So, generally, IWBs seem to be well-adopted and producin= g the goods in terms of learning outcomes in Primary (the BESA figures app= ear to bear this out with teachers who fell confident and competent in the= use of IBWs increasing to 39% from 31% in 2007 – whereas the simila= r figures for secondary fell from 16% to 10%).

Let us for the sake of discussion make a couple of assumptions. = Firstly, lets accept, as Andy says, that IWBs are a powerful tool for lear= ning. Secondly, let us also accept that secondary teachers are as intellig= ent and pedagogically perceptive as their primary counterparts. Then the q= uestion becomes, what is it about the nature of secondary education as opp= osed to primary that makes the same tool work in one, and apparently not w= ork in the other (notwithstanding that in secondary there are some very, v= ery small pockets of excellent use)?

Some h= ypotheses to work on (accountants hat off, statisticians hat on):

- &= nbsp; Primary schools a= re smaller and it is therefore easier to effect system change=20within the= m (with 177,000 in the schools, it is harder to teach without one than wit= h one),

-&nbs= p; The pedagogical approaches predominantly in place in secon= dary schools mitigates against the use of IWBs,

- &n= bsp; And closely allied= , the structure of the school day (and the constant movement of students) = mitigates against the use of IWBs,

- &nb= sp; Teenage children learn differen= tly to younger children,

- Secondary schools are more concerned abou= t behaviour management than the management of learning,<= /p>

-<= span style=3D'font:7.0pt "Times New Roman"'> = The result= s driven agenda of secondary schools mitigates against the use of IWBs,

- &n= bsp; Secondary teachers are more driven by their subject matter than by l= earning (controversial and not meant in any negative sense),

- &= nbsp; And th= ere are probably many more.

I don’t= know if any of these are the reasons that IWBs don’t work in second= ary schools (and if anyone want to pick them off one by one please feel fr= ee, but it won’t solve the problem as there are many more wher= e they came from). They are however all reasons that have been given to me= by secondary school teachers as to why they don’t work. They may ju= st be barriers, but some of them do, I think require further investigation= before we just say that the reason IWBs haven’t succeeded in 3500 s= econdary schools with 250,000 teachers in them is just down to the lack of= CPD. This is a quarter of a million intelligent people, and collectively = they seem to have decided that IWBs are not the answer. They may well be w= rong, but in order to convince them of that we need evidence. We need long= itudinal study that shows across different subjects and different institut= ions (and in the appropriate age range) that IWBs produce better learning = outcomes.

I write the above from the per= soanl position that I would not teach in a classroom that did not have an = IWB. But my opinion is not enough to change the direction that is the oil = tanker of secondary education. And morally it does not even enable me to t= ry. I could be wrong. Which is why we need a body of evidence that is stro= nger that what we have so far.

Regards=

Mike =

Telephone: +44 (0)20 7802 0658<= span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1= F497D'> +44 (0)20 7802 0658

Mobile: +44 (0)7866 747280<= o:p>

Email: = = mike.cameron@ssatrust.org.uk

From: advisory-admin@talk.naace.org [mailto:= advisory-admin@talk.naace.org] On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subj= ect: Re: [Advisory] IWBs - An Australian perspective=

Ou= r experience could not be further from the examples given here. I do= n't think you would find one of our primary practitioner who would state t= hat a penny was wasted on their boards with a few exceptions, normall= y down to poor choice of position.

I think one inte= resting measure of the importance and impact of IWBs on classroom practise= must be the reaction of teachers if you tried to take them away= . I can assure you that the flaming brands and pitch forks would be = out if you even suggested to our primary schools that you would take their= boards from them. I don't know where others are going wrong but the= IWBs have been a significant driver of ICT development in nearly all our = primary schools. We are now encouraging teachers to put it in the ha= nds of the pupils as another resource for pupil use of ICT. Again, s= ome teachers have being doing this all along.

This is a d= evelopment process and an ongoing one at that. I struggle to see how peopl= e can state that the boards were installed and they were a waste.. why has= CPD stopped? This is an ongoing process of continual development. I= can understand a argument that states "we are not presently getting = value out of our boards" and the answer of course is "do somethi= ng about it". The boards in the hands of a good practition= er are astounding (it's the software stupid).. the problem is a lack of sh= aring and CPD not the hardware.

You will note tha= t all the above refers to primary.. our experience in secondary = is a different matter but the same solution.. they never came out for trai= ning and never will and will never experience the power of the IWB. = They just don't understand that the boards are a powerful tool for learnin= g and not a presentation method

I am most concern= ed that anyone reading this thread will be left with the impression that i= t is all dire.. this is not the case.

andy

&nb= sp;

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= --_000_86BA8D34DFEAF74B838E4882BBD390272EF7721738Hermessstlan_-- From ian.lynch@theingots.org Thu Nov 12 10:03:52 2009 From: ian.lynch@theingots.org (Ian) Date: Thu, 12 Nov 2009 10:03:52 +0000 Subject: [Beyond] RE: [Secondary] Re: [Advisory] IWBs - An Australian perspective In-Reply-To: <984002E824DB9949BB8A177CCE4D9BDEAD1E4E@server02.SJCS.local> References: <20091109213900.14692.5759.Mailman@mx4.rmplc.co.uk> <31F276920600A74FA1CC3B6203A9893901B8846C@EXVSRVB3.it2000.hants.gov.uk> <984002E824DB9949BB8A177CCE4D9BDEAD1E4E@server02.SJCS.local> Message-ID: <1258020232.29104.139.camel@Zaphod> On Thu, 2009-11-12 at 00:27 +0000, Graham Hastings wrote: > Dear All > I have been following this thread with interest. It is an extremely > important one because it raises vital questions about a technology > that has the power to transform teaching for better or for worse in > almost every school in the developed world. Not a technology but several technologies. Really there is no great quibble about bringing the vast and rich source of information that is available on the internet into whole class teaching, or the ability to use and demonstrate specific applications. The IWB itself is just an Input/Output device and display screen. The data projector is what brings the image to whole class size and the software and computers is what provides overlay and annotation and other facilities - and also causes all the problems of incompatibility between different manufacturers. > The children like to see clear diagrams, moving images, listen to > sounds. All that is down to the display technologies, software and maybe 20 quid for some decent powered speakers. > They like to play games and interact with the software via the > boards. That aspect is the board itself but could be achieved with any touch screen from a smartphone to a tablet PC. Its not exclusive to IWBs but the IWB format can be the best way to deliver interactivity particularly for younger children. > The interactive element is used less by teachers of the older > children and I have to admit that the boards are used more as a > presentation tool. In that case we could have saved a lot of money! What is the opportunity cost? What training/support could have been bought in instead? Other books and equipment could have been bought? Could more classrooms have had data projectors? > We could have installed projectors but presentations are much more > watchable when the interface with the computer is an IWB. I can't really understand why. Surely if the presenter used say a tablet PC, it would be better because they would not be casting a shadow over the image every time they went to touch the board? > Having been against the introduction of IWBs (I was yet to be > convinced of their value) I managed to hold out until about three > years ago when we finally bit the bullet and got the first few to > evaluate. After a year we decided that they did have something to > offer and equipped half the teaching rooms in the school. We had > substantial technical problems when the boards were first installed – > a number of teachers became very disenchanted with the technology and > very nearly gave up using them altogether. Others, through > insufficient training, failed to make very good use of their boards. > We reached a tipping point and might just as easily have found > ourselves on either side of this argument. I imported the first Hitaci IWBs into the UK back around 1998/9. I have trained on and used every type of board since and while I agree they do have utility, I think the hype is overdone and leads to a lack of considered evaluation of their cost-benefit. The argument polarises into "they are brilliant" or "they are useless" when the reality is they are brilliant in some circumstances and useless in many others. The real issue is what can we learn in order to get better value learning from technology in the future. > I think this is what is really going on - In many schools the boards > were bolted to the walls and the teachers were told to get on and use > them (more characteristic of a secondary school approach?). This is > inviting failure. Schools who have adopted the same approach as us > are now beginning to report improvements in the quality of teaching > and learning as a result of their introduction. I admit it took us > time. For the first year we may even have gone backwards. My very > rough rule of thumb is that it takes teachers, particularly those who > are not confident with computers (and there are still many of these), > three years of sensitive hand holding (more characteristic of a > primary school approach?) before they will claim that they can teach > more effectively with the IWB than they used to without it. > The majority of people are slower to change than technologies. The same problems confront us with e-portfolios, using learning platforms etc. A credible e-strategy needs ways of getting people to change the way they work. Buying technologies and designing procurement frameworks is the easy part. > We are stuck with the technology – it is up to us to make it work. >From a NAACE perspective, I hope we are prepared to formulate policy on what we learn from these things. If nothing else we should be beginning to realise that chucking technologies at schools without adequate training or other incentives to take it up is a vastly inefficient way of running a national education service. -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. From BobharrisonSET@aol.com Thu Nov 12 10:20:41 2009 From: BobharrisonSET@aol.com (BobharrisonSET@aol.com) Date: Thu, 12 Nov 2009 05:20:41 EST Subject: [Advisory] IWBs - An Australian perspective Message-ID: -------------------------------1258021241 Content-Type: text/plain; charset="ISO-8859-1" Content-Transfer-Encoding: quoted-printable Thanks Mike for a great summary...I agree with all of the points you have= =20 made and wonder if there had been a "pilot" of IWB's prior to the decision= =20 to "go national" whether the same decision would have been taken? =20 I reiterate my point of "opportunity cost" not just in terms of =A3=A3=A3= =A3=A3=A3=A3's =20 but also credibility,time,effort and other pedagogical opportunities with= =20 digital technologies.=20 =20 This is particularly true if we accept generations of learning theory that= =20 to be effective the learner has to be "an active agent" in the =20 process.(Laurillard et al) =20 Finally I am not convinced that there is evidence that IWB's are "importan= t=20 tools for learning" although I will concede that there is some evidence= =20 they are an important tool for teaching,especially in primary schools. =20 I hope the recently launched VITAL project will be able to address some of= =20 these issues. _http://www.vital.ac.uk/_ (http://www.vital.ac.uk/)=20 =20 Best Wishes, Bob Harrison, Education Adviser, Toshiba Information Systems(UK) Ltd Consultant ,BECTA and National College for School Leadership Support for Education and Training 16 Meadowgate, URMSTON, Manchester M419LB 01617498987 07957856117 bobharrisonset@aol.com _www.setuk.co.uk_ (http://www.setuk.co.uk/)=20 _www.twitter.com/bobharrison_ (http://www.twitter.com/bobharrison) =20 " While this study has looked closely at the impact of ICT on how pupils= =20 learn and how this might be enhanced....it has not addressed the impact = of=20 what they learn or where learning takes place and whether the schools of= the =20 future will be the physical entities we have today" The Impact of ICT in= =20 schools-a landscape review-Becta 2007 "Using technology to improve education is not rocket science...it is=20 much,much harder than that" Diana Laurillard, Opening Up Education 2009 "An intensified activity in this area will lead educational institutions= =20 to realize that they are embedded in a globalised and constantly evolving= =20 knowledge society, and that, as a consequence, they will have to redefine= =20 their role within society and within the learning process." Joint Research Centre Institute for Prospective Technological Studies 2009 -------------------------------1258021241 Content-Type: text/html; charset="ISO-8859-1" Content-Transfer-Encoding: quoted-printable
Thanks Mike for a great summary...I agree with all of the points you= have=20 made and wonder if there had been a "pilot" of IWB's prior to the decision= to=20 "go national" whether the same decision would have been taken?

I reiterate my point of "opportunity cost" not just in terms of =A3= =A3=A3=A3=A3=A3=A3's=20 but also credibility,time,effort and other pedagogical opportunities with= =20 digital technologies.

This is particularly true if we accept generations of learning theory= that=20 to be effective the learner has to be "an active agent" in the=20 process.(Laurillard et al)

Finally I am not convinced that there is evidence that IWB's are "imp= ortant=20 tools for learning" although I will concede that there is some evidence th= ey are=20 an important tool for teaching,especially in primary schools.

I hope the recently launched VITAL project will be able to address so= me of=20 these issues. http://www.vital.ac.uk/

Best=20 Wishes,

Bob Harrison,
Education Adviser, Toshiba Information=20 Systems(UK) Ltd
Consultant ,BECTA and National College for School=20 Leadership
Support for Education and Training
16=20 Meadowgate,
URMSTON,
Manchester
M419LB
01617498987
07957856= 117
bobharrisonset@aol.com
www.setuk.co.uk
www.twitter.com/bobharrison=20

" While this study has looked closely at the impact of ICT on= how=20 pupils learn and how this might be enhanced....it has not addressed the im= pact=20 of what they learn or where learning takes place and whether the schools= of the=20 future will be the physical entities we have today" The Impact of ICT in= =20 schools-a landscape review-Becta 2007

"Using technology to improve= =20 education is not rocket science...it is much,much harder than that" Diana= =20 Laurillard, Opening Up Education 2009

"An intensified activity in= this=20 area will lead educational institutions to realize that they are embedded= in a=20 globalised and constantly evolving knowledge society, and that, as a=20 consequence, they will have to redefine their role within society and with= in the=20 learning process."
Joint Research Centre
Institute for Prospective= =20 Technological Studies 2009
-------------------------------1258021241-- From rjt@maximise-ict.co.uk Thu Nov 12 12:38:10 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 12 Nov 2009 12:38:10 -0000 Subject: [Secondary] Re: [Advisory] IWBs - An Australian perspective In-Reply-To: <5C6594948CE4C347A4B1F3371F48AF7E613CEAE13A@STE-EXC-001.stedmunds.internal> References: <20091109213900.14692.5759.Mailman@mx4.rmplc.co.uk><31F276920600A74FA1CC3B6203A9893901B8846C@EXVSRVB3.it2000.hants.gov.uk> <984002E824DB9949BB8A177CCE4D9BDEAD1E4E@server02.SJCS.local> <5C6594948CE4C347A4B1F3371F48AF7E613CEAE13A@STE-EXC-001.stedmunds.internal> Message-ID: <003301ca6394$fecda4c0$fc68ee40$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0034_01CA6394.FECDA4C0 Content-Type: text/plain; charset="iso-8859-2" Content-Transfer-Encoding: quoted-printable A long post but worth the read: http://betch.edublogs.org/2009/10/28/finding-new-things-to-do-with-an-iwb= / =20 My simple answer is 'It's all in the mind' - as to how much one thinks 'outside the box' about one's own teaching and learning styles. =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: secondary-admin@talk.naace.org = [mailto:secondary-admin@talk.naace.org] On Behalf Of NRutt Sent: 12 November 2009 11:23 To: 'secondary@talk.naace.org' Subject: RE: [Secondary] Re: [Advisory] IWBs - An Australian perspective =20 This is much more akin to my experience in our school The evidence is in projectors doing 1500hours or more in 3 years All our boards are the same (Smart) and the Smart Notebook software is deployed to all staff laptops. You can argue about the amount of interactivity being used, but this = does not detract from a superior multimedia experience seen in many lessons across a range of subjects from Arts and Humanities to Maths and = Science. Many of our teachers get stressed if the board is not working and yes we = do provide 'instant' technical support. As with all teaching, different approaches are adopted, some use it extensively just as a whiteboard = that you can save from lesson to lesson. Even the 'clicking through = Powerpoint' has its place, at least the lesson objectives can be clearly laid out! The money has been spent, almost all our teaching spaces are now = equipped - we need to focus on best practice. =20 The views expressed in this post are my personal views and not those of = the school. =20 Nick =20 Nick Rutt Network and Data Manager St. Edmund's C.E. Girls School Tel: (0)1722 328565 P Please consider the Environment before printing this email _____ =20 From: secondary-admin@talk.naace.org = [mailto:secondary-admin@talk.naace.org] On Behalf Of Graham Hastings Sent: 12 November 2009 00:27 To: Paul Springford; beyond@talk.naace.org; primary@talk.naace.org; secondary@talk.naace.org; Advisory talk Subject: RE: [Secondary] Re: [Advisory] IWBs - An Australian perspective =20 Dear All =20 I have been following this thread with interest. It is an extremely important one because it raises vital questions about a technology that = has the power to transform teaching for better or for worse in almost every school in the developed world.=20 =20 As head of ICT I am responsible for the developing the use of IWBs in my school. From what I read it is difficult to understand the strength of feeling expressed. The money has been spent. The boars have been installed. There is no going back. Some teachers are using them = extremely effectively to enrich their teaching and to improve their children's motivation and learning. Others report that the IWBs have been a waste = of money and should be removed. Primary teachers, somehow appear to have = been more successful in their use of the technology than secondary school teachers. What is going on here? =20 I can only really comment on what I have observed in my school which = spans the primary secondary divide. Andy is certainly right - if I tried to = take the boards away I would have a real fight on my hands. That does not = prove that they are being used effectively, only that the teachers have come = to rely on them. We frequently ask the children for their views - their comments on the IWBs are generally very favourable. The children like = to see clear diagrams, moving images, listen to sounds. They like to play games and interact with the software via the boards. The interactive element is used less by teachers of the older children and I have to = admit that the boards are used more as a presentation tool. We could have installed projectors but presentations are much more watchable when the interface with the computer is an IWB. =20 Having been against the introduction of IWBs (I was yet to be convinced = of their value) I managed to hold out until about three years ago when we finally bit the bullet and got the first few to evaluate. After a year = we decided that they did have something to offer and equipped half the = teaching rooms in the school. We had substantial technical problems when the = boards were first installed - a number of teachers became very disenchanted = with the technology and very nearly gave up using them altogether. Others, through insufficient training, failed to make very good use of their = boards. We reached a tipping point and might just as easily have found ourselves = on either side of this argument. =20 =20 What we did was to listen to the teachers - if boards were in the wrong place or the wrong height we moved them. If they did not work properly = we fixed them. We set up a prescribed structure for the storage and = delivery of electronic teaching resources that made it much easier for the = teachers to access and share their teaching content. If the teachers lacked confidence with the software we trained them. Lessons were observed and evaluations were written. If teachers were not using their boards effectively we trained them again. We met regularly to discuss our use = of the boards and to share ideas. We fully supported the teachers through = what was the biggest change to be forced on them and their style of teaching = in their entire careers. =20 =20 I think this is what is really going on - In many schools the boards = were bolted to the walls and the teachers were told to get on and use them = (more characteristic of a secondary school approach?). This is inviting = failure. Schools who have adopted the same approach as us are now beginning to = report improvements in the quality of teaching and learning as a result of = their introduction. I admit it took us time. For the first year we may even = have gone backwards. My very rough rule of thumb is that it takes teachers, particularly those who are not confident with computers (and there are = still many of these), three years of sensitive hand holding (more = characteristic of a primary school approach?) before they will claim that they can = teach more effectively with the IWB than they used to without it. =20 We are stuck with the technology - it is up to us to make it work. =20 =20 Graham Hastings Hd ICT St John's College School, Cambridge =20 _____ =20 From: secondary-admin@talk.naace.org on behalf of Paul Springford Sent: Wed 11/11/2009 23:01 To: beyond@talk.naace.org; primary@talk.naace.org; = secondary@talk.naace.org; Advisory talk Subject: [Secondary] Re: [Advisory] IWBs - An Australian perspective Thanks Emma You've reminded me why I think infant schools are great! This is just = the kind of example I had in mind when replying to Andy Bird. I suspect a large proportion of our members would benefit from a day in = an infant classroom like yours, and not just to learn about using IWBs effectively! Paul Springford Professional Officer Naace 2009/11/9 Goto, Emma (EdICT) Hi Paul, As a lurker on this list I have finally been motivated to contribute for = the first time because I am so saddened by what you have written. I am an = Early Years / Key Stage 1 practitioner and an Advanced Skills teacher for ICT. = I have seen the power the IWB has had in the classrooms in our three form entry Infant School and in other schools around the county. I think the important thing is that at our level we try to put the children in = control as eluded to in the video with discussions of kindergarten practice in Australia. I have seen the Reception children collaborate in small = groups to complete a task using the interactive whiteboard. The language observed whilst talking each other through the problem and social skills = displayed whilst turn-taking on a task that engages them have been a real joy to watch. I have worked with groups of children throughout the school who = have used the IWB to develop interactive stories and talking books using the = IWB software and other age ap! propriate software. The use of the IWB has helped develop children's = fine motor control by allowing them to do large scale movements such as in drawing. When teaching a class of year two children I have observed them researching a topic through a variety of media, both electronic and otherwise, and when they have learned something new they have gone and = added that information in some form (sound clip recorded via microphone, = picture they have drawn, text) to a collaborative mindmap on the whiteboard = which has then been used by children to plan writing. These are just a few examples of how the IWB can have a real effect upon children's learning. = It has not been a chalk and talk culture, because I do not allow that in my classroom. As an AST I have had the great privilege to work with a wide range of teachers within the primary phase. I have, of course, seen many examples = of IWB use that could have been replicated by other cheaper means (sugar = paper and a felt tip, a TV and video etc) however I have also seen many = examples of great practice from wonderful teachers. I think where school's have invested in staff development alongside the investment in hardware good practice has been enhanced and extended by the technology. Sadly I have been seconded from the classroom to an advisory role for = the immediate future otherwise I would invite you to spend the day in my classroom to show you the potential. Best Wishes, Emma Goto AST for primary ICT, Hiltingbury Infant School (Hampshire) From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk] Sent: 09 November 2009 17:37 To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective Interesting but still nothing new. 10 years on in the UK = classroom and still hardly any effective ELECTRONIC whiteboard practice to talk = about - they are the biggest and most costly mistake UK education has made and = we need to get away from the mentality that just because a lot of money has been spent on them that we need to continue down that path (rough = pr=E9cis of Chris's reasoning in the video) The best thing I have seen so far with a whiteboard is take it off the wall, put it on a table, twist the = projector so it points downwards and let people share it (if it allows multi-point access of course) 20th century technology. 19th century teacher-centric pedagogy - one user and a class of mere watchers. Get a =A350 cordless bluetooth keyboard and mouse, step away from the front of the classroom = and share the power! You won't look back.(feel free to send me the money you have saved if you want!) CheersPaul =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3DPaul HynesProgramme ! Leader - Leading Edge Partnership Programme (Partnerships and = Performance Networks)Specialist Schools & Academies Truste: = paul.hynes@ssatrust.org.ukm: 07793 469 628 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ------=_NextPart_000_0034_01CA6394.FECDA4C0 Content-Type: text/html; charset="iso-8859-2" Content-Transfer-Encoding: quoted-printable

A long post but worth the read:

http://betch.edublogs.org/2009/10/28/finding-new-things-to-do-= with-an-iwb/

My simple answer is ‘It’s all in the = mind’ – as to how much one thinks ‘outside the box’ about = one’s own teaching and learning styles.

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of NRutt
Sent: 12 November 2009 11:23
To: 'secondary@talk.naace.org'
Subject: RE: [Secondary] Re: [Advisory] IWBs - An Australian = perspective

This is much more akin to my experience in our = school

The evidence is in projectors doing 1500hours or more in 3 = years

All our boards are the same (Smart) and the Smart Notebook = software is deployed to all staff laptops.

You can argue about the amount of interactivity being used, = but this does not detract from a superior multimedia experience seen in many lessons across a range of subjects from Arts and Humanities to Maths and Science. Many of our teachers get stressed if the board is not working = and yes we do provide ‘instant’ technical support. As with all = teaching, different approaches are adopted, some use it extensively just as a = whiteboard that you can save from lesson to lesson. Even the ‘clicking = through Powerpoint’ has its place, at least the lesson objectives can be clearly laid = out!

The money has been spent, almost all our teaching spaces are = now equipped – we need to focus on best = practice.

The views expressed in this post are my personal views and = not those of the school.

Nick

Nick Rutt

Network and Data Manager

St. Edmund's C.E. Girls School

Tel: (0)1722 328565

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From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Graham = Hastings
Sent: 12 November 2009 00:27
To: Paul Springford; beyond@talk.naace.org; = primary@talk.naace.org; secondary@talk.naace.org; Advisory talk
Subject: RE: [Secondary] Re: [Advisory] IWBs - An Australian = perspective

Dear = All

I have been following = this thread with interest. It is an extremely important one because it raises = vital questions about a technology that has the power to transform teaching = for better or for worse in almost every school in the developed world. =

As head of ICT I am = responsible for the developing the use of IWBs in my school.  From what I = read it is difficult to understand the strength of feeling expressed. The = money has been spent.  The boars have been installed. There is = no going back. Some teachers are using them extremely effectively to = enrich their teaching and to improve their children’s motivation and learning. Others report that the IWBs have been a waste of money = and should be removed. Primary teachers, somehow appear to have been = more successful in their use of the technology than secondary school = teachers. What is going on here?

