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.'

Welcome to the Spring 2008 issue of Computer Education. In this issue we bring you a further perspective on the use of data, this time from Mike Bostock, while Helen Boulton and Pete Bradshaw explore the use of weblogs in supporting student teachers' use of reflective journals, a technique that readily transfers to younger learners. Jason Ohler offers further reflections on the philosophy of ICT in the classroom while Alex Savage provides a personal insight into BETT'08 and Jim Merret updates us on funding sources. A report on MOSEP is given by Ray Tolley while a series of articles from Christina Preston explores braided learning and social networking between professionals. Your Editor meanwhile considers 'interesting times' and how we are so close to transformational change but might never get there.

"If you can measure it you can manage it", the McKinsey principle of management that, depending on your personal viewpoint, has either enhanced or stultified our education system for the past ten years or so.

In this edition of Computer Education we bring you a further perspective on the use of data, this time from Mike Bostock, while Helen Boulton and Pete Bradshaw explore the use of weblogs in supporting student teachers' use of reflective journals, a technique that readily transfers to younger learners. Jason Ohler offers further reflections on the philosophy of ICT in the classroom while Alex Savage provides a personal insight into BETT'08 and Jim Merret updates us on funding sources. A report on MOSEP is given by Ray Tolley while a series of articles from Christina Preston explores braided learning and social networking between professionals. Your Editor meanwhile considers 'interesting times' and how we are so close to transformational change but might never get there.

Several articles in this issue demonstrate the real benefits of the carefully planned, managed and supported introduction of learning platforms, beginning with a guide to factors for success from Roger Broadie and Phil Neale. The London Grid for Learning Schools have had the benefit of such tools for some years and we are pleased to bring readers three articles from Gill Deadman and colleagues in Lewisham that demonstrate the power of relatively simple tools, a virtual staffroom and a virtual classroom. Check out the comments from teachers - yes, it really can make life easier (even if it can't make tea!). Even more importantly the pupils clearly gained from the new tools provided for them.

In this edition of Computer Education Dr Jason Ohler, our regular guest contributor from Alaska explains the impact of the tEcosystem and its implications for learning and assessment, while Adrian Mee questions whether the years since 1997 have really been a decade of transformation in his critical review of e-learning policy. As learning platforms are rapidly implemented to meet the March 2008 target Fiona Aubrey-Smith demonstrates their potential with the youngest children in her work within Key stage 1. Elsewhere further applications of Web 2.0 technologies are explored and Jim Merrett provides a useful list of websites concerned with e-safety.

In this edition of Computer Education we focus primarily on aspects of e-assessment, a sometimes contentious issue to which we hope to bring some clarity. Thus Jon Williamson and Marian Sainsbury report on an NFR project that focuses on ways in which e-assessment might contribute to the changing educational agenda and especially the use of assessment data to improve teaching and personalization. Ray Tolley enters the debate on the nature and function of e-portfolios while Phil Neale explores the data dilemmas at 14-19 and Peter Yeomans evaluates a tool to make formative assessment, progress tracking and reporting manageable.

Web 2.0 raises many issues and can be a battleground in schools. Dr Jason Ohler reminds us that Web 2.1 (we are moving on already) requires us to consider the concepts of media collage as an alternative to text, while Terry Freedman explores the use of Web 2.0 in the assessment process. And, looking further ahead, Bob Harrison takes us into the realms of future learning environments.

Going to BETT is always an exciting prospect. Will there be new interesting technologies that can enhance the teaching learning process? It is impossible to see everything at BETT, in fact sometimes I think it is impossible to find anything at BETT, it's so huge but I always hope to make new discoveries.

Waiting outside in the weak winter sun I talked to the people around me to understand who was coming to the exhibition. I talked to South Africans, Australians and I could see from the badges that this was a truly international exhibition. We should be proud and realise how lucky we are this event has such a draw.

This article is a personal view of some of the things that caught my eye and it is not meant to be representative of the whole exhibition.

Students who perform very well in some subjects can often, inexplicably it seems, do poorly in others. This is a common problem in almost every school in the UK. In fact, when compared to virtually every other developed nation, the UK performs very badly in terms of varying standards within schools. Tackling these differences has become a focus for many schools.

This article will explore the use of blogs and other tools to support student teachers in writing reflective journals. The main context for this is the school (or college) experience of trainee teachers on the one year secondary PGCE. Blogs are also used in the first year professional studies module in the School of Education's BA Joint Honours programme. The approach and lessons learned are equally applicable to students on other programmes, and at other levels.