Isn't it curious that all of you and and all of your students use the internet daily but none of you exploit its potential for teaching, learning and creativity? Isn't it curious that schools force their students to inhabit this alternative reality for six or seven hours every day where the internet doesn't exist?
Earlier this week I led a seminar for PGCE students at Nottingham University on the use of the internet and its potential for encouraging pupils’ creativity. To start, I asked those present to put their hands up if they used the internet daily. All hands went up. I then asked them to keep their hands up if their pupils used the internet on a daily basis. After a moment’s thought, all hands stayed up.
However, when I asked the PGCE students – who had all finished their first teaching placement – to keep their hands up if they planned or been encouraged to plan lessons, sequences of lessons or homework that required the use of the internet, all hands went down. Isn’t it curious, I asked them, that all of you and and all of your students use the internet daily but none of you exploit its potential for teaching, learning and creativity? Isn’t it curious that schools force their students to inhabit this alternative reality for six or seven hours every day where the internet doesn’t exist?
