The decision to introduce a National Curriculum had been taken, commencing with the drafting of Orders directing the teaching of English. […] An unfortunate feature of much discussion of English teaching is the false and unhelpful polarization of views […] people set in opposition to each other’s individual or social aims or utilitarian and imaginative aims, or language and literature.

The need for a training regime was left aside. Higher-education teachers who –coming from schools where no grammar was taught for over two decades– might know little or no grammar and it wouldn’t make a significant different in learners’ instruction.

Digital integrated individuals can now believe that a deliberate redefinition of the traditional balance between autonomy, power and accountability in education is taking place across the English speaking world.

The development of hardware and software hinders the operationalization of communication and the resulting processes in virtual media.

In terms of form and content, it has had a massive and multiplying effect, to such an extent that the purpose of knowledge has come to permeate the wider society, with education being among the broadest implications and developments brought thereby.