How much has changed?

The village school at that time provided all the instruction we were likely to ask for. It was a small stone barn divided by a wooden partition into two rooms - The Infants and The Big Ones. There was one dame teacher, and perhaps a young girl assistant. Every child in the valley crowding there, remained till he was fourteen years old, then was presented to the working field or factory, with nothing in his head more burdensome than a few mnemonics, a jumbled list of wars, and a dreamy image of the world's geography. Cider with Rosie: Laurie Lee

Around 100 years ago this is what the education experience was for a working class child in England. If we attempt to travel back in time to the lessons what would we observe?

Environment: Rows of desks, one size fits all, all facing forward, uncomfortable, poorly designed, storage in desk under fold up lid, inkwells, teacher's desk on dais, raised above the class for elevated position and vantage point. Large class. Poor heating system (one stove)

Equipment/Technology: Blackboard, chalk, posters and maps on walls. Books. Teacher's voice.

Pedagogical construct: Knowledge transmission by rote

Outcomes: Facts are learned, behaviour is regimented and regulated.

Relationship between teacher and learner: Limited and indeed discouraged. Teacher is remote figure of all knowledge. Standing in community emphasises this, being in the same category as Doctor, Minister.

Motivation process: Fear

Control mechanisms: corporal punishment, ridicule, labelling, 'the corner'

Organisation: Factory model of efficiency. Teacher controls and is authority on everything. Teacher is source of all knowledge.

Judgements of effectiveness: Quiet, order, tests.

World picture: A trip once a year to Weston Super Mare (20 miles?)


I was in secondary education in the 1960's so that marks round about the half way mark between then and now. How much of my educational experience was different?

Equipment/Technology: Blackboard, chalk, posters and maps on walls. Books. Teacher's voice. Some Science work was 'discovery learning' within clearly set limits. Saw our first calculator – in a suitcase housing for mobility.

Pedagogical construct: Knowledge transmission by rote.

Outcomes: Facts are learned, behaviour is regimented and regulated.

Relationship between teacher and learner: Limited and indeed discouraged. Teacher is remote figure of all knowledge. Standing in community emphasises this, being in the same category as Doctor, Minister.

Motivation process: Fear

Control mechanisms: corporal punishment, ridicule, labelling, 'stand outside'.

Organisation: Factory model of efficiency. Teacher controls and is authority on everything. Teacher is source of all knowledge.

Judgements of effectiveness: Quiet, order, tests. Exams.

World picture: Film strips, references to television news, school day trips to castles etc.

Ffwd 25 years to late 80's

Equipment/Technology: Blackboard, chalk, posters and maps on walls. Books. Teacher's voice. Practical work, discussion based work, video recorders, early use of computers in maths and science areas. Cassette recorders. Films.

Pedagogical construct: Knowledge transmission by note, photocopy, and by coursework.

Outcomes: Facts are learned or discovered, behaviour is less regimented and regulated.

Relationship between teacher and learner: Teacher is figure of all knowledge however standing in community diminished significantly.

Motivation process: Nagging, cajolement, protestant work ethic.

Control mechanisms: Negotiation. Entertainment

Organisation: Factory model of efficiency. Teacher controls and is authority on everything. Teacher is source of most knowledge.

Judgements of effectiveness: Quiet, order, tests. Exams.

World picture: Video, audio, foreign exchanges.

And now'ish'


Equipment/Technology: Computer, Whiteboard, Data projector, MP3 recorder, VLE, Ipod or equivalent, digital camera, digital video camera, recording studio, image manipulation, mobile phones, video, internet publishing, wikis, blogs, microblogs, CDs, DVDs, video editing, multimedia presentation tools, open source software, web 2.0 software, 24/7 access, real time reporting, personalisation systems

Pedagogical construct: Knowledge transmission by constructivism.

Outcomes: Facts are discovered. Learners are discoverers and self motivated.

Relationship between teacher and learner: The 'expert learner' replaces the teacher view. We are facilitators of knowledge acquisition.

Motivation process: Intrinsic

Control mechanisms: Intrinsic, with some denial of access possible. Smart ICT monitoring and intervention

Organisation: Chaos model of learning.

Judgements of effectiveness: Exams, learner feedback.

World picture: The global village – but do we venture down the alleyways or stick to well trodden tourist locations?