Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by "seamless learning spaces" and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student ("one-to-one"). One-to-one TEL has the potential to "cross
Museum education is a field of practice that is guided effectively by traditions of practice addressing museums' purposes and expected audiences, and rarely explicitly refers to the numerous models of curriculum theory that are available to guide educational practice in the school setting. But curriculum models can be useful both for describing the purposes of museum programs and for assessing their outcomes. This article reviews some longstanding models of curriculum purpose, and proposes to bring one of them, four decades old, back into comon parlance for assessing the qualities of museum
The aim of this research was to investigate the way in which parents of Grade One learners in a traditionally black school facilitate learning to help their children acquire mathematical skills and knowledge in mathematics, and also to help them become confidently involved in and give meaning to mathematics learning in Grade One. A questionnaire, which was compiled after an intensive literature study, was administered and semi-structured interviews were held. Data were analysed quantitatively and qualitatively, and it became evident that the parents of Grade One learners in the school used for