My latest interview appears in this month's edition of Teach Secondary magazine in conjunction with a review of my new book. Here it is:

Do teachers have a choice about whether to engage with technology?

Technology is already so embedded in the fabric of schools, it's probably unavoidable now. Whether it's teacher technology, including wordprocessors, electronic record keeping or databases, or student technology, such as laptops, educational software or personal devices, technology should now be viewed as a set of tools that can be harnessed to extend, enhance and enrich the learning experience. Add the exponential power of the Web into the mix, and the argument becomes compelling. Technology offers us unprecedented opportunities to transform education.

'The only way to do great work is to love what you do.' said Steve Jobs, and here's another great quote: 'A man is a success if he gets up in the morning and goes to bed at night and in between does what he wants to do.' - Bob Dylan.

I haven't actually done a day's work for several years. Sounds bad, I know, but the truth is - I'm incredibly lucky to be in a job that I really love, and the bonus is that I get paid to do it. I previously wrote about this in a post called live to learn.

In my two most recent posts I considered the role love plays in education. This mini series on love was inspired by a lecture from a colleague entitled 'What's love got to do with it?' delivered to my final year primary education students. The key take away from his lecture was that all good relationships have a basis of love and good teaching needs good relationships. He bemoaned the fact that we only have one word to describe a large spectrum of loves, whereas the ancient Greeks had many.

Sixties pop group The Beatles sang 'All you need is love,' and then they broke up. It took them years to reconcile their differences. Love is a fragile thing. It requires nurturing with care. More songs, poems, stories and movies have been written about love than any other subject under the sun. It inspires, it overwhelms, it makes us weep, it makes us smile, or dance with joy. We are all subject to it, and we all succumb to its subtle powers at some point in our lives.

The lecture my colleague Phil Selbie presented this week to my final year primary education students was quite unusual in a number of ways. To start off, he played Tina Turner's pop anthem, got everyone clapping along, and he even performed a bit of a dance too. His message was clear - what you are about to listen to is not an ordinary lecture. In fact Phil's lecture was about an unusual subject - at least, unusual in that we don't often hear about it in education - love.

I did an interview for Sponge UK last week, talking about my views on technology in learning, and speculating on the future (as you do). Here's an excerpt of the transcript of that interview, with a question about my new book:

You’ve got a new book out based on your popular blog.

Time flies like an arrow (...and fruit flies like a banana - yes... I know, I know...), and time flies in only one direction. Unless, of course, you are a fan of science fiction, and then you know. You know.... that there are more possibilities than the four dimensional world we currently live in. The flux capacitor invented by Dr.

Many would agree that a lot needs to be done to bring education up to date. The methods we use to try to align school and university teaching with the demands of contemporary society will shape the extent to which we succeed. Some advocate the flipped learning approach and to a certain extent, the transfer of content delivery from the classroom to the home (or elsewhere) makes a lot of sense.
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Learning is highly complex. Consequently, any attempts to teach, or to provide formal environments within which learning can occur, yield complex problems. The result is a multitude of contradictory theories and explanations on what learning is, how it happens and what teachers need to do to optimise it.
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