I can only really = comment on what I have observed in my school which spans the primary secondary = divide. Andy is certainly right – if I tried to take the boards away I = would have a real fight on my hands. That does not prove that they are being = used effectively, only that the teachers have come to rely on them. We frequently ask the children for their views - their comments on the IWBs = are generally very favourable. The children like to see clear = diagrams, moving images, listen to sounds. They like to play games and = interact with the software via the boards. The interactive element is used = less by teachers of the older children and I have to admit that the boards are = used more as a presentation tool. We could have installed projectors = but presentations are much more watchable when the interface with the = computer is an IWB.

Having been against the introduction of IWBs (I was yet to be convinced of their value) I = managed to hold out until about three years ago when we finally bit the bullet and = got the first few to evaluate. After a year we decided that they did have = something to offer and equipped half the teaching rooms in the school. We had substantial technical problems when the boards were first installed = – a number of teachers became very disenchanted with the technology and very = nearly gave up using them altogether. Others, through insufficient = training, failed to make very good use of their boards. We reached a tipping = point and might just as easily have found ourselves on either side of this argument.

What we did was to = listen to the teachers – if boards were in the wrong place or the wrong height = we moved them. If they did not work properly we fixed them. We set up = a prescribed structure for the storage and delivery of electronic teaching resources that made it much easier for the teachers to access and share = their teaching content. If the teachers lacked confidence with the = software we trained them. Lessons were observed and evaluations were = written. If teachers were not using their boards effectively we trained them again. We met regularly to discuss our use of the boards and to = share ideas. We fully supported the teachers through what was the biggest = change to be forced on them and their style of teaching in their entire = careers.

I think this is what is = really going on - In many schools the boards were bolted to the walls and the = teachers were told to get on and use them (more characteristic of a secondary = school approach?). This is inviting failure. Schools who have = adopted the same approach as us are now beginning to report improvements in the = quality of teaching and learning as a result of their introduction. I admit = it took us time. For the first year we may even have gone backwards. = My very rough rule of thumb is that it takes teachers, particularly those = who are not confident with computers (and there are still many of these), three = years of sensitive hand holding (more characteristic of a primary school = approach?) before they will claim that they can teach more effectively with the IWB = than they used to without it.

We are stuck with the = technology – it is up to us to make it work.

Graham Hastings

Hd = ICT

St = John's College School, Cambridge

From: secondary-admin@talk.naace.org on = behalf of Paul Springford
Sent: Wed 11/11/2009 23:01
To: beyond@talk.naace.org; primary@talk.naace.org; secondary@talk.naace.org; Advisory talk
Subject: [Secondary] Re: [Advisory] IWBs - An Australian = perspective

Thanks Emma

You've reminded me why I think infant schools are great! This is just = the kind of example I had in mind when replying to Andy Bird.

I suspect a large proportion of our members would benefit from a day in = an infant classroom like yours, and not just to learn about using IWBs effectively!

Paul Springford
Professional Officer
Naace

2009/11/9 Goto, Emma (EdICT) <Emma.Goto@hants.gov.uk>

Hi Paul,
As a lurker on this list I have finally been motivated to contribute for = the first time because I am so saddened by what you have written. I am an = Early Years / Key Stage 1 practitioner and an Advanced Skills teacher for ICT. = I have seen the power the IWB has had in the classrooms in our three form entry = Infant School and in other schools around the county. I think the important = thing is that at our level we try to put the children in control as eluded to in = the video with discussions of kindergarten practice in Australia. I have = seen the Reception children collaborate in small groups to complete a task using = the interactive whiteboard. The language observed whilst talking each other = through the problem and social skills displayed whilst turn-taking on a task = that engages them have been a real joy to watch. I have worked with groups of children throughout the school who have used the IWB to develop = interactive stories and talking books using the IWB software and other age ap!
propriate software. The use of the IWB has helped develop = children's fine motor control by allowing them to do large scale movements such as in = drawing. When teaching a class of year two children I have observed them = researching a topic through a variety of media, both electronic and otherwise, and = when they have learned something new they have gone and added that information in = some form (sound clip recorded via microphone, picture they have drawn, text) = to a collaborative mindmap on the whiteboard which has then been used by = children to plan writing. These are just a few examples of how the IWB can have a = real effect upon children's learning. It has not been a chalk and talk = culture, because I do not allow that in my classroom.
As an AST I have had the great privilege to work with a wide range of = teachers within the primary phase. I have, of course, seen many examples of IWB = use that could have been replicated by other cheaper means (sugar paper and a = felt tip, a TV and video etc) however I have also seen many examples of great = practice from wonderful teachers. I think where school's have invested in staff development alongside the investment in hardware good practice has been enhanced and extended by the technology.
Sadly I have been seconded from the classroom to an advisory role for = the immediate future otherwise I would invite you to spend the day in my = classroom to show you the potential.
Best Wishes,
Emma Goto
AST for primary ICT, Hiltingbury Infant School = (Hampshire)

From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk= ]
Sent: 09 November 2009 17:37
To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org

Subject: RE: [Advisory] = IWBs - An Australian perspective
Interesting but still nothing new. 10 years = on in the UK classroom and still hardly any effective ELECTRONIC whiteboard = practice to talk about - they are the biggest and most costly mistake UK = education has made and we need to get away from the mentality that just because a lot = of money has been spent on them that we need to continue down that path = (rough pr=E9cis of Chris's reasoning in the video) The best thing I have seen = so far with a whiteboard is take it off the wall, put it on a table, twist the projector so it points downwards and let people share it (if it allows multi-point access of course) 20th century technology. 19th century teacher-centric pedagogy - one user and a class of mere watchers. Get a = =A350 cordless bluetooth keyboard and mouse, step away from the front of the classroom and share the power! You won't look back.(feel free to send me = the money you have saved if you want!) CheersPaul =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3DPaul HynesProgramme !
Leader - Leading Edge Partnership Programme (Partnerships and = Performance Networks)Specialist Schools & Academies Truste: paul.hynes@ssatrust.org.ukm: 07793 469 628

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------=_NextPart_000_0034_01CA6394.FECDA4C0-- From rjt@maximise-ict.co.uk Thu Nov 12 19:49:37 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 12 Nov 2009 19:49:37 -0000 Subject: [Advisory] IWBs - An Australian perspective Message-ID: <009201ca63d1$444de230$cce9a690$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0093_01CA63D1.444DE230 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Yes, Mike, I agree. =20 In 1963 you would have found me enthralling classes with my epidiascope = long before the OHP arrived on the scene. When I first got my own OHP we = (the class) used it interactively, moving silhouettes around, using = =91moving=92 backgrounds, multiple overlays and prepared key-words etc =96 it was = great fun and the kids enjoyed it. For decades I was the =91king=92 of the OHP = and provided many OHP workshops. I was also involved in trying to develop =91teaching machines=92 and often used a Kodak twin-set carousel system = with programmed =91goto=92s and merging etc. When the IWB arrived this was = just the tool for me =96 it allowed me to perform with the class in ways = unthought-of before. =20 So, to answer your question, =91Does the introduction of IWBs alone enable/encourage the change?=92 - I would say NO! If apathetic, unimaginative, or just overworked people just sit there bemused or told = to =91Do it!=92 nothing will change. It requires good visionary = leadership, an observant, imaginative and critical mind and a desire to excel. =20 BUT, put the IWB in the hands of a =91visionary=92 and marvels CAN = happen. It is all about innovation ie, seeing the obvious first and doing something about it. But yes, innovation can occur in anyone=92s personal = experience, little step by little step. =91The longest journey starts with the = first small step.=92 =20 http://www.maximise-ict.co.uk/IWB-01.htm =20 =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20 Sent: 12 November 2009 17:22 To: Ray Tolley Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi Ray, =20 I have made some specific comments below, but they really aren=92t the = point. The reality is, and even those who in the course of this discussion have been the most positive about IWBs will admit, the initial reaction of = the average secondary teacher to an IWB will be to start assembling a list = of barriers that they perceive to be true. And in many cases for that particular teacher in that particular school context, they will often be true. The right way to be able to over-ride those barriers is to have = the body of research evidence that shows teachers in which circumstances = IWBs are going to improve their practice and the learning outcomes of their students. Only when we have that body of evidence will we have the moral authority to =93impose=94 a technological/pedagogical change on a cohort = of teachers. =20 I think the blog post that you referenced gets it half right. The author talks about the perceived affordances of the IWB that can transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a school then introduces them should then be their business. For some = reason people do get a bit attached to their own particular technology focus. = And this I think is really Paul Hynes point. He is not against = interactivity, or the use of digital resources (exactly the opposite as anyone who knows = him understands) his argument is around the best way to enable it. And in = this I understand his point. With most teachers an IWB reinforces the teacher = at the front stance. This is not to say that it is good practice, or that = it cannot be overcome by extensive coaching, but it is what happens. For = me, this is exactly the kind of teaching that we need to move away from - = in a sense we need to make KS3/4/5 more like KS1/2 in order to benefit from = the interactivity.=20 =20 So the question what will effect this change. Does the introduction of = IWBs alone enable/encourage the change. The evidence I have seen would = suggest not, so the change to the pedagogy has to come first, or at least be explicitly understood to be a necessary complement to the successful introduction of IWBs (or any other technology). =20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20 Sent: 12 November 2009 11:23 To: Mike Cameron Subject: RE: [Advisory] IWBs - An Australian perspective Importance: High =20 Hi, Mike, =20 I respond to your bulleted list: =20 =B7 Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to teach without one than with one), Perhaps, due to the lack of resident technicians, staff are more willing = to talk to each other and share ideas?[Mike Cameron] I also think that a primary head has relatively more power than one in secondary =96 if the = head says IWBs , then they have IWBs. Also the relative size is important = here =96 a primary school with 200 students may need 8 whiteboards, a secondary = with 1000 students may need 60, =A324k vs =A3180,000, or =A3120 per student = vs =A3180. =B7 The pedagogical approaches predominantly in place in = secondary schools mitigate against the use of IWBs, Yes, probably didactic styles are often still in place in Secondary = schools, whereas the benefits of experiential learning are built upon more = readily in Primary schools. =B7 And closely allied, the structure of the school day (and the constant movement of students) mitigates against the use of IWBs, Exactly the opposite =96 the IWB is easily set up as the class arrives = =96 far more effective than dishing out books with the usual instruction, = =91Turn to page nn and read the first paragraph.=92 Whilst hurriedly writing up the lesson objectives/outcomes on the board.[Mike Cameron] Or as a teacher = might argue, I have to move from class to class, log off of one machine, log = onto another before I can start teaching. =B7 Teenage children learn differently to younger children, Accepted that SOME children are beginning to discover their preferences = to learning styles, but right up to the end of KS3 many are still working = in a concrete/operational style where real activity and kinaesthetic = experience still counts for much.=20 =B7 Secondary schools are more concerned about behaviour = management than the management of learning, Possibly, but good teaching and learning styles overcome many of the behaviour management problems.[Mike Cameron] And I would agree that good = use of an interactive resource would help overcome those issues, but = teachers need evidence of this to be confident to try it (and fail at first) and = keep trying it until they succeed. =B7 The results driven agenda of secondary schools mitigates = against the use of IWBs, Wow! How blind is this? Benefits of the IWB include getting through = work more quickly, ability to revise/review previous work covered, access = missed (digital delivery) any time any place, consolidate understanding through dynamic plenaries etc.[Mike Cameron] It may be blind, but it is the = reality. If I change to using an IWB my performance (and from a heads perspective = the schools performance) may fall at the outset =96 as you say it can take = up to 5 years to develop good IWB practice. Can my results take that dip? Is it ethical to impose that dip on a cohort of students? =B7 Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), Yes, and how proud the teachers can be of the distinct and effective = ways that the IWB can be uniquely used for each individual subject area. One of the arguments most commonly used against the IWB is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover more = and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?)=20 =20 Perhaps, in the past, where IWBs have been foisted upon schools without = the sensitive mediation that is required, the instruction on the use of IWBs = has been primarily about demonstrating the technical functionality without actually helping staff to consider how a wide variety of interactive IWB tools can be used effectively in their own subject areas. =20 One comment was made that it takes at least 3 years for IWBs to become really adopted in a school. I would suggest that 5 years is a more realistic recognition of =91total adoption=92 =96 and then only if you = have an =91evangelist=92 on site who is able to equally encourage every subject = area. The quoted *reduction* in confidence in Secondary schools is possibly = more to do with a realisation that IWBs are not about just projection but = about interactivity stimulating classroom performance? =20 But then, the problems cited do not only apply to Secondary schools. = What about FE, HE and Adult Education? Here are the real bastions of non-interactivity! =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike Cameron Sent: 12 November 2009 10:03 To: Andy Bird; advisory@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 So, generally, IWBs seem to be well-adopted and producing the goods in = terms of learning outcomes in Primary (the BESA figures appear to bear this = out with teachers who fell confident and competent in the use of IBWs = increasing to 39% from 31% in 2007 =96 whereas the similar figures for secondary = fell from 16% to 10%). =20 Let us for the sake of discussion make a couple of assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)? =20 Some hypotheses to work on (accountants hat off, statisticians hat on): =20 - Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to teach without one than with one), - The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs, - And closely allied, the structure of the school day (and the constant movement of students) mitigates against the use of IWBs, - Teenage children learn differently to younger children, - Secondary schools are more concerned about behaviour = management than the management of learning, - The results driven agenda of secondary schools mitigates = against the use of IWBs, - Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), - And there are probably many more. =20 I don=92t know if any of these are the reasons that IWBs don=92t work in secondary schools (and if anyone want to pick them off one by one please feel free, but it won=92t solve the problem as there are many more = where they came from). They are however all reasons that have been given to me by secondary school teachers as to why they don=92t work. They may just be barriers, but some of them do, I think require further investigation = before we just say that the reason IWBs haven=92t succeeded in 3500 secondary = schools with 250,000 teachers in them is just down to the lack of CPD. This is a quarter of a million intelligent people, and collectively they seem to = have decided that IWBs are not the answer. They may well be wrong, but in = order to convince them of that we need evidence. We need longitudinal study = that shows across different subjects and different institutions (and in the appropriate age range) that IWBs produce better learning outcomes.=20 =20 I write the above from the persoanl position that I would not teach in a classroom that did not have an IWB. But my opinion is not enough to = change the direction that is the oil tanker of secondary education. And morally = it does not even enable me to try. I could be wrong. Which is why we need a body of evidence that is stronger that what we have so far.=20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird Sent: 11 November 2009 14:21 To: advisory@talk.naace.org Subject: Re: [Advisory] IWBs - An Australian perspective =20 Our experience could not be further from the examples given here. I = don't think you would find one of our primary practitioner who would state = that a penny was wasted on their boards with a few exceptions, normally down to poor choice of position. =20 I think one interesting measure of the importance and impact of IWBs on classroom practise must be the reaction of teachers if you tried to take them away. I can assure you that the flaming brands and pitch forks = would be out if you even suggested to our primary schools that you would take their boards from them. I don't know where others are going wrong but = the IWBs have been a significant driver of ICT development in nearly all our primary schools. We are now encouraging teachers to put it in the hands = of the pupils as another resource for pupil use of ICT. Again, some = teachers have being doing this all along. =20 This is a development process and an ongoing one at that. I struggle to = see how people can state that the boards were installed and they were a = waste.. why has CPD stopped? This is an ongoing process of continual = development. I can understand a argument that states "we are not presently getting = value out of our boards" and the answer of course is "do something about it". = The boards in the hands of a good practitioner are astounding (it's the = software stupid).. the problem is a lack of sharing and CPD not the hardware. =20 You will note that all the above refers to primary.. our experience in secondary is a different matter but the same solution.. they never came = out for training and never will and will never experience the power of the = IWB. They just don't understand that the boards are a powerful tool for = learning and not a presentation method =20 I am most concerned that anyone reading this thread will be left with = the impression that it is all dire.. this is not the case. =20 andy =20 =20 =20 =20 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. 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This = e-mail does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you=20 carry out your own virus checks on any attachments to this message. We cannot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. 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This = e-mail does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you=20 carry out your own virus checks on any attachments to this message. We cannot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ------=_NextPart_000_0093_01CA63D1.444DE230 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Yes, Mike, I agree.

In 1963 you would have found me enthralling classes with = my epidiascope long before the OHP arrived on the scene. When I first = got my own OHP we (the class) used it interactively, moving silhouettes around, = using ‘moving’ backgrounds, multiple overlays and prepared = key-words etc – it was great fun and the kids enjoyed it. For decades I was the = ‘king’ of the OHP and provided many OHP workshops. I was also involved in trying = to develop ‘teaching machines’ and often used a Kodak = twin-set carousel system with programmed ‘goto’s and merging etc. When = the IWB arrived this was just the tool for me – it allowed me to = perform with the class in ways unthought-of before.

So, to answer your question, ‘Does the = introduction of IWBs alone enable/encourage the change?’ - I would say = NO! If apathetic, unimaginative, or just overworked people just sit there = bemused or told to ‘Do it!’ nothing will change. It requires good = visionary leadership, an observant, imaginative and critical mind and a desire to = excel.

BUT, put the IWB in the hands of a = ‘visionary’ and marvels CAN happen. It is all about innovation ie, seeing the obvious first = and doing something about it. But yes, innovation can occur in = anyone’s personal experience, little step by little step. ‘The longest journey = starts with the first small step.’

http://www.maximise-ict= .co.uk/IWB-01.htm

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]
Sent: 12 November 2009 17:22
To: Ray Tolley
Subject: RE: [Advisory] IWBs - An Australian = perspective

Hi = Ray,

I have made some specific comments below, but they really = aren’t the point. The reality is, and even those who in the course of this = discussion have been the most positive about IWBs will admit, the initial reaction = of the average secondary teacher to an IWB will be to start assembling a list = of barriers that they perceive to be true. And in many cases for that = particular teacher in that particular school context, they will often be true. The = right way to be able to over-ride those barriers is to have the body of = research evidence that shows teachers in which circumstances IWBs are going to = improve their practice and the learning outcomes of their students. Only when we = have that body of evidence will we have the moral authority to = “impose” a technological/pedagogical change on a cohort of = teachers.

I think the blog post that you referenced gets it half = right. The author talks about the perceived affordances of the IWB that can = transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a = school then introduces them should then be their business. For some reason = people do get a bit attached to their own particular technology focus. And this I = think is really Paul Hynes point. He is not against interactivity, or the use = of digital resources (exactly the opposite as anyone who knows him = understands) his argument is around the best way to enable it. And in this I = understand his point. With most teachers an IWB reinforces the teacher at the front = stance. This is not to say that it is good practice, or that it cannot be = overcome by extensive coaching, but it is what happens. For me, this is exactly the = kind of teaching that we need to move away from - in a sense we need to = make KS3/4/5 more like KS1/2 in order to benefit from the interactivity. =

So the question what will effect this change. Does the introduction of IWBs alone enable/encourage the change. The evidence I = have seen would suggest not, so the change to the pedagogy has to come first, = or at least be explicitly understood to be a necessary complement to the = successful introduction of IWBs (or any other technology).

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From: Ray Tolley = [mailto:rjt@maximise-ict.co.uk]
Sent: 12 November 2009 11:23
To: Mike Cameron
Subject: RE: [Advisory] IWBs - An Australian perspective
Importance: High

Hi, Mike,

I respond to your bulleted list:

=B7         Primary schools are smaller and it = is therefore easier to effect system change within them (with 177,000 in the schools, = it is harder to teach without one than with one),

Perhaps, due to the = lack of resident technicians, staff are more willing to talk to each other and = share ideas?[Mike Cameron] I also think that a = primary head has relatively more power than one in secondary – if the head says = IWBs , then they have IWBs. Also the relative size is important here – a = primary school with 200 students may need 8 whiteboards, a secondary with 1000 students = may need 60, =A324k vs =A3180,000, or =A3120 per student vs = =A3180.

=B7         The pedagogical approaches = predominantly in place in secondary schools mitigate against the use of = IWBs,

Yes, probably didactic = styles are often still in place in Secondary schools, whereas the benefits of experiential learning are built upon more readily in Primary = schools.

=B7         And closely allied, the structure = of the school day (and the constant movement of students) mitigates against the = use of IWBs,

Exactly the opposite = – the IWB is easily set up as the class arrives – far more effective = than dishing out books with the usual instruction, ‘Turn to page nn and read = the first paragraph.’ Whilst hurriedly writing up the lesson = objectives/outcomes on the board.[Mike Cameron] Or as a teacher might = argue, I have to move from class to class, log off of one machine, log onto = another before I can start teaching.

=B7         Teenage children learn differently = to younger children,

Accepted that SOME = children are beginning to discover their preferences to learning styles, but = right up to the end of KS3 many are still working in a concrete/operational style = where real activity and kinaesthetic experience still counts for much. =

=B7         Secondary schools are more = concerned about behaviour management than the management of = learning,

Possibly, but good = teaching and learning styles overcome many of the behaviour management = problems.[Mike Cameron] And I would agree that good use of an interactive resource = would help overcome those issues, but teachers need evidence of this to be = confident to try it (and fail at first) and keep trying it until they = succeed.

=B7         The results driven agenda of = secondary schools mitigates against the use of IWBs,

Wow! How blind is = this? Benefits of the IWB include getting through work more quickly, ability = to revise/review previous work covered, access missed (digital delivery) = any time any place, consolidate understanding through dynamic plenaries = etc.[Mike Cameron] It may be blind, but it is the reality. If I change to using = an IWB my performance (and from a heads perspective the schools performance) = may fall at the outset – as you say it can take up to 5 years to develop = good IWB practice. Can my results take that dip? Is it ethical to impose that dip = on a cohort of students?

=B7         Secondary teachers are more driven = by their subject matter than by learning (controversial and not meant in = any negative sense),

Yes, and how proud the teachers can be of the distinct and effective ways that the IWB can be = uniquely used for each individual subject area.

One of the arguments most commonly used against the IWB = is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover = more and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?) =

Perhaps, in the past, where IWBs have been foisted upon = schools without the sensitive mediation that is required, the instruction on the = use of IWBs has been primarily about demonstrating the technical functionality = without actually helping staff to consider how a wide variety of interactive IWB = tools can be used effectively in their own subject = areas.

One comment was made that it takes at least 3 years for = IWBs to become really adopted in a school. I would suggest that 5 years is = a more realistic recognition of ‘total adoption’ – and then = only if you have an ‘evangelist’ on site who is able to equally encourage every = subject area. The quoted *reduction* in confidence in Secondary schools is = possibly more to do with a realisation that IWBs are not about just projection = but about interactivity stimulating classroom performance?

But then, the problems cited do not only apply to = Secondary schools. What about FE, HE and Adult Education? Here are the = real bastions of non-interactivity!

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike = Cameron
Sent: 12 November 2009 10:03
To: Andy Bird; advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian = perspective

So, generally, IWBs seem to be well-adopted and producing = the goods in terms of learning outcomes in Primary (the BESA figures appear = to bear this out with teachers who fell confident and competent in the use of = IBWs increasing to 39% from 31% in 2007 – whereas the similar figures = for secondary fell from 16% to 10%).

Let us for the sake of discussion make a couple of = assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for = learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)?

Some hypotheses to work on (accountants hat off, = statisticians hat on):

-          Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to = teach without one than with one),

-          The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs,

-          And closely allied, the structure of the school day (and = the constant movement of students) mitigates against the use of = IWBs,

-          Teenage children learn differently to younger = children,

-          Secondary schools are more concerned about behaviour = management than the management of learning,

-          The results driven agenda of secondary schools mitigates = against the use of IWBs,

-          Secondary teachers are more driven by their subject = matter than by learning (controversial and not meant in any negative = sense),

-          And there are probably many more.

