Learning in the Primary School
Contributing authors : Miles Berry and Mike Partridge
Critique/Commentary on key points
It is vital that primary teachers see learning platforms as
potential hosts for rich media, a wide range of activities and
social engagement possibilities. It is vital they learn about
this through experience and consider some key questions:
How can the need to show this richness of opportunity be balanced
against the need to see teachers as learners, who need to work
within their own 'safety zone', tackling new concepts when ready?
Are the primary teachers entering this CPD landscape envisaged
as self-starting independent learners or is it necessary to
consider the pedagogy best adopted by those who will motivate,
help and guide?
The CPD landscape envisaged is extensive and will take time
and money to implement.
What are the priorities?
Which bits should be implemented first?
The community of practice will need expertise in a wide range
of pedagogic knowledge and skills.
Is an individual primary school able to satisfactorily engage
in CPD on learning platforms by itself or is there an implication
that CPD in this area for primary schools must necessarily be
arranged inter-school or in communities of schools?
The intrinsic motivation to join the community of practice and
extrinsic motivation of accreditation will work for some, not
In secondary/14-19 the necessity to help students become independent
learners able to make use of e-learning, before they leave school
and enter the world of work, requires that all students must
gain experience of learning platforms. Are there reasons why
all pupils at primary level should experience and use some aspects
of learning platform functionality?
If all pupils at primary level should experience and use learning
platform functionality, what will be the drivers in the primary
school which draw the less motivated teachers into appropriate
in it for me?' and 'Primary
Landscape' to learn more.