Abstract
The United Kingdom (UK) has embarked on an ambitious path — it intends to develop a connected learning community that links and involves schools, libraries, museums, business, industry, and community centres. The first stages of the plans to achieve this vision are laid and being put in place — a strategic vision has been developed, a plan which includes targets and funding for physical resources has been produced, funding and support for teacher training will be available, and resource development on the Internet is under way. The ultimate vision is concerned with the opportunities and abilities that will exist for learning at times in and out of, and in and beyond, school. Curriculum documentation is being put in place to specify the future student, and teacher curriculum (presumably to support this plan). But the mechanisms to support teachers in developing the means to help students learn across and in the school-home-community continuum are not at this stage identified. Is this a basic flaw in the strategy, or a symptom of timely and phased planning?
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35499-6_29
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© 2000 IFIP International Federation for Information Processing
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Passey, D. (2000). Preparing teachers for the connected learning community. In: Watson, D.M., Downes, T. (eds) Communications and Networking in Education. IFIP — The International Federation for Information Processing, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35499-6_25
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DOI: https://doi.org/10.1007/978-0-387-35499-6_25
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