I don’t know if any of these are the reasons that = IWBs don’t work in secondary schools (and if anyone want to pick them off one by = one please feel free, but it won’t solve the problem as there are many = more where they came from). They are however all reasons that have been given = to me by secondary school teachers as to why they don’t work. They may = just be barriers, but some of them do, I think require further investigation = before we just say that the reason IWBs haven’t succeeded in 3500 secondary = schools with 250,000 teachers in them is just down to the lack of CPD. This is a = quarter of a million intelligent people, and collectively they seem to have decided = that IWBs are not the answer. They may well be wrong, but in order to = convince them of that we need evidence. We need longitudinal study that shows across different subjects and different institutions (and in the appropriate = age range) that IWBs produce better learning outcomes. =

I write the above from the persoanl position that I would = not teach in a classroom that did not have an IWB. But my opinion is not = enough to change the direction that is the oil tanker of secondary education. And = morally it does not even enable me to try. I could be wrong. Which is why we = need a body of evidence that is stronger that what we have so far. =

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian = perspective

Our experience could not be further from the = examples given here. I don't think you would find one of our primary practitioner = who would state that a penny was wasted on their boards with a = few exceptions, normally down to poor choice of position.

I think one interesting measure of the importance = and impact of IWBs on classroom practise must be the reaction of teachers = if you tried to take them away. I can assure you that the flaming brands = and pitch forks would be out if you even suggested to our primary schools = that you would take their boards from them. I don't know where others are = going wrong but the IWBs have been a significant driver of ICT development in = nearly all our primary schools. We are now encouraging teachers to put it = in the hands of the pupils as another resource for pupil use of ICT. = Again, some teachers have being doing this all along.

This is a development process and an ongoing one at = that. I struggle to see how people can state that the boards were installed and = they were a waste.. why has CPD stopped? This is an ongoing process of = continual development. I can understand a argument that states "we are = not presently getting value out of our boards" and the answer of course = is "do something about it". The boards in the hands of a good practitioner are astounding (it's the software stupid).. the = problem is a lack of sharing and CPD not the hardware.

You will note that all the above refers to = primary.. our experience in secondary is a different matter but the same = solution.. they never came out for training and never will and will never = experience the power of the IWB. They just don't understand that the boards are a powerful tool for learning and not a presentation method

I am most concerned that anyone reading this thread = will be left with the impression that it is all dire.. this is not the = case.

andy

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------=_NextPart_000_0093_01CA63D1.444DE230-- From rjt@maximise-ict.co.uk Thu Nov 12 22:33:03 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 12 Nov 2009 22:33:03 -0000 Subject: [Advisory] IWBs - An Australian perspective In-Reply-To: <86BA8D34DFEAF74B838E4882BBD390272EF7DA59E0@Hermes.sst.lan> References: <001f01ca60ac$de4cd8a0$9ae689e0$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE3F8B@Hermes.sst.lan> <002301ca6169$22cb9c70$6862d550$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE45AE@Hermes.sst.lan> <0C157D43BC8D464791EAF6D455307E2F0157962C@legolas.titchmarsh.csco.org.uk> <86BA8D34DFEAF74B838E4882BBD390272D26D40F73@Hermes.sst.lan> <20E70E45-66ED-4D3C-9E21-C92C02B027C4@BroadieAssociates.co.uk> <476c0fd30911110621t56e57a01hd2ad709ca5d50e04@mail.gmail.com> <86BA8D34DFEAF74B838E4882BBD390272EF7721738@Hermes.sst.lan> <001801ca638a$80bac180$82304480$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272EF7DA59E0@Hermes.sst.lan> Message-ID: <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_00AD_01CA63E8.18FA2690 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable The trouble with the format of our conversations is such that we tend to fire off heartfelt missives from our own micro experiences (apart from = one or two exceptions) whereas a more constructive approach may be a longer = and more collaborative work at the macro level. I have on my desk in front = of me several well written and pertinent books and also the usual Becta/Besa documents on line. I list some of them here: =20 Becta. (2007). Harnessing technology review 2007: Progress and impact of technology in education: Summary report. Retrieved July 16, 2008, from http://publications.becta.org.uk/display.cfm?resID=3D33980 Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution Melbourne ACER Press Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press Friedman, T. (2006). The world is flat (2nd Ed.). New York: Farrar, = Straus Giroux. Lee M., & Winzenried, A. (2006), Interactive whiteboards: Achieving = total teacher usage. Australian Educational Leader, 28(3), 22-25 Lee, M., & Gaffney, M. (Eds.). (2008). Leading a digital school. = Melbourne: ACER Press. Lee, M. and Winzenried, A. (2009) The use of instructional technology in schools. Melbourne ACER Press Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked = school community Melbourne ACER Press (one chapter by me!) Saettler, P. (1990). The evolution of American educational technology. Connecticut: Information Age Publishing RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit Also from Friday 13th proceedings will be available from the following: http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-refor= m =20 Mal Lee writes, =91Within less than a decade this technology has had a profound impact across the developed world on teachers=92 preparedness = to move from the traditional paper based teaching materials to those that are predominantly digital, to normalize the use of the digital in their = everyday teaching and in turn to move schooling from its traditional paper based operational paradigm to one that is digital.=92 If this really is a = =91world view=92 then I wonder why there are so many in the UK who would argue differently. =20 He continues his argument concerning the adoption of all digital technologies, =91In preparing the recent ACER Press publication with = Chris Betcher on the classroom use of IWBs the authors very consciously titled = the work =91The Interactive Whiteboard Revolution=92 (2009) conscious the = research was already revealing the profound impact this technology had had upon teacher, student and whole of school normalization of digital = technologies in general=92. It is interesting that he sees the IWB as being the = possible kick-start to the accelerated adoption of all later digital = technologies. =20 Perhaps the most important conclusion I reach is that we in the UK = probably got off to a bad start as early adopters in that many schools were = expected to introduce IWB technology without really understanding the = implications of how it could be exploited. Inevitably, many were presented with a tool without any realisation of its potential pedagogical applications. = Rather like staring at the first Model =91T=92 Ford and wondering where the = horse would go. Other countries, as =91late starters=92 or =91second generation=92, = appear to have overcome some of these issues probably by introducing the = advantages of the IWB in pedagogical terms. =20 We should remember that, apart from the OHP, the IWB is the only = technology specifically developed for schools. Other digital technologies have escalated due to popular advertising, peer pressure at all ages and = sectors of society and, in turn, prices have tumbled and these devices have = eased their way into schools. Never have I seen an advert on television for = an IWB and yet every other new gizmo upon initial advertising soon has a massive take-up as exemplified by the explosion in takeup of iPhones = and their alternatives, sat-navs or giant domestic plasma screens. =20 Although we have had only a handful of positive comments I just wonder = how many schools in the UK would be willing to open their doors and show something of good practice? Perhaps I am talking myself into collating exemplars of good IWB practice =96 please contact me directly if you = wish to tell your story. =20 I could quote at length passages from =91Leading a Digital School=92 and = =91The use of Instructional Technology in Schools=92 but it=92s probably better = that you read the books yourselves! =20 BW =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20 Sent: 12 November 2009 17:22 To: Ray Tolley Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi Ray, =20 I have made some specific comments below, but they really aren=92t the = point. The reality is, and even those who in the course of this discussion have been the most positive about IWBs will admit, the initial reaction of = the average secondary teacher to an IWB will be to start assembling a list = of barriers that they perceive to be true. And in many cases for that particular teacher in that particular school context, they will often be true. The right way to be able to over-ride those barriers is to have = the body of research evidence that shows teachers in which circumstances = IWBs are going to improve their practice and the learning outcomes of their students. Only when we have that body of evidence will we have the moral authority to =93impose=94 a technological/pedagogical change on a cohort = of teachers. =20 I think the blog post that you referenced gets it half right. The author talks about the perceived affordances of the IWB that can transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a school then introduces them should then be their business. For some = reason people do get a bit attached to their own particular technology focus. = And this I think is really Paul Hynes point. He is not against = interactivity, or the use of digital resources (exactly the opposite as anyone who knows = him understands) his argument is around the best way to enable it. And in = this I understand his point. With most teachers an IWB reinforces the teacher = at the front stance. This is not to say that it is good practice, or that = it cannot be overcome by extensive coaching, but it is what happens. For = me, this is exactly the kind of teaching that we need to move away from - = in a sense we need to make KS3/4/5 more like KS1/2 in order to benefit from = the interactivity.=20 =20 So the question what will effect this change. Does the introduction of = IWBs alone enable/encourage the change. The evidence I have seen would = suggest not, so the change to the pedagogy has to come first, or at least be explicitly understood to be a necessary complement to the successful introduction of IWBs (or any other technology). =20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20 Sent: 12 November 2009 11:23 To: Mike Cameron Subject: RE: [Advisory] IWBs - An Australian perspective Importance: High =20 Hi, Mike, =20 I respond to your bulleted list: =20 =B7 Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to teach without one than with one), Perhaps, due to the lack of resident technicians, staff are more willing = to talk to each other and share ideas?[Mike Cameron] I also think that a primary head has relatively more power than one in secondary =96 if the = head says IWBs , then they have IWBs. Also the relative size is important = here =96 a primary school with 200 students may need 8 whiteboards, a secondary = with 1000 students may need 60, =A324k vs =A3180,000, or =A3120 per student = vs =A3180. =B7 The pedagogical approaches predominantly in place in = secondary schools mitigate against the use of IWBs, Yes, probably didactic styles are often still in place in Secondary = schools, whereas the benefits of experiential learning are built upon more = readily in Primary schools. =B7 And closely allied, the structure of the school day (and the constant movement of students) mitigates against the use of IWBs, Exactly the opposite =96 the IWB is easily set up as the class arrives = =96 far more effective than dishing out books with the usual instruction, = =91Turn to page nn and read the first paragraph.=92 Whilst hurriedly writing up the lesson objectives/outcomes on the board.[Mike Cameron] Or as a teacher = might argue, I have to move from class to class, log off of one machine, log = onto another before I can start teaching. =B7 Teenage children learn differently to younger children, Accepted that SOME children are beginning to discover their preferences = to learning styles, but right up to the end of KS3 many are still working = in a concrete/operational style where real activity and kinaesthetic = experience still counts for much.=20 =B7 Secondary schools are more concerned about behaviour = management than the management of learning, Possibly, but good teaching and learning styles overcome many of the behaviour management problems.[Mike Cameron] And I would agree that good = use of an interactive resource would help overcome those issues, but = teachers need evidence of this to be confident to try it (and fail at first) and = keep trying it until they succeed. =B7 The results driven agenda of secondary schools mitigates = against the use of IWBs, Wow! How blind is this? Benefits of the IWB include getting through = work more quickly, ability to revise/review previous work covered, access = missed (digital delivery) any time any place, consolidate understanding through dynamic plenaries etc.[Mike Cameron] It may be blind, but it is the = reality. If I change to using an IWB my performance (and from a heads perspective = the schools performance) may fall at the outset =96 as you say it can take = up to 5 years to develop good IWB practice. Can my results take that dip? Is it ethical to impose that dip on a cohort of students? =B7 Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), Yes, and how proud the teachers can be of the distinct and effective = ways that the IWB can be uniquely used for each individual subject area. One of the arguments most commonly used against the IWB is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover more = and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?)=20 =20 Perhaps, in the past, where IWBs have been foisted upon schools without = the sensitive mediation that is required, the instruction on the use of IWBs = has been primarily about demonstrating the technical functionality without actually helping staff to consider how a wide variety of interactive IWB tools can be used effectively in their own subject areas. =20 One comment was made that it takes at least 3 years for IWBs to become really adopted in a school. I would suggest that 5 years is a more realistic recognition of =91total adoption=92 =96 and then only if you = have an =91evangelist=92 on site who is able to equally encourage every subject = area. The quoted *reduction* in confidence in Secondary schools is possibly = more to do with a realisation that IWBs are not about just projection but = about interactivity stimulating classroom performance? =20 But then, the problems cited do not only apply to Secondary schools. = What about FE, HE and Adult Education? Here are the real bastions of non-interactivity! =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike Cameron Sent: 12 November 2009 10:03 To: Andy Bird; advisory@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 So, generally, IWBs seem to be well-adopted and producing the goods in = terms of learning outcomes in Primary (the BESA figures appear to bear this = out with teachers who fell confident and competent in the use of IBWs = increasing to 39% from 31% in 2007 =96 whereas the similar figures for secondary = fell from 16% to 10%). =20 Let us for the sake of discussion make a couple of assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)? =20 Some hypotheses to work on (accountants hat off, statisticians hat on): =20 - Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to teach without one than with one), - The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs, - And closely allied, the structure of the school day (and the constant movement of students) mitigates against the use of IWBs, - Teenage children learn differently to younger children, - Secondary schools are more concerned about behaviour = management than the management of learning, - The results driven agenda of secondary schools mitigates = against the use of IWBs, - Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), - And there are probably many more. =20 I don=92t know if any of these are the reasons that IWBs don=92t work in secondary schools (and if anyone want to pick them off one by one please feel free, but it won=92t solve the problem as there are many more = where they came from). They are however all reasons that have been given to me by secondary school teachers as to why they don=92t work. They may just be barriers, but some of them do, I think require further investigation = before we just say that the reason IWBs haven=92t succeeded in 3500 secondary = schools with 250,000 teachers in them is just down to the lack of CPD. This is a quarter of a million intelligent people, and collectively they seem to = have decided that IWBs are not the answer. They may well be wrong, but in = order to convince them of that we need evidence. We need longitudinal study = that shows across different subjects and different institutions (and in the appropriate age range) that IWBs produce better learning outcomes.=20 =20 I write the above from the persoanl position that I would not teach in a classroom that did not have an IWB. But my opinion is not enough to = change the direction that is the oil tanker of secondary education. And morally = it does not even enable me to try. I could be wrong. Which is why we need a body of evidence that is stronger that what we have so far.=20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird Sent: 11 November 2009 14:21 To: advisory@talk.naace.org Subject: Re: [Advisory] IWBs - An Australian perspective =20 Our experience could not be further from the examples given here. I = don't think you would find one of our primary practitioner who would state = that a penny was wasted on their boards with a few exceptions, normally down to poor choice of position. =20 I think one interesting measure of the importance and impact of IWBs on classroom practise must be the reaction of teachers if you tried to take them away. I can assure you that the flaming brands and pitch forks = would be out if you even suggested to our primary schools that you would take their boards from them. I don't know where others are going wrong but = the IWBs have been a significant driver of ICT development in nearly all our primary schools. We are now encouraging teachers to put it in the hands = of the pupils as another resource for pupil use of ICT. Again, some = teachers have being doing this all along. =20 This is a development process and an ongoing one at that. I struggle to = see how people can state that the boards were installed and they were a = waste.. why has CPD stopped? This is an ongoing process of continual = development. I can understand a argument that states "we are not presently getting = value out of our boards" and the answer of course is "do something about it". = The boards in the hands of a good practitioner are astounding (it's the = software stupid).. the problem is a lack of sharing and CPD not the hardware. =20 You will note that all the above refers to primary.. our experience in secondary is a different matter but the same solution.. they never came = out for training and never will and will never experience the power of the = IWB. They just don't understand that the boards are a powerful tool for = learning and not a presentation method =20 I am most concerned that anyone reading this thread will be left with = the impression that it is all dire.. this is not the case. =20 andy =20 =20 =20 =20 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether = you need a hard copy. This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have = received this e-mail in error=20 then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please = contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This = e-mail does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you=20 carry out your own virus checks on any attachments to this message. We cannot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. 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This = e-mail does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you=20 carry out your own virus checks on any attachments to this message. We cannot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ------=_NextPart_000_00AD_01CA63E8.18FA2690 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

The trouble with the format of our conversations is such = that we tend to fire off heartfelt missives from our own micro experiences = (apart from one or two exceptions)=A0 whereas a more constructive approach may be a = longer and more collaborative work at the macro level. I have on my desk in = front of me several well written and pertinent books and also the usual = Becta/Besa documents on line.=A0 I list some of them here:

Becta. (2007). Harnessing technology review 2007: = Progress and impact of technology in education: Summary report. Retrieved July = 16, 2008, from = http://publications.becta.org.uk/display.cfm?resID=3D33980

Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution = Melbourne ACER Press

Cuban, L. (1986). Teachers and machines: The classroom = use of technology since 1920. New York: Teachers College Press

Friedman, T. (2006). The world is flat (2nd Ed.). = New York: Farrar, Straus Giroux.

Lee M., & Winzenried, A. (2006), Interactive = whiteboards: Achieving total teacher usage. Australian Educational Leader, = 28(3), 22-25

Lee, M., & Gaffney, M. (Eds.). (2008). Leading a = digital school. Melbourne: ACER Press.

Lee, M. and Winzenried, A. (2009) The use of instructional technology in = schools. Melbourne ACER Press

Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked school community Melbourne ACER Press (one chapter by = me!)

Saettler, P. (1990). The evolution of American = educational technology. Connecticut: Information Age Publishing

RITWIT (2009) http://www.e= duc.cam.ac.uk/events/conferences/ritwit

Also from Friday 13^th proceedings will be available from the = following:

http://www.futureofeducation.com/forum/topics/larry-cuban-on-s= chool-reform

=

Mal Lee writes, ‘Within less than a decade this technology has had a profound impact across the developed world on teachers’ preparedness to move from the traditional paper based = teaching materials to those that are predominantly digital, to normalize the use = of the digital in their everyday teaching and in turn to move schooling from = its traditional paper based operational paradigm to one that is = digital.’=A0 If this really is a ‘world view’ then I wonder why there are = so many in the UK who would argue differently.

He continues his argument concerning the adoption of all = digital technologies, ‘In preparing the recent ACER Press publication = with Chris Betcher on the classroom use of IWBs the authors very consciously = titled the work ‘The Interactive Whiteboard Revolution’ = (2009) conscious the research was already revealing the profound impact this technology = had had upon teacher, student and whole of school normalization of digital = technologies in general’.=A0 It is interesting that he sees the IWB as = being the possible kick-start to the accelerated adoption of all later digital = technologies.

Perhaps the most important conclusion I reach is that we = in the UK probably got off to a bad start as early adopters in that many = schools were expected to introduce IWB technology without really understanding the implications of how it could be exploited.=A0 Inevitably, many were = presented with a tool without any realisation of its potential pedagogical = applications. =A0Rather like staring at the first Model ‘T’ Ford and wondering where = the horse would go. =A0Other countries, as ‘late starters’ or ‘second generation’, appear to have overcome some of these = issues probably by introducing the advantages of the IWB in pedagogical = terms.

We should remember that, apart from the OHP, the IWB is = the only technology specifically developed for schools.=A0 Other digital = technologies have escalated due to popular advertising, peer pressure at all ages and = sectors of society and, in turn, prices have tumbled and these devices have eased = their way into schools.=A0 Never have I seen an advert on television for an = IWB and yet every other new gizmo upon initial advertising soon has a massive = take-up as exemplified by the explosion in takeup of =A0iPhones and their alternatives, = sat-navs or giant domestic plasma screens.

Although we have had only a handful of positive comments = I just wonder how many schools in the UK would be willing to open their doors = and show something of good practice?=A0 Perhaps I am talking myself into = collating exemplars of good IWB practice – please contact me directly if you = wish to tell your story.

I could quote at length passages from ‘Leading a Digital School’ and ‘The use of Instructional = Technology in Schools’ but it’s probably better that you read the books = yourselves!

BW

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]
Sent: 12 November 2009 17:22
To: Ray Tolley
Subject: RE: [Advisory] IWBs - An Australian = perspective

Hi = Ray,

I have made some specific comments below, but they really aren’t the point. The reality is, and even those who in the course = of this discussion have been the most positive about IWBs will admit, the = initial reaction of the average secondary teacher to an IWB will be to start = assembling a list of barriers that they perceive to be true. And in many cases for = that particular teacher in that particular school context, they will often be = true. The right way to be able to over-ride those barriers is to have the body = of research evidence that shows teachers in which circumstances IWBs are = going to improve their practice and the learning outcomes of their students. Only = when we have that body of evidence will we have the moral authority to “impose” a technological/pedagogical change on a cohort of teachers.

I think the blog post that you referenced gets it half = right. The author talks about the perceived affordances of the IWB that can = transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a = school then introduces them should then be their business. For some reason = people do get a bit attached to their own particular technology focus. And this I = think is really Paul Hynes point. He is not against interactivity, or the use = of digital resources (exactly the opposite as anyone who knows him = understands) his argument is around the best way to enable it. And in this I = understand his point. With most teachers an IWB reinforces the teacher at the front = stance. This is not to say that it is good practice, or that it cannot be = overcome by extensive coaching, but it is what happens. For me, this is exactly the = kind of teaching that we need to move away from - in a sense we need to = make KS3/4/5 more like KS1/2 in order to benefit from the interactivity. =

So the question what will effect this change. Does the introduction of IWBs alone enable/encourage the change. The evidence I = have seen would suggest not, so the change to the pedagogy has to come first, = or at least be explicitly understood to be a necessary complement to the = successful introduction of IWBs (or any other technology).

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From: Ray Tolley = [mailto:rjt@maximise-ict.co.uk]
Sent: 12 November 2009 11:23
To: Mike Cameron
Subject: RE: [Advisory] IWBs - An Australian perspective
Importance: High

Hi, Mike,

I respond to your bulleted list:

=B7         Primary schools are smaller and it = is therefore easier to effect system change within them (with 177,000 in = the schools, it is harder to teach without one than with = one),

Perhaps, due to the = lack of resident technicians, staff are more willing to talk to each other and = share ideas?[Mike Cameron] I also think that a = primary head has relatively more power than one in secondary – if the head says = IWBs , then they have IWBs. Also the relative size is important here – a = primary school with 200 students may need 8 whiteboards, a secondary with 1000 = students may need 60, =A324k vs =A3180,000, or =A3120 per student vs = =A3180.

=B7         The pedagogical approaches = predominantly in place in secondary schools mitigate against the use of = IWBs,

Yes, probably didactic = styles are often still in place in Secondary schools, whereas the benefits of experiential learning are built upon more readily in Primary = schools.

=B7         And closely allied, the structure = of the school day (and the constant movement of students) mitigates against the = use of IWBs,

Exactly the opposite = – the IWB is easily set up as the class arrives – far more effective = than dishing out books with the usual instruction, ‘Turn to page = nn and read the first paragraph.’ Whilst hurriedly writing up the lesson objectives/outcomes on the board.[Mike Cameron] = O= r as a teacher might argue, I have to move from class to class, log off of one machine, log onto another before I can start = teaching.

=B7         Teenage children learn differently = to younger children,

Accepted that SOME = children are beginning to discover their preferences to learning styles, but = right up to the end of KS3 many are still working in a concrete/operational style = where real activity and kinaesthetic experience still counts for much. =

=B7         Secondary schools are more = concerned about behaviour management than the management of = learning,

Possibly, but good = teaching and learning styles overcome many of the behaviour management = problems.[Mike Cameron] And I would agree that good use of an interactive resource = would help overcome those issues, but teachers need evidence of this to be = confident to try it (and fail at first) and keep trying it until they = succeed.

=B7         The results driven agenda of = secondary schools mitigates against the use of IWBs,

Wow! How blind is = this? Benefits of the IWB include getting through work more quickly, ability = to revise/review previous work covered, access missed (digital delivery) = any time any place, consolidate understanding through dynamic plenaries = etc.[Mike Cameron] It may be blind, but it is the reality. If I change to using = an IWB my performance (and from a heads perspective the schools performance) = may fall at the outset – as you say it can take up to 5 years to develop = good IWB practice. Can my results take that dip? Is it ethical to impose that dip = on a cohort of students?

=B7         Secondary teachers are more driven = by their subject matter than by learning (controversial and not meant in = any negative sense),

Yes, and how proud the teachers can be of the distinct and effective ways that the IWB can be = uniquely used for each individual subject area.

One of the arguments most commonly used against the IWB = is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover = more and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?) =

Perhaps, in the past, where IWBs have been foisted upon = schools without the sensitive mediation that is required, the instruction on the = use of IWBs has been primarily about demonstrating the technical functionality = without actually helping staff to consider how a wide variety of interactive IWB = tools can be used effectively in their own subject = areas.

One comment was made that it takes at least 3 years for = IWBs to become really adopted in a school. I would suggest that 5 years is = a more realistic recognition of ‘total adoption’ – and then = only if you have an ‘evangelist’ on site who is able to equally = encourage every subject area. The quoted *reduction* in confidence in Secondary schools is possibly more to do with a realisation that IWBs = are not about just projection but about interactivity stimulating classroom performance?

But then, the problems cited do not only apply to = Secondary schools. What about FE, HE and Adult Education? Here are the = real bastions of non-interactivity!

