[Advisory] IWBs - An Australian perspective
Neil Adam
neil@beaconict.co.uk
Tue, 10 Nov 2009 10:16:42 +0000
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Content-Transfer-Encoding: quoted-printable
Paul
Sadly I'm not surprised. Does this suggest that=20
secondary teachers (as a generalisation) do not=20
engage in interactive teaching whereas primary=20
teachers expect to do so? Thus long-established=20
practice is reflected in the way that boards are then used.
Neil
At 09:55 10/11/2009, Paul Hynes wrote:
>Apologies =96 I should have said my experiences=20
>are solely secondary-based. I know primary=20
>colleagues who have had much more positive whiteboard experiences.
>
>During the last 6 years I have had the pleasure=20
>of visiting over 300 secondary schools=20
>(including Becta winners/ICT mark schools=20
>through to struggling special measures schools)=20
>and I think I can still only count the=20
>interesting whiteboard practice I have seen on=20
>one hand. (That has been in maths mainly and a=20
>bit of D&T/science in case anyone is interested).
>
>As an example I walked round a school in the=20
>summer term with a whiteboard in each of their=20
>80 classrooms. During the tour only four were=20
>turned on. Three were being used to click=20
>through PowerPoints and one was being used with=20
>some maths software (by the teacher). I find=20
>this a tragic waste of money. It was a decent=20
>school making good progress and yet the (good)=20
>staff had not found them to be useful enough=20
>tools to use regularly. The school was well=20
>resourced and CPD was well planned and had a=20
>high priority so that was not the issue.
>
>Why do these schools find it so hard to generate=20
>the good practice you have seen? (The poor usage=20
>level is obvious due to the huge number of uncalibrated boards I see)
>
>A lot of the positives often quoted are features=20
>of the software as opposed to the hardware.=20
>There is no debate as to the increased quality=20
>of the software available - I just feel there=20
>are better (dare I say more =91interactive=92) ways=20
>of operating it =96 voting handsets, cordless=20
>mice, presenter handsets, graphics tablets,=20
>tablet PCs (a possible solution but not a wide=20
>spread one) etc. The usage of voting handsets=20
>has been the most impressive use of hardware I have seen.
>
>How long do we leave it before we accept the=20
>wide-scale whiteboard experiment has not worked?=20
>Another 10 years? Have we lost some teachers=20
>from ever using ICT as a result of their whiteboard experiences?
>
>Interesting debate.
>Cheers
>Paul
>
>[Forgot to also mention that these are personal=20
>opinions and not connected at all with the organisation I work for]
>
>From: advisory-admin@talk.naace.org=20
>[mailto:advisory-admin@talk.naace.org] On Behalf Of Ray Tolley
>Sent: 09 November 2009 18:19
>To: advisory@talk.naace.org; secondary@talk.naace.org
>Subject: RE: [Advisory] IWBs - An Australian perspective
>
>Paul, I must disagree.
>
>With all respect, I fear that you are only=20
>seeing what you want to see! An interactive=20
>table costs about the same as a good IWB and can=20
>only be seen by half the class at the most. I=20
>wonder if you have ever had the almost spiritual=20
>experience of actually using an IWB with=20
>repeated classes of children =96 I have =96 There is=20
>an overwhelming satisfaction in seeing the class=20
>take over the board (not all at the same=20
>time!). Your reference to the tablet PC (which=20
>I agree is useful) and PowerPoint still hints at=20
>the =91teacher in charge=92 scenario.
>
>When I first introduced IWBs in a school some 10=20
>years ago I soon discovered that there were a=20
>vast number of different ways of using the=20
>IWB. Perhaps the first is in handwriting=20
>recognition combined with brainstorming =96=20
>whereby any number of children can almost=20
>scribble their contributions on the board, all=20
>spontaneously translated into a neat and=20
>appropriate font and then easily re-arranged and=20
>exported for embedding into their own work as=20
>and when they have access to a PC.
>
>Then, of course, there are so many features=20
>such as sequence sorting, =91developing tray=92=20
>(even at A-level), use of libraries of symbols=20
>eg Science or Maths or word+image matching etc.
