[Advisory] IWBs - An Australian perspective
Kendall, M
mkendall@embc.org.uk
Tue, 10 Nov 2009 10:27:02 +0000
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Interesting debate. Not only have I seen poor IWB use but I have seen poor=
use of all forms of hardware/software/services deployed in schools. I fin=
d myself torn between the strong desire to see all teachers, supporting adu=
lts and children gaining the full benefits of the deployment of all forms o=
f technology in and indeed out of schools versus the pragmatic reality that=
practice is mixed in all teaching and learning whether ICT is integrated o=
r not - I have seen poor use of books, play equipment, science experimentat=
ion, television, etc.
We all know that strong support on the ground on a day to day basis coming =
from enthusiastic teachers and children provides the oxygen for development=
and good practice and indeed the confidence to try. Perhaps as the enthus=
iasts, the believers we do not provide enough low level encouragement for t=
he overall achievements of teachers in deploying ICT.
I do agree that where equipment is not being used, even at the lowest level=
s of added value, there needs to be more challenge at a school level as ind=
ividual challenge is rarely effective in bringing about change within a sch=
ool where it is acceptable that resources of any kind are not deployed. At=
least when it is being deployed you have an opportunity to build on that b=
ase.
I continue to believe that as a community we must continue to be enthusiast=
ic, balanced with pragmatic realism and not create a negative atmosphere ab=
out teachers, children and technology that can be as infectious as a positi=
ve one. Hence, we need to keep taking actions away from schools that affec=
t the public mood and policy context about what is expected and not expecte=
d in schools, which means we need to deal with the classic technology denia=
l messages as we all as the change the world enthusiasts are the same time.=
At the same time those who work in the industry (public and private) will=
need to continue developing new ideas and products that can enthuse teache=
rs and learners.
No doubt with BETT in the near future we will see many articles extolling t=
he virtues and vices to ICT.
Mike
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
On Behalf Of Paul Hynes
Sent: 10 November 2009 09:56
To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
Apologies - I should have said my experiences are solely secondary-based. I=
know primary colleagues who have had much more positive whiteboard experie=
nces.
During the last 6 years I have had the pleasure of visiting over 300 second=
ary schools (including Becta winners/ICT mark schools through to struggling=
special measures schools) and I think I can still only count the interesti=
ng whiteboard practice I have seen on one hand. (That has been in maths mai=
nly and a bit of D&T/science in case anyone is interested).
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. T=
hree were being used to click through PowerPoints and one was being used wi=
th some maths software (by the teacher). I find this a tragic waste of mone=
y. 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.
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 uncalibra=
ted boards I see)
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 sof=
tware available - I just feel there are better (dare I say more 'interactiv=
e') ways of operating it - voting handsets, cordless mice, presenter handse=
ts, 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.
How long do we leave it before we accept the wide-scale whiteboard experime=
nt has not worked? Another 10 years? Have we lost some teachers from ever u=
sing ICT as a result of their whiteboard experiences?
Interesting debate.
Cheers
Paul
[Forgot to also mention that these are personal opinions and not connected =
at all with the organisation I work for]
From: advisory-admin@talk.naace.org [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 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 sp=
iritual experience of actually using an IWB with repeated classes of childr=
en - I have - There is an overwhelming satisfaction in seeing the class tak=
e 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 'teacher in=
charge' scenario.
When I first introduced IWBs in a school some 10 years ago I soon discovere=
d that there were a vast number of different ways of using the IWB. Perhap=
s the first is in handwriting recognition combined with brainstorming - whe=
reby any number of children can almost scribble their contributions on the =
board, all spontaneously translated into a neat and appropriate font and th=
en easily re-arranged and exported for embedding into their own work as and=
when they have access to a PC.
Then, of course, there are so many features such as sequence sorting, 'dev=
eloping tray' (even at A-level), use of libraries of symbols eg Science or =
Maths or word+image matching etc.
I fear Paul, that your experiences of IWBs have been soured by poor practic=
e, whereas I have been inspired by good practice from all age groups. As p=
art of my initial and cautious research I started by observing good Primary=
practice and soon realised that many of the initial IWB techniques could b=
e 'matured' to the standards that would not insult any student in 5D.
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 insta=
ntly have their lesson outlines up on the board before the class enters and=
then the fun begins!
I originally wrote this 7-page document some 5 years ago, but I still stand=
by what I said then:
http://maximise-ict.co.uk/IWBs.pdf
Kind Regards,
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'
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 stil=
l hardly any effective ELECTRONIC whiteboard practice to talk about - they =
are the biggest and most costly mistake UK education has made and we need t=
o get away from the mentality that just because a lot of money has been spe=
nt 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 peo=
ple share it (if it allows multi-point access of course)
20th century technology. 19th century teacher-centric pedagogy - one user a=
nd 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!)
