This post has the potential to come-over all Rumsfeld with ‘changed changes’ and ‘changes changed’, but it focuses on articulating the context for changes we’re trying to bring about through the appropriate use of digital technology.
The landscape for ICT in education has seen significant changes in the last year. Schools, Colleges and Universities are coming to terms with a very different economic, political and technological climate and environment.
Gone or reformed are the big state quangos, ring fenced funding, a harnessing technology strategy, research funding and the capacity and capability of local authority interventions has been significantly diminished.
The advances in technology, however, including bigger and faster broadband, cheaper and more sophisticated portable devices, more robust wireless networks and longer battery life has been welcomed by some teachers and lecturers as they believe it will help them engage and motivate learners in a variety of different learning environments. more >
Ofcom reported on the results from two media use surveys on 2 June 2011. (You will, naturally, want to reflect on the fact that this is an auspicious day: the 59th anniversary of the Queen’s coronation.) There were two reports from Ofcom.
Alison Preston (Senior Research Associate) reported on the UK Adults Media Literacy survey which was fielded in Spring and Autumn 2010. The two waves were combined for a sample size of 2,117 adults age 16+. There were three main points to take away from her report.
First, Internet use (called “take-up” in Ofcom jargon) is increasing and has reached 74% of all individuals. This is consistent with the OxIS 2011 survey, which shows 73%. It remains skewed by age and social grade, with younger people and people in higher social grades using the Internet more. This is true of both simple use and amount (hours) of use. more >