educators, posing the question "How can we prepare students for the 21st Century?", aiming to explore examples of collaborative online learning and the application of Web 2.0 technologies in teaching and learning.

Presenters include educators and students from NZ and overseas (including Sheryl Nussbaum-Beach, international guest and keynote speaker at the recent TUANZ tour of New Zealand).

I'm pleased to be associated with this conference, and will be presenting a session titled "Educators as Professional Learners" in which we'll be discussing the need for educators to be reflective and life-long learners, engaging in professional discourse etc. - and how technology, in particular, Web2.0 technologies, can create opportunities for this to happen.

I've prepared this introductory slide-show that I've uploaded to SlideShare:

A pre-conference preview available now at http://www.time4online.org.nz.

Posted by Derek Wenmoth at 4:03 PM | Permalink | Comments (0) | TrackBacks (0)

I'm back in Ipoh, Malaysia, for a couple of weeks to work on the KPEC project. The photo above shows Jedd Bartlett, the NZ facilitator for the project, and his wife, Jenny, working with local teachers at a workshop at one of the local schools. It's encouraging to see the progress that has been made, albeit in small steps, since I was last here - with teachers sharing what they are doing in classrooms with students to integrate ICTs into their teaching and learning. The KPEC programme is based on teachers planning their own "ICT Challenge", and, supported by local facilitators and mentors, working through the challenge, all the time maintaining a log of their personal reflections and 'learnings' from what they've been doing. These are shared within the online environment which, at this stage, is available only to other participants in the programme - thus creating a community of practice where teachers are learning from each other's experiences as well as from their own.

The focus on teachers as reflective practitioners has been a passion of mine for some years now, based in the belief that the most powerful learning we can do as professionals comes from the time we take to reflect and 'unpack' the daily experiences we have in our own classrooms.

I was interested to discover recently the Making Teaching Public project (courtesy of Teacher's College Record).

The websites in Making Teaching Public bring together videos, interviews, written reflections, curriculum materials, student work and other resources that enable viewers to examine many aspects of teaching and learning. An exhibition overview, slideshow, and invited commentaries explore some of the opportunities and issues of documentation and representation raised by the use of multimedia and new technologies in making teaching public.

These are well told stories that each of us can learn from. Take for instance the story of Martha Andrews' 5th grade classroom at the Bronx New School. The following extract from Martha's web entry summarises the approach:

Rather than highlighting "best practices", the site seeks to provide an authentic slice of life of a teacher who is continually inquiring about her practice and using what she learns from her inquiry to deepen, develop, and refine her work. While the site captures many aspects of teaching and learning in Andrew's classroom, it focuses on the way that Andrews adjusts, adapts and expands her initial curriculum plan in order to meet her students' needs. It also provides a glimpse of how Andrews' adjustments are informed by formal and informal efforts to assess what her students are learning and to reflect on the progress of the project.

Similarly, the experiences of the New Zealand eFellows over the past four years provides some in-depth insights into ways in which ICT can contribute in powerful ways to achieving the goals and outcomes for learners. Each of the eFellows have used an action-research process to reflect on and document the research focus that they had for the year of their fellowship.

Stories like this encourage me with what we're doing here in Perak, and I look forward to similar stories being shared from among the teachers in this programme.

Posted by Derek Wenmoth at 4:31 PM | Permalink | Comments (0) | TrackBacks (0)

Who'd have thought that an idea with its origins in a self-help group formed many years ago by a number of small farmers in Uruguay could have anything to do with the development of a Community of Practice for people wanting to share experiences of e-Learning and learn from one another!

The CAMEL project stands for Collaborative Approaches to the Management of E-Learning, a project funded by the HEFCE Leadership, Governance and Management programme in the UK. It set out to explore how institutions who were making good use of e-learning and who were collaborating in regional lifelong learning partnerships might be able to learn from each other in a Community of Practice based around study visits to each of the partners' institutions.

