This text is from the British government's recent ideas of implementing e-learning in schools.
(Transforming The Way We Learn - A Vision for the Future of ICT in Schools)
Full downloadable document here
...a pupil in a secondary school that is effectively integrating e-learning with traditional
Uzman arrives in school at 8.30 and goes straight to the open learning area. He logs on
to retrieve some marked homework ready for today ’s English lesson. Last night he completed
two homework assignments on his home computer and stored these in his user area on the
school system. His friend Jenny had also done the same, but had borrowed one of the school’s
laptops as she has no computer at home.As they look at their marked homework they discuss
what they did for last night’s assignments...
After assembly, first period is GNVQ (i.e. General National Vocational Qualification) science, in which digital learning materials on
the school ’s intranet feature prominently. Currently pupils are working through these in a
three-week block. Uzman works independently on the unit on physical forces and regularly
discusses his experiences with other pupils doing this topic through a virtual learning
community of which he is a member. However, he knows that he can e-mail his science
teacher to seek help with any assessment tasks he has not understood. He also knows that,
for this lesson, the teacher has prioritised direct support for another group of pupils who are
having rather more difficulty with some of the ideas than he is...
Second lesson is Geography – a straightforward traditional lesson on volcanoes with no
ICT, except that the teacher uses the digital projector to show digitised news footage of a
volcano that had erupted the previous day in Hawaii and provides the class with three
websites for the pupils to explore either at home or in the open resource centre after school.
The pupils have to identify the gaps in the information provided on these sites and then identify
further sites and later on give a presentation in groups,using the interactive whiteboard...
Fourth period and it’s off to the D&T (i.e. Design & Technology) workshop, where Uzman’s group are currently
working on a CADCAM project using a sophisticated design package. Uzman gets into a
discussion with the teacher and three other pupils about the design of the photograph frames
they are working on. The teacher tries to get the group to develop their designs so that they
are more adventurous and unusual. As a result of this, Uzman goes to one of the available
machines and tries out various changes to his design. He stores these in his user area and
decides to look at them later, working from home...
Uzman is following a GCSE (i.e. General Certificate of Secondary Education) short course in ICT and this comes next. The class is
currently working on the validity and bias of data. The lesson takes place in an ordinary
classroom in which the teacher has access to a fixed computer on the network and the
Internet. Using digital projection facilities, the teacher visits a site for an environmental lobby
group and compares this with a Government site on global warming. A lively discussion
ensues and the class works in small groups to identify what clues to look for in a website
address and in the content available on entry to the site...
The school operates a “Seventh Period” session in which pupils can voluntarily follow
the activity of their choice. This includes a range of clubs and other extra-curricular activities.
Uzman goes to the “ICT for all” club where he is working with three other pupils on the
development of parts of the school’s website. They are creating pages about the school ’s sports
teams and are including digital video clips that they have filmed and edited.
1. Summarize each paragraph in your own words.
2. Comment on each of Uzman's lessons and try to imagine how they would work out.
3. Under present circumstances, which of the ideas presented in the text could be materialized
at your school?