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One of Futurelab's central aims is to better understand the role that emerging digital technologies might play in education. To do this, we bring together the education community (teachers, researchers and children) with the technology and creative industries, to build and evaluate prototypes of the sorts of digital resources that might be seen in schools in the future. It is our findings from clusters of related projects, along with our intelligence about other related projects and initiatives, that we report in these handbooks.
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Learning with handheld technologies - NEW
By Fern Faux, Angela McFarlane, Nel Roche, Keri Facer
This handbook offers a guide and resource for those considering exploring handheld technologies for teaching and learning purposes. Four case reports show how different schools, LAs and individuals have attempted to tap the potential of handheld technology for learning, while a wider survey of handheld learning projects gives a sense of the range of work going on, along with contact information.
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Learner voice
By Tim Rudd, Futurelab; Fiona Colligan, Educational Consultant; Rajay Naik, English Secondary Students Association (ESSA)
Despite the vast number of changes in the education system in recent years, learners are seldom consulted and remain largely unheard in the change process. If education is to become more personalised, then the views of learners must be heard. This handbook draws on examples, case studies and research to provide learners and educators with information and ideas for promoting the voices of learners.
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Games and learning
By Richard Sandford and Ben Williamson
There's an increasing interest in the potential role of computer and video games to support young people's learning. Although most research has focused on out-of-school contexts, recent studies have begun to ask how games might be used or adapted for use in schools. This new handbook reports on some of the latest developments in the design of bespoke educational games, and asks whether and how schooling should be adapted to accommodate the use of games.
Read online version (12 web pages)
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Designing technologies to support creativity and collaboration
By Keri Facer and Ben Williamson
In recent years the education community has been trying to find ways to encourage children to develop collaborative and creative approaches to learning. This is often seen as being driven by two considerations: first, that the nature of the workplace is radically changing and will require young people able to work in teams and to respond creatively to a rapidly changing world; and second, that learning is increasingly seen to be most effective when learners work creatively together to build shared understanding.
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Designing educational technologies with users
By Keri Facer and Ben Williamson
In recent years there has been increasing concern about the apparent estrangement of developers of digital educational resources from those who are intended to use these resources - children, teachers or lecturers. This handbook is intended to act as a 'matchmaker' between these communities, and a guide to the processes by which these communities might work together to create more effective and more relevant educational software.
Read online version (22 web pages)
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