What caught my eye is a "Do-It-Yourself guide" to setting up a Community of Practice using the CAMEL model that they've published. Originally available on CD ROM, HEFCE have now made it available to view online, or you can download a ZIP file and view it on your computer which is what I did. The guide contains some really useful information, and includes a series of short video clips. I was also intrigued to see an old favourite of mine - the Johari window -used in their section on "Ground rules and trust" in the guide.

There was a lot in this guide that reinforces the findings of the online PD community we calledT4T4T that we ran in NZ a couple of years ago, although the CAMEL approach is more structured and provides some really useful resources to help individuals and institutions plan their participation in the CoP.

For a perspective on how to develop a community of practice aimed at finding out more about e-learning through the sharing of ideas and experiences I'd recommend this resource.

Posted by Derek Wenmoth at 12:02 AM | Permalink | Comments (0) | TrackBacks (0)

I had the opportunity yesterday to participate in an online forum using Elluminate as part of The Social Software/Web 2.0 Technologies Research Project which is funded by the Australian Flexible Learning Framework's Knowledge Sharing Services and Research and Policy Advice Projects.

It's really great to be able to be a part of this sort of forum and participate in discussions focusing on research around this emerging area of interest and activity in the online world - particularly as it pertains to education.

There were some really interesting examples of the educational use of Social Software being shared in the forum - and a whole lot more shared on the wiki, some relating to the use of SS with students, and others in relation to the use of SS for professional development. It always impresses me how creative and imaginative some teachers can be with new tools and environments like this.

I can't help but observe, however, the ongoing point of tension in these sorts of discussions. The very fact that we are looking at how to integrate the use of SS into our teaching and learning programmes assumes that this is (a)possible and (b)desirable.

Social software, by its very nature, is essentially about providing forms of expression for individuals who are then connected with other individuals to form multi-layered networks based on common areas of interest or concern. These networks thrive on the contributions of the individuals, both to their personal environments and to the environments of others. The networks tend to be very democratic and fluid, with structure and form being determined by the participants.

Contrast that with the adoption of such environments within formal education processes. Regardless of how well intentioned the teacher/tutor may be, there is inevitably a level of imposed structure and expectation brought to bear. Formal education experiences are by nature characterised by being time bound, requiring assessment and adhering to a curriculum. All of these parameters are (generally) established externally to the participants. Further, choosing to become a participant in a course does not automatically assume one might choose to become a 'blogger' for instance - and we observe how important personal motivation and 'ownership' is in maintaining a profile within the social networking space.

The relationship between the use of social software by individuals and its appropriation within formal teaching and learning situations is what I've tried to illustrate in my recent post on MLEs and PLEs, and also in my paper on the scope of the PLE.

Our use of these environments is still at an emergent stage, and research such as this will provide some much needed insights into what is working well - and what isn't. The research team of Val Evans, Susan Stolz and Larraine Larri have also established a blog in which they invite people to contribute thoughts and ideas connected with their research questions. With an increasing number of people becoming interested in making the use of social software a focus of research, this might be a useful forum to become a part of. Although it is focused on the post-school sector (VET), there are plenty of lessons that could be learned (and contributed) from those who are using social software in other areas of the education system.

Posted by Derek Wenmoth at 12:49 PM | Permalink | Comments (0) | TrackBacks (0)

I've just been reading through some of the articles and papers that are a part of special issue of The High School Journal (December 1995/January 1996) that was developed on the Horizon site.
They can be found within the Projects page of the Horizon Site, under the heading Essays on The Future of Secondary Education.

There are some great reads here from authors including James Morrison and Andy Garvin who frequently appear on readings lists and links associated with the areas of education that I'm intertested in.

Three of the essays have particuarly taken my attention, the first being The Inquiry School: A Sketch of a High School for the Next Generation by David Marshak from Seattle University. This was of particular interest in terms of discussions we've been having in my workplace about the need to develop a disposition of Inquiry in students to prepare them for their future. Marshak bases his essay on the assertion that secondary schools are caught in a struggle between, on the one hand, a push for common standards for all students, and on the other, developing programmes that reflect the needs of learners in authentic ways. His solution is an Inquiry School:
a model for a high school that could bridge the polarity between these two perspectives and result in high school graduates who are both competent and knowledgeable according to a set of common standards and skilled, thoughtful, and lively self-directed learners.
In the essay Marshak outlines the six guiding principles for such a school, and even gets down to the detail of describing how the programme would operate, which includes two dimensions - a group programme and a mentor programme.

