The response of the lead ICT organisations to the government’s Every Child Matters (ECM) agenda has been slow at best and incompetent at worst. Properly introduced, the initiative is a radical repositioning of learning and education. The newly published Gilbert report makes that clear. Former education secretary Charles Clarke remarked, just before he left the DfES, “This is no hollow slogan. It is a commitment that is driving all my work and that of all of us involved in working with and for children." If only that were matched by performance.
Terry Freedman (pictured), who has been concerned with ECM for the past couple of years describes it, on his website, as, “In keeping with the spirit of the child at the centre, choice should (ideally, and as far as possible) be exercised by the child, rather than have ‘it done to them’.” It is about changing schools so that learning is done by children, not education done to them.
Terry Freedman's 40-page booklet, Every Child Matters (What it means for the ICT teacher) , is very practical and much of it deals with health and safety issues. Personalised learning should be at the core of ECM and information technology can make a unique contribution. At one point Freedman says that personalised learning is “insufficiently understood”. It is a pity in the light of the Gilbert report that he does not go into greater detail and increase understanding. If there is one question that will intrigue people over the coming months it will be how ICT can assist with personalisation.
Nevertheless, Freedman’s booklet is required reading. It is sad that it should be left to one individual to produce this response to Every Child Matters and ICT. It should act as a starting point for discussions in schools and ICT departments.
Every Child Matters (What it means for the ICT teacher)
by Terry Freedman
Available online £4.99, ISBN: 0-9551-9792-9
http://www.lulu.com/content/513376
Publisher: Terry Freedman Ltd
http://www.ictineducation.org
