[Advisory] IWBs - An Australian perspective

Julie Cogill juliecogill@hotmail.com
Tue, 10 Nov 2009 11:09:44 +0000
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Dear all

=20

I'm copying below a summary of recommendations for CPD that I found from my=
 research on IWB pedagogy. Although this was conducted in primary schools=
=2C I feel the proposals apply to secondary schools as well.=20

=20

1. Transparency of whiteboard practice
Teachers need to be informed of what is considered good whiteboard practice=
 and what is mediocre teaching.=20
=20
2. The place of expertise in using ICT
=B7         It should be not assumed that if a teacher is au fait with the =
technology then he or she is also using this to advantage children=92s lear=
ning.=20
=20
=B7         Teachers who do not feel confident need specific CPD=2C prior t=
o whiteboard adoption to ensure that they are secure in their handling of b=
asic ICT skills=2C for example=2C file handling=2C word processing=2C use o=
f the Internet and use of on-screen icons.=20
=20
=B7         Teachers should be encouraged to differentiate between good and=
 poor software. Moreover in using ICT teachers need to be able to apply the=
ir knowledge to adopt and adapt appropriate software resources. Training is=
 required to appreciate the extent of ICT resources and how they can be use=
d in the classroom for high-quality teaching and learning.=20
=20
3. Time for learning
Across the spectrum of pedagogical whiteboard expertise my teachers cited =
=91time for learning=92 as a necessary requirement when =91starting out=92 =
with a whiteboard. Teachers need to both learn for themselves through pract=
ice and with others in a collaborative way to enable pedagogical progress.=
=20
=20
4. The role of the head teacher
My study of two schools provides evidence of how an effective learning Comm=
unity of practice created positive pedagogical change at one school. Heads =
and school leaders need to be aware of the pedagogical and practical implic=
ations in adopting whiteboard technology so that best possible use of the w=
hiteboard merges into the school culture. Management also has a crucial rol=
e to ensure that the technology functions efficiently.
=20
5. The role of a learning Community of Practice (CoP)
The whiteboard may provide a useful trigger for school managers to reconsid=
er pedagogy and practice. I found that informal learning thorough an effect=
ive learning community of practice provided a highly effective form of prof=
essional development. Such an informal system of learning may not be possib=
le however. A more formal process=2C through the development of a mentoring=
 system to ensure continuous=2C collaborative learning=2C as teachers adopt=
 the whiteboard is recommended. A mentoring system would have advantage for=
 all teachers=2C not only those who are new to whiteboard practice=2C but a=
lso for established experts in the school through taking a lead in the ment=
oring process. =20
=20
6. Teachers=92 personal dispositions
Teachers learn in different ways at different speeds. This research leads m=
e to propose that teachers=92 initial year of induction with whiteboard tec=
hnology is of fundamental importance if this technology is to positively af=
fect pedagogical practice. If not opportunities may be lost.=20
=20
If anyone would like more information then please get in touch.
=20
Best wishes
Julie
=20

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.



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.


=20


From: Paul.Hynes@ssatrust.org.uk
To: rjt@maximise-ict.co.uk=3B advisory@talk.naace.org=3B secondary@talk.naa=
ce.org
Subject: RE: [Advisory] IWBs - An Australian perspective
Date: Tue=2C 10 Nov 2009 09:55:30 +0000





Apologies =96 I should have said my experiences are solely secondary-based.=
 I know primary colleagues who have had much more positive whiteboard exper=
iences.
=20
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).
=20
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.
=20
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)
=20
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 =91interact=
ive=92) ways of operating it =96 voting handsets=2C cordless mice=2C presen=
ter handsets=2C graphics tablets=2C tablet PCs (a possible solution but not=
 a wide spread one) etc. The usage of voting handsets has been the most imp=
ressive use of hardware I have seen.
=20
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?
=20
Interesting debate.
Cheers
Paul
=20
[Forgot to also mention that these are personal opinions and not connected =
at all with the organisation I work for]
=20