The second essay that caught my eye is titled Students as Producers: Using the World Wide Web as Publishing House by Richard Smyth from Hamline University. Smyth focuses on two cases to illustrate how teachers can assign collaborative writing assignments incorporating hypertextual principles of composition that require students to prepare texts to publish on the Web. There's an interesting quote towards the end of the essay where the author refers to...

Ben Shneiderman (1992) calls for both "engagement," which he defines as "interaction with people" (p. 18), and "construction," which occurs when "students create a product from their collaboration" (p. 20). reference included in the essay

A third article of interest is New Possibilities for Teaching Diverse Populations in Tomorrow's High School by Laurence R. Marcus and Theodore Johnson from Rowan College of New Jersey. This one has particular relevance in NZ where the focus on Diverse Learners is a key part of the Ministry of Education's Schooling Strategy. Marcus and Johnson suggests that the effective use of instructional technology, along with the reconceptualization of the role of the teacher, can help students to achieve their potentials within heterogeneous settings in the high school of the future.

Posted by Derek Wenmoth at 2:49 PM | Permalink | Comments (0) | TrackBacks (0)

There's no doubt in my mind that being a teacher nowadays is a far more demanding and complex task than it was when I began my career over twenty years ago.

I've just been spending a few days travelling with a group of Malaysian educators, discussing issues associated with the professional development of teachers, and the problems associated with transforming what we do in schools in order to keep up with changes in technology, changes in student demographics and the competing interests around curriculum and measuring student achievement.

This morning I read through a news release from the Educating Schools Project which highlights findings of a major report on the state of teacher education in the United States.

The report titled Educating School Teachers begins with Majority of U.S. Teachers Prepared in Lower Quality Programs; Report Issues Recommendations to Reform What It Calls the "Wild West" of Teacher Education.

The release contains some challenging statements, including:

Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education,

{The report} identifies several model programs but finds that most education schools are engaged in a "pursuit of irrelevance," with curriculums in disarray and faculty disconnected from classrooms and colleagues. These schools have "not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.

A list of woes that resonate with what I see in NZ is identified, including low admission standards, lack of quality control, and a huge variability in the amount of time spent in practicums, some as low as 30 hours.

The report includes a comprehensive action plan to improve teacher education in America. Recommendations include:

• Transforming education schools into professional schools focused on classroom practice.
  
• Closing failing programs, expanding quality programs, and creating the equivalent of a Rhodes Scholarship to attract the best and brightest to teaching.
  
• Making student achievement the primary measure of the success of teacher education programs to gauge student progress from the start of school through graduation and to judge the quality of education schools by the performance of their graduates in promoting student achievement in their classrooms.
  
• Making five-year teacher education programs the norm and designing them to ensure that students have an enriched major in an academic subject area rather than a watered-down version of the traditional undergraduate concentration.
  
• Shifting the training of a significant percentage of new teachers from master's degree granting-institutions to research universities.
  
• Strengthening quality control by redesigning accreditation and by encouraging states to establish common, outcomes based requirements for certification and licensure.

Seems to me that the huge amount of effort and expenditure that is going into teacher professional development int he moment needs to be matched by what is happening in our pre-service programmes so that we're not continually addressing the "ambulance at the bottom of the cliff" situation that we're creating for ourselves.

Posted by Derek Wenmoth at 7:48 AM | Permalink | Comments (1) | TrackBacks (0)

Yesterday I spend an illuminating time in a workshop with Etienne Wenger , considered one of the founding fathers of Social Learning Theory and the concept of ??Practiced Communities??.

The workshop was attended by a large group of educational leaders and policy makers here in Wellington. During the workshop several things that we talked about got me thinking about how we might apply the things we were hearing to our work in planning for the educational future of NZ schools and institutions.

