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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

Membership List | Publications | Research | Specialist Area List | Braided Learning Ejournal

John Wasteney


Personal Statement | ICT Details

Personal Statement

Recently retired as ICT Lead consultant with a local authority, I now run StrategICT an independent consultancy supporting senior leadership in schools, local authorities and educational ICT suppliers. Most of my work fits the following foci:

My background is that I have an extensive and successful teaching career, with over twenty years of middle and senior management experience. I also have significant experience of teaching in adult education with over twelve years teaching adults starter courses, qualification and vocational courses to level 3 and company focussed training packages. Since joining a local authority I have further developed my theoretical and practical knowledge of curriculum development and school improvement, led and managed a range of local regional and national initiatives. I have been involved in research and project managed the innovative ImpaCT Centre - concept classroom for the future. I have also carried out consultancy work for national agencies such as QCA, DfES, National Secondary Strategy and Naace.

My particular areas of interest and expertise include:

ICT Interests

Use of contemporary digital technologies in the classroom. Particularly how do teachers implement the use of new technologies and then find opportunities to become proficient in their use to make them an asset to enhance the learning process.

I am also keen to develop a greater understanding of visual learning particulary in relation to current theories of learning. This to some extent links with the point above as many of the contemporary digital devices are visually oriented.

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