The value of your learning network

Shouting your own praises?

I've just read a couple of posts which are concerned with making use of your network to improve your job prospects. At least, they speculate on the potential value of your network to an employer. However, while this may be true in some sense, it is not a new phenomenon, is largely unmeasurable and could, in some circumstances, work against you.

So, whilst the idea is superficially beguiling, it really has very little substance in my opinion.

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Business thought leaders and their relevance to educational technology leadership 02: Jack Welch

In this series I exploring what the educational ICT leader can learn from business leaders and thinkers when it comes to performing the educational technology leader's role.

So what can we learn from Jack Welch, the legendary CEO of General Electric? Although schools and GE are very different types of institution, you may be surprised to discover that school leaders could benefit from adopting some of Welch's strategies.

This article is available only to subscribers to the Practical ICT eJournal. Click the link to find out more about this low-cost subscription.

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Use what you got -- teaching iteration (2)

Sorry about the appalling grammar of the title, which was heavily influenced by a blues song called "Use what you got".

Anyway the point is, if you are keen to encourage colleagues to use ICT in their lessons, you don't necessarily have to obtain new stuff. What you already have in school may be sufficient.

In this article, I look at how Excel (or any other spreadsheet) might be used to help explore the idea of iteration.

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Discussion of "Go On, Bore 'Em" -- Where are we going?

In my book "Go On, Bore 'Em: How to make ICT lessons excruciatingly dull", I looked at the ten most common sources of the problem.

In this series of podcasts, Elaine (my wife) and I discuss my motivation for writing the book, and try to dig a little deeper into its underlying philosophy.

In this third episode in the series, we explore the third chapter, called "Where are we going?". Basically, the lesson will be more interesting and effective if the students (and the teacher) have a clear idea of what it's all leading up to.

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