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This project was active ten years before microcomputers became common in schools in the early eighties, but hit its peak of activity around 1984, when this newsletter was published

David Yeomans 1996 This paper draws upon two major ESRC-funded projects, a medium term study of the impact of TVEI and a study of the construction of the GNVQ curriculum as well as several smaller research and evaluation projects concerned with TVEI and GNVQs. The paper compares TVEI and GNVQ and draws out some of the similarities and differences. It will focus upon the different policy and implementation frameworks provided by the two programmes and the implications of these differences for practice.

Many authors have attempted to make resources for others to benefit from the experience of designing learning materials. Some have been specific to technologies and time-bound, others rise above to lay down concepts and rules-of-thumb which endure

From October 2010 to May 2011 The National Archive of Educational Computing loaned a BBC Domesday set to the BBC to help develop this project

If you have been working in the field of educational computing for a long time, its easy to forget how times are moving along and that many of the adults working in the field have grown up with microcomputers in schools. This presents a challenge to those who have been involved since early days to respond to a growing society-wide adoption of technology where education can be seen to be lagging, whereas it once was seen to be leading.

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.

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.

Jim Doherty with Tracey Leven 1998 - An evaluation of the TVEI Extension to take a national overview, commissioned by the Scottish Office Education and Industry Department (SOEID) in 1996.

The first world conference on computer education organised by the International Federation for Information Processing (IFIP)