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=3B secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
Paul=2C I must disagree. =20
=20
With all respect=2C 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 see=
n 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 chil=
dren =96 I have =96 There is an overwhelming satisfaction in seeing the cla=
ss 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 =91te=
acher in charge=92 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 =96 w=
hereby any number of children can almost scribble their contributions on th=
e board=2C all spontaneously translated into a neat and appropriate font an=
d then easily re-arranged and exported for embedding into their own work as=
 and when they have access to a PC.
=20
Then=2C of course=2C there are so many  features such as sequence sorting=
=2C =91developing tray=92 (even at A-level)=2C use of libraries of symbols =
eg Science or Maths or word+image matching etc.
=20
I fear Paul=2C that your experiences of IWBs have been soured by poor pract=
ice=2C 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 Pri=
mary practice and soon realised that many of the initial IWB techniques cou=
ld be =91matured=92 to the standards that would not insult any student in 5=
D.
=20
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!
=20
I originally wrote this 7-page document some 5 years ago=2C but I still sta=
nd by what I said then:
http://maximise-ict.co.uk/IWBs.pdf
=20
Kind Regards=2C
=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: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk]=20
Sent: 09 November 2009 17:37
To: Ray Tolley=3B advisory@talk.naace.org=3B secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
Interesting but still nothing new. 10 years on in the UK classroom and stil=
l hardly any effective ELECTRONIC whiteboard practice to talk about =96 the=
y 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 s=
pent on them that we need to continue down that path (rough pr=E9cis of Chr=
is=92s reasoning in the video)
=20
The best thing I have seen so far with a whiteboard is take it off the wall=
=2C put it on a table=2C twist the projector so it points downwards and let=
 people share it (if it allows multi-point access of course)
=20
20th century technology. 19th century teacher-centric pedagogy =96 one user=
 and a class of mere watchers.
=20
Get a =A350 cordless bluetooth keyboard and mouse=2C step away from the fro=
nt of the classroom and share the power! You won=92t look back.
(feel free to send me the money you have saved if you want!)
=20
Cheers
Paul
=20
=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
=20
Raising achievement through embedding learning technologies conference 9th =
December 2009 (BAFTA=2C London)
What is the impact of technology on student achievement in your school?=20
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
=20
=20
=20


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=3B secondary@talk.naace.org
Subject: [Advisory] IWBs - An Australian perspective
=20
I was involved in some of the early discussions of the book referred to=2C =
written by Mal Lee and Chris Betcher.  The 6 min video clip by Chris Betche=
r is well worth watching particular by those not convinced of the benefits =
of IWBs.
=20
See http://shop.acer.edu.au/acer-shop/product/A4093BK
=20
=20
=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