>
>I fear Paul, that your experiences of IWBs have=20
>been soured by poor practice, whereas I have=20
>been inspired by good practice from all age=20
>groups. As part of my initial and cautious=20
>research I started by observing good Primary=20
>practice and soon realised that many of the=20
>initial IWB techniques could be =91matured=92 to the=20
>standards that would not insult any student in 5D.
>
>Perhaps my final comment must be that having set=20
>up a situation where every classroom now has an=20
>IWB any teacher can walk into any classroom and=20
>instantly have their lesson outlines up on the=20
>board before the class enters and then the fun begins!
>
>I originally wrote this 7-page document some 5=20
>years ago, but I still stand by what I said then:
><http://maximise-ict.co.uk/IWBs.pdf>http://maximise-ict.co.uk/IWBs.pdf
>
>Kind Regards,
>
>Ray Tolley FEIDCT, NAACE Fellow, MBILD
>ICT Education Consultant
>Maximise ICT Ltd
>P:=20
><http://raytolley.v2efolioworld.mnscu.edu/>http://raytolley.v2efolioworld.m=
nscu.edu/
>B:=20
><http://www.efoliointheuk.blogspot.com/>http://www.efoliointheuk.blogspot.c=
om/
>W:=20
><http://www.maximise-ict.co.uk/eFolio-01.htm>http://www.maximise-ict.co.uk/=
eFolio-01.htm
>Winner of the IMS 'Leadership Regional Award 2009'
>
>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=20
>in the UK classroom and still hardly any=20
>effective ELECTRONIC whiteboard practice to talk=20
>about =96 they are the biggest and most costly=20
>mistake UK education has made and we need to get=20
>away from the mentality that just because a lot=20
>of money has been spent on them that we need to=20
>continue down that path (rough pr=E9cis of Chris=92s reasoning in the=
video)
>
>The best thing I have seen so far with a=20
>whiteboard is take it off the wall, put it on a=20
>table, twist the projector so it points=20
>downwards and let people share it (if it allows multi-point access of=
course)
>
>20th century technology. 19th century=20
>teacher-centric pedagogy =96 one user and a class of mere watchers.
>
>Get a =A350 cordless bluetooth keyboard and mouse,=20
>step away from the front of the classroom and=20
>share the power! You won=92t look back.
>(feel free to send me the money you have saved if you want!)
>
>Cheers
>Paul
>
>=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=3D
>Paul Hynes
>Programme Leader - Leading Edge Partnership=20
>Programme (Partnerships and Performance Networks)
>Specialist Schools & Academies Trust
>e: paul.hynes@ssatrust.org.uk
>m: 07793 469 628
>Get involved with the Future Schools team -=20
><http://www.schoolsnetwork.org.uk/achievement/future>www.schoolsnetwork.org=
.uk/achievement/future
>
>Raising achievement through embedding learning=20
>technologies conference 9th December 2009 (BAFTA, London)
>What is the impact of technology on student achievement in your school?
>If you wish to increase the yield of new=20
>technologies in your school this conference=20
>brings together examples of free and low cost=20
>applications of readily available technology to=20
>support learning. The key is simple ideas that=20
>are easy and quick to introduce to staff and=20
>students. The event includes the leading=20
>examples of technology innovation in schools=20
>that can be implemented immediately with all=20
>teachers across all curriculum areas.
>More details and booking:=20
><http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3DPP=
N1009455>https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?even=
tid=3DPPN1009455
>
>
>
>From: advisory-admin@talk.naace.org=20
>[mailto:advisory-admin@talk.naace.org] On Behalf Of Ray Tolley
>Sent: 08 November 2009 19:52
>To: advisory@talk.naace.org; secondary@talk.naace.org
>Subject: [Advisory] IWBs - An Australian perspective
>
>I was involved in some of the early discussions=20
>of the book referred to, written by Mal Lee and=20
>Chris Betcher. The 6 min video clip by Chris=20
>Betcher is well worth watching particular by=20
>those not convinced of the benefits of IWBs.