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike = Cameron
Sent: 12 November 2009 10:03
To: Andy Bird; advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian = perspective

So, generally, IWBs seem to be well-adopted and producing = the goods in terms of learning outcomes in Primary (the BESA figures appear = to bear this out with teachers who fell confident and competent in the use of = IBWs increasing to 39% from 31% in 2007 – whereas the similar figures = for secondary fell from 16% to 10%).

Let us for the sake of discussion make a couple of = assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for = learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)?

Some hypotheses to work on (accountants hat off, = statisticians hat on):

-          Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to = teach without one than with one),

-          The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs,

-          And closely allied, the structure of the school day (and = the constant movement of students) mitigates against the use of = IWBs,

-          Teenage children learn differently to younger = children,

-          Secondary schools are more concerned about behaviour = management than the management of learning,

-          The results driven agenda of secondary schools mitigates = against the use of IWBs,

-          Secondary teachers are more driven by their subject = matter than by learning (controversial and not meant in any negative = sense),

-          And there are probably many more.

I don’t know if any of these are the reasons that = IWBs don’t work in secondary schools (and if anyone want to pick them = off one by one please feel free, but it won’t solve the problem as there = are many more where they came from). They are however all reasons that have = been given to me by secondary school teachers as to why they don’t = work. They may just be barriers, but some of them do, I think require further = investigation before we just say that the reason IWBs haven’t succeeded in 3500 secondary schools with 250,000 teachers in them is just down to the lack = of CPD. This is a quarter of a million intelligent people, and collectively = they seem to have decided that IWBs are not the answer. They may well be = wrong, but in order to convince them of that we need evidence. We need longitudinal = study that shows across different subjects and different institutions (and in = the appropriate age range) that IWBs produce better learning outcomes. =

I write the above from the persoanl position that I would = not teach in a classroom that did not have an IWB. But my opinion is not = enough to change the direction that is the oil tanker of secondary education. And = morally it does not even enable me to try. I could be wrong. Which is why we = need a body of evidence that is stronger that what we have so far. =

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian = perspective

Our experience could not be further from the = examples given here. I don't think you would find one of our primary practitioner = who would state that a penny was wasted on their boards with a = few exceptions, normally down to poor choice of position.

I think one interesting measure of the importance = and impact of IWBs on classroom practise must be the reaction of teachers = if you tried to take them away. I can assure you that the flaming brands = and pitch forks would be out if you even suggested to our primary schools = that you would take their boards from them. I don't know where others are = going wrong but the IWBs have been a significant driver of ICT development in = nearly all our primary schools. We are now encouraging teachers to put it = in the hands of the pupils as another resource for pupil use of ICT. = Again, some teachers have being doing this all along.

This is a development process and an ongoing one at = that. I struggle to see how people can state that the boards were installed and = they were a waste.. why has CPD stopped? This is an ongoing process of = continual development. I can understand a argument that states "we are = not presently getting value out of our boards" and the answer of course = is "do something about it". The boards in the hands of a good practitioner are astounding (it's the software stupid).. the = problem is a lack of sharing and CPD not the hardware.

You will note that all the above refers to = primary.. our experience in secondary is a different matter but the same = solution.. they never came out for training and never will and will never = experience the power of the IWB. They just don't understand that the boards are a powerful tool for learning and not a presentation method

I am most concerned that anyone reading this thread = will be left with the impression that it is all dire.. this is not the = case.

andy

______________________________________________________________________ This email has been scanned by the MessageLabs Email Security = System.
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then please accept our apologies. In such circumstances any use, = dissemination, forwarding, printing or copying of this
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We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you
carry out your own virus checks on any attachments to this message. We = cannot accept liability for any
loss or damage caused by software viruses.
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This email has been scanned by the MessageLabs Email Security = System.
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Please consider your environmental responsibility:
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This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom
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------=_NextPart_000_00AD_01CA63E8.18FA2690-- From dfee@btinternet.com Fri Nov 13 12:04:56 2009 From: dfee@btinternet.com (Leon Cych) Date: Fri, 13 Nov 2009 04:04:56 -0800 (PST) Subject: [Advisory] Something different for the weekend? In-Reply-To: <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> Message-ID: <989197.66873.qm@web86603.mail.ird.yahoo.com> --0-686987017-1258113896=:66873 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable If you fancy a conference with a difference this weekend - why not come to = the free Second Life conference on Digital Literacy and Safety on Learn 4 L= ife Island this Saturday: You will need a Second Life Client, QuickTime software installed and some h= eadphones. Details below - please reply off list to book a place and receive badge and= resources for the day as spaces are now limited - the conference and allie= d resources are entirely free. Free Digital Literacy/ Digital Safety Conference Saturday 14th November =0A =0AWhere: =0A =0ALearn 4 Life Island - SLURL - http://slurl.com/secondlife/Learn4Life/92/= 216/29 =0A =0AWhen: =0A =0ATomorrow - Sat 14th November 2009=20 =0A11am - 3pm GMT=20 =0A =0ASpeakers: =0A =0AJosie Fraser - AKA Josie Oh - ALT's Individual Learning Technologist of = the Year 2008 -=20 =0AJosie will be talking about Digital Literacy, DIgital Identity =0A =0ACarol Rainbow AKA Carolrb Roux - Educational ICT Consultant for Oxfordsh= ire LA =0ACarol will be talking about the process of innovative INSET she delivers= on E-Safety using Second Life =0A =0AChris Smith AKA shamblesguru Voom - Indie Educational consultant and=0Ao= wner of International Schools Islands - he will be talking about the=0Areso= urces on those Islands =0A =0ALeon Cych AKA Eyebeams Electricteeth - Learn 4 Life - SupaReal=20 =0ALeon will be hosting the conference and talking around Digital Literacy = issues. =0A =0AThere are still places - please reply offlist to : =0A =0Aleoncych@gmail.com =0A --0-686987017-1258113896=:66873 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable
If you fancy a conference with a difference t= his weekend - why not come to the free Second Life conference on Digital Li= teracy and Safety on Learn 4 Life Island this Saturday:

You will nee= d a Second Life Client, QuickTime software installed and some headphones.
Details below - please reply off list to book a place and receive bad= ge and resources for the day as spaces are now limited - the conference and= allied resources are entirely free.

Free Digital Literacy/ Digital = Safety Conference Saturday 14th November
=0A
=0AWhere:
=0A
=0AL= earn 4 Life Island - SLURL - http://slurl.com/secondlife/Learn4Life/92/216/29
=0A<= br>=0AWhen:
=0A
=0ATomorrow - Sat 14th November 2009
=0A11am - 3p= m GMT
=0A
=0ASpeakers:
=0A
=0AJosie Fraser - AKA Josie Oh - AL= T's Individual Learning Technologist of the Year 2008 -
=0AJosie will b= e talking about Digital Literacy, DIgital Identity
=0A
=0ACarol Rainb= ow AKA Carolrb Roux - Educational ICT Consultant for Oxfordshire LA
=0AC= arol will be talking about the process of innovative INSET she delivers on = E-Safety using Second Life
=0A
=0AChris Smith AKA shamblesguru Voom -= Indie Educational consultant and=0Aowner of International Schools Islands = - he will be talking about the=0Aresources on those Islands
=0A
=0ALe= on Cych AKA Eyebeams Electricteeth - Learn 4 Life - SupaReal
=0ALeon wi= ll be hosting the conference and talking around Digital Literacy issues.=0A
=0AThere are still places - please reply offlist to :
=0A
=0A= leoncych@gmail.com
=0A
--0-686987017-1258113896=:66873-- From rjt@maximise-ict.co.uk Fri Nov 13 16:48:09 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 13 Nov 2009 16:48:09 -0000 Subject: [Secondary] RE: [Advisory] IWBs - An Australian perspective In-Reply-To: <984002E824DB9949BB8A177CCE4D9BDEB9F89E@server02.SJCS.local> References: <001f01ca60ac$de4cd8a0$9ae689e0$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE3F8B@Hermes.sst.lan> <002301ca6169$22cb9c70$6862d550$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE45AE@Hermes.sst.lan> <0C157D43BC8D464791EAF6D455307E2F0157962C@legolas.titchmarsh.csco.org.uk> <86BA8D34DFEAF74B838E4882BBD390272D26D40F73@Hermes.sst.lan> <20E70E45-66ED-4D3C-9E21-C92C02B027C4@BroadieAssociates.co.uk> <476c0fd30911110621t56e57a01hd2ad709ca5d50e04@mail.gmail.com> <86BA8D34DFEAF74B838E4882BBD390272EF7721738@Hermes.sst.lan> <001801ca638a$80bac180$82304480$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272EF7DA59E0@Hermes.sst.lan> <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> <984002E824DB9949BB8A177CCE4D9BDEB9F89E@server02.SJCS.local> Message-ID: <005101ca6481$14deb960$3e9c2c20$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0052_01CA6481.14DEB960 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Graham, =20 I=92d be the first to volunteer if some university could cough up some funding! =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Graham Hastings [mailto:GHastings@sjcs.co.uk]=20 Sent: 13 November 2009 16:39 To: Ray Tolley Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australian perspective =20 Ray, =20 You are quite right. =20 I wish I had more time to properly research and evaluate the difference = that the boards are making in my school =96 for better or for worse. =20 There is a PhD in this for someone =96 any takers? =20 Graham. =20 =20 _____ =20 From: secondary-admin@talk.naace.org = [mailto:secondary-admin@talk.naace.org] On Behalf Of Ray Tolley Sent: 12 November 2009 22:33 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: [Secondary] RE: [Advisory] IWBs - An Australian perspective =20 The trouble with the format of our conversations is such that we tend to fire off heartfelt missives from our own micro experiences (apart from = one or two exceptions) whereas a more constructive approach may be a longer = and more collaborative work at the macro level. I have on my desk in front = of me several well written and pertinent books and also the usual Becta/Besa documents on line. I list some of them here: =20 Becta. (2007). Harnessing technology review 2007: Progress and impact of technology in education: Summary report. Retrieved July 16, 2008, from http://publications.becta.org.uk/display.cfm?resID=3D33980 Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution Melbourne ACER Press Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press Friedman, T. (2006). The world is flat (2nd Ed.). New York: Farrar, = Straus Giroux. Lee M., & Winzenried, A. (2006), Interactive whiteboards: Achieving = total teacher usage. Australian Educational Leader, 28(3), 22-25 Lee, M., & Gaffney, M. (Eds.). (2008). Leading a digital school. = Melbourne: ACER Press. Lee, M. and Winzenried, A. (2009) The use of instructional technology in schools. Melbourne ACER Press Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked = school community Melbourne ACER Press (one chapter by me!) Saettler, P. (1990). The evolution of American educational technology. Connecticut: Information Age Publishing RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit Also from Friday 13th proceedings will be available from the following: http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-refor= m =20 Mal Lee writes, =91Within less than a decade this technology has had a profound impact across the developed world on teachers=92 preparedness = to move from the traditional paper based teaching materials to those that are predominantly digital, to normalize the use of the digital in their = everyday teaching and in turn to move schooling from its traditional paper based operational paradigm to one that is digital.=92 If this really is a = =91world view=92 then I wonder why there are so many in the UK who would argue differently. =20 He continues his argument concerning the adoption of all digital technologies, =91In preparing the recent ACER Press publication with = Chris Betcher on the classroom use of IWBs the authors very consciously titled = the work =91The Interactive Whiteboard Revolution=92 (2009) conscious the = research was already revealing the profound impact this technology had had upon teacher, student and whole of school normalization of digital = technologies in general=92. It is interesting that he sees the IWB as being the = possible kick-start to the accelerated adoption of all later digital = technologies. =20 Perhaps the most important conclusion I reach is that we in the UK = probably got off to a bad start as early adopters in that many schools were = expected to introduce IWB technology without really understanding the = implications of how it could be exploited. Inevitably, many were presented with a tool without any realisation of its potential pedagogical applications. = Rather like staring at the first Model =91T=92 Ford and wondering where the = horse would go. Other countries, as =91late starters=92 or =91second generation=92, = appear to have overcome some of these issues probably by introducing the = advantages of the IWB in pedagogical terms. =20 We should remember that, apart from the OHP, the IWB is the only = technology specifically developed for schools. Other digital technologies have escalated due to popular advertising, peer pressure at all ages and = sectors of society and, in turn, prices have tumbled and these devices have = eased their way into schools. Never have I seen an advert on television for = an IWB and yet every other new gizmo upon initial advertising soon has a massive take-up as exemplified by the explosion in takeup of iPhones = and their alternatives, sat-navs or giant domestic plasma screens. =20 Although we have had only a handful of positive comments I just wonder = how many schools in the UK would be willing to open their doors and show something of good practice? Perhaps I am talking myself into collating exemplars of good IWB practice =96 please contact me directly if you = wish to tell your story. =20 I could quote at length passages from =91Leading a Digital School=92 and = =91The use of Instructional Technology in Schools=92 but it=92s probably better = that you read the books yourselves! =20 BW =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20 Sent: 12 November 2009 17:22 To: Ray Tolley Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi Ray, =20 I have made some specific comments below, but they really aren=92t the = point. The reality is, and even those who in the course of this discussion have been the most positive about IWBs will admit, the initial reaction of = the average secondary teacher to an IWB will be to start assembling a list = of barriers that they perceive to be true. And in many cases for that particular teacher in that particular school context, they will often be true. The right way to be able to over-ride those barriers is to have = the body of research evidence that shows teachers in which circumstances = IWBs are going to improve their practice and the learning outcomes of their students. Only when we have that body of evidence will we have the moral authority to =93impose=94 a technological/pedagogical change on a cohort = of teachers. =20 I think the blog post that you referenced gets it half right. The author talks about the perceived affordances of the IWB that can transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a school then introduces them should then be their business. For some = reason people do get a bit attached to their own particular technology focus. = And this I think is really Paul Hynes point. He is not against = interactivity, or the use of digital resources (exactly the opposite as anyone who knows = him understands) his argument is around the best way to enable it. And in = this I understand his point. With most teachers an IWB reinforces the teacher = at the front stance. This is not to say that it is good practice, or that = it cannot be overcome by extensive coaching, but it is what happens. For = me, this is exactly the kind of teaching that we need to move away from - = in a sense we need to make KS3/4/5 more like KS1/2 in order to benefit from = the interactivity.=20 =20 So the question what will effect this change. Does the introduction of = IWBs alone enable/encourage the change. The evidence I have seen would = suggest not, so the change to the pedagogy has to come first, or at least be explicitly understood to be a necessary complement to the successful introduction of IWBs (or any other technology). =20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20 Sent: 12 November 2009 11:23 To: Mike Cameron Subject: RE: [Advisory] IWBs - An Australian perspective Importance: High =20 Hi, Mike, =20 I respond to your bulleted list: =20 =B7 Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to teach without one than with one), Perhaps, due to the lack of resident technicians, staff are more willing = to talk to each other and share ideas?[Mike Cameron] I also think that a primary head has relatively more power than one in secondary =96 if the = head says IWBs , then they have IWBs. Also the relative size is important = here =96 a primary school with 200 students may need 8 whiteboards, a secondary = with 1000 students may need 60, =A324k vs =A3180,000, or =A3120 per student = vs =A3180. =B7 The pedagogical approaches predominantly in place in = secondary schools mitigate against the use of IWBs, Yes, probably didactic styles are often still in place in Secondary = schools, whereas the benefits of experiential learning are built upon more = readily in Primary schools. =B7 And closely allied, the structure of the school day (and the constant movement of students) mitigates against the use of IWBs, Exactly the opposite =96 the IWB is easily set up as the class arrives = =96 far more effective than dishing out books with the usual instruction, = =91Turn to page nn and read the first paragraph.=92 Whilst hurriedly writing up the lesson objectives/outcomes on the board.[Mike Cameron] Or as a teacher = might argue, I have to move from class to class, log off of one machine, log = onto another before I can start teaching. =B7 Teenage children learn differently to younger children, Accepted that SOME children are beginning to discover their preferences = to learning styles, but right up to the end of KS3 many are still working = in a concrete/operational style where real activity and kinaesthetic = experience still counts for much.=20 =B7 Secondary schools are more concerned about behaviour = management than the management of learning, Possibly, but good teaching and learning styles overcome many of the behaviour management problems.[Mike Cameron] And I would agree that good = use of an interactive resource would help overcome those issues, but = teachers need evidence of this to be confident to try it (and fail at first) and = keep trying it until they succeed. =B7 The results driven agenda of secondary schools mitigates = against the use of IWBs, Wow! How blind is this? Benefits of the IWB include getting through = work more quickly, ability to revise/review previous work covered, access = missed (digital delivery) any time any place, consolidate understanding through dynamic plenaries etc.[Mike Cameron] It may be blind, but it is the = reality. If I change to using an IWB my performance (and from a heads perspective = the schools performance) may fall at the outset =96 as you say it can take = up to 5 years to develop good IWB practice. Can my results take that dip? Is it ethical to impose that dip on a cohort of students? =B7 Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), Yes, and how proud the teachers can be of the distinct and effective = ways that the IWB can be uniquely used for each individual subject area. One of the arguments most commonly used against the IWB is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover more = and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?)=20 =20 Perhaps, in the past, where IWBs have been foisted upon schools without = the sensitive mediation that is required, the instruction on the use of IWBs = has been primarily about demonstrating the technical functionality without actually helping staff to consider how a wide variety of interactive IWB tools can be used effectively in their own subject areas. =20 One comment was made that it takes at least 3 years for IWBs to become really adopted in a school. I would suggest that 5 years is a more realistic recognition of =91total adoption=92 =96 and then only if you = have an =91evangelist=92 on site who is able to equally encourage every subject = area. The quoted *reduction* in confidence in Secondary schools is possibly = more to do with a realisation that IWBs are not about just projection but = about interactivity stimulating classroom performance? =20 But then, the problems cited do not only apply to Secondary schools. = What about FE, HE and Adult Education? Here are the real bastions of non-interactivity! =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike Cameron Sent: 12 November 2009 10:03 To: Andy Bird; advisory@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 So, generally, IWBs seem to be well-adopted and producing the goods in = terms of learning outcomes in Primary (the BESA figures appear to bear this = out with teachers who fell confident and competent in the use of IBWs = increasing to 39% from 31% in 2007 =96 whereas the similar figures for secondary = fell from 16% to 10%). =20 Let us for the sake of discussion make a couple of assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)? =20 Some hypotheses to work on (accountants hat off, statisticians hat on): =20 - Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to teach without one than with one), - The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs, - And closely allied, the structure of the school day (and the constant movement of students) mitigates against the use of IWBs, - Teenage children learn differently to younger children, - Secondary schools are more concerned about behaviour = management than the management of learning, - The results driven agenda of secondary schools mitigates = against the use of IWBs, - Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), - And there are probably many more. =20 I don=92t know if any of these are the reasons that IWBs don=92t work in secondary schools (and if anyone want to pick them off one by one please feel free, but it won=92t solve the problem as there are many more = where they came from). They are however all reasons that have been given to me by secondary school teachers as to why they don=92t work. They may just be barriers, but some of them do, I think require further investigation = before we just say that the reason IWBs haven=92t succeeded in 3500 secondary = schools with 250,000 teachers in them is just down to the lack of CPD. This is a quarter of a million intelligent people, and collectively they seem to = have decided that IWBs are not the answer. They may well be wrong, but in = order to convince them of that we need evidence. We need longitudinal study = that shows across different subjects and different institutions (and in the appropriate age range) that IWBs produce better learning outcomes.=20 =20 I write the above from the persoanl position that I would not teach in a classroom that did not have an IWB. But my opinion is not enough to = change the direction that is the oil tanker of secondary education. And morally = it does not even enable me to try. I could be wrong. Which is why we need a body of evidence that is stronger that what we have so far.=20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird Sent: 11 November 2009 14:21 To: advisory@talk.naace.org Subject: Re: [Advisory] IWBs - An Australian perspective =20 Our experience could not be further from the examples given here. I = don't think you would find one of our primary practitioner who would state = that a penny was wasted on their boards with a few exceptions, normally down to poor choice of position. =20 I think one interesting measure of the importance and impact of IWBs on classroom practise must be the reaction of teachers if you tried to take them away. I can assure you that the flaming brands and pitch forks = would be out if you even suggested to our primary schools that you would take their boards from them. I don't know where others are going wrong but = the IWBs have been a significant driver of ICT development in nearly all our primary schools. We are now encouraging teachers to put it in the hands = of the pupils as another resource for pupil use of ICT. Again, some = teachers have being doing this all along. =20 This is a development process and an ongoing one at that. I struggle to = see how people can state that the boards were installed and they were a = waste.. why has CPD stopped? This is an ongoing process of continual = development. I can understand a argument that states "we are not presently getting = value out of our boards" and the answer of course is "do something about it". = The boards in the hands of a good practitioner are astounding (it's the = software stupid).. the problem is a lack of sharing and CPD not the hardware. =20 You will note that all the above refers to primary.. our experience in secondary is a different matter but the same solution.. they never came = out for training and never will and will never experience the power of the = IWB. They just don't understand that the boards are a powerful tool for = learning and not a presentation method =20 I am most concerned that anyone reading this thread will be left with = the impression that it is all dire.. this is not the case. =20 andy =20 =20 =20 =20 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether = you need a hard copy. This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have = received this e-mail in error=20 then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please = contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. 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For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether = you need a hard copy. This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have = received this e-mail in error=20 then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please = contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. 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Graham,

I’d be the first to volunteer if some university = could cough up some funding!

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: Graham Hastings [mailto:GHastings@sjcs.co.uk]
Sent: 13 November 2009 16:39
To: Ray Tolley
Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australian = perspective

Ray,

You are quite right.

I wish I had more time to properly research and evaluate the difference = that the boards are making in my school – for better or for = worse.

There is a PhD in this for someone – any takers?

Graham. =

From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Ray = Tolley
Sent: 12 November 2009 22:33
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: [Secondary] RE: [Advisory] IWBs - An Australian = perspective

The trouble with the format of our conversations is such = that we tend to fire off heartfelt missives from our own micro experiences = (apart from one or two exceptions) whereas a more constructive approach may be = a longer and more collaborative work at the macro level. I have on my desk = in front of me several well written and pertinent books and also the usual Becta/Besa documents on line. I list some of them = here:

Becta. (2007). Harnessing technology review 2007: = Progress and impact of technology in education: Summary report. Retrieved July 16, 2008, = from http://publications.becta.org.uk/display.cfm?resID=3D33980

Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution = Melbourne ACER Press

Cuban, L. (1986). Teachers and machines: The classroom = use of technology since 1920. New York: Teachers College Press

Friedman, T. (2006). The world is flat (2nd Ed.). = New York: Farrar, Straus Giroux.

Lee M., & Winzenried, A. (2006), Interactive = whiteboards: Achieving total teacher usage. Australian Educational Leader, = 28(3), 22-25

Lee, M., & Gaffney, M. (Eds.). (2008). Leading a = digital school. Melbourne: ACER Press.

Lee, M. and Winzenried, A. (2009) The use of instructional technology in = schools. Melbourne ACER Press

Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked school community Melbourne ACER Press (one chapter by = me!)

Saettler, P. (1990). The evolution of American = educational technology. Connecticut: Information Age Publishing

RITWIT (2009) http://www.e= duc.cam.ac.uk/events/conferences/ritwit

Also from Friday 13^th proceedings will be available from the = following:

http://www.futureofeducation.com/forum/topics/larry-cuban-on-s= chool-reform

=

Mal Lee writes, ‘Within less than a decade this = technology has had a profound impact across the developed world on teachers’ = preparedness to move from the traditional paper based teaching materials to those = that are predominantly digital, to normalize the use of the digital in their = everyday teaching and in turn to move schooling from its traditional paper based operational paradigm to one that is digital.’ If this = really is a ‘world view’ then I wonder why there are so many in the UK = who would argue differently.

He continues his argument concerning the adoption of all = digital technologies, ‘In preparing the recent ACER Press publication = with Chris Betcher on the classroom use of IWBs the authors very consciously titled = the work ‘The Interactive Whiteboard Revolution’ (2009) = conscious the research was already revealing the profound impact this technology had = had upon teacher, student and whole of school normalization of digital = technologies in general’. It is interesting that he sees the IWB as = being the possible kick-start to the accelerated adoption of all later digital technologies.