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does not form part of a legally binding agreement.=20
We have taken precautions to minimise the risk of transmitting software vir=
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Dear all<BR>
&nbsp=3B<BR>
I'm copying below a&nbsp=3Bsummary of recommendations for CPD that I found =
from my research on IWB pedagogy. Although this was&nbsp=3Bconducted in pri=
mary schools=2C I&nbsp=3Bfeel the&nbsp=3Bproposals&nbsp=3Bapply to secondar=
y schools as well. <BR>
<SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt"><?xml:namespace prefi=
x =3D o ns =3D "urn:schemas-microsoft-com:office:office" /><o:p>&nbsp=3B</o=
:p></SPAN><BR>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt">1. =
Transparency of whiteboard practice<o:p></o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">Teachers need to be informed of what is consi=
dered good whiteboard practice and what is mediocre teaching. <B style=3D"m=
so-bidi-font-weight: normal"><o:p></o:p></B></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt"><o:=
p>&nbsp=3B</o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt">2. =
The place of expertise in using ICT</SPAN></B></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN: 0cm 0cm 0pt 18pt=3B mso-list: l0 =
level1 lfo1=3B tab-stops: list 18.0pt" class=3DMsoNormal><SPAN style=3D"FON=
T-FAMILY: Symbol=3B FONT-SIZE: 11pt=3B mso-fareast-font-family: Symbol=3B m=
so-bidi-font-family: Symbol"><SPAN style=3D"mso-list: Ignore">=B7<SPAN styl=
e=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&=
nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><SPAN style=3D"FONT-FAMILY: Ar=
ial=3B FONT-SIZE: 11pt">It should be not assumed that if a teacher is au fa=
it with the technology then he or she is also using this to advantage child=
ren=92s learning. <o:p></o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt"><o:p>&nbsp=3B</o:p></SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN: 0cm 0cm 0pt 18pt=3B mso-list: l0 =
level1 lfo1=3B tab-stops: list 18.0pt" class=3DMsoNormal><SPAN style=3D"FON=
T-FAMILY: Symbol=3B FONT-SIZE: 11pt=3B mso-fareast-font-family: Symbol=3B m=
so-bidi-font-family: Symbol"><SPAN style=3D"mso-list: Ignore">=B7<SPAN styl=
e=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&=
nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><SPAN style=3D"FONT-FAMILY: Ar=
ial=3B FONT-SIZE: 11pt">Teachers who do not feel confident need specific CP=
D=2C prior to whiteboard adoption to ensure that they are secure in their h=
andling of basic ICT skills=2C for example=2C file handling=2C word process=
ing=2C use of the Internet and use of on-screen icons. <o:p></o:p></SPAN></=
P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt"><o:p>&nbsp=3B</o:p></SPAN></P>
<P style=3D"TEXT-INDENT: -18pt=3B MARGIN: 0cm 0cm 0pt 18pt=3B mso-list: l0 =
level1 lfo1=3B tab-stops: list 18.0pt" class=3DMsoNormal><SPAN style=3D"FON=
T-FAMILY: Symbol=3B FONT-SIZE: 11pt=3B mso-fareast-font-family: Symbol=3B m=
so-bidi-font-family: Symbol"><SPAN style=3D"mso-list: Ignore">=B7<SPAN styl=
e=3D"FONT: 7pt 'Times New Roman'">&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&nbsp=3B&=
nbsp=3B&nbsp=3B&nbsp=3B </SPAN></SPAN></SPAN><SPAN style=3D"FONT-FAMILY: Ar=
ial=3B FONT-SIZE: 11pt">Teachers should be encouraged to differentiate betw=
een good and poor software. Moreover in using ICT teachers need to be able =
to apply their knowledge to adopt and adapt appropriate software resources.=
 Training is required to appreciate the extent of ICT resources and how the=
y can be used in the classroom for high-quality teaching and learning. <o:p=
></o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt"><o:p>&nbsp=3B</o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt">3. =
Time for learning<o:p></o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">Across the spectrum of pedagogical whiteboard=
 expertise my teachers cited =91time for learning=92 as a necessary require=
ment when =91starting out=92 with a whiteboard. Teachers need to both learn=
 for themselves through practice and with others in a collaborative way to =
enable pedagogical progress. <o:p></o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt"><o:=
p>&nbsp=3B</o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt">4. =
The role of the head teacher<o:p></o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">My study of two schools provides evidence of =
how an effective learning Community of practice created positive pedagogica=
l change at one school. Heads and school leaders need to be aware of the pe=
dagogical and practical implications in adopting whiteboard technology so t=
hat best possible use of the whiteboard merges into the school culture. Man=
agement also has a crucial role to ensure that the technology functions eff=
iciently.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt"><o:=
p>&nbsp=3B</o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt">5. =
The role of a learning Community of Practice (CoP)<o:p></o:p></SPAN></B></P=
>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">The whiteboard may provide a useful trigger f=
or school managers to reconsider pedagogy and practice. I found that inform=
al learning thorough an effective learning community of practice provided a=
 highly effective form of professional development. Such an informal system=
 of learning may not be possible however.&nbsp=3BA more formal process=2C t=
