This short article aims to highlight the background, key features and current vision of the Virtual Learning Environment (VLE) project at Ranvilles Infant School. The full version of this research project is available through the University of Winchester library: Aubrey-Smith, F.S., (2007) 'How the implementation of a Virtual Learning Environment (VLE) can affect the strategic development of a whole school. MA(Ed) Dissertation. University of Winchester.'

Following announcements in early January 2007 about changes to the status of the KS3 online ICT test, Naace sought responses of its members and collated their views to inform discussions with Ministers.

Broadgreen are one of the few high schools across the country that run a baccalaureate programme. The programme is highly successful one for their students and are Becta's ICT Excellence Awards 2008 - joint runner-up award winners for the Best whole school in the North West category.

Neil Oldbury at The Elizabethan School has a real interest in questionnaires and analysing data to improve systems throughout the school. He wanted to know which subject areas and teachers were using the computer suites throughout the school and whether the use of computers was impacting on raising standards.

In this article Dr Singleton identifies the advantages of using computerised screening methods to identify children for whom intervention would be beneficial.

Crossley Heath have used their Virtual Learning Environment (VLE) in so many ways to improve teaching, the delivery of the curriculum as well as the enjoyment of learning taking place. The following description highlights the way the schools secure email system is being used to help students make dramatic improvements in the quantity and quality of assignments set.

Naace have been successful in securing a TDA bid won by Steven Coombes based at Bath Spa University and being delivered as a 'Visual Learning Course' by Christina Preston and John Cuthell at MirandaNet (based at The Institute of Education, London).

In 1988, while teaching a professional development course for teachers concerning the use of telecommunications in education, I had an experience that changed me irrevocably. I had just finished describing the expectations for the final project, when a student raised her hand and asked if she could produce a video instead of writing a paper. The question caught me totally off guard. As I paused, mouth agape, I could feel old thinking and new paradigms chafing against each other like psychic tectonic plates. Watching a video was easy enough - but evaluating it as a school assignment? In the end, I told her that I would be happy to accept a video. In reality I was troubled by the fact that my print-based education had not prepared me for that moment or for the many moments like it that were sure to come.

This article describes the development and testing of digital examination papers for students with disabilities, and although the main example is dealing with Scottish secondary education, we will look at how the project applies to primary education in a UK context

We return to the topic of 'personalisation' as a direct result of flurry of responses initiated by John Cuthell from the MirandaNet 'MirandaLink' asking what personalisation meant to them. Below are several statements from John which Geoff has responded to. Underneath are some points I picked out as particularly relevant to the idea of 'personalisation' - with Doug Highall from Kirklees reponding to the points I made.