[Advisory] IWBs - An Australian perspective
Douglas Butler
debutler@argonet.co.uk
Tue, 10 Nov 2009 13:25:47 -0000
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I would like to concur with Albin=E2=80=99s concern about =
generalizations, and to add that I do feel that some of the non-use or =
mis-use is down to poor installation (obviously not it his schools!). =
It is a joy to watch a teacher who can make the most of an IWB, but I =
see far too many instances of poor positioning, poor lighting control =
(no blinds, and/or cannot turn off the lights at the front) and the =
computer in the corner facing the wrong way from the class. Obviously =
the =E2=80=9Cget IWB=E2=80=9D box has been ticked, but that is about =
all!
=20
Quite apart from the Primary-Secondary split, the needs of different =
subjects can vary enormously too. My subject is secondary mathematics, =
and the interactive possibilities can be complex, requiring a lot of =
appropriately focused CPD if the technology is to get used effectively: =
Java apps, spreadsheets and dynamic software all benefit from and =
require creative input by teachers and students.
=20
Most board manufacturers also make graphics tablets (eg the Smart =
Airliner), and these can be enormously liberating to teachers, allowing =
the class to be run from anywhere in the room (and in the case of Smart, =
you get a mouse signal - hurrah!). There are no moving parts to break, =
and student input can be effected from their desk.=20
=20
As a consequence, I now know a large number of teachers who have =
experienced teaching from the back row, and who are shocked at how =
difficult it can be for students at the back to see the IWB clearly =
(hence the need for low screen res and large wide-screen displays, but =
that is for another thread!).
=20
Douglas
=20
=3D=3D from Douglas Butler < debutler@argonet.co.uk > =3D=3D =20
Director, iCT TRAINING CENTRE (OUNDLE)
PO Box 46, Oundle, Peterborough PE8 4EJ, UK
T: +44 (0)1832 273444 F: 273529 M: +44 (0)7860 843462
www.tsm-resources.com <http://www.tsm-resources.com/> =
www.autograph-maths.com <http://www.autograph-maths.com/>=20
=20
From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org] On Behalf Of Albin Wallace
Sent: 10 November 2009 10:18
To: Paul Hynes; Ray Tolley; advisory@talk.naace.org; =
secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
I=E2=80=99m a bit worried about sweeping statements about the use of =
IWBs. Evidence suggests that the success of the technology is based upon =
quality of kit/installation, local technical support, software use and =
most important the assessment of teachers=E2=80=99 (technical and =
pedagogical) competencies and subsequent bespoke, targeted and =
continuous professional to support this. I suggest looking at the =
landmark IWB research reports by Bridget Somekh (secondary) and Gemma =
Moss (primary).
=20
I find the negative generalisations a little worrying- as worrying as =
opposite evangelical generalisations. Nationally and internationally it =
seems to be that success or otherwise is predicated on local variables =
as outlined above.
=20
Although Paul has acknowledged that his is a personal rather than an =
organisational opinion it is interesting to read his comment that IWBs =
=E2=80=9Care the biggest and most costly mistake UK education has =
made=E2=80=9D when signed as Programme Leader - Leading Edge =
Partnership Programme (Partnerships and Performance Networks)
Specialist Schools & Academies Trust.=20
=20
This could be easily be (mis?)interpreted as a policy rather than a =
personal statement. I wonder what the official SSAT stance is (if any)?
=20
=20
Albin
=20
Dr. Albin Wallace
Group Director of ICT and e-Learning
United Church Schools Trust/United Learning Trust
www.ucst.org.uk/www.ult.org.uk
UCST-ULT R
=20
=20
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
=20
Apologies =E2=80=93 I should have said my experiences are solely =
secondary-based. I know primary colleagues who have had much more =
positive whiteboard experiences.
=20
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).
=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. 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.
=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 =
uncalibrated 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 software available - I just feel there are better (dare I say =
more =E2=80=98interactive=E2=80=99) ways of operating it =E2=80=93 =
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.
=20
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?
=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; secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
=20
Paul, I must disagree. =20
=20
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 =E2=80=93 I have =E2=80=93 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 =E2=80=98teacher in charge=E2=80=99 =
scenario.
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 =E2=80=93 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.
=20
Then, of course, there are so many features such as sequence sorting, =
=E2=80=98developing tray=E2=80=99 (even at A-level), use of libraries of =
symbols eg Science or Maths or word+image matching etc.
=20
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 =E2=80=98matured=E2=80=99 to the =
standards that would not insult any student in 5D.