>
>See=20
><http://shop.acer.edu.au/acer-shop/product/A4093BK>http://shop.acer.edu.au/=
acer-shop/product/A4093BK
>
>
>
>Ray Tolley FEIDCT, NAACE Fellow, MBILD
>ICT Education Consultant
>Maximise ICT Ltd
>P:=20
><http://raytolley.v2efolioworld.mnscu.edu/>http://raytolley.v2efolioworld.m=
nscu.edu/
>B:=20
><http://www.efoliointheuk.blogspot.com/>http://www.efoliointheuk.blogspot.c=
om/
>W:=20
><http://www.maximise-ict.co.uk/eFolio-01.htm>http://www.maximise-ict.co.uk/=
eFolio-01.htm
>Winner of the IMS 'Leadership Regional Award 2009'
>
>
>______________________________________________________________________
>This email has been scanned by the MessageLabs Email Security System.
>For more information please visit http://www.messagelabs.com/email
>______________________________________________________________________
>
>Please consider your environmental responsibility:
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>
>This e-mail and any attachments are confidential=20
>and intended solely for the use of the individual or entity to whom
>it is addressed. If you are not the intended=20
>recipient and you have received this e-mail in error
>then please accept our apologies. In such=20
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this
>e-mail or its attachments in any form is=20
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>all the material from your system. Any views or=20
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>represent those of the Specialist Schools and=20
>Academies Trust. This e-mail does not form part=20
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>We have taken precautions to minimise the risk=20
>of transmitting software viruses, but we advise that you
>carry out your own virus checks on any=20
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>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
>______________________________________________________________________
>
>______________________________________________________________________
>This email has been scanned by the MessageLabs Email Security System.
>For more information please visit http://www.messagelabs.com/email
>______________________________________________________________________
>
>Please consider your environmental responsibility:
>Before printing this e-mail or any other=20
>document, ask yourself whether you need a hard copy.
>
>This e-mail and any attachments are confidential=20
>and intended solely for the use of the individual or entity to whom
>it is addressed. If you are not the intended=20
>recipient and you have received this e-mail in error
>then please accept our apologies. In such=20
>circumstances any use, dissemination, forwarding, printing or copying of=
this
>e-mail or its attachments in any form is=20
>strictly prohibited. Please contact the sender by return e-mail and then=
delete
>all the material from your system. Any views or=20
>opinions presented are solely those of the author and do not necessarily
>represent those of the Specialist Schools and=20
>Academies Trust. This e-mail does not form part=20
>of a legally binding agreement.
>We have taken precautions to minimise the risk=20
>of transmitting software viruses, but we advise that you
>carry out your own virus checks on any=20
>attachments to this message. We cannot accept liability for any
>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
>______________________________________________________________________
Neil Adam
Beacon ICT
Twitter: NeilAdam
www.beaconict.co.uk
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Mobile 07720 288540
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<html>
<body>
<font size=3D3>Paul<br><br>
Sadly I'm not surprised. Does this suggest that secondary teachers (as a
generalisation) do not engage in interactive teaching whereas primary
teachers expect to do so? Thus long-established practice is reflected in
the way that boards are then used.<br><br>
Neil<br><br>
At 09:55 10/11/2009, Paul Hynes wrote:<br>
<blockquote type=3Dcite class=3Dcite cite=3D"">Apologies =96 I should have s=
aid
my experiences are solely secondary-based. I know primary colleagues who
have had much more positive whiteboard experiences.<br>
<br>
During the last 6 years I have had the pleasure of visiting over 300
secondary schools (including Becta winners/ICT mark schools through to
struggling special measures schools) and I think I can still only count
the interesting whiteboard practice I have seen on one hand. (That has
been in maths mainly and a bit of D&T/science in case anyone is
interested).<br>
<br>
As an example I walked round a school in the summer term with a
whiteboard in each of their 80 classrooms. During the tour only four were
turned on. Three were being used to click through PowerPoints and one was
being used with some maths software (by the teacher). I find this a
tragic waste of money. It was a decent school making good progress and