Perhaps the most important conclusion I reach is that we = in the UK probably got off to a bad start as early adopters in that many = schools were expected to introduce IWB technology without really understanding the implications of how it could be exploited. Inevitably, many were presented with a tool without any realisation of its potential = pedagogical applications. Rather like staring at the first Model = ‘T’ Ford and wondering where the horse would go. Other countries, as = ‘late starters’ or ‘second generation’, appear to have overcome some of = these issues probably by introducing the advantages of the IWB in pedagogical = terms.

We should remember that, apart from the OHP, the IWB is = the only technology specifically developed for schools. Other digital = technologies have escalated due to popular advertising, peer pressure at all ages and sectors of society and, in turn, prices have tumbled and these devices = have eased their way into schools. Never have I seen an advert on = television for an IWB and yet every other new gizmo upon initial advertising soon = has a massive take-up as exemplified by the explosion in takeup of = iPhones and their alternatives, sat-navs or giant domestic plasma = screens.

Although we have had only a handful of positive comments = I just wonder how many schools in the UK would be willing to open their doors = and show something of good practice? Perhaps I am talking myself into = collating exemplars of good IWB practice – please contact me directly if you = wish to tell your story.

I could quote at length passages from ‘Leading a = Digital School’ and ‘The use of Instructional Technology in = Schools’ but it’s probably better that you read the books = yourselves!

BW

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]
Sent: 12 November 2009 17:22
To: Ray Tolley
Subject: RE: [Advisory] IWBs - An Australian = perspective

Hi = Ray,

I have made some specific comments below, but they really = aren’t the point. The reality is, and even those who in the course of this = discussion have been the most positive about IWBs will admit, the initial reaction = of the average secondary teacher to an IWB will be to start assembling a list = of barriers that they perceive to be true. And in many cases for that particular = teacher in that particular school context, they will often be true. The right way = to be able to over-ride those barriers is to have the body of research = evidence that shows teachers in which circumstances IWBs are going to improve their = practice and the learning outcomes of their students. Only when we have that body = of evidence will we have the moral authority to “impose” a technological/pedagogical change on a cohort of = teachers.

I think the blog post that you referenced gets it half = right. The author talks about the perceived affordances of the IWB that can = transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a = school then introduces them should then be their business. For some reason = people do get a bit attached to their own particular technology focus. And this I = think is really Paul Hynes point. He is not against interactivity, or the use = of digital resources (exactly the opposite as anyone who knows him = understands) his argument is around the best way to enable it. And in this I = understand his point. With most teachers an IWB reinforces the teacher at the front = stance. This is not to say that it is good practice, or that it cannot be = overcome by extensive coaching, but it is what happens. For me, this is exactly the = kind of teaching that we need to move away from - in a sense we need to = make KS3/4/5 more like KS1/2 in order to benefit from the interactivity. =

So the question what will effect this change. Does the introduction of IWBs alone enable/encourage the change. The evidence I = have seen would suggest not, so the change to the pedagogy has to come first, = or at least be explicitly understood to be a necessary complement to the = successful introduction of IWBs (or any other technology).

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From: Ray Tolley = [mailto:rjt@maximise-ict.co.uk]
Sent: 12 November 2009 11:23
To: Mike Cameron
Subject: RE: [Advisory] IWBs - An Australian perspective
Importance: High

Hi, Mike,

I respond to your bulleted list:

=B7         Primary schools are smaller and it = is therefore easier to effect system change within them (with 177,000 in = the schools, it is harder to teach without one than with = one),

Perhaps, due to the = lack of resident technicians, staff are more willing to talk to each other and = share ideas?[Mike Cameron] I also think that a = primary head has relatively more power than one in secondary – if the head says = IWBs , then they have IWBs. Also the relative size is important here – a = primary school with 200 students may need 8 whiteboards, a secondary with 1000 students = may need 60, =A324k vs =A3180,000, or =A3120 per student vs = =A3180.

=B7         The pedagogical approaches = predominantly in place in secondary schools mitigate against the use of = IWBs,

Yes, probably didactic = styles are often still in place in Secondary schools, whereas the benefits of experiential learning are built upon more readily in Primary = schools.

=B7         And closely allied, the structure = of the school day (and the constant movement of students) mitigates against the = use of IWBs,

Exactly the opposite = – the IWB is easily set up as the class arrives – far more effective = than dishing out books with the usual instruction, ‘Turn to page nn and read = the first paragraph.’ Whilst hurriedly writing up the lesson = objectives/outcomes on the board.[Mike Cameron] Or as a teacher might = argue, I have to move from class to class, log off of one machine, log onto = another before I can start teaching.

=B7         Teenage children learn differently = to younger children,

Accepted that SOME = children are beginning to discover their preferences to learning styles, but = right up to the end of KS3 many are still working in a concrete/operational style = where real activity and kinaesthetic experience still counts for much. =

=B7         Secondary schools are more = concerned about behaviour management than the management of = learning,

Possibly, but good = teaching and learning styles overcome many of the behaviour management = problems.[Mike Cameron] And I would agree that good use of an interactive resource = would help overcome those issues, but teachers need evidence of this to be = confident to try it (and fail at first) and keep trying it until they = succeed.

=B7         The results driven agenda of = secondary schools mitigates against the use of IWBs,

Wow! How blind is = this? Benefits of the IWB include getting through work more quickly, ability = to revise/review previous work covered, access missed (digital delivery) = any time any place, consolidate understanding through dynamic plenaries = etc.[Mike Cameron] It may be blind, but it is the reality. If I change to using = an IWB my performance (and from a heads perspective the schools performance) = may fall at the outset – as you say it can take up to 5 years to develop = good IWB practice. Can my results take that dip? Is it ethical to impose that dip = on a cohort of students?

=B7         Secondary teachers are more driven = by their subject matter than by learning (controversial and not meant in = any negative sense),

Yes, and how proud the teachers can be of the distinct and effective ways that the IWB can be = uniquely used for each individual subject area.

One of the arguments most commonly used against the IWB = is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover = more and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?) =

Perhaps, in the past, where IWBs have been foisted upon = schools without the sensitive mediation that is required, the instruction on the = use of IWBs has been primarily about demonstrating the technical functionality = without actually helping staff to consider how a wide variety of interactive IWB = tools can be used effectively in their own subject = areas.

One comment was made that it takes at least 3 years for = IWBs to become really adopted in a school. I would suggest that 5 years is = a more realistic recognition of ‘total adoption’ – and then = only if you have an ‘evangelist’ on site who is able to equally encourage every = subject area. The quoted *reduction* in confidence in Secondary schools is = possibly more to do with a realisation that IWBs are not about just projection = but about interactivity stimulating classroom performance?

But then, the problems cited do not only apply to = Secondary schools. What about FE, HE and Adult Education? Here are the = real bastions of non-interactivity!

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike = Cameron
Sent: 12 November 2009 10:03
To: Andy Bird; advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian = perspective

So, generally, IWBs seem to be well-adopted and producing = the goods in terms of learning outcomes in Primary (the BESA figures appear = to bear this out with teachers who fell confident and competent in the use of = IBWs increasing to 39% from 31% in 2007 – whereas the similar figures = for secondary fell from 16% to 10%).

Let us for the sake of discussion make a couple of = assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for = learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)?

Some hypotheses to work on (accountants hat off, = statisticians hat on):

-          Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to = teach without one than with one),

-          The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs,

-          And closely allied, the structure of the school day (and = the constant movement of students) mitigates against the use of = IWBs,

-          Teenage children learn differently to younger = children,

-          Secondary schools are more concerned about behaviour = management than the management of learning,

-          The results driven agenda of secondary schools mitigates = against the use of IWBs,

-          Secondary teachers are more driven by their subject = matter than by learning (controversial and not meant in any negative = sense),

-          And there are probably many more.

I don’t know if any of these are the reasons that = IWBs don’t work in secondary schools (and if anyone want to pick them off one by = one please feel free, but it won’t solve the problem as there are many = more where they came from). They are however all reasons that have been given = to me by secondary school teachers as to why they don’t work. They may = just be barriers, but some of them do, I think require further investigation = before we just say that the reason IWBs haven’t succeeded in 3500 secondary = schools with 250,000 teachers in them is just down to the lack of CPD. This is a = quarter of a million intelligent people, and collectively they seem to have decided = that IWBs are not the answer. They may well be wrong, but in order to = convince them of that we need evidence. We need longitudinal study that shows across different subjects and different institutions (and in the appropriate = age range) that IWBs produce better learning outcomes. =

I write the above from the persoanl position that I would = not teach in a classroom that did not have an IWB. But my opinion is not = enough to change the direction that is the oil tanker of secondary education. And = morally it does not even enable me to try. I could be wrong. Which is why we = need a body of evidence that is stronger that what we have so far. =

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian = perspective

Our experience could not be further from the = examples given here. I don't think you would find one of our primary practitioner = who would state that a penny was wasted on their boards with a = few exceptions, normally down to poor choice of position.

I think one interesting measure of the importance = and impact of IWBs on classroom practise must be the reaction of teachers = if you tried to take them away. I can assure you that the flaming brands = and pitch forks would be out if you even suggested to our primary schools = that you would take their boards from them. I don't know where others are = going wrong but the IWBs have been a significant driver of ICT development in = nearly all our primary schools. We are now encouraging teachers to put it = in the hands of the pupils as another resource for pupil use of ICT. = Again, some teachers have being doing this all along.

This is a development process and an ongoing one at = that. I struggle to see how people can state that the boards were installed and = they were a waste.. why has CPD stopped? This is an ongoing process of = continual development. I can understand a argument that states "we are = not presently getting value out of our boards" and the answer of course = is "do something about it". The boards in the hands of a good practitioner are astounding (it's the software stupid).. the = problem is a lack of sharing and CPD not the hardware.

You will note that all the above refers to = primary.. our experience in secondary is a different matter but the same = solution.. they never came out for training and never will and will never = experience the power of the IWB. They just don't understand that the boards are a powerful tool for learning and not a presentation method

I am most concerned that anyone reading this thread = will be left with the impression that it is all dire.. this is not the = case.

andy

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------=_NextPart_000_0052_01CA6481.14DEB960-- From juliecogill@hotmail.com Fri Nov 13 17:44:33 2009 From: juliecogill@hotmail.com (Julie Cogill) Date: Fri, 13 Nov 2009 17:44:33 +0000 Subject: [Secondary] RE: [Advisory] IWBs - An Australian perspective In-Reply-To: <005101ca6481$14deb960$3e9c2c20$@co.uk> References: <001f01ca60ac$de4cd8a0$9ae689e0$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE3F8B@Hermes.sst.lan> <002301ca6169$22cb9c70$6862d550$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE45AE@Hermes.sst.lan> <0C157D43BC8D464791EAF6D455307E2F0157962C@legolas.titchmarsh.csco.org.uk> <86BA8D34DFEAF74B838E4882BBD390272D26D40F73@Hermes.sst.lan> <20E70E45-66ED-4D3C-9E21-C92C02B027C4@BroadieAssociates.co.uk> <476c0fd30911110621t56e57a01hd2ad709ca5d50e04@mail.gmail.com> <86BA8D34DFEAF74B838E4882BBD390272EF7721738@Hermes.sst.lan> <001801ca638a$80bac180$82304480$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272EF7DA59E0@Hermes.sst.lan> <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> <984002E824DB9949BB8A177CCE4D9BDEB9F89E@server02.SJCS.local>,<005101ca6481$14deb960$3e9c2c20$@co.uk> Message-ID: --_511e8bb0-deba-4bf6-9021-a3eea389ba4f_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable My thesis is available at the web address below and may be of interest. Julie Dr Julie Cogill Tel: 020 8663 1501=3B 0771 461 1530. The content of this em= ail is confidential to the person or people to whom it has been sent. www.j= uliecogill.co.uk=20 =20 From: rjt@maximise-ict.co.uk To: advisory@talk.naace.org=3B secondary@talk.naace.org Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australian perspective Date: Fri=2C 13 Nov 2009 16:48:09 +0000 Graham=2C =20 I=92d be the first to volunteer if some university could cough up some fund= ing! =20 Ray Tolley FEIDCT=2C NAACE Fellow=2C MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Graham Hastings [mailto:GHastings@sjcs.co.uk]=20 Sent: 13 November 2009 16:39 To: Ray Tolley Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australian perspective =20 Ray=2C =20 You are quite right. =20 I wish I had more time to properly research and evaluate the difference tha= t the boards are making in my school =96 for better or for worse. =20 There is a PhD in this for someone =96 any takers? =20 Graham. =20 =20 From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org= ] On Behalf Of Ray Tolley Sent: 12 November 2009 22:33 To: advisory@talk.naace.org=3B secondary@talk.naace.org Subject: [Secondary] RE: [Advisory] IWBs - An Australian perspective =20 The trouble with the format of our conversations is such that we tend to fi= re off heartfelt missives from our own micro experiences (apart from one or= two exceptions) whereas a more constructive approach may be a longer and = more collaborative work at the macro level. I have on my desk in front of m= e several well written and pertinent books and also the usual Becta/Besa do= cuments on line. I list some of them here: =20 Becta. (2007). Harnessing technology review 2007: Progress and impact of te= chnology in education: Summary report. Retrieved July 16=2C 2008=2C from ht= tp://publications.becta.org.uk/display.cfm?resID=3D33980 Betcher=2C C. and Lee=2C M. (2009) The interactive whiteboard revolution Me= lbourne ACER Press Cuban=2C L. (1986). Teachers and machines: The classroom use of technology = since 1920. New York: Teachers College Press Friedman=2C T. (2006). The world is flat (2nd Ed.). New York: Farrar=2C Str= aus Giroux. Lee M.=2C & Winzenried=2C A. (2006)=2C Interactive whiteboards: Achieving t= otal teacher usage. Australian Educational Leader=2C 28(3)=2C 22-25 Lee=2C M.=2C & Gaffney=2C M. (Eds.). (2008). Leading a digital school. Melb= ourne: ACER Press. Lee=2C M. and Winzenried=2C A. (2009) The use of instructional technology i= n schools. Melbourne ACER Press Lee=2C M. and Finger=2C G.(Eds) (2010 in press) Developing the networked sc= hool community Melbourne ACER Press (one chapter by me!) Saettler=2C P. (1990). The evolution of American educational technology. Co= nnecticut: Information Age Publishing RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit Also from Friday 13th proceedings will be available from the following: http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-reform =20 Mal Lee writes=2C =91Within less than a decade this technology has had a pr= ofound impact across the developed world on teachers=92 preparedness to mov= e from the traditional paper based teaching materials to those that are pre= dominantly digital=2C to normalize the use of the digital in their everyday= teaching and in turn to move schooling from its traditional paper based op= erational paradigm to one that is digital.=92 If this really is a =91world= view=92 then I wonder why there are so many in the UK who would argue diff= erently. =20 He continues his argument concerning the adoption of all digital technologi= es=2C =91In preparing the recent ACER Press publication with Chris Betcher = on the classroom use of IWBs the authors very consciously titled the work = =91The Interactive Whiteboard Revolution=92 (2009) conscious the research w= as already revealing the profound impact this technology had had upon teach= er=2C student and whole of school normalization of digital technologies in = general=92. It is interesting that he sees the IWB as being the possible k= ick-start to the accelerated adoption of all later digital technologies. =20 Perhaps the most important conclusion I reach is that we in the UK probably= got off to a bad start as early adopters in that many schools were expecte= d to introduce IWB technology without really understanding the implications= of how it could be exploited. Inevitably=2C many were presented with a to= ol without any realisation of its potential pedagogical applications. Rath= er like staring at the first Model =91T=92 Ford and wondering where the hor= se would go. Other countries=2C as =91late starters=92 or =91second genera= tion=92=2C appear to have overcome some of these issues probably by introdu= cing the advantages of the IWB in pedagogical terms. =20 We should remember that=2C apart from the OHP=2C the IWB is the only techno= logy specifically developed for schools. Other digital technologies have e= scalated due to popular advertising=2C peer pressure at all ages and sector= s of society and=2C in turn=2C prices have tumbled and these devices have e= ased their way into schools. Never have I seen an advert on television for= an IWB and yet every other new gizmo upon initial advertising soon has a m= assive take-up as exemplified by the explosion in takeup of iPhones and th= eir alternatives=2C sat-navs or giant domestic plasma screens. =20 Although we have had only a handful of positive comments I just wonder how = many schools in the UK would be willing to open their doors and show someth= ing of good practice? Perhaps I am talking myself into collating exemplars= of good IWB practice =96 please contact me directly if you wish to tell yo= ur story. =20 I could quote at length passages from =91Leading a Digital School=92 and = =91The use of Instructional Technology in Schools=92 but it=92s probably be= tter that you read the books yourselves! =20 BW =20 Ray Tolley FEIDCT=2C NAACE Fellow=2C MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20 Sent: 12 November 2009 17:22 To: Ray Tolley Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi Ray=2C =20 I have made some specific comments below=2C but they really aren=92t the po= int. The reality is=2C and even those who in the course of this discussion = have been the most positive about IWBs will admit=2C the initial reaction o= f the average secondary teacher to an IWB will be to start assembling a lis= t of barriers that they perceive to be true. And in many cases for that par= ticular teacher in that particular school context=2C they will often be tru= e. The right way to be able to over-ride those barriers is to have the body= of research evidence that shows teachers in which circumstances IWBs are g= oing to improve their practice and the learning outcomes of their students.= Only when we have that body of evidence will we have the moral authority t= o =93impose=94 a technological/pedagogical change on a cohort of teachers. =20 I think the blog post that you referenced gets it half right. The author ta= lks about the perceived affordances of the IWB that can transform learning.= It is these affordances that we should be concentrating on=2C which I beli= eve would unite everyone on the advisory/secondary forums. How a school the= n introduces them should then be their business. For some reason people do = get a bit attached to their own particular technology focus. And this I thi= nk is really Paul Hynes point. He is not against interactivity=2C or the us= e of digital resources (exactly the opposite as anyone who knows him unders= tands) his argument is around the best way to enable it. And in this I unde= rstand his point. With most teachers an IWB reinforces the teacher at the f= ront stance. This is not to say that it is good practice=2C or that it cann= ot be overcome by extensive coaching=2C but it is what happens. For me=2C t= his is exactly the kind of teaching that we need to move away from - in a = sense we need to make KS3/4/5 more like KS1/2 in order to benefit from the = interactivity.=20 =20 So the question what will effect this change. Does the introduction of IWBs= alone enable/encourage the change. The evidence I have seen would suggest = not=2C so the change to the pedagogy has to come first=2C or at least be ex= plicitly understood to be a necessary complement to the successful introduc= tion of IWBs (or any other technology). =20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20 Sent: 12 November 2009 11:23 To: Mike Cameron Subject: RE: [Advisory] IWBs - An Australian perspective Importance: High =20 Hi=2C Mike=2C =20 I respond to your bulleted list: =20 =B7 Primary schools are smaller and it is therefore easier to effec= t system change within them (with 177=2C000 in the schools=2C it is harder = to teach without one than with one)=2C Perhaps=2C due to the lack of resident technicians=2C staff are more willin= g to talk to each other and share ideas?[Mike Cameron] I also think that a= primary head has relatively more power than one in secondary =96 if the he= ad says IWBs =2C then they have IWBs. Also the relative size is important h= ere =96 a primary school with 200 students may need 8 whiteboards=2C a seco= ndary with 1000 students may need 60=2C =A324k vs =A3180=2C000=2C or =A3120= per student vs =A3180. =B7 The pedagogical approaches predominantly in place in secondary = schools mitigate against the use of IWBs=2C Yes=2C probably didactic styles are often still in place in Secondary schoo= ls=2C whereas the benefits of experiential learning are built upon more rea= dily in Primary schools. =B7 And closely allied=2C the structure of the school day (and the = constant movement of students) mitigates against the use of IWBs=2C Exactly the opposite =96 the IWB is easily set up as the class arrives =96 = far more effective than dishing out books with the usual instruction=2C =91= Turn to page nn and read the first paragraph.=92 Whilst hurriedly writing u= p the lesson objectives/outcomes on the board.[Mike Cameron] Or as a teache= r might argue=2C I have to move from class to class=2C log off of one machi= ne=2C log onto another before I can start teaching. =B7 Teenage children learn differently to younger children=2C Accepted that SOME children are beginning to discover their preferences to = learning styles=2C but right up to the end of KS3 many are still working in= a concrete/operational style where real activity and kinaesthetic experien= ce still counts for much.=20 =B7 Secondary schools are more concerned about behaviour management= than the management of learning=2C Possibly=2C but good teaching and learning styles overcome many of the beha= viour management problems.[Mike Cameron] And I would agree that good use of= an interactive resource would help overcome those issues=2C but teachers n= eed evidence of this to be confident to try it (and fail at first) and keep= trying it until they succeed. =B7 The results driven agenda of secondary schools mitigates agains= t the use of IWBs=2C Wow! How blind is this? Benefits of the IWB include getting through work m= ore quickly=2C ability to revise/review previous work covered=2C access mis= sed (digital delivery) any time any place=2C consolidate understanding thro= ugh dynamic plenaries etc.[Mike Cameron] It may be blind=2C but it is the r= eality. If I change to using an IWB my performance (and from a heads perspe= ctive the schools performance) may fall at the outset =96 as you say it can= take up to 5 years to develop good IWB practice. Can my results take that = dip? Is it ethical to impose that dip on a cohort of students? =B7 Secondary teachers are more driven by their subject matter than= by learning (controversial and not meant in any negative sense)=2C Yes=2C and how proud the teachers can be of the distinct and effective ways= that the IWB can be uniquely used for each individual subject area. One of the arguments most commonly used against the IWB is that many activi= ties seen could be delivered equally well with an ordinary projector withou= t any interactivity. But once teachers and pupils discover more and more h= ow to use interactivity effectively the transformation will begin. (ie poss= ibly raise the 10% observed interactivity to nearer 80%?)=20 =20 Perhaps=2C in the past=2C where IWBs have been foisted upon schools without= the sensitive mediation that is required=2C the instruction on the use of = IWBs has been primarily about demonstrating the technical functionality wit= hout actually helping staff to consider how a wide variety of interactive I= WB tools can be used effectively in their own subject areas. =20 One comment was made that it takes at least 3 years for IWBs to become real= ly adopted in a school. I would suggest that 5 years is a more realistic r= ecognition of =91total adoption=92 =96 and then only if you have an =91evan= gelist=92 on site who is able to equally encourage every subject area. The= quoted *reduction* in confidence in Secondary schools is possibly more to = do with a realisation that IWBs are not about just projection but about int= eractivity stimulating classroom performance? =20 But then=2C the problems cited do not only apply to Secondary schools. Wha= t about FE=2C HE and Adult Education? Here are the real bastions of non-in= teractivity! =20 Ray Tolley FEIDCT=2C NAACE Fellow=2C MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] = On Behalf Of Mike Cameron Sent: 12 November 2009 10:03 To: Andy Bird=3B advisory@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 So=2C generally=2C IWBs seem to be well-adopted and producing the goods in = terms of learning outcomes in Primary (the BESA figures appear to bear this= out with teachers who fell confident and competent in the use of IBWs incr= easing to 39% from 31% in 2007 =96 whereas the similar figures for secondar= y fell from 16% to 10%). =20 Let us for the sake of discussion make a couple of assumptions. Firstly=2C = lets accept=2C as Andy says=2C that IWBs are a powerful tool for learning. = Secondly=2C let us also accept that secondary teachers are as intelligent a= nd pedagogically perceptive as their primary counterparts. Then the questio= n becomes=2C what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one=2C and apparently not work = in the other (notwithstanding that in secondary there are some very=2C very= small pockets of excellent use)? =20 Some hypotheses to work on (accountants hat off=2C statisticians hat on): =20 - Primary schools are smaller and it is therefore easier to effect= system change within them (with 177=2C000 in the schools=2C it is harder t= o teach without one than with one)=2C - The pedagogical approaches predominantly in place in secondary s= chools mitigates against the use of IWBs=2C - And closely allied=2C the structure of the school day (and the c= onstant movement of students) mitigates against the use of IWBs=2C - Teenage children learn differently to younger children=2C - Secondary schools are more concerned about behaviour management = than the management of learning=2C - The results driven agenda of secondary schools mitigates against= the use of IWBs=2C - Secondary teachers are more driven by their subject matter than = by learning (controversial and not meant in any negative sense)=2C - And there are probably many more. =20 I don=92t know if any of these are the reasons that IWBs don=92t work in se= condary schools (and if anyone want to pick them off one by one please feel= free=2C but it won=92t solve the problem as there are many more where the= y came from). They are however all reasons that have been given to me by se= condary school teachers as to why they don=92t work. They may just be barri= ers=2C but some of them do=2C I think require further investigation before = we just say that the reason IWBs haven=92t succeeded in 3500 secondary scho= ols with 250=2C000 teachers in them is just down to the lack of CPD. This i= s a quarter of a million intelligent people=2C and collectively they seem t= o have decided that IWBs are not the answer. They may well be wrong=2C but = in order to convince them of that we need evidence. We need longitudinal st= udy that shows across different subjects and different institutions (and in= the appropriate age range) that IWBs produce better learning outcomes.=20 =20 I write the above from the persoanl position that I would not teach in a cl= assroom that did not have an IWB. But my opinion is not enough to change th= e direction that is the oil tanker of secondary education. And morally it d= oes not even enable me to try. I could be wrong. Which is why we need a bod= y of evidence that is stronger that what we have so far.=20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk =20 From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] = On Behalf Of Andy Bird Sent: 11 November 2009 14:21 To: advisory@talk.naace.org Subject: Re: [Advisory] IWBs - An Australian perspective =20 Our experience could not be further from the examples given here. I don't = think you would find one of our primary practitioner who would state that a= penny was wasted on their boards with a few exceptions=2C normally down to= poor choice of position. =20 I think one interesting measure of the importance and impact of IWBs on cla= ssroom practise must be the reaction of teachers if you tried to take them = away. I can assure you that the flaming brands and pitch forks would be ou= t if you even suggested to our primary schools that you would take their bo= ards from them. I don't know where others are going wrong but the IWBs hav= e been a significant driver of ICT development in nearly all our primary sc= hools. We are now encouraging teachers to put it in the hands of the pupil= s as another resource for pupil use of ICT. Again=2C some teachers have be= ing doing this all along. =20 This is a development process and an ongoing one at that. I struggle to see= how people can state that the boards were installed and they were a waste.= . why has CPD stopped? This is an ongoing process of continual development.= I can understand a argument that states "we are not presently getting val= ue out of our boards" and the answer of course is "do something about it". = The boards in the hands of a good practitioner are astounding (it's the so= ftware stupid).. the problem is a lack of sharing and CPD not the hardware. =20 You will note that all the above refers to primary.. our experience in seco= ndary is a different matter but the same solution.. they never came out for= training and never will and will never experience the power of the IWB. T= hey just don't understand that the boards are a powerful tool for learning = and not a presentation method =20 I am most concerned that anyone reading this thread will be left with the i= mpression that it is all dire.. this is not the case. =20 andy =20 =20 =20 =20 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document=2C ask yourself whether y= ou need a hard copy. This e-mail and any attachments are confidential and intended solely for th= e use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have receive= d this e-mail in error=20 then please accept our apologies. In such circumstances any use=2C dissemin= ation=2C forwarding=2C printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contac= t the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are sole= ly those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This e-mail = does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software vir= uses=2C but we advise that you=20 carry out your own virus checks on any attachments to this message. We cann= ot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document=2C ask yourself whether y= ou need a hard copy. This e-mail and any attachments are confidential and intended solely for th= e use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have receive= d this e-mail in error=20 then please accept our apologies. In such circumstances any use=2C dissemin= ation=2C forwarding=2C printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contac= t the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are sole= ly those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This e-mail = does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software vir= uses=2C but we advise that you=20 carry out your own virus checks on any attachments to this message. We cann= ot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ = = --_511e8bb0-deba-4bf6-9021-a3eea389ba4f_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable My thesis is available at the web address below and may be of interest.
Julie

