[Advisory] IWBs - An Australian perspective
Paul Hynes
Paul.Hynes@ssatrust.org.uk
Tue, 10 Nov 2009 13:39:57 +0000
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100% personal opinion - please do not hint otherwise as this could stifle =
the useful and challenging discussions of the list if people feel inhibite=
d. There is no SSAT policy and no official SSAT stance on whiteboards. SSA=
T is "an independent, not-for-profit membership organisation dedicated to =
raising levels of achievement in secondary education. We work with headtea=
chers, teachers and students to encourage them to develop and share new an=
d effective teaching and learning practice, and to improve schools to rais=
e standards and levels of achievement. In practice, headteachers and teach=
ers design, lead and deliver our work, and continue to develop what we do.=
"
Interesting point on opportunity cost raised by Bob and supported by Mike =
(with his ex-accountant head on).
This really gets to my point - what is the best spend of an 'interactive I=
CT pound' to get the most impact?
1 whiteboard installation
=3D 6 projectors installed?
=3D 5 class sets of voting handsets?
=3D 60 cordless keyboard/mice sets?
=3D 1 tablet PC/wireless projector?
=3D 10 netbooks?
=3D 30 PlayStation Portables?
I agree with Mike - how do we support schools in get the best out of the p=
revious tax payer investment?
Best wishes
Paul
From: Albin Wallace [mailto:Albin.Wallace@church-schools.com]
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
I'm a bit worried about sweeping statements about the use of IWBs. Evidenc=
e suggests that the success of the technology is based upon quality of kit=
/installation, local technical support, software use and most important th=
e assessment of teachers' (technical and pedagogical) competencies and sub=
sequent bespoke, targeted and continuous professional to support this. I s=
uggest looking at the landmark IWB research reports by Bridget Somekh (sec=
ondary) and Gemma Moss (primary).
I find the negative generalisations a little worrying- as worrying as oppo=
site evangelical generalisations. Nationally and internationally it seems =
to be that success or otherwise is predicated on local variables as outlin=
ed above.
Although Paul has acknowledged that his is a personal rather than an organ=
isational opinion it is interesting to read his comment that IWBs "are the=
biggest and most costly mistake UK education has made" when signed as Pr=
ogramme Leader - Leading Edge Partnership Programme (Partnerships and Perf=
ormance Networks)
Specialist Schools & Academies Trust.
This could be easily be (mis?)interpreted as a policy rather than a person=
al statement. I wonder what the official SSAT stance is (if any)?
Albin
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
[cid:image001.jpg@01CA6208.90D7E990]
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 exper=
iences.
During the last 6 years I have had the pleasure of visiting over 300 secon=
dary schools (including Becta winners/ICT mark schools through to struggli=
ng special measures schools) and I think I can still only count the intere=
sting 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).
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) staf=
f had not found them to be useful enough tools to use regularly. The schoo=
l was well resourced and CPD was well planned and had=20a high priority so=
that was not the issue.
Why do these schools find it so hard to generate the good practice you hav=
e seen? (The poor usage level is obvious due to the huge number of uncalib=
rated boards I see)
A lot of the positives often quoted are features of the software as oppose=
d to the hardware. There is no debate as to the increased quality of the s=
oftware available - I just feel there are better (dare I say more 'interac=
tive') ways of operating it - voting handsets, cordless mice, presenter ha=
ndsets, graphics tablets, tablet PCs (a possible solution but not a wide s=
pread 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 experim=
ent has not worked? Another 10 years? Have we lost some teachers from ever=
using 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! A=
n 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 ch=
ildren - I have - There is an overwhelming satisfaction in seeing the clas=
s 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 'tea=
cher in charge' scenario.
When I first introduced IWBs in a school some 10 years ago I soon discover=
ed that there were a vast number of different ways of using the IWB. Perh=
aps the first is in handwriting recognition combined with brainstorming - =
whereby any number of children can almost scribble their contributions on =
the board, all spontaneously translated into a neat and appropriate font a=
nd then 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, 'de=
veloping tray' (even at A-level), use of libraries of symbols eg Science o=
r Maths or word+image matching etc.
I fear Paul, that your experiences of IWBs have been soured by poor practi=
ce, 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 Prim=
ary practice and soon realised that many of the initial IWB techniques cou=
ld be '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 ever=
y classroom now has an IWB any teacher can walk into any classroom and ins=
tantly 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 stan=
d 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 sti=
ll hardly any effective ELECTRONIC whiteboard practice to talk about - the=
y are the biggest and most costly mistake UK education has made and we nee=
d to get away from the mentality that just because a lot of money has been=
spent on them that we need to continue down that path (rough pr=E9cis of =
Chris's reasoning in the video)
The best thing I have seen so far with a whiteboard is take it off the wal=
l, put it on a table, twist the projector so it points downwards and let p=
eople share it (if it allows multi-point access of course)
20th century technology. 19th century teacher-centric pedagogy - one user =
and a class of mere watchers.