Etienne used the metaphor of a 'trajectory' as a description of learning, and emphasised that the role of teachers must be that of "trajectory managers", not managers of "stuff" (content).

The part of the day that really got me thinking, however, was the reference to "boundary workers". Wenger writes "insights often arise at the boundary between communities", claiming that real learning occurs at the point where different communities intersect - or at the "boundaries" that separate them. He makes the case for the development of "boundary workers" and "brokers" in the knowledge age.

This got me thinking for two reasons. The first is that I can identify with the role of a boundary worker - I seem to have been working in this space for a number of years. It is an exciting place to be - but it is not supported by our traditional structures and institutions, so it can also be frustrating. The issue of "professional identity" becomes an issue here, as there are few ways that such a role is "valued" within our existing paradigm. Thus, in my professional career I have chosen to become part of an organisation that is attempting to position itself in the boundary spaces, and make myself availble from there to work with and sometimes within the traditional systems.

The second, and more significant reason this got me thinking is the perspective it gives to much of the work we are currently doing at a strategic level within NZ to plan for the future of education in our country. Our existing system is made up of a number of well established communities of practice, be they by subject or discipline, or the age-group classifications of ECE, Primary, Secondary, Tertiary etc. There's been an obvious tendancy for these existing communities to be the ones around which the emerging notion of "online" communities of practice are formed - not surprisingly, as Wenger points out, the shared practice is a key part of defining such a community.

Our schools, tertiary organisations - and even our Ministry of Education, are all structured with these notions of community in mind. To strengthen the case. these communities have developed. over time, a range of behaviours and beliefs that, while intended to help define the community, have actually become the barriers that separate them. These behaviours and beliefs are now the things that are passionately defended when those boundaries are challenged.

The other thing I observe that reinforces to me the power of the existing structures is what happens to any innovative practice that is introduced into our system. Take, for instance, the introduction of the idea of online communities of practice itself. rather than adopt the idea as a "boundary" activity, I see all sorts of claims being made by existing communities to "own" it as unique to their community. The same could be said for a range of other innovations - think of inquiry learning, cooperative learning, resource-baased learning etc.

The challenge I came away with is best expressed as a range of questions at the moment - I'll be putting more thought into it over the next few days you can b e sure!

Some of the challenges in my mind are:

- what are we doing within our organisations to recognise and value the work being done by 'boundary workers' and 'brokers'?

- in our strategic work around the future of schooling in NZ, what opportunities are we creating for working at the boundaries?

- should we be re-structuring to ensure the boundaries come more clearly into focus in our activities (think what would happen in our MoE or secondary schools if we focused on teaching teams rather than discipline-specific domains?)

- what are the implicaitons of this thinking for our current policy directions in New Zealand, concerning things such as teacher training and professional learning; curriculum reform; future schooling projects; education priorities; eLearning???

Posted by Derek Wenmoth at 11:48 AM | Permalink | Comments (4)

Thanks to my colleague John Delany who has just arrived back from Canada for introducing me to this report titled Coming To Teaching in the 21st Century: A Research Study Conducted by The Galileo Educational Network. For those looking for a quick summary there's also a 14 page executive summary.

The report explores the idea that preparing teachers today requires critical examination of what it means to teach and learn in increasingly networked, technology-rich classrooms, and notes that most young people entering teacher
preparation courses in Alberta have not, themselves, experienced such classrooms.

The objectives of the study were to:

• identify and describe emerging, innovative pedagogical practices that prepare and support pre-service teachers to integrate technology effectively in their practicum and pre-service education;
  
• situate these emerging practices within the context of the research literature;
  
• generalize themes from individual cases that add to the body of research knowledge and theory about the factors that contribute to the successful and sustained use of innovative technology-based pedagogical practices within teacher education; and
  
• provide recommendations for future action in terms of teacher preparation.

1. Teaching and learning with technology is, fundamentally, a pedagogical rather than a technical matter.
   
2. Fluency with technology does not translate automatically into the ability to teach effectively with it.
   
3. Changes to transmissionist or presentational pedagogy and conventional teaching approaches on campus yield significant results.
   
