The fundamental model of school education is still a teacher talking to a group of pupils. It has barely changed over the centuries, even since Plato established the earliest “akademia” in a shady olive grove in ancient Athens. A Victorian schoolteacher could enter a 21st century classroom and feel completely at home. Whiteboards may have eliminated chalk dust, chairs may have migrated from rows to groups, but a teacher still stands in front of the class, talking, testing and questioning. But that model won’t be the same in twenty years’ time. It may well be extinct in ten. Technology is already bringing about a profound transformation in education, in ways that we can see before our very eyes and in others that we haven’t even dreamt of yet. Nothing too remarkable here, and any regular reader of this blog will recognise similar ideas spouted on these pages. What is remarkable is the person who said it – the unpopular Minster of Education for England, Michael Gove, in a speech at the opening of BETT, the UK education technology exhibition. This was a long awaited speech, given that Give has said little about educational technology since the Con-Dem coalition government came to power. In a speech which seemed to go down well with the ed-tech community on twitter but was criticised by teachers union leaders, Gove went on to say: * The present IT national curriculum for schools would be abolished leaving schools freedom to design their own curriculum. From September this year schools will be free to use the “amazing resources” that already exist and will exist on the web. * Games and interactive software can help pupils acquire complicated skills * He wants to see the introduction new courses of study in computer science * We should “look at the school curriculum in a new way, and consider how new technological platforms can help to create new curriculum materials in a much creative and collaborative way than in the past * Rather than concentrate on hardware procurement we should focus on improving initial teacher training and continual professional development for teachers in educational technology Gove said three main things that technology can do for learning: * Disseminate knowledge incredibly widely. * Change the way teachers teach, with adaptive software personalising learning. * Allow teachers to assess pupils in more complex and sophisticated ways. Gove went on to talk about an open-source curriculum saying: Advances in technology should also make us think about the broader school curriculum in a new way. In an open-source world, why should we accept that a curriculum is a single, static document? A statement of priorities frozen in time; a blunt instrument landing with a thunk on teachers’ desks and updated only centrally and only infrequently? It all seems a bit too good to be true. And of course a lot depends on how these chnages mucght be implemented and vitally what support and funding is avaiable to schools. The effective use of technology has great potential to support better teaching and learning, but there are important questions arising from the opportunities presented by new technologies. For example: how teachers can best develop the right skills; how learning is organised and delivered; and how education can be agile in adapting to new technology developments. This is an important opportunity to discuss and understand the implications. The site contains, initially, some “stimulus questions” suggested by DFE, which can be discussed by the posting of comments. During March Naace and ALT will work together to produce a report which we will share with DFE that draws on the discussion that we hope will now ensue. We hope that parents, teachers, technology developers and practitioners, policy people, researchers, students, people from industry and any others with an interest in and experience of this field will join the conversation.