yet the (good) staff had not found them to be useful enough tools to use
regularly. The school was well resourced and CPD was well planned and had
a high priority so that was not the issue.<br>
<br>
Why do these schools find it so hard to generate the good practice you
have seen? (The poor usage level is obvious due to the huge number of
uncalibrated boards I see)<br>
<br>
A lot of the positives often quoted are features of the software as
opposed to the hardware. There is no debate as to the increased quality
of the software available - I just feel there are better (dare I say more
=91interactive=92) ways of operating it =96 voting handsets, cordless mice,
presenter handsets, graphics tablets, tablet PCs (a possible solution but
not a wide spread one) etc. The usage of voting handsets has been the
most impressive use of hardware I have seen.<br>
<br>
How long do we leave it before we accept the wide-scale whiteboard
experiment has not worked? Another 10 years? Have we lost some teachers
from ever using ICT as a result of their whiteboard experiences?<br>
<br>
Interesting debate.<br>
Cheers<br>
Paul<br>
<br>
[Forgot to also mention that these are personal opinions and not
connected at all with the organisation I work for]<br>
<br>
<b>From:</b> advisory-admin@talk.naace.org
[<a href=3D"mailto:advisory-admin@talk.naace.org" eudora=3D"autourl">
mailto:advisory-admin@talk.naace.org</a>] <b>On Behalf Of </b>Ray
Tolley<br>
<b>Sent:</b> 09 November 2009 18:19<br>
<b>To:</b> advisory@talk.naace.org; secondary@talk.naace.org<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective<br>
<br>
Paul, I must disagree. <br>
<br>
With all respect, I fear that you are only seeing what you want to
see! An interactive table costs about the same as a good IWB and
can only be seen by half the class at the most. I wonder if you
have ever had the almost spiritual experience of actually using an IWB
with repeated classes of children =96 I have =96 There is an overwhelming
satisfaction in seeing the class take over the board (not all at the same
time!). Your reference to the tablet PC (which I agree is useful)
and PowerPoint still hints at the =91teacher in charge=92 scenario.<br><br>
When I first introduced IWBs in a school some 10 years ago I soon
discovered that there were a vast number of different ways of using the
IWB. Perhaps the first is in handwriting recognition combined with
brainstorming =96 whereby any number of children can almost scribble their
contributions on the board, all spontaneously translated into a neat and
appropriate font and then easily re-arranged and exported for embedding
into their own work as and when they have access to a PC.<br>
<br>
Then, of course, there are so many features such as sequence
sorting, =91developing tray=92 (even at A-level), use of libraries of symbol=
s
eg Science or Maths or word+image matching etc.<br>
<br>
I fear Paul, that your experiences of IWBs have been soured by poor
practice, whereas I have been inspired by good practice from all age
groups. As part of my initial and cautious research I started by
observing good Primary practice and soon realised that many of the
initial IWB techniques could be =91matured=92 to the standards that would no=
t
insult any student in 5D.<br>
<br>
Perhaps my final comment must be that having set up a situation where
every classroom now has an IWB any teacher can walk into any classroom
and instantly have their lesson outlines up on the board before the class
enters and then the fun begins!<br>
<br>
I originally wrote this 7-page document some 5 years ago, but I still
stand by what I said then:<br>
<a href=3D"http://maximise-ict.co.uk/IWBs.pdf">
http://maximise-ict.co.uk/IWBs.pdf</a><br>
<br>
Kind Regards,<br>
<br>
Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P:
<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/">
http://raytolley.v2efolioworld.mnscu.edu/</a><br>
B:
<a href=3D"http://www.efoliointheuk.blogspot.com/">
http://www.efoliointheuk.blogspot.com/</a><br>
W:
<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm">
http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
Winner of the IMS 'Leadership Regional Award 2009'<br>
<br>
<b>From:</b> Paul Hynes
[<a href=3D"mailto:Paul.Hynes@ssatrust.org.uk" eudora=3D"autourl">
mailto:Paul.Hynes@ssatrust.org.uk</a>] <br>
<b>Sent:</b> 09 November 2009 17:37<br>
<b>To:</b> Ray Tolley; advisory@talk.naace.org;
secondary@talk.naace.org<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective<br>
<br>
Interesting but still nothing new. 10 years on in the UK classroom and
still hardly any effective ELECTRONIC whiteboard practice to talk about =96
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=92s reasoning in the video)<br>
<br>
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)<br>
<br>
20<sup>th</sup> century technology. 19<sup>th</sup> century
teacher-centric pedagogy =96 one user and a class of mere watchers.<br>
<br>