4. Well-constructed digital environments provide engaging and meaningful interaction for students
   
5. Disconnects between campus and practicum experiences with technology integration impede the effectiveness of teacher preparation
   
6. New approaches to professional development partnerships and to field placement practices show promise in bridging the gap between campus and practicum experiences
   
7. Technology, infrastructure and support still present considerable challenges on campus and in schools.
   
8. Innovation is often a lonely road.

No great surprises in this report, but heartening to see such a weight of research behind it. Really interesting to see the emphasis on pedagogy over simply technological skills development, or an emphasis only on digital content use and distribution.

Posted by Derek Wenmoth at 10:36 PM | Permalink | Comments (1)

I'm hooked! I came across the link to Academici a couple of days ago, and went in to have a look. I soon registered an account and went exploring the site - wow!
Academici - "The Vitural Academy" - offers you the chance of extending networks and tapping into the know-how of your peers in and across disciplines, it offers a wide variety of academic services and acts as a key resource base for academic and academic-related work. The virtual academy is aimed specifically at the academic world . The key characteristics of academici are:
- global peer to peer network
- very precise search engine
- sophisticated yet simple to use communication platform
- professional contact management system
- content-driven fora run by experts
- academic -related services on one platform
- secure data protection, no advertising, no direct sales, no spam

The day I became a member I logged on - there was a list of the 5 most recent new members, and to my surprise, 4 of them were from New Zealand! Looks like I'm not the only one from Godzone who has seen this.

What impresses me is the interface - intuitive, and easy to use - provides each member with a personal web page, lots of tools to make managing your participation in the site really straightforward, and a well thought out process of establishing and maintaining forums and interest groups. Within a day of joining I received an invitation to join one of the current discussions - all very personalised.

If you're working in an academic environment, or if you're interested in online community architecture, this is definitely worth a look around.

Posted by Derek Wenmoth at 11:46 AM | Permalink | Comments (1)

An article in this morning's Auckland Herald highlights the growing tension around issues of professional development for teachers in our schools. The ERO report referred to in this article found that almost half of beginner secondary teachers, and a third of novice primary teachers, do not reach the required level of classroom competence. Many were offered only temporary jobs, which left them and the school lacking the motivation to invest time and effort in professional development. The biggest problems were difficulties in catering for diverse students with different backgrounds and different cultures.

My prediction is that we'll soon face another round of "bashing" of teacher training providers, with calls for the establishment or raising of 'standards', and an increasing emphasis on the 'basics' (whatever they may be identified as!)

While there is undoubtedly room for a rigorous look at what happens in our teacher training organisations, and some level of analysis of how effectively they prepare young teachers for the workforce, there is a bigger issue here relating to the culture of professional development that exists within our schools, and the way this is supported at a regional and national level.

Denis Rose, acolleague of mine from several years ago when we worked together in teacher training, completed his PhD by exploring the factors and influences that combined to prepare teachers for their role in schools by tracking a cohort of pre-service students through their training and into their first years of teaching. His research supported one of the findings that emerged from the literature review at the time - "regardles of the perceived quality of pre-service experience, if the teacher was not immersed in a culture of ongoing professional development once they began teaching in schools, within 3-5 years they would revert to teaching in ways that they remember being taught".

The importance of a professional learning environment has been identified recently by Howard Fancy in a feature in the Education Gazette:

Developing a positive, collaborative working environment shouldn't be underestimated. It is the feeling that you can get when you walk into a staffroom or school, from the sense of professional challenge and excitement of teachers who are working together seeing as a result of their work the real differences that are being made by their students

Such qualities develop as the result of ongoing professional development that builds on the foundations laid in pre-service training. If we to be truly concerned about the quality of teachers and teaching that exists in our schools, then we must redouble our efforts to provide high quality professional development opportunities for teachers - and these opportunities should be primarily focused on developing and sustaining the professional learning culture of schools and the profession itself.

