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Image JPEG image Planning multimedia software in 1989
by Richard Millwood last modified Apr 05, 2011 11:05 PM
Alan Edis, Richard Millwood, David Riley, Colin Smith and Sam Deane of the Computers in the Curriculum Project at Chelsea College London
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Stories
by Richard Millwood published Apr 08, 2008 last modified Apr 05, 2011 11:49 PM
Links
by Richard Millwood published Nov 10, 2007 last modified Jun 07, 2011 02:40 PM
Links to articles elsewhere on the internet.
by Richard Millwood published Nov 11, 2007 last modified Apr 05, 2011 10:42 PM
Peter Twining April 2002 This report provides evidence of the level of investment in ICT in primary and secondary schools in a range of countries around the world. The indicators of investment used include: the amount of money spent; the student to computer ratio; and the percentage of schools connected to the Internet. The main focus of the report is on England and the USA. For each of these countries data from a number of separate sources are compared. The report concludes that there has been a substantial level of investment in ICT in English schools over at least the last 20 years. This reflects the pattern in the USA and other ‘developed’ countries.
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by Richard Millwood published Jan 15, 2008 last modified Apr 05, 2011 10:42 PM
Peter Excell. In 1963 the Head of the Hatfield School Mathematics Department, Mr W (Bill) Tagg, negotiated an arrangement whereby school pupils could have limited access an to Elliott 803 - the first computer installed by Hatfield College of Technology (later Hatfield Polytechnic and now the Hatfield campus of the University of Hertfordshire).
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by Richard Millwood published Nov 10, 2007 last modified Apr 05, 2011 10:42 PM
John Anderson and Michael Page 2004. 'Educationist who put computers in schools'
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by Richard Millwood published Nov 11, 2007 last modified Apr 05, 2011 10:42 PM
T N Gallacher HM Senior Chief Inspector of Schools 1992. This Appendix traces the development of computing in Scottish secondary schools from 1969 to 1992. While it identifies specific national initiatives, these depended for their success on a wide variety of activities undertaken throughout this time by education authorities, schools, teacher training institutions and, particularly, by a large number of individuals whose contributions should not be underestimated.
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by Richard Millwood published Apr 24, 2008 last modified Apr 05, 2011 10:42 PM
A study into the experiences of teacher educators who have engaged with developing the use of ICT in school and teacher education. The aim was to give voice to the achievements and concerns of these teacher educators during the short history of ICT in school. In so doing the project aimed to: draw attention to initiatives which have been more successful than others and highlight the factors leading to their success, highlight particular difficulties associated with developing ICT, report on the factors which have provoked and sustained engagement with the development of ICT, examine the role of ITTE and other professional groups in supporting innovation with ICT, compare and contrast the present with the past ‘landscape’ regarding the use of ICT.
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by Richard Millwood published Apr 18, 2008 last modified Apr 05, 2011 10:42 PM
David Riley 2007. This article identifies three uses of educational technology and evaluates their potential to change curricula and pedagogic strategies. The article is in four parts, with the first outlining a temporal model of change and discussing educators’ expectations of continuities and discontinuities in practice. In order to distinguish minor modifications from culturally significant changes in practice, the second part recaps a variant of Merlin Donald’s cognitive-cultural theory of human evolution. The third part adopts this theoretical perspective and classifies uses of multimedia-hypertext systems, generic software, and computer modelling software, as instances of functional substitution, delegation and innovation. The fourth and final part of the article evaluates the change potential of these types of use, with substitution sustaining existing teaching strategies and curricula, with delegation modifying practice, and with innovation prompting culturally significant change. The article concludes by suggesting that functional substitution and delegation dominate present-day uses of technology and that functional innovation will continue to present both challenges and opportunities to future generations of educators.
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by Richard Millwood published Apr 29, 2008 last modified Apr 05, 2011 10:42 PM
Peter Goodyear 1998. This paper argues for a re-examination of our established ways of trying to understand ICT-based innovation in higher education. It suggests that a project-centered, rather than an environment-centered, approach to understanding innovative developments has obscured some key elements of what has been happening in higher education practice in recent years.
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