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Amnesty International: Protect the Human

Amnesty International

MirandaNet Fellowship is not associated with any political grouping, but we support many of the aims of organisations such as Amnesty International and urge members to look at the AUUK site and see if they agree with these aims as well.

MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)

NB: use this link to go to the current membership list

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Dale Jones

Blog: http://dale.ethink.org.uk

Personal Statement


Personal Statement

I'm interested in the use of ICT in education, not only as "ICT the subject" but more as "ICT the enabler" and my current post allows me to indulge myself in working with teachers who want to make ICT work for them.  Prior to this post I worked in a Shropshire secondary school as ICT co-ordinator where I considered it almost my duty to give my colleagues the benefit of my experience with ICT to develop their own schemes of work.  We looked at many innovative ways for them to use ICT, including the use of Digital Video and communication across boundaries, developing inter-school links and a Comenius exchange project from an e-collaboration project.    I host a number of Moodle sites and a blogging site; I would like to be able to further explore the benefits of blogging and wiki to education.  Within my own school I had huge success with the use of a Postnuke website and the integration with Moodle - the VLE showed real value-added to pupils' ICT education at KS3 and KS4.  Also, as part of a project run through WMNET I am involved in a number of projects in schools using Macromedia Breeze, with local schools collaborating with others as far away as Germany and Russia.  

My interest in  Mirandanet arises because of  my passion for new technologies and the ways that learning can be transformed through their use.  Already I have seen huge advantages given to pupils through their own collaboration via ICT.  I believe that joining Mirandanet would enable me to pursue my interests further with like-minded people.

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