Micros and Primary Education (MAPE)

Early Days 1981-1984

Before the early eighties there were virtually no computers in the primary sector. A very few forward thinking Head Teachers had purchased a Commodore Pet machine which was used mainly with older pupils either for the practice of skills in spelling and arithmetic or for learning to program in the computer language BASIC. However, there was a growing number of enthusiasts who could see that this was the start of something big.

In January 1981 Newman College published the first edition of a newsletter called MICRO-SCOPE. This stood for MICROcomputer Software COOperation for Primary Education and was circulated to local primary schools and later to LEA advisors. The first paragraph of the first article reads as follows:

'With the advent of low-cost microcomputers we must begin to assess the potential of the technology in the field of primary education. This article looks at areas of possible application and will hopefully serve as a stimulus to many more ideas.'

And boy did it!!! In April 1981 a conference was held in the School of Education at Exeter University. There were 130 delegates and a group of them including primary teachers, headteachers, advisors, and lecturers formed a steering group and started MAPE, Micros and Primary Education, which was officially launched in January 1982 at a subscription rate of £7.50p per year. (The term 'micro' was in widespread use at that time as to most folks 'computer' still meant a mainframe machine that took up a whole room and the expression 'PC' or 'personal computer' had not been invented.)

From the outset, MAPE's aim was to 'promote and develop the awareness and effective use of microelectronics as an integral part of the philosophy and practice of primary education'. The organisation might best be described as a self-help group of enthusiasts who set out to share expertise and disseminate good practice. The final paragraph of that very first MICRO-SCOPE article sums up MAPE's philosophy:

'Perhaps we are only at the beginning, but expansion will be swift. The microcomputer will become an aid to learning and understanding but will not replace it. Teachers must become aware of the possibilities so that they can guide progress in the direction they think will be most useful. No doubt there will be many false trails but hopefully many real advances as well. These advances must be developed, tested and evaluated by primary teachers and not dictated by computer boffins.'

MAPE adopted MICRO-SCOPE as the magazine of the association and established an annual Easter conference. It also issued to all members an information pack, which had been developed by the Microelectronics Education Programme, MEP (a government initiative of 1980). This comprised a set of little booklets offering guidance on classroom management of computers, a before-you-buy guide to available hardware and case studies of good practice.

Early editions of MICRO-SCOPE contained many program listings (in BASIC) as the shortage of software was a major problem at this time. There were also pieces offering advice on how to organise the classroom to make best use of the school's single machine. However, the beginnings of the concept of a toolbox of key programs was also apparent with articles covering turtle graphics, word processing and data handling, and whiteboards were anticipated with mention of the use of a computer as an electronic blackboard. There were also plans to share software and members were invited to contribute ideas and listings.

MAPE built on the regional structure of the MEP establishing 14 area groups each with a local coordinator. Many of these quickly established a programme of meetings and day conferences. An active branch of MAPE was also set up in Scotland.

The swift expansion really began when in 1982 when the Department of Trade and Industry (DTI) offered all primary schools a half price computer. A short training course was offered to all schools taking up the DTI offer and a set of resources, The MicroPrimer Pack, was developed to support the training. Although this pack included some software the courses were mainly concerned with the technicalities of how to set up hardware and load software (from cassette tape) - there was little time for the much-needed pedagogy. Articles in MICRO-SCOPE tried to address these issues but many teachers remained doubtful about the potential of computers in the classroom and anxious about their own limited capability. Outstandingly different was the Diploma in Computer Applications to Education started at Newman College in September 1983. This was a trail-blazing course, which was to produce many key figures in the field of ICT in the primary sector.

Halcyon Days 1984 - 1988

Things did get rapidly better. Disc drives were purchased, software quality improved, teachers went on training courses and schools bought more machines. The years from 1984 to 1988 were the halcyon days for the use of computers in the primary school when the excitement about the growth of this new area of education was almost palpable. It was fun to be in the field at that time. New software ideas were coming in thick and fast and schools were rapidly moving towards the recommended ideal ratio of one machine per classroom. The MEP National Primary Project produced some excellent training materials, children and teachers were stimulated by the new technology and our understanding grew of the myriad ways in which computers could help children learn.

During these years membership of MAPE blossomed to over 4000, regions were very active and national conferences were packed with 250 delegates. The magazine MICRO-SCOPE grew in size and increasingly included articles (many from classroom teachers) describing a widening variety of applications and much healthy debate on the value of computers in primary education. The magazine also reported on government initiatives such as GRIST and various research projects and contained many reviews of books, software and training videos. For a few years there was even a pull out section aimed at children. However, it still deliberately shied away from commercial involvement - there was no advertising or sponsorship and contributors were unpaid. Specials were produced, in addition to the termly magazine - tapes of software or editions with a specific focus such as Logo, Information Handling, Young Learners or Christmas.

