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Both the Department for Children, Schools and Families (DCSF) and the Department for Innovation, ... more Both the Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills (DIUS) see technology as a vital tool to help achieve our ambitions as set out in the Children's Plan, World Class Skills and Higher Education at Work-High Skills: High Value. We need to ensure providers and learners use technology well in supporting these ambitions.' This sets the ultimate goal which public funding for education and training will seek to secure for the foreseeable future: a world-class education system that underpins a competitive, world-class economy. Again, the preface to the 2008 strategy document identifies the reasons why investment in technology for learning is vital in pursuing this goal: new technology is seen as helping to raise standards, support flexible, personalised learning, support transitions across different parts of the system, and enable services which are responsive to needs and which gel together.
... enhanced Learning: A case study series Kim Balmer, Ian Jones, Barry Phillips and Eleanor Stok... more ... enhanced Learning: A case study series Kim Balmer, Ian Jones, Barry Phillips and Eleanor Stokes. Page 2. ... E-Learn4Life Doncaster North City Learning Centre ACL Family learning, re-engagement/inclusion, home access, multi-agency ...
Becta Research Report, …, 2008
... that sets the horizon for our thinking, but as a baseline which we aim to move beyond. ... Th... more ... that sets the horizon for our thinking, but as a baseline which we aim to move beyond. ... The horizon scans focused on eight priority themes identified by Becta; these are listed in Appendix 1. ... we have begun to identify those factors that are emerging as disruptions of current trends ...
We often hear competing media and research claims such as these about the educational value of ne... more We often hear competing media and research claims such as these about the educational value of new technologies. But often it is not clear how, or indeed if, these technologies are supporting learning. And, importantly, there is often little attention to the challenges of trying to introduce these technologies successfully into an educational context. This report aims to address these issues through a short summary of some of the work carried out by the Capital Project over the last two years–the programme which was set up to inform the UK ...
This report presents findings that are relevant to a leadership and policy audience drawing upon ... more This report presents findings that are relevant to a leadership and policy audience drawing upon a broad selection of Capital work. In the first year of this work, we carried out a research-based investigation into the conditions of innovation and implementation of technology-based innovation in Education. This work helped identify claims about the widespread adoption of technologies to support learning and also blockages to the process of adoption. In the second year, we investigated these claims, examining in closer detail barriers to adoption and implementation that help ...
Both the Department for Children, Schools and Families (DCSF) and the Department for Innovation, ... more Both the Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills (DIUS) see technology as a vital tool to help achieve our ambitions as set out in the Children's Plan, World Class Skills and Higher Education at Work-High Skills: High Value. We need to ensure providers and learners use technology well in supporting these ambitions.' This sets the ultimate goal which public funding for education and training will seek to secure for the foreseeable future: a world-class education system that underpins a competitive, world-class economy. Again, the preface to the 2008 strategy document identifies the reasons why investment in technology for learning is vital in pursuing this goal: new technology is seen as helping to raise standards, support flexible, personalised learning, support transitions across different parts of the system, and enable services which are responsive to needs and which gel together.
... enhanced Learning: A case study series Kim Balmer, Ian Jones, Barry Phillips and Eleanor Stok... more ... enhanced Learning: A case study series Kim Balmer, Ian Jones, Barry Phillips and Eleanor Stokes. Page 2. ... E-Learn4Life Doncaster North City Learning Centre ACL Family learning, re-engagement/inclusion, home access, multi-agency ...
Becta Research Report, …, 2008
... that sets the horizon for our thinking, but as a baseline which we aim to move beyond. ... Th... more ... that sets the horizon for our thinking, but as a baseline which we aim to move beyond. ... The horizon scans focused on eight priority themes identified by Becta; these are listed in Appendix 1. ... we have begun to identify those factors that are emerging as disruptions of current trends ...
We often hear competing media and research claims such as these about the educational value of ne... more We often hear competing media and research claims such as these about the educational value of new technologies. But often it is not clear how, or indeed if, these technologies are supporting learning. And, importantly, there is often little attention to the challenges of trying to introduce these technologies successfully into an educational context. This report aims to address these issues through a short summary of some of the work carried out by the Capital Project over the last two years–the programme which was set up to inform the UK ...
This report presents findings that are relevant to a leadership and policy audience drawing upon ... more This report presents findings that are relevant to a leadership and policy audience drawing upon a broad selection of Capital work. In the first year of this work, we carried out a research-based investigation into the conditions of innovation and implementation of technology-based innovation in Education. This work helped identify claims about the widespread adoption of technologies to support learning and also blockages to the process of adoption. In the second year, we investigated these claims, examining in closer detail barriers to adoption and implementation that help ...