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In the run-up to the exam season, you may be drilling students in their memory of key facts. But, says Jared Cooney Horvath, you might want to consider the ‘where’ of this learning as much as the ‘what’. The neuroscientist explains that the context in which a student absorbs information can have a big influence on their ability to recall it the exam hall

In the final column of his series exploring whether computers aid learning, Jared Cooney Horvath admits that research does point to some very specific benefits – but he warns that tech should never be seen as a panacea

In the second column of his three-part series, Jared Cooney Horvath explores why the desire to teach IT skills has morphed into the belief that everything should be taught via a computer

In the first column of this three-part series, Jared Cooney Horvath explores whether the technology is a useful classroom tool or does more harm than good

The temptation may be to plough through reading material, educational videos and podcasts quickly but, as Jared Cooney Horvath finds, it’s a ploy best left to impatient Netflix consumers

Memorisation may seem outdated, but research shows that flashcards are one of the most powerful tools we have to help our students move from surface learning to deeper insight, writes Jared Cooney Horvath