Abstract
Do teachers have access yet to the forms of data that will allow them to meet the needs of different learners? School head teachers and managers, when seeking to manage quality education, are challenged by the dilemmas of balancing quality of provision through classroom interactions with quality of provision that meets the needs of the individual learner. A number of processes and technologies are now available that support schools in managing those balances: availability of data; access to different forms of data; and technologies that support areas of learning and different learning approaches. Although there is continued development of systems to support schools in each of these areas, this paper will argue that there is need to consider further development in all of these areas, and to link up critical elements and features more. This paper will look at, in a United Kingdom (UK) context: the forms of data normally accessible to schools; an example of the ways that some forms of technology are supporting the learning needs of the individual; and an indication of the limitations for consequential quality management arising from lack of ‘learning-to-data-to-learning’ links.
Chapter PDF
Similar content being viewed by others
Keywords
References
Becta: Harnessing Technology Delivery Plan. Becta, Coventry (2007)
Condie, R., Munro, B., Seagraves, L., Kenesson, S.: The impact of ICT in schools: a landscape review. Becta, Coventry (2007)
DfES Primary National Strategy: Excellence and enjoyment: social and emotional aspects of learning – Guidance. DfES, Nottingham (2005)
DfES: Harnessing technology: Transforming learning and children’s services. DfES, Norwich (2005)
DfES: Releasing Potential, Raising Attainment: Managing Data in Secondary Schools. DfES, London (2002), http://www.standards.dfes.gov.uk/ts/docs/RPRA.pdf (accessed December 11, 2009)
Fischer Family Trust. FFT Live Student Explorer. Fischer Family Trust, Cowbridge (2009), http://www.teachernet.gov.uk/_doc/14371/Student_Explorer_V1_Notes.doc (accessed December 11, 2009)
GL Assessment: CAT – Cognitive Abilities Test. GL Assessment, London (2009), http://shop.gl-assessment.co.uk/home.php?cat=310 (accessed December 11, 2009)
Learning Possibilities. LP+. Learning Possibilities, Borehamwood (2009), http://www.learningpossibilities.net/ (accessed December 11, 2009)
Passey, D.: First no choice, then some choice, and finally overload: A reasonable data management evolution? In: Tatnall, A., Visscher, A., Finegan, A., O’Mahoney, C. (eds.) Evolution of Information Technology in Educational Management. Springer, New York (2009)
Passey, D.: Technology enhancing learning: Limited data handling facilities limit educational management potential. In: Tatnall, A., Okamoto, T., Visscher, A. (eds.) Knowledge Management for Educational Innovation, Springer, New York (2007)
Passey, D.: Virtual Workspace: An Independent Evaluative Review. Wolverhampton: Wolverhampton City Council and Worcestershire County Council, Wolverhampton (2007b)
Report of the Teaching and Learning in 2020 Review Group: 2020 Vision. DfES, London (2006)
SamLearning.com: SamLearning.com online learning. SamLearning, London (n.d.), http://www.samlearning.com/ (accessed July 13, 2007)
Teachers.tv. Teachers.tv, no place specified (n.d.), http://www.teachers.tv/ (accessed December 11, 2009)
W3 Insights: The P.A.S.S. Audit Process. W3 Insights, no place specified (n.d.), http://www.w3insights.pass-survey.com/audit_process.htm (accessed December 11, 2009)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 International Federation for Information Processing
About this paper
Cite this paper
Passey, D. (2011). Managing Quality Education – Identifying the Learning Needs of the Individual, Then Satisfying Them. In: Tatnall, A., Kereteletswe, O.C., Visscher, A. (eds) Information Technology and Managing Quality Education. ITEM 2010. IFIP Advances in Information and Communication Technology, vol 348. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-19715-4_1
Download citation
DOI: https://doi.org/10.1007/978-3-642-19715-4_1
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-19714-7
Online ISBN: 978-3-642-19715-4
eBook Packages: Computer ScienceComputer Science (R0)