Professor Wilfried Admiraal from Leiden University in the Netherlands introduces the idea of teaching with learning analytics as an introduction to his recent TPEA journal article: ‘Teaching with learning analytics: How to connect computer-based assessment data with classroom instruction?’
This article by Emma Goto aims to explore the implications for practice of the new statutory framework for EYFS.
A team of four lecturers and students from the University of Northampton presented at the online Merged Futures conference 2020 on 12th June.
Dr Elizabeth Hidson shares an isolation diary as a record of life in lockdown in the UK during the Covid-19 pandemic.
TPEA Journal call for papers. The spread of Covid-19 pandemic has resulted in schools closing and a global increase in technological solutions to enable children and young people to continue learning.
Fresh from the excitement of this year’s BETT show at Excel, Dr Elizabeth Hidson from the University of Sunderland captures her thoughts on the event.
At BETT 2020 TPEA introduced the idea of research safaris -linking the research members presented at BETT to international audiences to educational products which bring benefits to learners. Learn more about the Research Safaris and of the benefits of joining TPEA from this new members video.
This week, the Department for Education (DfE) published a list of the top six educational apps for two-to five-year-olds to encourage parents to boost their children’s learning at home in speaking, writing and reading.
But is more time online a good or bad thing for young children?
Dr Jane Murray, Associate Professor in Education (Early Years) and Dr Helen Caldwell, Senior Lecturer in Education (ITE) from the University of Northampton argue the cases for and against.
This session by Technology, Pedagogy and Education Association (TPEA) members will explain how teachers as co-researchers have investigated digital technologies in order to customise their teaching techniques and make more accurate assessments of pupils’ learning interests and progress.
by Gary Trotter
As an NQT in 1989 I was working in a Year 4 to 6 junior school in Norfolk when I was visited by my patch advisor who was going to observe my lesson. Was I good enough? Would I get the sack if not?
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We promote research and effective practice in the use of digital technologies, particularly, but without limitation, in schools; and support initial and continuing teacher professional development, in particular in the field of the effective use of educational technologies.
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