Dr Julie Cogill Tel: 020 8663 1501=3B 0771 461 1530. =3BTh= e content of this email is confidential to the person or people to whom it = has been sent. www.juliecogill.co.= uk

=3B

From: rjt@maximise-ict.co.uk
To: advisory@talk.naace.org=3B secondary@ta= lk.naace.org
Subject: RE: [Secondary] RE: [Advisory] IWBs - An Australia= n perspective
Date: Fri=2C 13 Nov 2009 16:48:09 +0000

Graham=2C

=3B

I=92d be the first to volunteer if = some university could cough up some funding!

=3B

Ray Tolley =3B FEIDCT=2C NAACE F= ellow=2C MBILD
ICT Education Consultant
Maximise ICT Ltd
P: = =3B =

B: =3B http://www.efoliointheuk.blogs= pot.com/
W: =3B http://www.maximis= e-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

=3B

From: Graham Hast= ings [mailto:GHastings@sjcs.co.uk]
Sent: 13 November 2009 16:39<= BR>To: Ray Tolley
Subject: RE: [Secondary] RE: [Advisory] = IWBs - An Australian perspective

=3B

Ray=2C

=3B

You are quite right.

=3B

I wish I had more time to properly research and evalua= te the difference that the boards are making in my school =96 for better or= for worse.

=3B

There is a PhD in this for someone =96 any takers?

=3B

Graham. =3B

=3B

From: secondary-a= dmin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of= Ray Tolley
Sent: 12 November 2009 22:33
To: adviso= ry@talk.naace.org=3B secondary@talk.naace.org
Subject: [Secondary= ] RE: [Advisory] IWBs - An Australian perspective=

=3B

The trouble with the format of our = conversations is such that we tend to fire off heartfelt missives from our = own micro experiences (apart from one or two exceptions) =3B whereas a = more constructive approach may be a longer and more collaborative work at t= he macro level. I have on my desk in front of me several well written and p= ertinent books and also the usual Becta/Besa documents on line. =3B I l= ist some of them here:

=3B

Becta. (2007). Harnessing technology review 2007: = Progress and impact of technology in education: Summary report. Retriev= ed July 16=2C 2008=2C from http://publications.becta.org.uk/display.cfm?res= ID=3D33980<= /SPAN>

Betcher=2C C. and Lee=2C M. (2009) The interactive whiteboard revo= lution Melbourne ACER Press

Cuban=2C L. (1986). Teachers and machines: The cla= ssroom use of technology since 1920. New York: Teachers College Press

Friedman=2C T. (2006). The world is flat (2nd = Ed.). New York: Farrar=2C Straus Giroux.

Lee M.=2C &=3B Winzenried=2C A. (2006)=2C Interact= ive whiteboards: Achieving total teacher usage. Australian Educational L= eader=2C 28(3)=2C 22-25

Lee=2C M.=2C &=3B Gaffney=2C M. (Eds.). (2008). Leading a digital school. Melbourne: ACER Press.

Lee=2C M. and Winzenried=2C A. (2009) The use of instructional tec= hnology in schools. Melbourne ACER Press

Lee=2C M. and Finger=2C G.(Eds) (2010 in press) Developing the net= worked school community Melbourne ACER Press (one chapter by me!)

Saettler=2C P. (1990). The evolution of American e= ducational technology. Connecticut: Information Age Publishing

RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit

Also from Friday 13^th proceedings will be available from t= he following:

http://www.futureofeducation.com/forum/topics/larry-cuban= -on-school-reform

=3B

Mal Lee writes=2C =91Within less= than a decade this technology has had a profound impact across the develop= ed world on teachers=92 preparedness to move from the traditional paper bas= ed teaching materials to those that are predominantly digital=2C to normali= ze the use of the digital in their everyday teaching and in turn to move sc= hooling from its traditional paper based operational paradigm to one that i= s digital.=92 =3B If this really is a =91world view=92 then I wonde= r why there are so many in the UK who would argue differently.

=3B

He continues his argument concernin= g the adoption of all digital technologies=2C =91In preparing the recent= ACER Press publication with Chris Betcher on the classroom use of IWBs the= authors very consciously titled the work =91The Interactive Whiteboard= Revolution=92 (2009) conscious the research was already revealing the p= rofound impact this technology had had upon teacher=2C student and whole of= school normalization of digital technologies in general=92. =3B It= is interesting that he sees the IWB as being the possible kick-start to th= e accelerated adoption of all later digital technologies.

=3B

Perhaps the most important conclusi= on I reach is that we in the UK probably got off to a bad start as early ad= opters in that many schools were expected to introduce IWB technology witho= ut really understanding the implications of how it could be exploited. = =3B Inevitably=2C many were presented with a tool without any realisation o= f its potential pedagogical applications. =3BRather like staring at th= e first Model =91T=92 Ford and wondering where the horse would go. =3B= Other countries=2C as =91late starters=92 or =91second generation=92=2C app= ear to have overcome some of these issues probably by introducing the advan= tages of the IWB in pedagogical terms.

=3B

We should remember that=2C apart fr= om the OHP=2C the IWB is the only technology specifically developed for sch= ools. =3B Other digital technologies have escalated due to popular adve= rtising=2C peer pressure at all ages and sectors of society and=2C in turn= =2C prices have tumbled and these devices have eased their way into schools= . =3B Never have I seen an advert on television for an IWB and yet ever= y other new gizmo upon initial advertising soon has a massive take-up as ex= emplified by the explosion in takeup of =3BiPhones and their alternati= ves=2C sat-navs or giant domestic plasma screens.

=3B

Although we have had only a handful= of positive comments I just wonder how many schools in the UK would be wil= ling to open their doors and show something of good practice? =3B Perha= ps I am talking myself into collating exemplars of good IWB practice =96 pl= ease contact me directly if you wish to tell your story.

=3B

I could quote at length passages fr= om =91Leading a Digital School=92 and =91The use of Instructional= Technology in Schools=92 but it=92s probably better that you read the = books yourselves!

=3B

BW

=3B

Ray Tolley =3B FEIDCT=2C NAACE F= ellow=2C MBILD
ICT Education Consultant
Maximise ICT Ltd
P: = =3B =

B: =3B http://www.efoliointheuk.blogs= pot.com/
W: =3B http://www.maximis= e-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

=3B

From: Mike Camero= n [mailto:Mike.Cameron@ssatrust.org.uk]
Sent: 12 November 2009 1= 7:22
To: Ray Tolley
Subject: RE: [Advisory] IWBs - An A= ustralian perspective

=3B

Hi Ray=2C=

=3B

I have made some specific comments = below=2C but they really aren=92t the point. The reality is=2C and even tho= se who in the course of this discussion have been the most positive about I= WBs will admit=2C the initial reaction of the average secondary teacher to = an IWB will be to start assembling a list of barriers that they perceive to= be true. And in many cases for that particular teacher in that particular = school context=2C they will often be true. The right way to be able to over= -ride those barriers is to have the body of research evidence that shows te= achers in which circumstances IWBs are going to improve their practice and = the learning outcomes of their students. Only when we have that body of evi= dence will we have the moral authority to =93impose=94 a technological/peda= gogical change on a cohort of teachers.

=3B

I think the blog post that you refe= renced gets it half right. The author talks about the perceived affordances= of the IWB that can transform learning. It is these affordances that we sh= ould be concentrating on=2C which I believe would unite everyone on the adv= isory/secondary forums. How a school then introduces them should then be th= eir business. For some reason people do get a bit attached to their own par= ticular technology focus. And this I think is really Paul Hynes point. He i= s not against interactivity=2C or the use of digital resources (exactly the= opposite as anyone who knows him understands) his argument is around the b= est way to enable it. And in this I understand his point. With most teacher= s an IWB reinforces the teacher at the front stance. This is not to say tha= t it is good practice=2C or that it cannot be overcome by extensive coachin= g=2C but it is what happens. For me=2C this is exactly the kind of teaching= that we need to move away from =3B - in a sense we need to make KS3/4/= 5 more like KS1/2 in order to benefit from the interactivity.

=3B

So the question what will effect th= is change. Does the introduction of IWBs alone enable/encourage the change.= The evidence I have seen would suggest not=2C so the change to the pedagog= y has to come first=2C or at least be explicitly understood to be a necessa= ry complement to the successful introduction of IWBs (or any other technolo= gy).

=3B

=3B

Regards

=3B

Mike =

=3B

Telephone: +44 (0)20 =3B7802 0658 +44 (= 0)20 7802 0658

Mobile: =3B =3B =3B&nbs= p=3B =3B +44 (0)7866 747280

Email: =3B =3B =3B = =3B =3B =3B= mi= ke.cameron@ssatrust.org.uk

=3B

From: Ray Tolley = [mailto:rjt@maximise-ict.co.uk]
Sent: 12 November 2009 11:23
= To: Mike Cameron
Subject: RE: [Advisory] IWBs - An Austral= ian perspective
Importance: High

=3B

Hi=2C Mike=2C

=3B

I respond to your bulleted list:

=3B

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B Primary schools are smaller and it is therefore easier to effec= t system change within them (with 177=2C000 in the schools=2C it is harder = to teach without one than with one)=2C

Perha= ps=2C due to the lack of resident technicians=2C staff are more willing to = talk to each other and share ideas?[Mike Cameron] =3BI also think that a primary head has relatively more power = than one in secondary =96 if the head says IWBs =2C then they have IWBs. Al= so the relative size is important here =96 a primary school with 200 studen= ts may need 8 whiteboards=2C a secondary with 1000 students may need 60=2C = =A324k vs =A3180=2C000=2C or =A3120 per student vs =A3180.

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B The pedagogical approaches predominantly in place in secondary = schools mitigate against the use of IWBs=2C

Yes= =2C probably didactic styles are often still in place in Secondary schools= =2C whereas the benefits of experiential learning are built upon more readi= ly in Primary schools.

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B And closely allied=2C the structure of the school day (and the = constant movement of students) mitigates against the use of IWBs=2C<= /I>

Exact= ly the opposite =96 the IWB is easily set up as the class arrives =96 far m= ore effective than dishing out books with the usual instruction=2C =91Turn = to page nn and read the first paragraph.=92 Whilst hurriedly writing= up the lesson objectives/outcomes on the board.[Mike Cameron] Or as a teacher might argue=2C I have to move from cla= ss to class=2C log off of one machine=2C log onto another before I can star= t teaching.

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B Teenage children learn differently to younger children=2C

Accep= ted that SOME children are beginning to discover their preferences to learn= ing styles=2C but right up to the end of KS3 many are still working in a co= ncrete/operational style where real activity and kinaesthetic experience st= ill counts for much.

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B Secondary schools are more concerned about behaviour management= than the management of learning=2C

Possi= bly=2C but good teaching and learning styles overcome many of the behaviour= management problems.[Mike Cameron] And I = would agree that good use of an interactive resource would help overcome th= ose issues=2C but teachers need evidence of this to be confident to try it = (and fail at first) and keep trying it until they succeed.

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B The results driven agenda of secondary schools mitigates agains= t the use of IWBs=2C

Wow! = How blind is this? =3B Benefits of the IWB include getting through work= more quickly=2C ability to revise/review previous work covered=2C access m= issed (digital delivery) any time any place=2C consolidate understanding th= rough dynamic plenaries etc.[Mike Cameron] It may be blind=2C but it is the reality= . If I change to using an IWB my performance (and from a heads perspective = the schools performance) may fall at the outset =96 as you say it can take = up to 5 years to develop good IWB practice. Can my results take that dip? I= s it ethical to impose that dip on a cohort of students?

=B7 =3B =3B&n= bsp=3B =3B =3B =3B =3B =3B Secondary teachers are more driven by their subject matter than= by learning (controversial and not meant in any negative sense)=2C<= /I>

Yes= =2C and how proud the teachers can be of the distinct and effective ways th= at the IWB can be uniquely used for each individual subject area.
One of the arguments most commonly = used against the IWB is that many activities seen could be delivered equall= y well with an ordinary projector without any interactivity. =3B But on= ce teachers and pupils discover more and more how to use interactivity effe= ctively the transformation will begin. (ie possibly raise the 10% observed = interactivity to nearer 80%?)

=3B

Perhaps=2C in the past=2C where IWB= s have been foisted upon schools without the sensitive mediation that is re= quired=2C the instruction on the use of IWBs has been primarily about demon= strating the technical functionality without actually helping staff to cons= ider how a wide variety of interactive IWB tools can be used effectively in= their own subject areas.

=3B

One comment was made that it takes = at least 3 years for IWBs to become really adopted in a school. =3B I w= ould suggest that 5 years is a more realistic recognition of =91total adopt= ion=92 =96 and then only if you have an =91evangelist=92 on site who is abl= e to equally encourage every subject area. =3B The quoted *reduction= * in confidence in Secondary schools is possibly more to do with a real= isation that IWBs are not about just projection but about interactivity sti= mulating classroom performance?

=3B

But then=2C the problems cited do n= ot only apply to Secondary schools. =3B What about FE=2C HE and Adult E= ducation? =3B Here are the real bastions of non-interactivity!
=3B

Ray Tolley =3B FEIDCT=2C NAACE F= ellow=2C MBILD
ICT Education Consultant
Maximise ICT Ltd
P: = =3B =

B: =3B http://www.efoliointheuk.blogs= pot.com/
W: =3B http://www.maximis= e-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

=3B

From: advisory-ad= min@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of <= /B>Mike Cameron
Sent: 12 November 2009 10:03
To: Andy B= ird=3B advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An = Australian perspective

=3B

So=2C generally=2C IWBs seem to be = well-adopted and producing the goods in terms of learning outcomes in Prima= ry (the BESA figures appear to bear this out with teachers who fell confide= nt and competent in the use of IBWs increasing to 39% from 31% in 2007 =96 = whereas the similar figures for secondary fell from 16% to 10%).

=3B

Let us for the sake of discussion m= ake a couple of assumptions. Firstly=2C lets accept=2C as Andy says=2C that= IWBs are a powerful tool for learning. Secondly=2C let us also accept that= secondary teachers are as intelligent and pedagogically perceptive as thei= r primary counterparts. Then the question becomes=2C what is it about the n= ature of secondary education as opposed to primary that makes the same tool= work in one=2C and apparently not work in the other (notwithstanding that = in secondary there are some very=2C very small pockets of excellent use)?

=3B

Some hypotheses to work on (account= ants hat off=2C statisticians hat on):

=3B

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B Primary schools are smaller and it is therefore easier to eff= ect system change within them (with 177=2C000 in the schools=2C it is harde= r to teach without one than with one)=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B The pedagogical approaches predominantly in place in secondar= y schools mitigates against the use of IWBs=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B And closely allied=2C the structure of the school day (and th= e constant movement of students) mitigates against the use of IWBs=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B Teenage children learn differently to younger children=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B Secondary schools are more concerned about behaviour manageme= nt than the management of learning=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B The results driven agenda of secondary schools mitigates agai= nst the use of IWBs=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B Secondary teachers are more driven by their subject matter th= an by learning (controversial and not meant in any negative sense)=2C

- =3B =3B = =3B =3B =3B =3B =3B =3B =3B And there are probably many more.

=3B

I don=92t know if any of these are = the reasons that IWBs don=92t work in secondary schools (and if anyone want= to pick them off one by one please feel free=2C but it won=92t solve the p= roblem as there are many =3Bmore where they came from). They are howev= er all reasons that have been given to me by secondary school teachers as t= o why they don=92t work. They may just be barriers=2C but some of them do= =2C I think require further investigation before we just say that the reaso= n IWBs haven=92t succeeded in 3500 secondary schools with 250=2C000 teacher= s in them is just down to the lack of CPD. This is a quarter of a million i= ntelligent people=2C and collectively they seem to have decided that IWBs a= re not the answer. They may well be wrong=2C but in order to convince them = of that we need evidence. We need longitudinal study that shows across diff= erent subjects and different institutions (and in the appropriate age range= ) that IWBs produce better learning outcomes.

=3B

I write the above from the persoanl= position that I would not teach in a classroom that did not have an IWB. B= ut my opinion is not enough to change the direction that is the oil tanker = of secondary education. And morally it does not even enable me to try. I co= uld be wrong. Which is why we need a body of evidence that is stronger that= what we have so far.

=3B

Regards

=3B

Mike =

=3B

Telephone: +44 (0)20 =3B7802 0658 +44 (= 0)20 7802 0658

Mobile: =3B =3B =3B&nbs= p=3B =3B +44 (0)7866 747280

Email: =3B =3B =3B = =3B =3B =3B= mi= ke.cameron@ssatrust.org.uk

=3B

From: advisory-ad= min@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of <= /B>Andy Bird
Sent: 11 November 2009 14:21
To: advisory@= talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian persp= ective

=3B

Our experience could not be further from the exampl= es given here. =3BI don't think you would find one of our primary prac= titioner who would state that a penny was wasted on their boards with a few= =3Bexceptions=2C normally down to poor choice of =3Bposition.
<= /DIV>

=3B

I think one interesting measure of the importance a= nd impact of IWBs on classroom practise must be the =3Breaction =3B= of teachers if you tried to take them away. =3BI can assure you that t= he flaming brands and pitch forks would be out if you even suggested to our= primary schools that you would take their boards from them. =3BI don'= t know where others are going wrong but the IWBs have been a significant dr= iver of ICT development in nearly all our primary schools. =3BWe are n= ow encouraging teachers to put it in the hands of the pupils as another res= ource for pupil use of ICT. =3BAgain=2C some teachers have being doing= this all along.

=3B

This is a development process and an ongoing one at= that. I struggle to see how people can state that the boards were installe= d and they were a waste.. why has CPD stopped? This is an ongoing process o= f continual development. =3BI can understand a argument that states "w= e are not presently getting value out of our boards" and the answer of cour= se is "do something about it". =3BThe boards in the hands of a good&nb= sp=3Bpractitioner are astounding (it's the software stupid).. the problem i= s a lack of sharing and CPD not the hardware.

=3B

You will note that all the above refers to primary.= . our experience in =3Bsecondary =3Bis a different matter but the s= ame solution.. they never came out for training and never will and will nev= er experience the power of the IWB. =3BThey just don't understand that= the boards are a powerful tool for learning and not a presentation method<= /P>

=3B

I am most concerned that anyone reading this thread= will be left with the impression that it is all dire.. this is not the cas= e.

