Virtual learning platforms, like much of the emerging technology over the last 10 to 15 years, has proven to enhance both the experience and outcome of learning for people of all ages. It has also improved the teaching and delivery experience for the teacher and tutor – so why are we so slow in implementing its use more widely?
In its latest report on the topic, Ofsted warned that the effective use of technology in the classroom is being hindered by the slow implementation of Virtual Learning Environments (VLEs). We could be benefitting more from its use if it was more widely exploited.
VLEs are virtual education platforms that give students continuous access to learning materials such as assignments, class discussions and course work which can then be retrieved or downloaded from a remote computer at any time.
It is a common complaint from teachers, tutors and parents alike that children spend too much time glued to a screen playing mind-numbing computer games.
Children are drawn to computer games because they appeal to their natural sense of curiosity as well as their love of bright colours and narrative accounts.
Coupling online activity with constructive pursuit can obviously help to solve the problem. There are now a number of excellent education based resources available on the internet which offer a range of interactive games to appeal to children as a way of getting them interested and involved in learning.
In an age of instant text messaging, real-timeTwitter updates and fast paced Playstation games our children are being encouraged to make snap decisions with little rationalisation or justification for their choices.
The way in which children mentally approach problems and explore courses of action in the search for solutions forms an important part of their education and it is an area that is often overlooked.
Peter Worley is director of the social enterprise Philosophy Shop and has been teaching his unique Philosophy in Primary Schools programme since 2002.
Virtual learning platforms, like much of the emerging technology over the last 10 to 15 years, has proven to enhance both the experience and outcome of learning for people of all ages. It has also improved the teaching and delivery experience for the teacher and tutor – so why are we so slow in implementing its use more widely?