hrough the development of a mentoring system to ensure continuous=2C collab=
orative learning=2C as teachers adopt the whiteboard is recommended. A ment=
oring system would have advantage for all teachers=2C not only those who ar=
e new to whiteboard practice=2C but also for established experts in the sch=
ool through taking a lead in the mentoring process.<SPAN style=3D"mso-space=
run: yes">&nbsp=3B </SPAN><o:p></o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt"><o:p>&nbsp=3B</o:p></SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><B style=3D"mso-bidi-fon=
t-weight: normal"><SPAN style=3D"FONT-FAMILY: Arial=3B FONT-SIZE: 11pt">6. =
Teachers=92 personal dispositions<o:p></o:p></SPAN></B></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">Teachers learn in different ways at different=
 speeds. This research leads me to propose that teachers=92 initial year of=
 induction with whiteboard technology is of fundamental importance if this =
technology is to positively affect pedagogical practice. If not opportuniti=
es may be lost. </SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt"></SPAN>&nbsp=3B</P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">If anyone would like more information then pl=
ease get in touch.</SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt"></SPAN>&nbsp=3B</P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">Best wishes</SPAN></P>
<P style=3D"MARGIN: 0cm 0cm 0pt" class=3DMsoNormal><SPAN style=3D"FONT-FAMI=
LY: Arial=3B FONT-SIZE: 11pt">Julie</SPAN></P>
&nbsp=3B<BR><BR>Dr Julie Cogill Tel: 020 8663 1501=3B 0771 461 1530.&nbsp=
=3BThe content of this email is confidential to the person or people to who=
m it has been sent.<BR><BR><BR><BR>Dr Julie Cogill Tel: 020 8663 1501=3B 07=
71 461 1530.&nbsp=3BThe content of this email is confidential to the person=
 or people to whom it has been sent.<BR><BR><BR>&nbsp=3B<BR>
<HR id=3DstopSpelling>
From: Paul.Hynes@ssatrust.org.uk<BR>To: rjt@maximise-ict.co.uk=3B advisory@=
talk.naace.org=3B secondary@talk.naace.org<BR>Subject: RE: [Advisory] IWBs =
- An Australian perspective<BR>Date: Tue=2C 10 Nov 2009 09:55:30 +0000<BR><=
BR>
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<DIV class=3DecxSection1>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Apologies =96 I shou=
ld have said my experiences are solely secondary-based. I know primary coll=
eagues who have had much more positive whiteboard experiences.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">During the last 6 ye=
ars I have had the pleasure of visiting over 300 secondary schools (includi=
ng Becta winners/ICT mark schools through to struggling special measures sc=
hools) and I think I can still only count the interesting whiteboard practi=
ce I have seen on one hand. (That has been in maths mainly and a bit of D&a=
mp=3BT/science in case anyone is interested).</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">As an example I walk=
ed 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 softwa=
re (by the teacher). I find this a tragic waste of money. It was a decent s=
chool making good progress and yet the (good) staff had not found them to b=
e useful enough tools to use regularly. The school was well resourced and C=
PD was well planned and had a high priority so that was not the issue.</SPA=
N></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Why do these schools=
 find it so hard to generate the good practice you have seen? (The poor usa=
ge level is obvious due to the huge number of uncalibrated boards I see)</S=
PAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">A lot of the positiv=
es often quoted are features of the software as opposed to the hardware. Th=
ere 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 oper=
ating it =96 voting handsets=2C cordless mice=2C presenter handsets=2C grap=
hics tablets=2C 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.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">How long do we leave=
 it before we accept the wide-scale whiteboard experiment has not worked? A=
nother 10 years? Have we lost some teachers from ever using ICT as a result=
 of their whiteboard experiences?</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Interesting debate.<=
/SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Cheers</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Paul</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">[Forgot to also ment=
ion that these are personal opinions and not connected at all with the orga=
nisation I work for]</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> advisory-ad=
min@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=3B secondary@talk.naace.org<BR><B>Subject:</B> RE: [Advisor=
y] IWBs - An Australian perspective</SPAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Paul=2C I must disag=
ree.&nbsp=3B </SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">With all respect=2C =
I fear that you are only seeing what you want to see!&nbsp=3B An interactiv=
e table costs about the same as a good IWB and can only be seen by half the=
 class at the most.&nbsp=3B I wonder if you have ever had the almost spirit=
ual experience of actually using an IWB with repeated classes of children =
=96 I have =96 There is an overwhelming satisfaction in seeing the class ta=
ke over the board (not all at the same time!).&nbsp=3B Your reference to th=
e tablet PC (which I agree is useful) and PowerPoint still hints at the =91=