Decline and Revival 1988-2004

In 1988, the National Curriculum gave teachers a lot more to think about and the development of computer use was put on the back burner. There it stayed pretty much until the revised version of the National Curriculum (1996) made explicit reference to the integration of what was now called information and communication technology (ICT) in the teaching of all subjects.

MAPE continued to thrive through the first half of the nineties with membership reaching a high of 5100 in 1993. Some regions continued to be active but others found it difficult to persuade teachers to find the time or energy to attend out of school sessions to share ideas on what was no longer a priority. MICRO-SCOPE maintained it's enthusiastic evangelism and conferences continued, although with declining attendances after 1994. There were a few MAPE initiatives such as the Curriculum Development Fund, started in 1991, which offered small amounts of money to help teacher to develop and disseminate curriculum support materials. There was also the Chris Robson Memorial prize awarded annually for the best article in a MAPE publication reflecting good classroom practice with IT. This was established in 1996 in memory of Chris Robson, an active and dedicated member of the MAPE Council for many years until her death, from cancer, in 1995.

The idea of a merger between the various organisations involved in ICT in education was first muted many years ago. In 1994 MICRO-SCOPE published an article by Jon Coupland making a case for amalgamation. MAPE was not yet ready to take this step as we felt ourselves to be very different from other organisations, serving a distinct community with clear requirements. However, we were willing to be a part of an informal grouping of organisations, the IT Network, which was established at this time and worked towards the combined conference held in Cheltenham in 2000.

Of course, the IT industry did not stand still during this period. Technology developed apace making powerful machines with hard discs available more cheaply. However, without any earmarked government funding (except for the small CD-ROM scheme in 1994) for hardware, software, or training few schools were able to fully capitalise on the potential of the new computers.

After 1995 there was a steady decline in MAPE membership and particularly in the pool of people willing and able to give time voluntarily to the activities of the organisation. Almost all of the work of MAPE had always carried out by volunteers from the working groups and council. These people wrote and produced all publications and products, organised and ran training events and conferences, and developed resources for the website. By the year 2000 the majority of the activists were approaching (or past!) retirement age, many having worked for MAPE for 10-20 years. Although MAPE made strenuous efforts to recruit new people to the working groups and to the committee, these bore little fruit.

A change of government in 1997 meant a change in priorities and the Stevenson Report was commissioned to look at the state of educational computing and offer recommendations for development. Readers will be familiar with the fantastic growth that has taken place over the last 10 years. Almost all primary schools now have networks, computer rooms with 16 or so machines. The QCA Scheme of Work for ICT is implemented in most schools and the monitoring of computer use is a key aspect of OFSTED inspections. All teachers have undergone NOF training and although this was variable in quality it did serve to raise awareness so that every teacher now knows that s/he ought to be using ICT across the curriculum! The use of whiteboards is ubiquitous, schools are spoilt for choice when it comes to software and initiatives such as NGFL, e-learning credits and Curriculum Online all serve to maintain a very high profile for the use of ICT in education.

MAPE continued to be an enthusiastic advocate of all of this and in 1996 set up a website which was restructured in 2000 with a grant from the DfE. MICRO-SCOPE got a makeover after issue 50 (1997) and metamorphosed into an annual 'MAPE' Magazine and the 'specials' changed to loose leaf 'Focus Packs' including CDs and other resources. However, some began to question whether there was a role for MAPE in the new world where government initiatives seemed to have stolen all our clothes. It became increasingly clear that for various reasons MAPE would only be able to continue in its current form for a few more years. Capital resources were eroded by keeping subscription rates at a level below that required to meet the cost of publications, so that expenditure exceeded income quite considerably. The pool of people contributing to publications was shrinking steadily, membership was falling and attendance at conferences had declined until they were largely just meetings of the old faithful.

Now MAPE was ready to consider a merger.

The future

Reborn as Naace Primary, what does the ex-MAPE community hope for in the future?

There is still a place for thinking outside the box. Commercial software companies have to work within the constraints of the National Curriculum and other externally prescribed guidelines. In an independent organisation we are free to develop ideas that do not easily fit specific NC objectives. Much of the software on the Naace Primary website is of an open-ended nature which allows teachers to use it in a variety of ways to suit their individual circumstances. It encourages creativity by teachers and pupils and perhaps stimulates parts that the NC does not reach. Similarly articles in Primary Focus Magazines and Sharing Success, and presentations and workshops at conferences aim to recapture some of the enthusiasm of the early days before targets and OFSTED and league tables.

The intention is to continue to offer members:
• the excellent primary website which will be under constant development
• a regular electronic publication
• access to a conference and other training events at an appropriate time and cost
• a voice in decision making
• a voice in communication with the 'powers that be'
• a continued presence at BETT and other events.

Many members of the old MAPE Council were elected to the new Primary Community working group of Naace where we have been able to ensure continuity of service to members. However, we look forward to being able to step down from this group as new members take over in coming years.