=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 instantly 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, but I still =
stand by what I said then:
http://maximise-ict.co.uk/IWBs.pdf
=20
Kind Regards,
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk]=20
Sent: 09 November 2009 17:37
To: Ray Tolley; advisory@talk.naace.org; 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 =
still hardly any effective ELECTRONIC whiteboard practice to talk about =
=E2=80=93 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=C3=A9cis of Chris=E2=80=99s reasoning in the video)
=20
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)
=20
20th century technology. 19th century teacher-centric pedagogy =E2=80=93 =
one user and a class of mere watchers.
=20
Get a =C2=A350 cordless bluetooth keyboard and mouse, step away from the =
front of the classroom and share the power! You won=E2=80=99t 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 =
Performance 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/achievement/future
=20
Raising achievement through embedding learning technologies conference =
9th December 2009 (BAFTA, 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 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.
More details and booking: =
https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3D=
PPN1009455 =
<http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3D=
PPN1009455>=20
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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
=20
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.
=20
See http://shop.acer.edu.au/acer-shop/product/A4093BK
=20
=20
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
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<p class=3DMsoNormal>I would like to concur with Albin=E2=80=99s concern =
about generalizations,
and to add that I do feel that some of the non-use or mis-use is down to =
poor
installation (obviously not it his schools!).=C2=A0 It is a joy to watch =
a teacher
who can make the most of an IWB, but I see far too many instances of =
poor positioning,
poor lighting control (no blinds, and/or cannot turn off the lights at =
the
front) and the computer in the corner facing the wrong way from the =
class. Obviously
the =E2=80=9Cget IWB=E2=80=9D box has been ticked, but that is about =
all!<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Quite apart from the Primary-Secondary split, the =
needs of
different subjects can vary enormously too. My subject is secondary =
mathematics,
and the interactive possibilities can be complex, requiring a lot of =
appropriately
focused CPD if the technology is to get used effectively: Java apps, =
spreadsheets
and dynamic software all benefit from and require creative input by =
teachers
and students.<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Most board manufacturers also make graphics tablets =
(eg the
Smart Airliner), and these can be enormously liberating to teachers, =
allowing
the class to be run from anywhere in the room (and in the case of Smart, =
you
get a mouse signal - hurrah!). There are no moving parts to break, and =
student
input can be effected from their desk. <o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>As a consequence, I now know a large number of =
teachers who have
experienced teaching from the back row, and who are shocked at how =
difficult it
can be for students at the back to see the IWB clearly (hence the need =
for low
screen res and large wide-screen displays, but that is for another =
thread!).<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Douglas<o:p></o:p></p>
<p class=3DMsoNormal><span =
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-family:"Arial","sans-serif";
color:#1F497D'>=3D=3D from Douglas Butler < </span><u><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>de=
butler@argonet.co.uk</span></u><span
lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>
> =3D=3D=C2=A0 <o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Director, iCT TRAINING CENTRE (OUNDLE)</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;font-family:"Arial","sans-serif";
color:#1F497D'>PO Box 46, Oundle, Peterborough PE8 4EJ, =
UK<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>T: +44 (0)1832 273444 F: 273529 M: +44 (0)7860 =
843462<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><a =
href=3D"http://www.tsm-resources.com/">www.tsm-resources.com</a>
<a =
href=3D"http://www.autograph-maths.com/">www.autograph-maths.com</a></spa=
n><span
lang=3DEN-GB style=3D'color:#1F497D'><o:p></o:p></span></p>
</div>
<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>From:</b> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Albin =
Wallace<br>
<b>Sent:</b> 10 November 2009 10:18<br>
<b>To:</b> Paul Hynes; Ray Tolley; advisory@talk.naace.org;
secondary@talk.naace.org<br>
<b>Subject:</b> RE: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span lang=3DEN-GB>I=E2=80=99m a bit worried about =
sweeping statements
about the use of IWBs. Evidence suggests that the success of the =
technology is
based upon quality of kit/installation, local technical support, =
software use
and most important the assessment of teachers=E2=80=99 (technical and =
pedagogical)
competencies and subsequent bespoke, targeted and continuous =
professional to
support this. I suggest looking at the landmark IWB research reports by =
Bridget
Somekh (secondary) and Gemma Moss (primary).<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>I find the negative =
generalisations a
little worrying- as worrying as opposite evangelical generalisations.