Get a =A350 cordless bluetooth keyboard and mouse, step away from the front
of the classroom and share the power! You won=92t look back.<br>
(feel free to send me the money you have saved if you want!)<br>
<br>
Cheers<br>
Paul<br>
<br>
=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=3D<br>
Paul Hynes<br>
Programme Leader - Leading Edge Partnership Programme (Partnerships and
Performance Networks)<br>
Specialist Schools & Academies Trust<br>
e: paul.hynes@ssatrust.org.uk<br>
m: 07793 469 628<br>
Get involved with the Future Schools team -
<a href=3D"http://www.schoolsnetwork.org.uk/achievement/future">
www.schoolsnetwork.org.uk/achievement/future</a><br>
<br>
<b>Raising achievement through embedding learning technologies conference
9th December 2009 (BAFTA, London)<br>
What is the impact of technology on student achievement in your
school?</b> <br>
If you wish to increase the yield of new technologies in your school this
conference brings together examples of free and low cost applications of
readily available technology to support learning. The key is simple ideas
that are easy and quick to introduce to staff and students. The event
includes the leading examples of technology innovation in schools that
can be implemented immediately with all teachers across all curriculum
areas.<br>
More details and booking:
<a href=3D"http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eve=
ntid=3DPPN1009455">
https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3DPPN=
1009455</a>
<br>
<br>
<br>
<br>
<b>From:</b> advisory-admin@talk.naace.org
[<a href=3D"mailto:advisory-admin@talk.naace.org" eudora=3D"autourl">
mailto:advisory-admin@talk.naace.org</a>] <b>On Behalf Of </b>Ray
Tolley<br>
<b>Sent:</b> 08 November 2009 19:52<br>
<b>To:</b> advisory@talk.naace.org; secondary@talk.naace.org<br>
<b>Subject:</b> [Advisory] IWBs - An Australian perspective<br>
<br>
I was involved in some of the early discussions of the book referred to,
written by Mal Lee and Chris Betcher. The 6 min video clip by Chris
Betcher is well worth watching particular by those not convinced of the
benefits of IWBs.<br>
<br>
See
<a href=3D"http://shop.acer.edu.au/acer-shop/product/A4093BK">
http://shop.acer.edu.au/acer-shop/product/A4093BK</a><br>
<br>
<br>
<br>
Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P:
<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/">
http://raytolley.v2efolioworld.mnscu.edu/</a><br>
B:
<a href=3D"http://www.efoliointheuk.blogspot.com/">
http://www.efoliointheuk.blogspot.com/</a><br>
W:
<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm">
http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
Winner of the IMS 'Leadership Regional Award 2009'<br>
<br><br>
______________________________________________________________________<br>
This email has been scanned by the MessageLabs Email Security
System.<br>
For more information please visit
<a href=3D"http://www.messagelabs.com/email" eudora=3D"autourl">
http://www.messagelabs.com/email</a> <br>
______________________________________________________________________<br>
<br>
Please consider your environmental responsibility:<br>
Before printing this e-mail or any other document, ask yourself whether
you need a hard copy.<br><br>
This e-mail and any attachments are confidential and intended solely for
the use of the individual or entity to whom <br>
it is addressed. If you are not the intended recipient and you have
received this e-mail in error <br>
then please accept our apologies. In such circumstances any use,
dissemination, forwarding, printing or copying of this<br>
e-mail or its attachments in any form is strictly prohibited. Please
contact the sender by return e-mail and then delete<br>
all the material from your system. Any views or opinions presented are
solely those of the author and do not necessarily<br>
represent those of the Specialist Schools and Academies Trust. This
e-mail does not form part of a legally binding agreement. <br>
We have taken precautions to minimise the risk of transmitting software
viruses, but we advise that you <br>
carry out your own virus checks on any attachments to this message. We
cannot accept liability for any <br>
loss or damage caused by software viruses.<br>
______________________________________________________________________<br>
<br>
This email has been scanned by the MessageLabs Email Security
System.<br>
For more information please visit
<a href=3D"http://www.messagelabs.com/email" eudora=3D"autourl">
http://www.messagelabs.com/email</a> <br>
______________________________________________________________________<br>
<br>
______________________________________________________________________<br>
This email has been scanned by the MessageLabs Email Security
System.<br>
For more information please visit
<a href=3D"http://www.messagelabs.com/email" eudora=3D"autourl">
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Neil Adam<br>
Beacon ICT<br>
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