The document discusses the importance of technology-enhanced learning (TEL) in education, emphasizing the need for pupils to develop skills in computer science and digital literacy for future workplaces. It highlights the slow evolution of educational practices compared to advancements in technology across other fields and offers insights from various contributing researchers. The report calls for a re-evaluation of research on TEL, addressing its implications for learning modalities, collaboration, and pedagogy.

1. Technology Enhanced
Learning
More than just a good idea?
Professor Richard Noss
London Knowledge Lab | Institute of Education | University of London
Technology Enhanced Learning Research Programme, UK

2. What do you think of western civilisation?
I think it would be a good idea!

3. • A high-quality computing education equips pupils to
understand and change the world
through computational thinking. It develops and requires
logical thinking and precision. It combines creativity
with rigour… provides a lens through which to
understand both natural and artificial
systems
• A computing education also ensures that pupils become
digitally literate – able to use, and express themselves
through, information and communication technology – at a
level suitable for the future workplace and as active
participants in a digital world.

4. KS 4
All pupils must have the opportunity to study
aspects of information technology and
computer science at sufficient depth to allow
them to progress to higher levels of study or to
a professional career.
All pupils should be taught to:
 develop their capability, creativity and
knowledge in computer science, digital media and
information technology
 develop and apply their analytic, problem-
solving, design, and computational thinking skills.

5. tel.ac.uk

6. TECHNOLOGY ENHANCED LEARNING tel.ac.uk
System Upgrade
Realising the vision for UK education
Technology
Enhanced
Learning
Research
Programme
tel.ac.uk
Almost every field of employment now depends on technology. Connect
Share
From radio, to television, computers and the internet, each new Analyse
technological advance has changed our world and changed us too. Assess
Apply
Personalise
But there is one notable exception. Education has barely changed. Engage
Rt Hon Michael Gove, BETT conference January 2012
Streamline
Include
Know
This document is an overview of the System Upgrade report, available Compute
in full from www.tel.ac.uk. The report offers recommendations for
shaping the future of technology enhanced learning. Construct

7. ‘System upgrade’ contributors
Alison Twiner Giasemi Vavoula Mike Sharples Steve Higgins
Open University University of Leicester Open University University of Durham
Andrew Manches Jane Seale Patrick Carmichael Vic Lally
IOE, London University of Plymouth University of Stirling University of Glasgow
Charles Crook Josh Underwood Richard Cox
University of Nottingham IOE, London University of Edinburgh
Chris Dede Kaska Porayska-Pomsta Richard Noss
Harvard University IOE, London IOE, London
Diana Laurillard Lee Ellen Friedland Rose Luckin
IOE, London Library of Congress IOE, London
Eileen Scanlon Lewis Johnson Russell Beale
Open University Alelo University of Birmingham
Elizabeth FitzGerald Lydia Plowman Shaaron Ainsworth
Open University University of Edinburgh University of Nottingham

8. what does research tell us?
what more do we need to know?
THIS IS SURPRISINGLY
DIFFICULT

9. HISTORICALLY…
we had to build the structures
we had to build the infrastructures
we are at a critical moment

10. what does research tell us
about the bigger picture?
TECHNOLOGY KNOWLEDGE
AND LEARNING

12. Technology Enhanced Learning Research Programme, UK

13. how do personal/consumer devices change the relationship
between formal and informal learning?

16. how does technology shape new forms of collaboration and
pedagogy?

18. Technology Enhanced Learning Research Programme, UK

19. how do new learning modalities change what can realistically be
taught and learned?

21. Technology Enhanced Learning Research Programme, UK

22. build rich semantic toolsets that support teachers as designers

26. Technology Enhanced Learning Research Programme, UK

27. exploit the potential of AI for emotional engagement

30. exploit the web’s evolution:
library -> social -> reusing data

31. Just because technology can do it…
we
don’t
have
to
do
it!
we
have
to
do
it
too!

32. explore the complex relationship between technology, knowledge
and learning
A DESIGN CHALLENGE (filling the NC void?)

33. David Hockney
“There are gains and losses with
everything. You miss the resistance
of paper a little, but you can get a
marvellous flow. So much variety is
possible. You can’t overwork this,
because it’s not a real surface. In
watercolour, for instance, about
three layers are the maximum.
Beyond that it starts to get muddy.
Here you can put anything on
anything. You can put a bright,
bright blue on top of an intense
yellow”.

34. “We were seeing things that were 25-standard deviation
moves, several days in a row” said GS’s
chief financial officer, 2007.

36. The expected waiting time for this
event, 25 s.d., is 6*10124 lives of
the universe
3 days in a row!

37. the knowledge that
powers the world is
less and less
visible

39. global warming…
all exisiting scientific data
are “suppositions,
allegations, predictions.
Numbers prove
nothing”. Peter Hitchens
Climate Change Denier
Mail on Sunday

41. What do you think of technology
enhanced learning?
It’s harder than it looks 