=3B

andy

=3B

=3B

=3B

=3B

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= --_511e8bb0-deba-4bf6-9021-a3eea389ba4f_-- From Margaret.Allen@prometheanworld.com Fri Nov 13 18:30:17 2009 From: Margaret.Allen@prometheanworld.com (Allen,Margaret) Date: Fri, 13 Nov 2009 18:30:17 -0000 Subject: [Advisory] IWBs - An Australian perspective In-Reply-To: <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> References: <001f01ca60ac$de4cd8a0$9ae689e0$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE3F8B@Hermes.sst.lan> <002301ca6169$22cb9c70$6862d550$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE45AE@Hermes.sst.lan> <0C157D43BC8D464791EAF6D455307E2F0157962C@legolas.titchmarsh.csco.org.uk> <86BA8D34DFEAF74B838E4882BBD390272D26D40F73@Hermes.sst.lan> <20E70E45-66ED-4D3C-9E21-C92C02B027C4@BroadieAssociates.co.uk> <476c0fd30911110621t56e57a01hd2ad709ca5d50e04@mail.gmail.com> <86BA8D34DFEAF74B838E4882BBD390272EF7721738@Hermes.sst.lan> <001801ca638a$80bac180$82304480$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272EF7DA59E0@Hermes.sst.lan> <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> Message-ID: <5B1328B855FA1F41B44F9598A11CFC670A1CF3E6@Genesis.emea.local> This is a multi-part message in MIME format. ------_=_NextPart_001_01CA648F.598B3AE7 Content-Type: multipart/alternative; boundary="----_=_NextPart_002_01CA648F.598B3AE7" ------_=_NextPart_002_01CA648F.598B3AE7 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Hi =20 Obvious Commercial attachment, but a teacher nevertheless!! J =20 I think it is very sad that decisions surrounding technology adoption = and its potential impact have always been "done to" teachers rather than = "offered". Teachers are naturally innovative and absolutely at the heart of their = practice is ensuring sound, effective and suitable engagement. Primary = teachers particularly need to offer a varied diet of content, not only = in application and delivery, but also from a stimulation point of view. = All teachers are faced with similar challenges which include, behaviour, = attention span, league tables, inclusion, assessment, the list could go = on.=20 =20 IWBs were parachuted into the classroom as part of the BECTA =A350 = million initiative, no formal training "package" was ever offered as the = previous 2 years of NOF Training had already been spent all =A3230 = million of it!! This NOF training had been forced down a "Microsoft = office" route as a lack of suitable software applications made real ICT = Training impossible. With the introduction of ELCs (Electronic Learning = Credits) this then drove shelves and shelves of software being sold = under the umbrella of ICT engagement. Whole suites of computers -v- = stand alone in the classroom whether "single" or banks of four or five = were explored and the more innovative/creative teachers were able to = choose and adapt to this avalanche of support from the industry. BUT = all of this adoption, was driven by external funding and so inevitably = the ownership or "skin in the game" was inevitably in evidence. =20 I believe that a considerable number of applications and software = packages were superb in what they offered teachers in order that they = felt able to operate in this space. BUT for iwbs to be seen as some = sort of white elephant because of the lack of training, because of the = way in which they appeared seems to me to be gently unfair. The UK = Adoption of iwbs is obviously the most mature across the globe with = between 70/75% classroom adoption but it would be very sad if these = boards are judged and condemned when their true potential is still = relatively embryonic. =20 Having a "hub" for Technological application(s) in the classroom is a = must and should be seen as a starting place. If activity is only ever = seen as PowerPoint "clicking through" or web browsing or annotation over = pdfs/word docs then clearly this would be a poor exploitation of the = significant investment. =20 Classed as a "vendor" J maybe it could be said that I would be promoting = their value, but there are some amazing examples of innovative and = exciting adoption of iwbs in the classroom with additional = benefits/peripherals being developed and deployed by a significant = number of teachers. =20 My colleagues in the US operate within a school culture where Prof. = Development is seen as part of a teachers' package. A certain amount of = funding is attached to each teacher. We as a company are often involved = in whole district workshop implementations where innovative and exciting = content is the outcome. This reflects a real understanding of the need = for teachers to be supported and invited into what is not a natural = space for some teachers whose training took place a number of years ago. =20 In some countries across Europe the average teacher age is nearer 50 = than 40 how will they will be feeling? =20 The iwb can form the backdrop, as well as the "hub" as mentioned above, = to a comfortable level of engagement if it is positioned as part of a = long term plan. Teachers have written on a board for centuries surely = if we were to start from this point then the overwhelming expectation of = linking to multi media, moodles, VLEs, IP enabled environments, video = conferencing, shared areas, downloading files, photos, images, flash = embedded activity not to mention school network blocked Youtube video = applications would seem far less onerous. The benefit of suitable = software being used to save, edit, revisit, modify and share has thus = far, in my opinion, been completely undervalued/understated. =20 Lets go back to the whole objective of any activity in a classroom. It = absolutely needs to be relevant and suitable, and in today's world of = fast paced technological adoption it is a student's right to expect an = element of technology, but ultimately we should be supporting teachers = in this space not dictating the methodology. If coercion is the = technique for deployment then it wouldn't matter whether it is an iwb, = camera or actually a text book it is doomed to failure. =20 This image may be of interest..... Media Consumption by Students in = Holland - but I think could well be levelled at any country. =20 =20 =20 =20 =20 = = Source: Cisco Systems, Inc =20 =20 Obviously the above is written within the context of my work but clearly = is my personal view as opposed to my employers'! =20 Best Wishes=20 =20 Margaret =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Ray Tolley Sent: 12 November 2009 22:33 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 The trouble with the format of our conversations is such that we tend to = fire off heartfelt missives from our own micro experiences (apart from = one or two exceptions) whereas a more constructive approach may be a = longer and more collaborative work at the macro level. I have on my desk = in front of me several well written and pertinent books and also the = usual Becta/Besa documents on line. I list some of them here: =20 Becta. (2007). Harnessing technology review 2007: Progress and impact of = technology in education: Summary report. Retrieved July 16, 2008, from = http://publications.becta.org.uk/display.cfm?resID=3D33980 Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution = Melbourne ACER Press Cuban, L. (1986). Teachers and machines: The classroom use of technology = since 1920. New York: Teachers College Press Friedman, T. (2006). The world is flat (2nd Ed.). New York: Farrar, = Straus Giroux. Lee M., & Winzenried, A. (2006), Interactive whiteboards: Achieving = total teacher usage. Australian Educational Leader, 28(3), 22-25 Lee, M., & Gaffney, M. (Eds.). (2008). Leading a digital school. = Melbourne: ACER Press. Lee, M. and Winzenried, A. (2009) The use of instructional technology in = schools. Melbourne ACER Press Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked = school community Melbourne ACER Press (one chapter by me!) Saettler, P. (1990). The evolution of American educational technology. = Connecticut: Information Age Publishing RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit Also from Friday 13th proceedings will be available from the following: http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-refor= m =20 Mal Lee writes, 'Within less than a decade this technology has had a = profound impact across the developed world on teachers' preparedness to = move from the traditional paper based teaching materials to those that = are predominantly digital, to normalize the use of the digital in their = everyday teaching and in turn to move schooling from its traditional = paper based operational paradigm to one that is digital.' If this = really is a 'world view' then I wonder why there are so many in the UK = who would argue differently. =20 He continues his argument concerning the adoption of all digital = technologies, 'In preparing the recent ACER Press publication with Chris = Betcher on the classroom use of IWBs the authors very consciously titled = the work 'The Interactive Whiteboard Revolution' (2009) conscious the = research was already revealing the profound impact this technology had = had upon teacher, student and whole of school normalization of digital = technologies in general'. It is interesting that he sees the IWB as = being the possible kick-start to the accelerated adoption of all later = digital technologies. =20 Perhaps the most important conclusion I reach is that we in the UK = probably got off to a bad start as early adopters in that many schools = were expected to introduce IWB technology without really understanding = the implications of how it could be exploited. Inevitably, many were = presented with a tool without any realisation of its potential = pedagogical applications. Rather like staring at the first Model 'T' = Ford and wondering where the horse would go. Other countries, as 'late = starters' or 'second generation', appear to have overcome some of these = issues probably by introducing the advantages of the IWB in pedagogical = terms. =20 We should remember that, apart from the OHP, the IWB is the only = technology specifically developed for schools. Other digital = technologies have escalated due to popular advertising, peer pressure at = all ages and sectors of society and, in turn, prices have tumbled and = these devices have eased their way into schools. Never have I seen an = advert on television for an IWB and yet every other new gizmo upon = initial advertising soon has a massive take-up as exemplified by the = explosion in takeup of iPhones and their alternatives, sat-navs or = giant domestic plasma screens. =20 Although we have had only a handful of positive comments I just wonder = how many schools in the UK would be willing to open their doors and show = something of good practice? Perhaps I am talking myself into collating = exemplars of good IWB practice - please contact me directly if you wish = to tell your story. =20 I could quote at length passages from 'Leading a Digital School' and = 'The use of Instructional Technology in Schools' but it's probably = better that you read the books yourselves! =20 BW =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ = =20 B: http://www.efoliointheuk.blogspot.com/ = =20 W: http://www.maximise-ict.co.uk/eFolio-01.htm = =20 Winner of the IMS 'Leadership Regional Award 2009' =20 From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20 Sent: 12 November 2009 17:22 To: Ray Tolley Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi Ray, =20 I have made some specific comments below, but they really aren't the = point. The reality is, and even those who in the course of this = discussion have been the most positive about IWBs will admit, the = initial reaction of the average secondary teacher to an IWB will be to = start assembling a list of barriers that they perceive to be true. And = in many cases for that particular teacher in that particular school = context, they will often be true. The right way to be able to over-ride = those barriers is to have the body of research evidence that shows = teachers in which circumstances IWBs are going to improve their practice = and the learning outcomes of their students. Only when we have that body = of evidence will we have the moral authority to "impose" a = technological/pedagogical change on a cohort of teachers. =20 I think the blog post that you referenced gets it half right. The author = talks about the perceived affordances of the IWB that can transform = learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. = How a school then introduces them should then be their business. For = some reason people do get a bit attached to their own particular = technology focus. And this I think is really Paul Hynes point. He is not = against interactivity, or the use of digital resources (exactly the = opposite as anyone who knows him understands) his argument is around the = best way to enable it. And in this I understand his point. With most = teachers an IWB reinforces the teacher at the front stance. This is not = to say that it is good practice, or that it cannot be overcome by = extensive coaching, but it is what happens. For me, this is exactly the = kind of teaching that we need to move away from - in a sense we need to = make KS3/4/5 more like KS1/2 in order to benefit from the interactivity. = =20 So the question what will effect this change. Does the introduction of = IWBs alone enable/encourage the change. The evidence I have seen would = suggest not, so the change to the pedagogy has to come first, or at = least be explicitly understood to be a necessary complement to the = successful introduction of IWBs (or any other technology). =20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk = =20 =20 From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20 Sent: 12 November 2009 11:23 To: Mike Cameron Subject: RE: [Advisory] IWBs - An Australian perspective Importance: High =20 Hi, Mike, =20 I respond to your bulleted list: =20 ? Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is = harder to teach without one than with one), Perhaps, due to the lack of resident technicians, staff are more willing = to talk to each other and share ideas?[Mike Cameron] I also think that = a primary head has relatively more power than one in secondary - if the = head says IWBs , then they have IWBs. Also the relative size is = important here - a primary school with 200 students may need 8 = whiteboards, a secondary with 1000 students may need 60, =A324k vs = =A3180,000, or =A3120 per student vs =A3180. ? The pedagogical approaches predominantly in place in secondary = schools mitigate against the use of IWBs, Yes, probably didactic styles are often still in place in Secondary = schools, whereas the benefits of experiential learning are built upon = more readily in Primary schools. ? And closely allied, the structure of the school day (and the = constant movement of students) mitigates against the use of IWBs, Exactly the opposite - the IWB is easily set up as the class arrives - = far more effective than dishing out books with the usual instruction, = 'Turn to page nn and read the first paragraph.' Whilst hurriedly writing = up the lesson objectives/outcomes on the board.[Mike Cameron] Or as a = teacher might argue, I have to move from class to class, log off of one = machine, log onto another before I can start teaching. ? Teenage children learn differently to younger children, Accepted that SOME children are beginning to discover their preferences = to learning styles, but right up to the end of KS3 many are still = working in a concrete/operational style where real activity and = kinaesthetic experience still counts for much.=20 ? Secondary schools are more concerned about behaviour = management than the management of learning, Possibly, but good teaching and learning styles overcome many of the = behaviour management problems.[Mike Cameron] And I would agree that good = use of an interactive resource would help overcome those issues, but = teachers need evidence of this to be confident to try it (and fail at = first) and keep trying it until they succeed. ? The results driven agenda of secondary schools mitigates = against the use of IWBs, Wow! How blind is this? Benefits of the IWB include getting through = work more quickly, ability to revise/review previous work covered, = access missed (digital delivery) any time any place, consolidate = understanding through dynamic plenaries etc.[Mike Cameron] It may be = blind, but it is the reality. If I change to using an IWB my performance = (and from a heads perspective the schools performance) may fall at the = outset - as you say it can take up to 5 years to develop good IWB = practice. Can my results take that dip? Is it ethical to impose that dip = on a cohort of students? ? Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), Yes, and how proud the teachers can be of the distinct and effective = ways that the IWB can be uniquely used for each individual subject area. One of the arguments most commonly used against the IWB is that many = activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils = discover more and more how to use interactivity effectively the = transformation will begin. (ie possibly raise the 10% observed = interactivity to nearer 80%?)=20 =20 Perhaps, in the past, where IWBs have been foisted upon schools without = the sensitive mediation that is required, the instruction on the use of = IWBs has been primarily about demonstrating the technical functionality = without actually helping staff to consider how a wide variety of = interactive IWB tools can be used effectively in their own subject = areas. =20 One comment was made that it takes at least 3 years for IWBs to become = really adopted in a school. I would suggest that 5 years is a more = realistic recognition of 'total adoption' - and then only if you have an = 'evangelist' on site who is able to equally encourage every subject = area. The quoted *reduction* in confidence in Secondary schools is = possibly more to do with a realisation that IWBs are not about just = projection but about interactivity stimulating classroom performance? =20 But then, the problems cited do not only apply to Secondary schools. = What about FE, HE and Adult Education? Here are the real bastions of = non-interactivity! =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ = =20 B: http://www.efoliointheuk.blogspot.com/ = =20 W: http://www.maximise-ict.co.uk/eFolio-01.htm = =20 Winner of the IMS 'Leadership Regional Award 2009' =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike Cameron Sent: 12 November 2009 10:03 To: Andy Bird; advisory@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 So, generally, IWBs seem to be well-adopted and producing the goods in = terms of learning outcomes in Primary (the BESA figures appear to bear = this out with teachers who fell confident and competent in the use of = IBWs increasing to 39% from 31% in 2007 - whereas the similar figures = for secondary fell from 16% to 10%). =20 Let us for the sake of discussion make a couple of assumptions. Firstly, = lets accept, as Andy says, that IWBs are a powerful tool for learning. = Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as = opposed to primary that makes the same tool work in one, and apparently = not work in the other (notwithstanding that in secondary there are some = very, very small pockets of excellent use)? =20 Some hypotheses to work on (accountants hat off, statisticians hat on): =20 - Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is = harder to teach without one than with one), - The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs, - And closely allied, the structure of the school day (and the = constant movement of students) mitigates against the use of IWBs, - Teenage children learn differently to younger children, - Secondary schools are more concerned about behaviour = management than the management of learning, - The results driven agenda of secondary schools mitigates = against the use of IWBs, - Secondary teachers are more driven by their subject matter = than by learning (controversial and not meant in any negative sense), - And there are probably many more. =20 I don't know if any of these are the reasons that IWBs don't work in = secondary schools (and if anyone want to pick them off one by one please = feel free, but it won't solve the problem as there are many more where = they came from). They are however all reasons that have been given to me = by secondary school teachers as to why they don't work. They may just be = barriers, but some of them do, I think require further investigation = before we just say that the reason IWBs haven't succeeded in 3500 = secondary schools with 250,000 teachers in them is just down to the lack = of CPD. This is a quarter of a million intelligent people, and = collectively they seem to have decided that IWBs are not the answer. = They may well be wrong, but in order to convince them of that we need = evidence. We need longitudinal study that shows across different = subjects and different institutions (and in the appropriate age range) = that IWBs produce better learning outcomes.=20 =20 I write the above from the persoanl position that I would not teach in a = classroom that did not have an IWB. But my opinion is not enough to = change the direction that is the oil tanker of secondary education. And = morally it does not even enable me to try. I could be wrong. Which is = why we need a body of evidence that is stronger that what we have so = far.=20 =20 Regards =20 Mike=20 =20 Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658 Mobile: +44 (0)7866 747280 Email: mike.cameron@ssatrust.org.uk = =20 =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird Sent: 11 November 2009 14:21 To: advisory@talk.naace.org Subject: Re: [Advisory] IWBs - An Australian perspective =20 Our experience could not be further from the examples given here. I = don't think you would find one of our primary practitioner who would = state that a penny was wasted on their boards with a few exceptions, = normally down to poor choice of position. =20 I think one interesting measure of the importance and impact of IWBs on = classroom practise must be the reaction of teachers if you tried to take = them away. I can assure you that the flaming brands and pitch forks = would be out if you even suggested to our primary schools that you would = take their boards from them. I don't know where others are going wrong = but the IWBs have been a significant driver of ICT development in nearly = all our primary schools. We are now encouraging teachers to put it in = the hands of the pupils as another resource for pupil use of ICT. = Again, some teachers have being doing this all along. =20 This is a development process and an ongoing one at that. I struggle to = see how people can state that the boards were installed and they were a = waste.. why has CPD stopped? This is an ongoing process of continual = development. I can understand a argument that states "we are not = presently getting value out of our boards" and the answer of course is = "do something about it". The boards in the hands of a good practitioner = are astounding (it's the software stupid).. the problem is a lack of = sharing and CPD not the hardware. =20 You will note that all the above refers to primary.. our experience in = secondary is a different matter but the same solution.. they never came = out for training and never will and will never experience the power of = the IWB. They just don't understand that the boards are a powerful tool = for learning and not a presentation method =20 I am most concerned that anyone reading this thread will be left with = the impression that it is all dire.. this is not the case. =20 andy =20 =20 =20 =20 ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether = you need a hard copy. This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have = received this e-mail in error=20 then please accept our apologies. In such circumstances any use, = dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please = contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are = solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This = e-mail does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software = viruses, but we advise that you=20 carry out your own virus checks on any attachments to this message. We = cannot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether = you need a hard copy. This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom=20 it is addressed. If you are not the intended recipient and you have = received this e-mail in error=20 then please accept our apologies. In such circumstances any use, = dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please = contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are = solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This = e-mail does not form part of a legally binding agreement.=20 We have taken precautions to minimise the risk of transmitting software = viruses, but we advise that you=20 carry out your own virus checks on any attachments to this message. We = cannot accept liability for any=20 loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email=20 ______________________________________________________________________ Promethean Limited is a company registered in England and Wales with = company number 1308938 and VAT number GB 572 2599 18 ______________________________________________ Promethean Ltd and or associated and or subsidiary companies : The views expressed in this communication may not necessarily be=20 the views held by Promethean Ltd and or associated and or subsidiary = companies. This e-mail is for the exclusive use of the addressee(s). Unauthorised=20 disclosure, copying or distribution is prohibited. This e-mail message has been swept for the presence of computer viruses. Promethean Ltd and or associated and or subsidiary companies accepts no = liability for any loss resulting from this email transmission. Promethean, Promethean House, Lower Philips Road, Blackburn, Lancashire, = BB1 5TH, UK. Please update your records accordingly. Thank you! ------_=_NextPart_002_01CA648F.598B3AE7 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Hi

Obvious Commercial attachment, but a teacher = nevertheless!!=A0 J

I think it is very sad that decisions surrounding = technology adoption and its potential impact have always been “done to” teachers rather than “offered”.

Teachers are naturally innovative and absolutely at the heart of their = practice is ensuring sound, effective and suitable engagement.=A0 Primary = teachers particularly need to offer a varied diet of content, not only in = application and delivery, but also from a stimulation point of view.=A0 All teachers = are faced with similar challenges which include, behaviour, attention span, = league tables, inclusion, assessment, the list could go on. =

IWBs were parachuted into the classroom as part of the = BECTA =A350 million initiative, no formal training “package” was ever = offered as the previous 2 years of NOF Training had already been spent all = =A3230 million of it!!=A0 This NOF training had been forced down a “Microsoft office” route as a lack of suitable software applications made = real ICT Training impossible.=A0 With the introduction of ELCs (Electronic = Learning Credits) this then drove shelves and shelves of software being sold = under the umbrella of ICT engagement.=A0 Whole suites of computers –v- stand = alone in the classroom whether “single” or banks of four or five were explored and the more innovative/creative teachers were able to choose = and adapt to this avalanche of support from the industry.=A0 BUT all of this adoption, was driven by external funding and so inevitably the ownership = or “skin in the game” was inevitably in = evidence.

I believe that a considerable number of applications and software packages were superb in what they offered teachers in order = that they felt able to operate in this space.=A0 BUT for iwbs to be seen as some = sort of white elephant because of the lack of training, because of the way in = which they appeared seems to me to be gently unfair.=A0 The UK Adoption of = iwbs is obviously the most mature across the globe with between 70/75% classroom adoption but it would be very sad if these boards are judged and = condemned when their true potential is still relatively = embryonic.

Having a “hub” for Technological = application(s) in the classroom is a must and should be seen as a starting place.=A0 If = activity is only ever seen as PowerPoint “clicking through” or web = browsing or annotation over pdfs/word docs then clearly this would be a poor = exploitation of the significant investment.

Classed as a “vendor” J maybe it could be = said that I would be promoting their value, but there are some amazing examples of innovative and exciting adoption of iwbs in the classroom with = additional benefits/peripherals being developed and deployed by a significant = number of teachers.

My colleagues in the US operate within a school culture = where Prof. Development is seen as part of a teachers’ package.=A0 A = certain amount of funding is attached to each teacher.=A0 We as a company are = often involved in whole district workshop implementations where innovative and exciting content is the outcome.=A0 This reflects a real understanding = of the need for teachers to be supported and invited into what is not a natural = space for some teachers whose training took place a number of years = ago.

In some countries across Europe the average teacher age = is nearer 50 than 40 how will they will be feeling?

The iwb can form the backdrop, as well as the = “hub” as mentioned above, to a comfortable level of engagement if it is = positioned as part of a long term plan.=A0 Teachers have written on a board for = centuries surely if we were to start from this point then the overwhelming = expectation of linking to multi media, moodles, VLEs, IP enabled environments, video conferencing, shared areas, downloading files, photos, images, flash = embedded activity not to mention school network blocked Youtube video = applications would seem far less onerous.=A0 The benefit of suitable software being used to = save, edit, revisit, modify and share has thus far, in my opinion, been = completely undervalued/understated.

Lets go back to the whole objective of any activity in a classroom.=A0 It absolutely needs to be relevant and suitable, and in today’s world of fast paced technological adoption it is a student’s right to expect an element of technology, but ultimately = we should be supporting teachers in this space not dictating the = methodology.=A0 If coercion is the technique for deployment then it wouldn’t matter = whether it is an iwb, camera or actually a text book it is doomed to = failure.

This image may be of interest.....=A0 Media Consumption = by Students in Holland – but I think could well be levelled at any = country.

=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0= =A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0=A0 = Source: Cisco Systems, Inc

Obviously the above is written within the context of my = work but clearly is my personal view as opposed to my = employers’!

Best Wishes

Margaret

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Ray = Tolley
Sent: 12 November 2009 22:33
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian = perspective

The trouble with the format of our conversations is such = that we tend to fire off heartfelt missives from our own micro experiences = (apart from one or two exceptions) whereas a more constructive approach may be = a longer and more collaborative work at the macro level. I have on my desk = in front of me several well written and pertinent books and also the usual Becta/Besa documents on line. I list some of them = here:

Becta. (2007). Harnessing technology review 2007: = Progress and impact of technology in education: Summary report. Retrieved July 16, 2008, = from http://publications.becta.org.uk/display.cfm?resID=3D33980

Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution = Melbourne ACER Press

Cuban, L. (1986). Teachers and machines: The classroom = use of technology since 1920. New York: Teachers College Press

Friedman, T. (2006). The world is flat (2nd Ed.). = New York: Farrar, Straus Giroux.

Lee M., & Winzenried, A. (2006), Interactive = whiteboards: Achieving total teacher usage. Australian Educational Leader, 28(3), = 22-25

Lee, M., & Gaffney, M. (Eds.). (2008). Leading a = digital school. Melbourne: ACER Press.

Lee, M. and Winzenried, A. (2009) The use of instructional technology in schools. = Melbourne ACER Press

Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked school = community Melbourne ACER Press (one chapter by me!)

Saettler, P. (1990). The evolution of American = educational technology. Connecticut: Information Age Publishing

RITWIT (2009) http://www.e= duc.cam.ac.uk/events/conferences/ritwit

Also from Friday 13^th proceedings will be available from the = following:

http://www.futureofeducation.com/forum/topics/larry-cuban-on-s= chool-reform

Mal Lee writes, ‘Within less than a decade this technology has had a profound impact across the developed world on teachers’ preparedness to move from the traditional paper based = teaching materials to those that are predominantly digital, to normalize the use = of the digital in their everyday teaching and in turn to move schooling from = its traditional paper based operational paradigm to one that is = digital.’ If this really is a ‘world view’ then I wonder why there are = so many in the UK who would argue differently.

He continues his argument concerning the adoption of all = digital technologies, ‘In preparing the recent ACER Press publication = with Chris Betcher on the classroom use of IWBs the authors very consciously = titled the work ‘The Interactive Whiteboard Revolution’ = (2009) conscious the research was already revealing the profound impact this technology had had upon teacher, student and whole of school = normalization of digital technologies in general’. It is interesting that = he sees the IWB as being the possible kick-start to the accelerated = adoption of all later digital technologies.

Perhaps the most important conclusion I reach is that we = in the UK probably got off to a bad start as early adopters in that many = schools were expected to introduce IWB technology without really understanding the implications of how it could be exploited. Inevitably, many were presented with a tool without any realisation of its potential = pedagogical applications. Rather like staring at the first Model = ‘T’ Ford and wondering where the horse would go. Other countries, as = ‘late starters’ or ‘second generation’, appear to have = overcome some of these issues probably by introducing the advantages of the IWB = in pedagogical terms.

We should remember that, apart from the OHP, the IWB is = the only technology specifically developed for schools. Other digital = technologies have escalated due to popular advertising, peer pressure at all ages and sectors of society and, in turn, prices have tumbled and these devices = have eased their way into schools. Never have I seen an advert on = television for an IWB and yet every other new gizmo upon initial advertising soon = has a massive take-up as exemplified by the explosion in takeup of = iPhones and their alternatives, sat-navs or giant domestic plasma = screens.

