Work in Progress - needs to be completed
THE USE of interactive multimedia in British schools was fostered by a series of projects funded by the Departments of Trade and Industry (DTI) and Education and Science (DES) - as vvell as the Training Enterprise and Education Directorate (TEED, formerly the Training Agency) and its Technical and Vocational Education Initiative (TVEI).
The DTI provided £2m for the original Interactive Video in Schools project (IVIS), which ran from January I986 to March 1988, under the aegis of the Council for Educational Technology (CET, now NCET) and, subsequently, the National Interactive Video Centre (NIVC).
Eight packages with a videodisc, computer software and curriculum materials
were developed for use in Design, Environmental Studies, French (S iville), Geography, Maths (School Disco), Primary Science (LQ'e and Energy), Primary Teacher Training (Missing the Obvious), and Personal and Social Education (Challenges).
Complementary utility packages al-
lowed teachers and students to use mater-
ial from the discs Within their own presen-
tations. Tvvo other packages were subse-
quently developed specific ally for the IVIS
delivery system -Motion: A Visual Data-
base (Anglia Higher Education College)
and the Shell Interactive Video Project
Pack/IVPP (Crystal Presentations/Shell
Some 92 schools participated in the
IVIS trials, which were evaluated by the
Centre for Applied Research (CARE) at
the University of East Anglia. Unfortu-
natehe EDSI projects had demonstrated the educational potential of the Internet and this was picked up by the Stevenson Review which recommended:
"a strategy for information and communications technology in education must include access for teachers and students to the Internet. It will allow them to access information and to communicate in a way that has never been possible" ...
"An educational Website on the Internet would not only allow teachers and others to swap ideas, but also create a "virtual marketplace" for software; a place where software could be freely available, advice could be found and the opportunity provided for teachers to adapt and contribute collectively to the development
of software packages.."