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New Technology and Learning: Policy and Practice in the UK, 1980–2010

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Abstract

A previous version of this paper was first presented in October 1998 as an inaugural professorial lecture at the University of Huddersfield. It focuses mainly upon issues related to policy and practice in schools, with some cross-referencing to higher education. It is divided into three sections: the politicised nature of policy for new technology in education in the UK; key issues from the author's research on new technology and learning; and speculations on re-organising schooling with the help of new technology. The first section provides an analysis of the aspirations of politicians and how these shaped policy, as well as assessing the successes and weaknesses of policy implementation. The second section surveys the outcomes of a number of research studies, carried out over fifteen years, and from these identifies some generic findings about the impact of new technology on learning and ways of maximising its beneficial effects. The third section suggests an approach to re-structuring schooling to make best use of the lightweight, mobile, new technology tools, which are about to be widely available.

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Authors and Affiliations

  1. Institute of Education, The Manchester, Metropolitan University, Didsbury, M20 2RR, UK

    Bridget Somekh

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  1. Bridget Somekh
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Somekh, B. New Technology and Learning: Policy and Practice in the UK, 1980–2010. Education and Information Technologies 5, 19–37 (2000). https://doi.org/10.1023/A:1009636417727

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