Nationally and internationally it seems to be that success or otherwise =
is
predicated on local variables as outlined above.<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>Although Paul has acknowledged =
that his is
a personal rather than an organisational opinion it is interesting to =
read his
comment that IWBs =E2=80=9C<i><span style=3D'color:black'>are the =
biggest and most costly
mistake UK education has made=E2=80=9D </span></i><span =
style=3D'color:black'>when
signed as <i>Programme Leader - Leading Edge Partnership Programme =
(Partnerships
and Performance Networks)<o:p></o:p></i></span></span></p>
<p class=3DMsoNormal><i><span lang=3DEN-GB =
style=3D'color:black'>Specialist Schools
& Academies Trust. <o:p></o:p></span></i></p>
<p class=3DMsoNormal><i><span lang=3DEN-GB =
style=3D'color:black'><o:p> </o:p></span></i></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:black'>This could =
be easily be
(mis?)interpreted as a policy rather than a personal statement. I wonder =
what
the official SSAT stance is (if any)?<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span lang=3DEN-GB>Albin<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>Dr. Albin =
Wallace<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB>Group Director of ICT and =
e-Learning<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB>United Church Schools =
Trust/United Learning
Trust<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
lang=3DEN-GB>www.ucst.org.uk/www.ult.org.uk<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB><img border=3D0 width=3D56 =
height=3D52
id=3D"Picture_x0020_1" src=3D"cid:image001.jpg@01CA61F8.0D39B5B0" =
alt=3D"UCST-ULT R"><o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB><o:p> </o:p></span></p>
</div>
<p class=3DMsoNormal><span lang=3DEN-GB><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>From:</b> advisory-admin@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></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'>Apologies =E2=80=93 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 =
(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).<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 =
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.<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 =
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)<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 =
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 =
=E2=80=98interactive=E2=80=99) ways of operating it
=E2=80=93 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.<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 =
result 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>From:</b> 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></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 =
must
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 =
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 =E2=80=93 I have =
=E2=80=93 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 =E2=80=98teacher in =
charge=E2=80=99 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 =
=E2=80=93 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.<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 =
course,
there are so many features such as sequence sorting, =
=E2=80=98developing tray=E2=80=99
(even at A-level), use of libraries of symbols eg Science or Maths 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 =
=E2=80=98matured=E2=80=99 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 =
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!<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 =
originally wrote
this 7-page document some 5 years ago, but I still stand by what I said =
then:<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/IWB=
s.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 =
Regards,<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'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/">http://raytolley.v2efo=
lioworld.mnscu.edu/</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'>B: =
</span><span
lang=3DEN-GB style=3D'color:#1F497D'><a
href=3D"http://www.efoliointheuk.blogspot.com/">http://www.efoliointheuk.=
blogspot.com/</a></span><span
lang=3DEN-GB style=3D'color:#1F497D'><br>
W: </span><span lang=3DEN-GB style=3D'color:#1F497D'><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm">http://www.maximise-=
ict.co.uk/eFolio-01.htm</a></span><span
lang=3DEN-GB style=3D'color:#1F497D'><br>
</span><span lang=3DEN-GB style=3D'color:#C00000'>Winner of the IMS =
'Leadership
Regional Award 2009'</span><span 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>From:</b> 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></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 =E2=80=93 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=C3=A9cis of Chris=E2=80=99s reasoning =
in the 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 =
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)<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 =
=E2=80=93 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 =
=C2=A350 cordless
bluetooth keyboard and mouse, step away from the front of the classroom =
and
share the power! You won=E2=80=99t 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 Leader -
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 =
469 628<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-GB style=3D'color:#1F497D'>Get =
involved with the
Future Schools team - </span><span lang=3DEN-GB =
style=3D'color:#1F497D'><a
href=3D"http://www.schoolsnetwork.org.uk/achievement/future">www.schoolsn=
etwork.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'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'color:black'>What is =
the impact
of technology on student achievement in your school?</span></b><span
lang=3DEN-GB style=3D'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 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.</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'>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/EventDeta=
ils.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>From:</b> 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></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.ac=
er.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'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/">http://raytolley.v2efo=
lioworld.mnscu.edu/</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'>B: =
</span><span
lang=3DEN-GB><a =
href=3D"http://www.efoliointheuk.blogspot.com/">http://www.efoliointheuk.=
blogspot.com/</a></span><span
lang=3DEN-GB style=3D'color:#1F497D'><br>
W: </span><span lang=3DEN-GB><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm">http://www.maximise-=
ict.co.uk/eFolio-01.htm</a></span><span
lang=3DEN-GB style=3D'color:#1F497D'><br>
</span><span lang=3DEN-GB style=3D'color:#C00000'>Winner of the IMS =
'Leadership
Regional Award 2009'</span><span 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><br>
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