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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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Laura Walker

Website: http://mrslwalker.com

Personal Statement


Personal Statement

I am a French teacher by training, now in my second middle leadership post at a comprehensive secondary school in Hertfordshire. I have been interested in ICT in education since my PGCE at Oxford, where I wrote my dissertation on teachers' adoption of new technologies. I am a Fast Track in the final stage of the programme and am looking for a leadership role next year.

I am particularly interested in developing teacher use of interactive technologies inside and beyond the classroom, especially with regard to improving skills for independent learning, critical thinking in students and staff CPD. I think that ICT can play a very important role in motivating and involving students in multi-dimensional learning experiences, and as teachers it is our responsibility to develop learning environments appropriate for digital natives in the 21st century.

I have been a Twitter user for the past year or so, and have used this fantastic medium to develop a strong PLN. Thanks to my international network (several of whom are MirandaNetters) I have moved my practice and awareness of progress in ICT forwards. I now feel the next step is to develop my professional network further through MirandaNet and learn more about where ICT in education is going. I also hope I will have something to offer the community by way of experience and strategy. I run my own blog and have had positive feedback on pieces I have written about digital literacy, motivation and the future of MFL. I hope to publish work more formally in the future.


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