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 Programme (Partnerships and Per=
formance Networks)
Specialist Schools & Academies Trust
e: paul.hynes@ssatrust.org.uk
m: 07793 469 628
Get involved with the Future Schools team - www.schoolsnetwork.org.uk/achie=
vement/future<http://www.schoolsnetwork.org.uk/achievement/future>
Raising achievement through embedding learning 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 technologies in your school this c=
onference brings together examples of free and low cost applications of rea=
dily 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 implem=
ented immediately with all teachers across all curriculum areas.
More details and booking: https://www.schoolsnetwork.org.uk/ssat/Pages/Even=
tDetails.aspx?eventid=3DPPN1009455<http://www.schoolsnetwork.org.uk/ssat/Pa=
ges/EventDetails.aspx?eventid=3DPPN1009455>
From: advisory-admin@talk.naace.org [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 of the book referred to, wr=
itten 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.
See http://shop.acer.edu.au/acer-shop/product/A4093BK
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'
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This e-mail and any attachments are confidential and intended solely for th=
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does not form part of a legally binding agreement.
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<div class=3DSection1>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Interesting debate.=A0 N=
ot only
have I seen poor IWB use but I have seen poor use of all forms of hardware/=
software/services
deployed in schools.=A0 I find myself torn between the strong desire to see=
all
teachers, supporting adults and children gaining the full benefits of the
deployment of all forms of technology in and indeed out of schools versus t=
he
pragmatic reality that practice is mixed in all teaching and learning wheth=
er
ICT is integrated or not – I have seen poor use of books, play equipm=
ent,
science experimentation, television, etc.=A0 <o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span>=
</p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>We all know that strong =
support
on the ground on a day to day basis coming from enthusiastic teachers and
children provides the oxygen for development and good practice and indeed t=
he
confidence to try.=A0 Perhaps as the enthusiasts, the believers we do not p=
rovide
enough low level encouragement for the overall achievements of teachers in
deploying ICT.<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span>=
</p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>I do agree that where eq=
uipment
is not being used, even at the lowest levels of added value, there needs to=
be
more challenge at a school level as individual challenge is rarely effectiv=
e in
bringing about change within a school where it is acceptable that resources=
of
any kind are not deployed.=A0 At least when it is being deployed you have a=
n
opportunity to build on that base.<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span>=
</p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>I continue to believe th=
at as a
community we must continue to be enthusiastic, balanced with pragmatic real=
ism
and not create a negative atmosphere about teachers, children and technolog=
y that
can be as infectious as a positive one.=A0 Hence, we need to keep taking ac=
tions
away from schools that affect the public mood and policy context about what=
is
expected and not expected in schools, which means we need to deal with the =
classic
technology denial messages as we all as the change the world enthusiasts ar=
e the
same time.=A0 At the same time those who work in the industry (public and
private) will need to continue developing new ideas and products that can e=
nthuse
teachers and learners.<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span>=
</p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>No doubt with BETT in th=
e near
future we will see many articles extolling the virtues and vices to ICT.<o:=
p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span>=
</p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Mike<o:p></o:p></span></=
p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span>=
</p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm =
0cm 0cm'>
<p class=3DMsoNormal><b><span style=3D'font-size:10.0pt;font-family:"Tahoma=
","sans-serif"'>From:</span></b><span
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> advisory-admi=
n@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Paul Hynes<br>
<b>Sent:</b> 10 November 2009 09:56<br>
<b>To:</b> Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org<br=
>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian perspective<o:p></o:p><=
/span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Apologies &=
#8211; I
should have said my experiences are solely secondary-based. I know primary
colleagues who have had much more positive whiteboard experiences.<o:p></o:=
p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>During the =
last 6
years I have had the pleasure of visiting over 300 secondary schools (inclu=
ding
Becta winners/ICT mark schools through to struggling special measures schoo=
ls)
and I think I can still only count the interesting whiteboard practice I ha=
ve
seen on one hand. (That has been in maths mainly and a bit of D&T/scien=
ce
in case anyone is interested).<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>As an examp=
le 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 usef=
ul
enough tools to use regularly. The school was well resourced and CPD was we=
ll
planned and had a high priority so that was not the issue.<o:p></o:p></span=
></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Why do thes=
e schools
find it so hard to generate the good practice you have seen? (The poor usag=
e
level is obvious due to the huge number of uncalibrated boards I see)<o:p><=
/o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>A lot of th=
e
positives often quoted are features of the software as opposed to the hardw=
are.