teacher in charge=92 scenario.<BR><BR>When I first introduced IWBs in a sch=
ool some 10 years ago I soon discovered that there were a vast number of di=
fferent ways of using the IWB.&nbsp=3B Perhaps the first is in handwriting =
recognition combined with brainstorming =96 whereby any number of children =
can almost scribble their contributions on the board=2C all spontaneously t=
ranslated 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.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Then=2C of course=2C=
 there are so many &nbsp=3Bfeatures such as sequence sorting=2C =91developi=
ng tray=92 (even at A-level)=2C use of libraries of symbols eg Science or M=
aths or word+image matching etc.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">I fear Paul=2C that =
your experiences of IWBs have been soured by poor practice=2C whereas I hav=
e been inspired by good practice from all age groups.&nbsp=3B 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 =91matu=
red=92 to the standards that would not insult any student in 5D.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Perhaps my final com=
ment must be that having set up a situation where every classroom now has a=
n IWB any teacher can walk into any classroom and instantly have their less=
on outlines up on the board before the class enters and then the fun begins=
!</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">I originally wrote t=
his 7-page document some 5 years ago=2C but I still stand by what I said th=
en:</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d"><A href=3D"http://ma=
ximise-ict.co.uk/IWBs.pdf">http://maximise-ict.co.uk/IWBs.pdf</A></SPAN></P=
>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Kind Regards=2C</SPA=
N></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<DIV>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">Ray Tolley&nbsp=3B FEIDCT=2C NAACE F=
ellow=2C MBILD<BR>ICT Education Consultant<BR>Maximise ICT Ltd<BR>P:&nbsp=
=3B </SPAN><SPAN style=3D"COLOR: #1f497d"><A href=3D"http://raytolley.v2efo=
lioworld.mnscu.edu/"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B =
FONT-SIZE: 10pt">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A></SPAN=
><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B FO=
NT-SIZE: 10pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">B:&nbsp=3B </SPAN><SPAN style=3D"COL=
OR: #1f497d"><A href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN style=
=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://www.efol=
iointheuk.blogspot.com/</SPAN></A></SPAN><SPAN style=3D"FONT-FAMILY: 'Arial=
'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"><BR>W:&nbsp=3B </SPA=
N><SPAN style=3D"COLOR: #1f497d"><A href=3D"http://www.maximise-ict.co.uk/e=
Folio-01.htm"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SI=
ZE: 10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPA=
N style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SI=
ZE: 10pt"><BR></SPAN><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B =
COLOR: #c00000=3B FONT-SIZE: 10pt">Winner of the IMS 'Leadership Regional A=
ward 2009'</SPAN><SPAN style=3D"COLOR: #1f497d"></SPAN></P></DIV>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> Paul Hynes =
[mailto:Paul.Hynes@ssatrust.org.uk] <BR><B>Sent:</B> 09 November 2009 17:37=
<BR><B>To:</B> Ray Tolley=3B advisory@talk.naace.org=3B secondary@talk.naac=
e.org<BR><B>Subject:</B> RE: [Advisory] IWBs - An Australian perspective</S=
PAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Interesting but stil=
l nothing new. 10 years on in the UK classroom and still hardly any effecti=
ve ELECTRONIC whiteboard practice to talk about =96 they are the biggest an=
d most costly mistake UK education has made and we need to get away from th=
e 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)</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">The best thing I hav=
e seen so far with a whiteboard is take it off the wall=2C put it on a tabl=
e=2C twist the projector so it points downwards and let people share it (if=
 it allows multi-point access of course)</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">20<SUP>th</SUP> cent=
ury technology. 19<SUP>th</SUP> century teacher-centric pedagogy =96 one us=
er and a class of mere watchers.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Get a =A350 cordless=
 bluetooth keyboard and mouse=2C step away from the front of the classroom =
and share the power! You won=92t look back.</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">(feel free to send m=
e the money you have saved if you want!)</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Cheers</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Paul</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN 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</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Paul Hynes</SPAN></P=
>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Programme Leader - L=
eading Edge Partnership Programme (Partnerships and Performance Networks)</=
SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Specialist Schools &=
amp=3B Academies Trust</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">e: paul.hynes@ssatru=
st.org.uk</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">m: 07793 469 628</SP=
AN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">Get involved with th=
