Schools for the Future: Subtle Shift or Seismic Change?

Autor/inn/en	Sutherland, Rosamund; Sutherland, Joanna; Fellner, Chris; Siccolo, Matt; Clark, Lindsey
Titel	Schools for the Future: Subtle Shift or Seismic Change?
Quelle	In: Technology, Pedagogy and Education, 23 (2014) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2013.869975
Schlagwörter	Foreign Countries; Secondary Schools; School Buildings; Building Design; Educational Environment; Technology Integration; Partnerships in Education; Cooperative Planning; Program Descriptions; Educational Facilities Design; Educational Facilities Planning; Structural Elements (Construction); Strategic Planning; Design Preferences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; School building; Schulgebäude; Baugestaltung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulpartnerschaft; Strategy; Planning; Strategie; Planung; Design requirements; Gestaltungsmittel
Abstract	This paper centres around a discussion of the design and rebuild of a secondary school in Birmingham (England) as part of the Building Schools of the Future (BSF) Programme. The BSF Programme was influenced by a vision of future schooling in which learning environments are transformed by the integration of ICT into teaching and learning practices. The vision behind the BSF Programme suggests that schools of the future will embrace a learner-centred and skills-centred perspective and that the boundaries between home and school learning will become eroded. By contrast, the vision of the senior management team of this particular Birmingham school emphasised the importance of subject-based learning (for example mathematics, science, English), and was moving away from a skills-based approach to the curriculum. The paper draws on Young and Muller's three scenarios for future schooling, in order to provide a framework for analysing the design of Park View School in Birmingham. The authors argue that the design of the new school is leading to new practices of teaching and learning that had not been anticipated by the senior management team. However, the BSF vision for how ICT would become embedded into the life of the school had not been realised at the time of writing this paper, and this, the authors argue, is because this vision is at odds with a focus on subject-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10