There is no debate as to the increased quality of the software available - =
I
just feel there are better (dare I say more ‘interactive’) ways=
of
operating it – 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 hardw=
are
I have seen.<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>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 resul=
t of
their whiteboard experiences?<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Interesting=
debate.<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Cheers<o:p>=
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Paul<o:p></=
o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>[Forgot to =
also
mention that these are personal opinions and not connected at all with the
organisation I work for]<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm =
0cm 0cm'>
<p class=3DMsoNormal><b><span style=3D'font-size:10.0pt;font-family:"Tahoma=
","sans-serif"'>From:</span></b><span
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] <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<o:p></o:p><=
/span></p>
</div>
</div>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Paul, I mus=
t
disagree. <o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>With all re=
spect, I
fear that you are only seeing what you want to see! An interactive ta=
ble
costs about the same as a good IWB and can only be seen by half the class a=
t
the most. I wonder if you have ever had the almost spiritual experien=
ce
of actually using an IWB with repeated classes of children – I have
– 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 (w=
hich
I agree is useful) and PowerPoint still hints at the ‘teacher in
charge’ scenario.<br>
<br>
When I first introduced IWBs in a school some 10 years ago I soon discovere=
d
that there were a vast number of different ways of using the IWB. Per=
haps
the first is in handwriting recognition combined with brainstorming –
whereby any number of children can almost scribble their contributions on t=
he
board, all spontaneously translated into a neat and appropriate font and th=
en
easily re-arranged and exported for embedding into their own work as and wh=
en
they have access to a PC.<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Then, of co=
urse,
there are so many features such as sequence sorting, ‘developin=
g
tray’ (even at A-level), use of libraries of symbols eg Science or Ma=
ths
or word+image matching etc.<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>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 ‘matured=
217;
to the standards that would not insult any student in 5D.<o:p></o:p></span>=
</p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Perhaps my =
final
comment must be that having set up a situation where every classroom now ha=
s 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!<o=
:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>I originall=
y wrote
this 7-page document some 5 years ago, but I still stand by what I said the=
n:<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><a
href=3D"http://maximise-ict.co.uk/IWBs.pdf">http://maximise-ict.co.uk/IWBs.=
pdf</a><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Kind Regard=
s,<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<div>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'font-size:10.0pt;font-fami=
ly:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span lang=3DEN-GB style=3D'color:#1F497D'><a
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span style=3D'font-size=
:10.0pt;
font-family:"Arial","sans-serif"'>http://raytolley.v2efolioworld.mnscu.edu/=
</span></a></span><span
lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'font-size:10.0pt;font-fami=
ly:"Arial","sans-serif";
color:#1F497D'>B: </span><span lang=3DEN-GB style=3D'color:#1F497D'><=
a
href=3D"http://www.efoliointheuk.blogspot.com/"><span style=3D'font-size:10=
.0pt;
font-family:"Arial","sans-serif"'>http://www.efoliointheuk.blogspot.com/</s=
pan></a></span><span
lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:#1F497D'><br>
W: </span><span lang=3DEN-GB style=3D'color:#1F497D'><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span style=3D'font-si=
ze:10.0pt;
font-family:"Arial","sans-serif"'>http://www.maximise-ict.co.uk/eFolio-01.h=
tm</span></a></span><span
lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:#1F497D'><br>
</span><span lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sa=
ns-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award 2009'</span><sp=
an
lang=3DEN-GB style=3D'color:#1F497D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm =
0cm 0cm'>
<p class=3DMsoNormal><b><span style=3D'font-size:10.0pt;font-family:"Tahoma=
","sans-serif"'>From:</span></b><span
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> Paul Hynes
[mailto:Paul.Hynes@ssatrust.org.uk] <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<o:p></o:p><=
/span></p>
</div>
</div>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>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 a=
nd
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 n=
eed
to continue down that path (rough pr=E9cis of Chris’s reasoning in th=
e
video)<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>The best th=
ing I have
seen so far with a whiteboard is take it off the wall, put it on a table, t=
wist
the projector so it points downwards and let people share it (if it allows
multi-point access of course)<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>20<sup>th</=
sup>
century technology. 19<sup>th</sup> century teacher-centric pedagogy –=
;
one user and a class of mere watchers.<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>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.<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>(feel free =
to send me
the money you have saved if you want!)<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Cheers<o:p>=