e Future Schools team - </SPAN><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-=
serif'=3B COLOR: #1f497d"><A href=3D"http://www.schoolsnetwork.org.uk/achie=
vement/future">www.schoolsnetwork.org.uk/achievement/future</A></SPAN><SPAN=
 style=3D"COLOR: #1f497d"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><B><SPAN style=3D"COLOR: #1f497d=3B FONT-SIZE: 10pt=
">Raising achievement through embedding learning technologies conference 9t=
h December 2009 (BAFTA=2C London)</SPAN></B></P>
<P class=3DecxMsoNormal><B><SPAN style=3D"COLOR: black=3B FONT-SIZE: 10pt">=
What is the impact of technology on student achievement in your school?</SP=
AN></B><SPAN style=3D"COLOR: black=3B FONT-SIZE: 10pt">&nbsp=3B<BR>If you w=
ish to increase the yield of new technologies in your school this conferenc=
e brings together examples of free and low cost applications of readily ava=
ilable technology to support learning. The key is simple ideas that are eas=
y and quick to introduce to staff and students. The event includes the lead=
ing examples of technology innovation in schools that can be implemented im=
mediately with all teachers across all curriculum areas.</SPAN><SPAN style=
=3D"COLOR: #1f497d"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d=3B FONT-SIZE: 10pt">M=
ore details and booking: <A href=3D"http://www.schoolsnetwork.org.uk/ssat/P=
ages/EventDetails.aspx?eventid=3DPPN1009455">https://www.schoolsnetwork.org=
.uk/ssat/Pages/EventDetails.aspx?eventid=3DPPN1009455</A></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"COLOR: #1f497d">&nbsp=3B</SPAN></P>
<DIV>
<DIV style=3D"BORDER-BOTTOM: medium none=3B BORDER-LEFT: medium none=3B PAD=
DING-BOTTOM: 0cm=3B PADDING-LEFT: 0cm=3B PADDING-RIGHT: 0cm=3B BORDER-TOP: =
#b5c4df 1pt solid=3B BORDER-RIGHT: medium none=3B PADDING-TOP: 3pt">
<P class=3DecxMsoNormal><B><SPAN style=3D"FONT-FAMILY: 'Tahoma'=2C'sans-ser=
if'=3B FONT-SIZE: 10pt" lang=3DEN-US>From:</SPAN></B><SPAN style=3D"FONT-FA=
MILY: 'Tahoma'=2C'sans-serif'=3B FONT-SIZE: 10pt" lang=3DEN-US> advisory-ad=
min@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=3B secondary@talk.naace.org<BR><B>Subject:</B> [Advisory] I=
WBs - An Australian perspective</SPAN></P></DIV></DIV>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal>I was involved in some of the early discussions of =
the book referred to=2C written by Mal Lee and Chris Betcher.&nbsp=3B The 6=
 min video clip by Chris Betcher is well worth watching particular by those=
 not convinced of the benefits of IWBs.</P>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal>See <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></P>
<P class=3DecxMsoNormal><SPAN lang=3DEN-AU>&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal><SPAN lang=3DEN-AU>&nbsp=3B</SPAN></P>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">Ray Tolley&nbsp=3B FEIDCT=2C NAACE F=
ellow=2C MBILD<BR>ICT Education Consultant<BR>Maximise ICT Ltd<BR>P:&nbsp=
=3B </SPAN><A href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><SPAN styl=
e=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B FONT-SIZE: 10pt">http://raytoll=
ey.v2efolioworld.mnscu.edu/</SPAN></A><SPAN style=3D"FONT-FAMILY: 'Arial'=
=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZE: 10pt"></SPAN></P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=
=3B COLOR: #1f497d=3B FONT-SIZE: 10pt">B:&nbsp=3B </SPAN><A href=3D"http://=
www.efoliointheuk.blogspot.com/"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'san=
s-serif'=3B FONT-SIZE: 10pt">http://www.efoliointheuk.blogspot.com/</SPAN><=
/A><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B =
FONT-SIZE: 10pt"><BR>W:&nbsp=3B </SPAN><A href=3D"http://www.maximise-ict.c=
o.uk/eFolio-01.htm"><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B F=
ONT-SIZE: 10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</SPAN></A><SPAN=
 style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B COLOR: #1f497d=3B FONT-SIZ=
E: 10pt"><BR></SPAN><SPAN style=3D"FONT-FAMILY: 'Arial'=2C'sans-serif'=3B C=
OLOR: #c00000=3B FONT-SIZE: 10pt">Winner of the IMS 'Leadership Regional Aw=
ard 2009'</SPAN><SPAN style=3D"COLOR: #1f497d"></SPAN></P>
<P class=3DecxMsoNormal>&nbsp=3B</P>
<P class=3DecxMsoNormal><SPAN style=3D"FONT-FAMILY: 'Times New Roman'=2C'se=
rif'=3B FONT-SIZE: 12pt"><BR>______________________________________________=
________________________<BR>This email has been scanned by the MessageLabs =
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ourself whether you need a hard copy.<BR><BR>This e-mail and any attachment=
s are confidential and intended solely for the use of the individual or ent=
ity 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=2C dissemination=2C forwarding=2C printing =
or copying of this<BR>e-mail or its attachments in any form is strictly pro=
hibited. 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 t=
hose of the author and do not necessarily<BR>represent those of the Special=
ist Schools and Academies Trust. This e-mail does not form part of a legall=
y binding agreement. <BR>We have taken precautions to minimise the risk of =
transmitting software viruses=2C but we advise that you <BR>carry out your =
own virus checks on any attachments to this message. We cannot accept liabi=
lity for any <BR>loss or damage caused by software viruses.<BR>____________=
__________________________________________________________<BR><BR>This emai=
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