Pretty hard to argue with the conclusion from this one, a study of system-wide policy in the British school system over the last decade (neat diagram of major studies and initiatives): 'An analysis of the UK case provides clear evidence that top-down approaches to technological innovation in the field of education can lead to an enhancement of current practice in the classroom and making administration of existing school systems more efficient. However if 'transformation' is to remain the aim, then strategies to reward innovation, even failed innovation, need to be considered to supplant a system of direction and control." More articles are also available from the current issue of EURODL.
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