Sub Questions

Secondary questions include:

-What skills do teachers and students require to use a VLE in the classroom? Is there a level of competence in the use of the technology that is essential to enable learners to use the learning platform in a way that allows them to have greater control of their learning?

-How does teacher understanding of personalisation influence the way the technology is used? Is their evidence that learning becomes more personalised in the ways in which it is envisaged by the DfES/DCSF policy documents? What shapes pedagogic practice?

-How do teachers approach the assessment of learning online? Do they use a traditional classroom based model or adapt assessment to the nature of learning that takes place through the use of the VLE?

-What assumptions do learners make about the ways in which they access and use technology for learning? To what extent does classroom practice support these assumptions?

-Is there evidence that anytime-anywhere learning begins to take place and to what extent does this begin to blur the boundaries between learning in and out of school?

DT Suite: is this what future learning looks like?

'Technology - the knack of so arranging the world that we don't have to experience it.' Max Frisch