Posted by Derek Wenmoth at 10:42 AM | Permalink | Comments (0)

Inkjet Cartridges - Inkjet Cartridge

Posted by Derek Wenmoth at 12:56 PM | Permalink | Comments (2)

The Coronet Conference ended yesterday with a plenary that aroused considerable debate and interest. The plenary panel consisted of Nick Billowes (Ultralab), Mark Treadwell ( Teachers@Work), Douglas Harre ( Ministry of Education ICT Unit ), Margaret McLeod (principal, Wellington Girl's College), John Locke (principal, Alfriston College), Jeremy Kedian (Manager, Educational Leadership Centre, Waikato University) and myself.

Issues raised and hotly debated in the plenary included:

1. funding for schools - where will the money come from to allow schools to continue their professional development and ICT investment beyond the three years funding from the ICT PD contracts?
   
2. ICT infrastructure - how can schools lobby govt./private enterprise to get the appropriate level of infrastructure in place to allow the level of connectivity and interoperability required for participation in the knowledge age
   
3. future of schools - what is the threat to schools of the increased access to learning that students have outside of the school they attend? What will be the future role of schools in the knowledge age, where learning may occur 24/7?
   
4. curriculum - how long will we be able to sustain a curriculum that divides human knowledge into subject areas, and denies the integrated nature of knowledge acquisition and the development of understanding and capabilities?
   
5. Professional development - recognising that the average age of teachers is 47, how can we accelerate the level of adoption of 'knowledge age' teaching practices in order to avoid alienating an increasing number of our students??
   
6. eLearning - need to recognise that there is more to eLearning than video conferencing (or any one element of the eLearning repertoire for that matter).

Posted by Derek Wenmoth at 9:47 PM | Permalink | Comments (0)

From the same source (eSchool News) another story that illustrates the disturbing trend I spoke about in the previous posts and after my visit to NECC - the empahsis on test scores as a driver of what happens in education.
This time, the article refers to a $5M investment announced by the Idaho Board of Education to further develop their PLATO learning tool. In their own words, the purpose of this tool is to "help struggling students pass the state's mandatory high school graduation test."
Admitedly, further on the article reports...

Through the agreement, PLATO Learning will provide K-12 language arts, mathematics, and reading curriculum aligned to the Idaho Achievement Standards and Idaho Student Achievement Test (ISAT). The system will be known as the Idaho PLATO Learning Network. The technology-based program will allow each school district in the state to import individual student scores from the ISAT exam. The program will then identify a personalized learning path that prescribes appropriate curriculum to remediate or advance skills."

Posted by Derek Wenmoth at 5:45 PM | Permalink | Comments (2)

Really interesting news from eSchool News today announcing that the US Department of Education is embarking on a three-year project to create a decision support tool that will enable educators to track and manage professional development, report on data from various sources and create various scenarios to enhance the practice of teaching in schools.

"We know high-quality teaching make the biggest difference in improving student performance," said Brian Rowan, a professor with the Educational Studies Program at the University of Michigan. "What we don't know is how to routinely target professional development so that it meets the needs of teachers and students. That's what this grant will allow Co-nect and the consortium to explore, understand, and act upon."

Rather than use traditional sources of data, such as explicit assessments from teachers' skill exams or student test scores, the consortiuum plans to perform climate surveys as its data source, claiming that this approach is most likey to yield changes in the shortest period of time.

This announcement interests me for three main reasons...

1. it would appear to go against the grain of much of what I saw at NECC where the emphasis was on usig test scores and grades as the basis of data driven decision making
   
2. in NZ, the Education Review Office (ERO) is about to publish the first of a series of reports on how schools are using ICT, with a view to informing furture PD directions (at school and national level) Things have developed along way from the picture painted in ERO's 2001 ICT report - (the matrix appended at the end of the report which was used in the analysis of ERO data is something I helped create at that time!)
   
3. the work that I've been doing with Dr Vince Ham and others in developing an Educational Positioning System (EPS) is designed to provide data from a contextual point of view as a starting point for planning for PD etc.

Posted by Derek Wenmoth at 5:30 PM | Permalink | Comments (0)