Despite protestations from governments and politicians to allay criticisms of declining educational standards and effectiveness, often accompanied by announcements of new quality assurance programmes and repeated affirmations of rising living standards and lifetime benefits for all, institutionalised learning offers students few options but to acquiesce to the restrictions of an inflexible, subject delineated, content-focussed curriculum.
The forthcoming Australian National Broadband Network (NBN) is a patent reminder of the democratising effects of a pervasive network on any industry that relies on information as a core resource. Education, if assumed to be an industry, can either take advantage of this development or become a victim of it.
For many educational technology advocates it is not difficult to be absorbed by the wealth of technical ‘treats’ technology has to offer and succumb to the assumption that the learning process is somehow improved by the chosen technology. In turn, such an assumption can lead to a failure to prioritise how technology is applied to […]
As public information becomes more widely available and the capacity to generate new knowledge is increasingly distributed across greater numbers of individuals, so too does the growth of globalised networks and increasing competition for student placements that directly challenge institutionalised approaches to education and confront many of the assumptions that are held about the role and […]