Get a =A350 cordless bluetooth keyboard and mouse, step away from the fron=
t 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 Pe=
rformance 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/achi=
evement/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 =
conference brings together examples of free and low cost applications of r=
eadily available technology to support learning. The key is simple ideas t=
hat are easy and quick to introduce to staff and students. The event inclu=
des the leading examples of technology innovation in schools that can be i=
mplemented immediately with all teachers across all curriculum areas.
More details and booking: https://www.schoolsnetwork.org.uk/ssat/Pages/Eve=
ntDetails.aspx?eventid=3DPPN1009455<http://www.schoolsnetwork.org.uk/ssat/=
Pages/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, w=
ritten 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.
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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<p class=3DMsoNormal><span style=3D'color:#1F497D'>100% personal opinion &=
#8211;
please do not hint otherwise as this could stifle the useful and challengi=
ng
discussions of the list if people feel inhibited. There is no SSAT policy =
and no
official SSAT stance on whiteboards. SSAT is “an=20independent,
not-for-profit membership organisation dedicated to raising levels of
achievement in secondary education. We work with headteachers, teachers an=
d
students to encourage them to develop and share new and effective teaching=
and
learning practice, and to improve schools to raise standards and levels of=
achievement. In practice, headteachers and teachers design, lead and deliv=
er
our work, and continue to develop what we do.”</span><span
style=3D'font-family:"Times New Roman","serif"'><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'>Interesting point on op=
portunity
cost raised by Bob and supported by Mike (with his ex-accountant head on).=
<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>This really gets to my =
point –
what is the best spend of an ‘interactive ICT pound’ to get th=
e
most impact?<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'>1 whiteboard installati=
on<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>=3D 6 projectors instal=
led?<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>=3D 5 class sets of vot=
ing
handsets?<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>=3D 60 cordless keyboar=
d/mice sets?<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>=3D 1 tablet PC/wireles=
s projector?<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>=3D 10 netbooks?<o:p></=
o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>=3D 30 PlayStation Port=
ables?<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 agree with Mike ̵=
1; how do
we support schools in get the best out of the previous tax payer investmen=
t?<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'>Best wishes<o:p></o:p><=
/span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Paul<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 lang=3DEN-US style=3D'font-size:10.0pt;font-=
family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-si=
ze:10.0pt;
font-family:"Tahoma","sans-serif"'> Albin Wallace
[mailto:Albin.Wallace@church-schools.com] <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>=
</span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>I’m
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’ (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 style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>I
find the negative generalisations a little worrying- as worrying as opposi=
te
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 style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>Although
Paul has acknowledged that his is a personal rather than an organisational=
opinion it is interesting to read his comment that IWBs “<i><span
style=3D'color:black'>are the biggest and most costly mistake UK education=
has
made” </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 style=3D'font-size:12.0pt;font-family:"Arial=
","sans-serif";
color:black'>Specialist Schools & Academies Trust. <o:p></o:p></span><=
/i></p>
<p class=3DMsoNormal><i><span style=3D'font-size:12.0pt;font-family:"Arial=
","sans-serif";
color:black'><o:p> </o:p></span></i></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif";
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 style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif";
color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>Albin<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>Dr.
Albin Wallace<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>Group
Director of ICT and e-Learning<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>United
Church Schools Trust/United Learning Trust<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'>www.ucst.org.uk/www.ult.org.uk<o:p></o:p></span></p>
<p class=3DMsoNormal><img width=3D56 height=3D52 id=3D"Picture_x0020_1"
src=3D"cid:image001.jpg@01CA6208.90D7E990" alt=3D"UCST-ULT R"><o:p></o:p><=
/p>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Arial","=
sans-serif"'><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 lang=3DEN-US style=3D'font-size:10.0pt;font-=
family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-si=
ze:10.0pt;
font-family:"Tahoma","sans-serif"'> 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<b=
r>
<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 style=3D'color:#1F497D'>Apologies – I sho=
uld 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 style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span 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) a=
nd I
think I can still only count the interesting whiteboard practice I have se=
en on
one hand. (That has been in maths mainly and a bit of D&T/science in c=
ase
anyone is interested).<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'>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 th=
e
teacher). I find this a tragic waste of money. It was a decent school maki=
ng
good progress and yet the (good) staff had not found them to be useful eno=
ugh
tools to use regularly. The school was well resourced and CPD was well pla=
nned
and had a high priority so that was not the issue.<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'>Why do these schools fi=
nd 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></s=
pan></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>A lot of the positives =
often
quoted are features of the software as opposed to the hardware. There is n=
o
debate as to the increased quality of the software available - I just feel=
there are better (dare I say more ‘interactive’) ways of opera=
ting
it – voting handsets, cordless mice, presenter handsets, graphics
tablets, tablet PCs (a possible solution but not a wide spread one) etc. T=
he
usage of voting handsets has been the most impressive use of hardware I ha=
ve
