Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

eCPD Programme - Enhanced Learning.

This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme

Numeracy for 14 to 19-year-olds

GCSE results and international comparisons show that performance in numeracy is lower in Wales than that in the other home nations and below the average for OECD countries. Standards of numeracy as judged in school inspections are also lower than for communication in English and information and communication technology. The number of learners in schools, colleges and work-based learning providers who gain application of number qualifications has increased substantially over the last five years. However, too many of these learners gain qualifications at too low a level relative to their ability. These learners do not improve their numeracy skills by taking qualifications at too low a level. Only a minority of schools plan to develop numeracy systematically across the curriculum. Only a few schools track the progress of pupils in numeracy well enough, including the pupils who previously received support for numeracy in key stage 3. Around a half of the schools surveyed do not provide specific support for learners with poor numeracy skills in key stage 4. Although schools assess pupils’ numeracy skills, they do not share this information well enough when their learners attend courses at college or other providers. Further education colleges and work-based learning providers assess the level of learners’ numeracy skills at the start of courses. They generally use this information well to identify whether learners need basic support. As a result, many learners have individual learning plans and benefit from a range of support strategies. However, providers often enter learners for key skills qualifications only at the level needed to complete their framework qualification aim and do not challenge learners to achieve beyond this level

Becta review 2006. Evidence on the progress of ICT in education.

This is the review of the use and impact of ICT in the education system prior to the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving Government policies in 2005-06

Post-16 Curriculum and Qualifications Reform in England and Scotland: lessons from home international comparisons

In this article we compare Curriculum 2000 and Higher Still, recent reforms of post-16 education in England and Scotland respectively. We draw on current and earlier research on the unification of academic and vocational learning in England, Scotland and other European countries in order to suggest areas for mutual learning to inform future curriculum and qualifications reform north and south of the Border. We highlight five of these - the conduct of the policy process, issues of progression, assessment, approaches to vocational education and key/core skills. In our conclusion we speculate on the possibility of either convergence or divergence of the English and Scottish upper secondary education systems as both evolve