How Good Practice in Virginia Can Influence Change in England: Trans-Atlantic Lesson Drawing in the Use of Technology in Teaching
Rob Hulme, University of Central Lancashire, United Kingdom ; Moira Hulme, Keele University, United Kingdom
CITE Journal Volume 1, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The quest to make more effective use of ICT in subject teaching in schools is a major aim of education policy on both sides of the Atlantic. Both British and American Governments have over the past four years formulated policies intended to enhance the power of ICT in schools. Devising a strategy for change for which there are no precedents or "institutional memory," is an enterprise fraught with difficulty, both for the civil servants and ministers in the government's educational decision making machinery and for the local authority administrators, institutional managers, and teachers who are charged with making the policy work. For the British Government, the current challenge of implementing its National Grid for Learning (NGfL) is by necessity, a process requiring innovation and the search for intelligence about how to make best use of technology. For this reason, it is an aspect of educational reform, which has been characterised by a search for relevant knowledge and exemplar at all levels, particularly from the U.S. These, as we noted in the conclusion, are the most effective lessons to be drawn from the Virginia experience.
Hulme, R. & Hulme, M. (2000). How Good Practice in Virginia Can Influence Change in England: Trans-Atlantic Lesson Drawing in the Use of Technology in Teaching. Contemporary Issues in Technology and Teacher Education, 1(2), 262-273. Charlottesville, VA: Society for Information Technology & Teacher Education.
© 2000 Society for Information Technology & Teacher Education
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