References

"The multi-tasking generation (who) are at ease researching a homework topic, whilst listening to music on their PC, enagaging in MSN chat with their friends...." Brown, A & Davis. 2004. World Yearbook of Education. P.56. Routledge Falmer, London.

"A barrier that frustrates the newly wired learner is schools attitude to collaboration." Heppell, S as quoted in Loveless, A and Ellis, V. ICT, Pedagogy and the Curriculum. P.54.

"The reason that some children do not flourish at school is not beacuse they suffer from a lack of the 1-2-1 teaching opportunities..." Selwyn, N. http://www.spiked-online.com/Articles/00000002D463.htm

"Where ICT was used in lesson it led to greater collaboration and discussion amongst students and that in future contact with these schools many of the collaborative practices had been embedded in classroom practice." British Educational Research Journal.Vol 2. No 3. June 2006. Teachers developing practical theories of the contribution of information and communication technologies to subject teaching and learning. Deaney, Ruthven, Hennessy.

"Teachers do not come to technology in emotionally neutral ways." Leask, M. 2001. Issues in Teaching Using ICT. P. 226. Routledge Falmer.

"The overwhelming majority of teachers used technology to sustain existing patterns of practice." Cuban, L. 2003. Oversold and Underused. Computers in the Classroom. P. 133. Harvard University Press.

‘In a constructivist environment learners are actively engaged in problembased,authentictasks and conversation and dialogue between learners promotes the construction of knowledge (my italics). Research work has suggested that collaborative learning can increase motivation, completion rates, student satisfaction, and perhaps, even performance.’ Gunawardena, C. and Zittle, R. An Examination of Teaching and Learning Processes in Distance Education and Implications for Designing Instruction.

"We are coming to the end of the great experiment in mass education." Sanger as quoted in Loveless, A and Ellis, V. 2003. ICT, Pedagogy and the Curriculum. P.9. London.

‘They (pupils) learn by email communication with their peers in a mutually stimulating and supportive fashion. Dialogue arises more easily and more meaningfully between schools and homes via web pages and email, promoting greater understanding between them, as the learner, the teacher and the parents establish an identity of purpose.’ OECD.2001. Learning to Change : ICT in Schools. P. 14.

'Schooling in the 21st century will be more personal, more individual, with the teacher taking on the role of mentor.'Robson C. 1999. Small Scale Evaluation. Sage. London.

READING LIST

Hargreaves, A. 2003. Teaching in the Knowledge Society. Teacher’s College Press, U.S.

Hargreaves, D. 2005. Personalising Learning. Specialist Schools Trust. Available at: http://www.sst-inet.com.au/files/HARGREAVES_PL_4_(2).pdf

Imison, T & Taylor P. 2001. Managing ICT in the Secondary School. London.

Leask, M and Pachler, N. 2005. Learning to Teach Using ICT in the Secondary School. 2nd Edition. Routledge Falmer.

Leask, M. 2001. Issues in Teaching Using ICT. Routledge Falmer.

Loveless, A. 2003. The Role of ICT. Continuum International Publishing Group. London.

Loveless, A and Ellis, V. 2001. ICT, Pedagogy and the Curriculum. Routledge Falmer.

OECD. 2006. Schooling for Tomorrow: Personalising Education. Available at: http://www.oecd.org/document/49/0,2340,en_2649_201185_36168625_1_1_1_1,00.html

Salmon, G. 2004. eModerating. The Key to Teaching and Learning Online. Routledge Falmer.

"A barrier that frustrates the newly wired learner is schools attitude to collaboration." (Heppell)