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Paul<o:p></=
o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>=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<o:=
p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Paul Hynes<=
o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Programme L=
eader -
Leading Edge Partnership Programme (Partnerships and Performance Networks)<=
o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Specialist =
Schools
& Academies Trust<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>e:
paul.hynes@ssatrust.org.uk<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>m: 07793 46=
9 628<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Get involve=
d with the
Future Schools team - </span><span lang=3DEN-GB style=3D'font-family:"Arial=
","sans-serif";
color:#1F497D'><a href=3D"http://www.schoolsnetwork.org.uk/achievement/futu=
re">www.schoolsnetwork.org.uk/achievement/future</a></span><span
lang=3DEN-GB style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><b><span lang=3DEN-GB style=3D'font-size:10.0pt;color:=
#1F497D'>Raising
achievement through embedding learning technologies conference 9th December
2009 (BAFTA, London)<o:p></o:p></span></b></p>
<p class=3DMsoNormal><b><span lang=3DEN-GB style=3D'font-size:10.0pt;color:=
black'>What
is the impact of technology on student achievement in your school?</span></=
b><span
lang=3DEN-GB style=3D'font-size:10.0pt;color:black'> <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 t=
hat
are easy and quick to introduce to staff and students. The event includes t=
he
leading examples of technology innovation in schools that can be implemente=
d
immediately with all teachers across all curriculum areas.</span><span
lang=3DEN-GB style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'font-size:10.0pt;color:#1F=
497D'>More
details and booking: <a
href=3D"http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?event=
id=3DPPN1009455">https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.=
aspx?eventid=3DPPN1009455</a><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'><o:p> =
</o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm =
0cm 0cm'>
<p class=3DMsoNormal><b><span style=3D'font-size:10.0pt;font-family:"Tahoma=
","sans-serif"'>From:</span></b><span
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] <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<o:p></o:p></spa=
n></p>
</div>
</div>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB>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.<o:p></o:p></span=
></p>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB>See </span><span lang=3DEN-AU><a
href=3D"http://shop.acer.edu.au/acer-shop/product/A4093BK">http://shop.acer=
.edu.au/acer-shop/product/A4093BK</a></span><span
lang=3DEN-GB><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-AU> </span><span lang=3DEN-GB><o:=
p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-AU> </span><span lang=3DEN-GB><o:=
p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'font-size:10.0pt;font-fami=
ly:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span lang=3DEN-GB><a
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span style=3D'font-size=
:10.0pt;
font-family:"Arial","sans-serif"'>http://raytolley.v2efolioworld.mnscu.edu/=
</span></a></span><span
lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'font-size:10.0pt;font-fami=
ly:"Arial","sans-serif";
color:#1F497D'>B: </span><span lang=3DEN-GB><a
href=3D"http://www.efoliointheuk.blogspot.com/"><span style=3D'font-size:10=
.0pt;
font-family:"Arial","sans-serif"'>http://www.efoliointheuk.blogspot.com/</s=
pan></a></span><span
lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:#1F497D'><br>
W: </span><span lang=3DEN-GB><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span style=3D'font-si=
ze:10.0pt;
font-family:"Arial","sans-serif"'>http://www.maximise-ict.co.uk/eFolio-01.h=
tm</span></a></span><span
lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:#1F497D'><br>
</span><span lang=3DEN-GB style=3D'font-size:10.0pt;font-family:"Arial","sa=
ns-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award 2009'</span><sp=
an
lang=3DEN-GB style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'font-size:12.0pt;font-fami=
ly:"Times New Roman","serif"'><br>
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ly:"Times New Roman","serif"'><br>
Please consider your environmental responsibility:<br>
Before printing this e-mail or any other document, ask yourself whether you
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<br>
This e-mail and any attachments are confidential and intended solely for th=
e
use of the individual or entity to whom <br>
it is addressed. If you are not the intended recipient and you have receive=
d
this e-mail in error <br>
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ly:"Times New Roman","serif"'><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 th=
e
use of the individual or entity to whom <br>
it is addressed. If you are not the intended recipient and you have receive=
d
this e-mail in error <br>
then please accept our apologies. In such circumstances any use, disseminat=
ion,
forwarding, printing or copying of this<br>
e-mail or its attachments in any form is strictly prohibited. Please contac=
t
the sender by return e-mail and then delete<br>
all the material from your system. Any views or opinions presented are sole=
ly
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 cann=
ot
accept liability for any <br>
loss or damage caused by software viruses.<br>
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<br>
This email has been scanned by the MessageLabs Email Security System.<br>
For more information please visit http://www.messagelabs.com/email <br>
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