Although we have had only a handful of positive comments = I just wonder how many schools in the UK would be willing to open their doors = and show something of good practice? Perhaps I am talking myself into = collating exemplars of good IWB practice – please contact me directly if you = wish to tell your story.

I could quote at length passages from ‘Leading a Digital School’ and ‘The use of Instructional = Technology in Schools’ but it’s probably better that you read the = books yourselves!

BW

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From:= Mike = Cameron [mailto:Mike.Cameron@ssatrust.org.uk]
Sent: 12 November 2009 17:22
To: Ray Tolley
Subject: RE: [Advisory] IWBs - An Australian = perspective

Hi = Ray,

I have made some specific comments below, but they really aren’t the point. The reality is, and even those who in the course = of this discussion have been the most positive about IWBs will admit, the = initial reaction of the average secondary teacher to an IWB will be to start = assembling a list of barriers that they perceive to be true. And in many cases for = that particular teacher in that particular school context, they will often be = true. The right way to be able to over-ride those barriers is to have the body = of research evidence that shows teachers in which circumstances IWBs are = going to improve their practice and the learning outcomes of their students. Only = when we have that body of evidence will we have the moral authority to “impose” a technological/pedagogical change on a cohort of teachers.

I think the blog post that you referenced gets it half = right. The author talks about the perceived affordances of the IWB that can = transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a = school then introduces them should then be their business. For some reason = people do get a bit attached to their own particular technology focus. And this I = think is really Paul Hynes point. He is not against interactivity, or the use = of digital resources (exactly the opposite as anyone who knows him = understands) his argument is around the best way to enable it. And in this I = understand his point. With most teachers an IWB reinforces the teacher at the front = stance. This is not to say that it is good practice, or that it cannot be = overcome by extensive coaching, but it is what happens. For me, this is exactly the = kind of teaching that we need to move away from - in a sense we need to = make KS3/4/5 more like KS1/2 in order to benefit from the interactivity. =

So the question what will effect this change. Does the introduction of IWBs alone enable/encourage the change. The evidence I = have seen would suggest not, so the change to the pedagogy has to come first, = or at least be explicitly understood to be a necessary complement to the = successful introduction of IWBs (or any other technology).

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From:= Ray Tolley [mailto:rjt@maximise-ict.co.uk]
Sent: 12 November 2009 11:23
To: Mike Cameron
Subject: RE: [Advisory] IWBs - An Australian perspective
Importance: High

Hi, Mike,

I respond to your bulleted list:

?         Primary schools are smaller and it = is therefore easier to effect system change within them (with 177,000 in = the schools, it is harder to teach without one than with = one),

Perhaps, due to the = lack of resident technicians, staff are more willing to talk to each other and = share ideas?[Mike Cameron] I also think that a = primary head has relatively more power than one in secondary – if the head says = IWBs , then they have IWBs. Also the relative size is important here – a = primary school with 200 students may need 8 whiteboards, a secondary with 1000 = students may need 60, =A324k vs =A3180,000, or =A3120 per student vs = =A3180.

?         The pedagogical approaches = predominantly in place in secondary schools mitigate against the use of = IWBs,

Yes, probably didactic = styles are often still in place in Secondary schools, whereas the benefits of experiential learning are built upon more readily in Primary = schools.

?         And closely allied, the structure = of the school day (and the constant movement of students) mitigates against the = use of IWBs,

Exactly the opposite = – the IWB is easily set up as the class arrives – far more effective = than dishing out books with the usual instruction, ‘Turn to page = nn and read the first paragraph.’ Whilst hurriedly writing up the lesson objectives/outcomes on the board.[Mike Cameron] = O= r as a teacher might argue, I have to move from class to class, log off of one machine, log onto another before I can start = teaching.

?         Teenage children learn differently = to younger children,

Accepted that SOME = children are beginning to discover their preferences to learning styles, but = right up to the end of KS3 many are still working in a concrete/operational style = where real activity and kinaesthetic experience still counts for much. =

?         Secondary schools are more = concerned about behaviour management than the management of = learning,

Possibly, but good = teaching and learning styles overcome many of the behaviour management = problems.[Mike Cameron] And I would agree that good use of an interactive resource = would help overcome those issues, but teachers need evidence of this to be = confident to try it (and fail at first) and keep trying it until they = succeed.

?         The results driven agenda of = secondary schools mitigates against the use of IWBs,

Wow! How blind is = this? Benefits of the IWB include getting through work more quickly, ability = to revise/review previous work covered, access missed (digital delivery) = any time any place, consolidate understanding through dynamic plenaries = etc.[Mike Cameron] It may be blind, but it is the reality. If I change to using = an IWB my performance (and from a heads perspective the schools performance) = may fall at the outset – as you say it can take up to 5 years to develop = good IWB practice. Can my results take that dip? Is it ethical to impose that dip = on a cohort of students?

?         Secondary teachers are more driven = by their subject matter than by learning (controversial and not meant in = any negative sense),

Yes, and how proud the teachers can be of the distinct and effective ways that the IWB can be = uniquely used for each individual subject area.

One of the arguments most commonly used against the IWB = is that many activities seen could be delivered equally well with an ordinary = projector without any interactivity. But once teachers and pupils discover = more and more how to use interactivity effectively the transformation will begin. = (ie possibly raise the 10% observed interactivity to nearer 80%?) =

Perhaps, in the past, where IWBs have been foisted upon = schools without the sensitive mediation that is required, the instruction on the = use of IWBs has been primarily about demonstrating the technical functionality = without actually helping staff to consider how a wide variety of interactive IWB = tools can be used effectively in their own subject = areas.

One comment was made that it takes at least 3 years for = IWBs to become really adopted in a school. I would suggest that 5 years is = a more realistic recognition of ‘total adoption’ – and then = only if you have an ‘evangelist’ on site who is able to equally = encourage every subject area. The quoted *reduction* in confidence in Secondary schools is possibly more to do with a realisation that IWBs = are not about just projection but about interactivity stimulating classroom performance?

But then, the problems cited do not only apply to = Secondary schools. What about FE, HE and Adult Education? Here are the = real bastions of non-interactivity!

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From:= = advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Mike = Cameron
Sent: 12 November 2009 10:03
To: Andy Bird; advisory@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian = perspective

So, generally, IWBs seem to be well-adopted and producing = the goods in terms of learning outcomes in Primary (the BESA figures appear = to bear this out with teachers who fell confident and competent in the use of = IBWs increasing to 39% from 31% in 2007 – whereas the similar figures = for secondary fell from 16% to 10%).

Let us for the sake of discussion make a couple of = assumptions. Firstly, lets accept, as Andy says, that IWBs are a powerful tool for = learning. Secondly, let us also accept that secondary teachers are as intelligent = and pedagogically perceptive as their primary counterparts. Then the = question becomes, what is it about the nature of secondary education as opposed = to primary that makes the same tool work in one, and apparently not work in = the other (notwithstanding that in secondary there are some very, very small pockets of excellent use)?

Some hypotheses to work on (accountants hat off, = statisticians hat on):

-          Primary schools are smaller and it is therefore easier to = effect system change within them (with 177,000 in the schools, it is harder to = teach without one than with one),

-          The pedagogical approaches predominantly in place in = secondary schools mitigates against the use of IWBs,

-          And closely allied, the structure of the school day (and = the constant movement of students) mitigates against the use of = IWBs,

-          Teenage children learn differently to younger = children,

-          Secondary schools are more concerned about behaviour = management than the management of learning,

-          The results driven agenda of secondary schools mitigates = against the use of IWBs,

-          Secondary teachers are more driven by their subject = matter than by learning (controversial and not meant in any negative = sense),

-          And there are probably many more.

I don’t know if any of these are the reasons that = IWBs don’t work in secondary schools (and if anyone want to pick them = off one by one please feel free, but it won’t solve the problem as there = are many more where they came from). They are however all reasons that have = been given to me by secondary school teachers as to why they don’t = work. They may just be barriers, but some of them do, I think require further investigation before we just say that the reason IWBs haven’t = succeeded in 3500 secondary schools with 250,000 teachers in them is just down to = the lack of CPD. This is a quarter of a million intelligent people, and collectively they seem to have decided that IWBs are not the answer. = They may well be wrong, but in order to convince them of that we need evidence. = We need longitudinal study that shows across different subjects and different institutions (and in the appropriate age range) that IWBs produce better learning outcomes.

I write the above from the persoanl position that I would = not teach in a classroom that did not have an IWB. But my opinion is not = enough to change the direction that is the oil tanker of secondary education. And = morally it does not even enable me to try. I could be wrong. Which is why we = need a body of evidence that is stronger that what we have so far. =

Regards

Mike

Telephone: +44 (0)20 7802 = 0658 +44 (0)20 7802 0658

Mobile:      +44 (0)7866 = 747280

Email:      mike.cameron@ssatrust.org.uk

From:= = advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian = perspective

Our experience could not be further from the = examples given here. I don't think you would find one of our primary practitioner = who would state that a penny was wasted on their boards with a = few exceptions, normally down to poor choice of position.

I think one interesting measure of the importance = and impact of IWBs on classroom practise must be the reaction of teachers = if you tried to take them away. I can assure you that the flaming brands = and pitch forks would be out if you even suggested to our primary schools = that you would take their boards from them. I don't know where others are = going wrong but the IWBs have been a significant driver of ICT development in = nearly all our primary schools. We are now encouraging teachers to put it = in the hands of the pupils as another resource for pupil use of ICT. = Again, some teachers have being doing this all along.

This is a development process and an ongoing one at = that. I struggle to see how people can state that the boards were installed and = they were a waste.. why has CPD stopped? This is an ongoing process of = continual development. I can understand a argument that states "we are = not presently getting value out of our boards" and the answer of course = is "do something about it". The boards in the hands of a good practitioner are astounding (it's the software stupid).. the = problem is a lack of sharing and CPD not the hardware.

You will note that all the above refers to = primary.. our experience in secondary is a different matter but the same = solution.. they never came out for training and never will and will never = experience the power of the IWB. They just don't understand that the boards are a powerful tool for learning and not a presentation method

I am most concerned that anyone reading this thread = will be left with the impression that it is all dire.. this is not the = case.

andy

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then please accept our apologies. In such circumstances any use, = dissemination, forwarding, printing or copying of this
e-mail or its attachments in any form is strictly prohibited. Please = contact the sender by return e-mail and then delete
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We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you
carry out your own virus checks on any attachments to this message. We = cannot accept liability for any
loss or damage caused by software viruses.
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This email has been scanned by the MessageLabs Email Security = System.
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Please consider your environmental responsibility:
Before printing this e-mail or any other document, ask yourself whether = you need a hard copy.

This e-mail and any attachments are confidential and intended solely for = the use of the individual or entity to whom
it is addressed. If you are not the intended recipient and you have = received this e-mail in error
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carry out your own virus checks on any attachments to this message. We = cannot accept liability for any
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Promethean, Promethean = House, Lower Philips Road, Blackburn, Lancashire, BB1 5TH, UK. =
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27e3FCg3BXw9aRd5NEu4ogl5OkCOOVAmPF5SNmC5H9GeYClgKWApUOkpYAFcpZ9i+4KWAt8vBdxh 0tLC4r53JkwzOYcmtFvea3y/b2OvZilgKWApUDEpYAFcxZw3+9SWApYClgKWApYClgLXMAUsgLuG J9++uqWApYClgKWApYClQMWkgAVwFXPe7FNbClgKWApYClgKWApcwxSwAO4annz76pYClgKWApYC lgKWAhWTAhbAVcx5s09tKWApYClgKWApYClwDVPAArhrePLtq1sKWApYClgKWApYClRMClgAVzHn zT61pYClgKWApYClgKXANUwBC+Cu4cm3r24pYClgKWApYClgKVAxKWABXMWcN/vUlgKWApYClgKW ApYC1zAF/j8aWZaW+cpU8QAAAABJRU5ErkJggg== ------_=_NextPart_001_01CA648F.598B3AE7-- From mike@new-media-learning.org Sat Nov 14 10:29:29 2009 From: mike@new-media-learning.org (Mike Bostock) Date: Sat, 14 Nov 2009 10:29:29 -0000 Subject: [Advisory] IWBs - An Australian perspective In-Reply-To: <5B1328B855FA1F41B44F9598A11CFC670A1CF3E6@Genesis.emea.local> References: <001f01ca60ac$de4cd8a0$9ae689e0$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE3F8B@Hermes.sst.lan> <002301ca6169$22cb9c70$6862d550$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272D26CE45AE@Hermes.sst.lan> <0C157D43BC8D464791EAF6D455307E2F0157962C@legolas.titchmarsh.csco.org.uk> <86BA8D34DFEAF74B838E4882BBD390272D26D40F73@Hermes.sst.lan> <20E70E45-66ED-4D3C-9E21-C92C02B027C4@BroadieAssociates.co.uk> <476c0fd30911110621t56e57a01hd2ad709ca5d50e04@mail.gmail.com> <86BA8D34DFEAF74B838E4882BBD390272EF7721738@Hermes.sst.lan> <001801ca638a$80bac180$82304480$@co.uk> <86BA8D34DFEAF74B838E4882BBD390272EF7DA59E0@Hermes.sst.lan> <00ac01ca63e8$18fa2690$4aee73b0$@co.uk> <5B1328B855FA1F41B44F9598A11CFC670A1CF3E6@Genesis.emea.local> Message-ID: <002901ca6515$5a2c4610$0e84d230$@org> This is a multi-part message in MIME format. ------=_NextPart_000_002A_01CA6515.5A2C4610 Content-Type: multipart/alternative; boundary="----=_NextPart_001_002B_01CA6515.5A2C4610" ------=_NextPart_001_002B_01CA6515.5A2C4610 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable This reads as a very thoughtful analysis from Margaret of the UK = position over IWBs. I recall a group of us from NAACE going to visit Charles Clark at = Sanctuary Buildings where he told us that he had decided on the IWB initiative single-handed after experiencing frustration with the =91official=92 = advice he was receiving. The evidence to back the decision came from his two = sons=92 enthusiasm for the way that a teacher in their school was using one. My own thoughts are that this may have been a cavalier initiative but it = was actually an inspired one, only lacking in the need for a well-designed support programme. We have learnt over many years that just giving hardware to schools = rarely achieves a broad spectrum impact. John Davitt refers to the =91CD ROM = drives into Cupboards=92 scheme of some years ago. There is an element of this = here. I recall on an inspection I was involved with seeing a breathtakingly = good use of an IWB by a geography teacher in a secondary school =96 and he = could repeat the brilliance one lesson after another. His personal resources alone would have transformed geography teaching. But here was a man who = had stayed up every night producing IWB materials to improve his position as = a teacher. We know that we can see this happening in many primary schools up and = down the land. It is the secondary school teachers that needed the support = most of all. It could have been organised: e.g. local champions given time = to go and work with other teachers, endorsements from subject associations of excellent subject teaching using IWBs, soft targets and expectations = from head teachers about the use of expensive resources. Obvious really, = but it never happened. I don=92t believe for a single moment that IWBs are a bad thing. Even = if our only measure is simply the total elimination of chalk from secondary schools, and the widespread use of projection screens, then that is = progress of sorts. And there will still be the exceptional teacher who will make time to explore and develop the interactive potential of IWBs despite = the myriad other pressures on modern day teaching. =20 Teachers have the tools. Schools have the technology. No, they didn=92t = get a support programme to go with it. But school leaders could push the possibilities of these amazing new resources if they really have the = belief and the inclination.=20 Mike Bostock =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Allen,Margaret Sent: 13 November 2009 18:30 To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi =20 Obvious Commercial attachment, but a teacher nevertheless!! J =20 I think it is very sad that decisions surrounding technology adoption = and its potential impact have always been =93done to=94 teachers rather than =93offered=94. Teachers are naturally innovative and absolutely at the heart of their practice is ensuring sound, effective and suitable engagement. Primary teachers particularly need to offer a varied diet of content, not only = in application and delivery, but also from a stimulation point of view. = All teachers are faced with similar challenges which include, behaviour, attention span, league tables, inclusion, assessment, the list could go = on.=20 =20 IWBs were parachuted into the classroom as part of the BECTA =A350 = million initiative, no formal training =93package=94 was ever offered as the = previous 2 years of NOF Training had already been spent all =A3230 million of it!! = This NOF training had been forced down a =93Microsoft office=94 route as a = lack of suitable software applications made real ICT Training impossible. With = the introduction of ELCs (Electronic Learning Credits) this then drove = shelves and shelves of software being sold under the umbrella of ICT engagement. Whole suites of computers =96v- stand alone in the classroom whether = =93single=94 or banks of four or five were explored and the more innovative/creative teachers were able to choose and adapt to this avalanche of support from = the industry. BUT all of this adoption, was driven by external funding and = so inevitably the ownership or =93skin in the game=94 was inevitably in = evidence. =20 I believe that a considerable number of applications and software = packages were superb in what they offered teachers in order that they felt able = to operate in this space. BUT for iwbs to be seen as some sort of white elephant because of the lack of training, because of the way in which = they appeared seems to me to be gently unfair. The UK Adoption of iwbs is obviously the most mature across the globe with between 70/75% classroom adoption but it would be very sad if these boards are judged and = condemned when their true potential is still relatively embryonic. =20 Having a =93hub=94 for Technological application(s) in the classroom is = a must and should be seen as a starting place. If activity is only ever seen = as PowerPoint =93clicking through=94 or web browsing or annotation over = pdfs/word docs then clearly this would be a poor exploitation of the significant investment. =20 Classed as a =93vendor=94 J maybe it could be said that I would be = promoting their value, but there are some amazing examples of innovative and = exciting adoption of iwbs in the classroom with additional benefits/peripherals = being developed and deployed by a significant number of teachers. =20 My colleagues in the US operate within a school culture where Prof. Development is seen as part of a teachers=92 package. A certain amount = of funding is attached to each teacher. We as a company are often involved = in whole district workshop implementations where innovative and exciting content is the outcome. This reflects a real understanding of the need = for teachers to be supported and invited into what is not a natural space = for some teachers whose training took place a number of years ago. =20 In some countries across Europe the average teacher age is nearer 50 = than 40 how will they will be feeling? =20 The iwb can form the backdrop, as well as the =93hub=94 as mentioned = above, to a comfortable level of engagement if it is positioned as part of a long = term plan. Teachers have written on a board for centuries surely if we were = to start from this point then the overwhelming expectation of linking to = multi media, moodles, VLEs, IP enabled environments, video conferencing, = shared areas, downloading files, photos, images, flash embedded activity not to mention school network blocked Youtube video applications would seem far less onerous. The benefit of suitable software being used to save, = edit, revisit, modify and share has thus far, in my opinion, been completely undervalued/understated. =20 Lets go back to the whole objective of any activity in a classroom. It absolutely needs to be relevant and suitable, and in today=92s world of = fast paced technological adoption it is a student=92s right to expect an = element of technology, but ultimately we should be supporting teachers in this = space not dictating the methodology. If coercion is the technique for = deployment then it wouldn=92t matter whether it is an iwb, camera or actually a = text book it is doomed to failure. =20 This image may be of interest..... Media Consumption by Students in = Holland =96 but I think could well be levelled at any country. =20 =20 =20 Source: Cisco Systems, Inc =20 =20 Obviously the above is written within the context of my work but clearly = is my personal view as opposed to my employers=92! =20 Best Wishes=20 =20 Margaret =20 From: advisory-admin@talk.naace.org = [mailto:advisory-admin@talk.naace.org] On Behalf Of Ray Tolley Sent: 12 November 2009 22:33 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Advisory] IWBs - An Australian perspective =20 The trouble with the format of our conversations is such that we tend to fire off heartfelt missives from our own micro experiences (apart from = one or two exceptions) whereas a more constructive approach may be a longer = and more collaborative work at the macro level. I have on my desk in front = of me several well written and pertinent books and also the usual Becta/Besa documents on line. I list some of them here: =20 Becta. (2007). Harnessing technology review 2007: Progress and impact of technology in education: Summary report. Retrieved July 16, 2008, from http://publications.becta.org.uk/display.cfm?resID=3D33980 Betcher, C. and Lee, M. (2009) The interactive whiteboard revolution Melbourne ACER Press Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press Friedman, T. (2006). The world is flat (2nd Ed.). New York: Farrar, = Straus Giroux. Lee M., & Winzenried, A. (2006), Interactive whiteboards: Achieving = total teacher usage. Australian Educational Leader, 28(3), 22-25 Lee, M., & Gaffney, M. (Eds.). (2008). Leading a digital school. = Melbourne: ACER Press. Lee, M. and Winzenried, A. (2009) The use of instructional technology in schools. Melbourne ACER Press Lee, M. and Finger, G.(Eds) (2010 in press) Developing the networked = school community Melbourne ACER Press (one chapter by me!) Saettler, P. (1990). The evolution of American educational technology. Connecticut: Information Age Publishing RITWIT (2009) http://www.educ.cam.ac.uk/events/conferences/ritwit Also from Friday 13th proceedings will be available from the following: http://www.futureofeducation.com/forum/topics/larry-cuban-on-school-refor= m =20 Mal Lee writes, =91Within less than a decade this technology has had a profound impact across the developed world on teachers=92 preparedness = to move from the traditional paper based teaching materials to those that are predominantly digital, to normalize the use of the digital in their = everyday teaching and in turn to move schooling from its traditional paper based operational paradigm to one that is digital.=92 If this really is a = =91world view=92 then I wonder why there are so many in the UK who would argue differently. =20 He continues his argument concerning the adoption of all digital technologies, =91In preparing the recent ACER Press publication with = Chris Betcher on the classroom use of IWBs the authors very consciously titled = the work =91The Interactive Whiteboard Revolution=92 (2009) conscious the = research was already revealing the profound impact this technology had had upon teacher, student and whole of school normalization of digital = technologies in general=92. It is interesting that he sees the IWB as being the = possible kick-start to the accelerated adoption of all later digital = technologies. =20 Perhaps the most important conclusion I reach is that we in the UK = probably got off to a bad start as early adopters in that many schools were = expected to introduce IWB technology without really understanding the = implications of how it could be exploited. Inevitably, many were presented with a tool without any realisation of its potential pedagogical applications. = Rather like staring at the first Model =91T=92 Ford and wondering where the = horse would go. Other countries, as =91late starters=92 or =91second generation=92, = appear to have overcome some of these issues probably by introducing the = advantages of the IWB in pedagogical terms. =20 We should remember that, apart from the OHP, the IWB is the only = technology specifically developed for schools. Other digital technologies have escalated due to popular advertising, peer pressure at all ages and = sectors of society and, in turn, prices have tumbled and these devices have = eased their way into schools. Never have I seen an advert on television for = an IWB and yet every other new gizmo upon initial advertising soon has a massive take-up as exemplified by the explosion in takeup of iPhones = and their alternatives, sat-navs or giant domestic plasma screens. =20 Although we have had only a handful of positive comments I just wonder = how many schools in the UK would be willing to open their doors and show something of good practice? Perhaps I am talking myself into collating exemplars of good IWB practice =96 please contact me directly if you = wish to tell your story. =20 I could quote at length passages from =91Leading a Digital School=92 and = =91The use of Instructional Technology in Schools=92 but it=92s probably better = that you read the books yourselves! =20 BW =20 Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 From: Mike Cameron [mailto:Mike.Cameron@ssatrust.org.uk]=20 Sent: 12 November 2009 17:22 To: Ray Tolley Subject: RE: [Advisory] IWBs - An Australian perspective =20 Hi Ray, =20 I have made some specific comments below, but they really aren=92t the = point. The reality is, and even those who in the course of this discussion have been the most positive about IWBs will admit, the initial reaction of = the average secondary teacher to an IWB will be to start assembling a list = of barriers that they perceive to be true. And in many cases for that particular teacher in that particular school context, they will often be true. The right way to be able to over-ride those barriers is to have = the body of research evidence that shows teachers in which circumstances = IWBs are going to improve their practice and the learning outcomes of their students. Only when we have that body of evidence will we have the moral authority to =93impose=94 a technological/pedagogical change on a cohort = of teachers. =20 I think the blog post that you referenced gets it half right. The author talks about the perceived affordances of the IWB that can transform learning. It is these affordances that we should be concentrating on, = which I believe would unite everyone on the advisory/secondary forums. How a school then introduces them should then be their business. For some = reason people do get a bit attached to their own particular technology focus. = And this I think is really Paul Hynes point. He is not ag