Certainly, distinctions between versions of the Web are artificial. A decade ago, when Tim O'Reilly wrote about 'Web 2.0' and others intoned effusively about the 'Social Web' or the 'Read/Write Web', they were remarking about emerging features of a vast and ever expanding technological infrastructure, rather than any physical compartmentalisation. As the Web grew, and people discovered more ways to develop its capabilities, they naturally built into it their human essence - sociability and the need to connect with people, rather than simply with information. The Web evolved to embrace digital repositories of text, images and sound that could be discussed, added to, edited, shared and repurposed.

We can't accurately predict what will happen in the future, but we expect it will be different to anything we have already experienced. One recent disruptive innovation is mobile technology. It's astounding to think that only in recent years have we had the capability to create connected technology that can be carried with us, anywhere we go. Wearable connected technologies are now common place.

In the not too distant future, wearable technology will extend beyond gadgets.

The future? It's a little like looking down a long, meandering corridor. A corridor of time where the end is indistinct, and where the lights are flickering on and off erratically. I think I once stayed in a hotel just like that. It is unclear, far from determined, and fraught with surprises and turns, with dim areas of doubt and uncertainty. The future is a slippery thing that cannot be held in the hand. In short, it can't be accurately predicted.
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As can be seen in previous posts on this blog, I have worked for just over 40 years in educational technology and have been witness to many astounding developments, including the introduction of personal computers, the Web and smart phones. All of these are now embedded into everyday use and have been applied to enhance and enrich learning experiences.
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Teachers have one of the hardest jobs in society. It's not just the long hours, or the endless struggles with challenging behaviour. Entertaining the flights of fancy and seemingly ludicrous ideas of children day in, day out, can make one quite a cynic. When children are asked what they want to do when they leave school, some have no idea. Others have several ideas, and one or two have their sights firmly fixed on a specific goal.
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It's important we listen to the student voice - educators are foolish if they don't. What students say can and often does inform our professional practice. I've written about this in previous blogs, and have also put this principle into action by incorporating student voice into many of my own public presentations.

On several occasions I have also invited my students to join me on stage to present their views.
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