ICT in Education

1 week ago | ictineducation.org | Terry Freedman

Despite the relative paucity of immediately obvious National Curriculum links, teachers will find several of sections of this book to be highly engaging. First, there’s the veritable plethora of different games, many of which will likely be unfamiliar to the general reader. Secondly, there’s the range of uses to which said games can be put – including divination, making judgements and, naturally, plain old enjoyment.

1 week ago | ictineducation.org | Terry Freedman

The Dictators: 64 Dictators, 64 Authors, 64 Warnings from History (Iain Dale (ed.), Hodder & Stoughton, £30)I couldn’t help but think, with a shudder, what some of these dictators might have achieved had the technology at their disposal been more advanced. This book will prove a great resource for history teachers and students of psychology. In some respects one could view this book as a single warning repeated 64 times.

1 week ago | ictineducation.org | Terry Freedman

The Bookshop, The Draper, The Candlestick Maker: A History of the High Street(Annie Gray, Profile, £22) I’ve included this review on this website because if you happen to teach history, economic history or similar subjects, it may be of interest. It may also be of interest to you as a general reader. As a teacher of education technology, you could use excerpts from this book to stimulate a discussion about how shopping has changed since the advent of the internet.

1 week ago | ictineducation.org | Terry Freedman

This article was first published on 28 May 2020, in the middle of the Covid pandemic and the school lockdowns which it entailed. We are not in lockdown any more, but I still think setting apparently trivial assignments can be extremely useful because if there are no high stakes involved, students can give their imaginations free rein. It is all very well asking students to solve real-world problems, and it’s true that often they do a good job of it.

1 week ago | ictineducation.org | Terry Freedman

This book looks at the way schools are traditionally designed to satisfy needs dating back to a hundred years or so. Much more could be achieved in terms of pupils’ individual fulfilment, argue the authors, if the curriculum, design of the school day and wider community were actively involved. They proceed to show how their suggested remedies – including project- and problem-based learning, work experience and learning in non-school venues – can be implemented and why they work.