seen.<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'>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 style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Interesting debate.<o:p=
></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Cheers<o:p></o:p></span=
></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Paul<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'>[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 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 lang=3DEN-US style=3D'font-size:10.0pt;font-=
family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-si=
ze: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><o:p> </o:p></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Paul, I must disagree.&=
nbsp; <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'>With all respect, I fea=
r 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 – I have =
211;
There is an overwhelming satisfaction in seeing the class take over the bo=
ard
(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.<br>
<br>
When I first introduced IWBs in a school some 10 years ago I soon discover=
ed
that there were a vast number of different ways of using the IWB. Pe=
rhaps
the first is in handwriting recognition combined with brainstorming –=
;
whereby any number of children can almost scribble their contributions on =
the
board, all spontaneously translated into a neat and appropriate font and t=
hen
easily re-arranged and exported for embedding into their own work as and w=
hen
they have access to a PC.<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'>Then, of course, there =
are so
many features such as sequence sorting, ‘developing tray’=
;
(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 style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span 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&#=
8217;
to the standards that would not insult any student in 5D.<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'>Perhaps my final commen=
t must be
that having set up a situation where every classroom now has an IWB any te=
acher
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 style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span 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 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 style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Kind Regards,<o:p></o:p=
></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<div>
<p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-family:"Arial","=
sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span style=3D'color:#1F497D'><a
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span style=3D'font-siz=
e:10.0pt;
font-family:"Arial","sans-serif"'>http://raytolley.v2efolioworld.mnscu.edu=
/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'>=
<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-family:"Arial","=
sans-serif";
color:#1F497D'>B: </span><span style=3D'color:#1F497D'><a
href=3D"http://www.efoliointheuk.blogspot.com/"><span style=3D'font-size:1=
0.0pt;
font-family:"Arial","sans-serif"'>http://www.efoliointheuk.blogspot.com/</=
span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'>=
<br>
W: </span><span style=3D'color:#1F497D'><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span style=3D'font-s=
ize:10.0pt;
font-family:"Arial","sans-serif"'>http://www.maximise-ict.co.uk/eFolio-01.=
htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'>=
<br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award 2009'</span><s=
pan
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><span lang=3DEN-US style=3D'font-size:10.0pt;font-=
family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-si=
ze: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<b=
r>
<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 style=3D'color:#1F497D'>Interesting but still n=
othing
new. 10 years on in the UK classroom and still hardly any effective ELECTR=
ONIC
whiteboard practice to talk about – they are the biggest and most co=
stly
mistake UK education has made and we need to get away from the mentality t=
hat
just because a lot of money has been spent on them that we need to continu=
e
down that path (rough pr=E9cis of Chris’s reasoning in the video)<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'>The best thing I have s=
een so
far with a whiteboard is take it off the wall, put it on a table, twist th=
e
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 style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>20<sup>th</sup> century=
technology. 19<sup>th</sup> century teacher-centric pedagogy – one u=
ser
and a class of mere watchers.<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'>Get a =A350 cordless bl=
uetooth
keyboard and mouse, step away from the front of the classroom and share th=
e
power! You won’t look back.<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>(feel free to send me t=
he money
you have saved if you want!)<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'>Cheers<o:p></o:p></span=
></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Paul<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'>=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=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 style=3D'color:#1F497D'>Paul Hynes<o:p></o:p></=
span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Programme Leader - Lead=
ing Edge
Partnership Programme (Partnerships and Performance Networks)<o:p></o:p></=
span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Specialist Schools &=
;
Academies Trust<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>e: paul.hynes@ssatrust.=
org.uk<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>m: 07793 469 628<o:p></=
o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'>Get involved with the F=
uture
Schools team - </span><span style=3D'font-family:"Arial","sans-serif";colo=
r:#1F497D'><a
href=3D"http://www.schoolsnetwork.org.uk/achievement/future">www.schoolsne=
twork.org.uk/achievement/future</a></span><span
style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:#1F497D'><o:p> </o:p></span=
></p>
<p class=3DMsoNormal><b><span style=3D'font-size:10.0pt;color:#1F497D'>Rai=
sing
achievement through embedding learning technologies conference 9th Decembe=
r
2009 (BAFTA, London)<o:p></o:p></span></b></p>
<p class=3DMsoNormal><b><span style=3D'font-size:10.0pt;color:black'>What =
is the
impact of technology on student achievement in your school?</span></b><spa=
n
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 =
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 implement=
ed
immediately with all teachers across all curriculum areas.</span><span
style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:10.0pt;color:#1F497D'>More d=
etails
and booking: <a
href=3D"http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?even=
tid=3DPPN1009455">https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetail=
s.aspx?eventid=3DPPN1009455</a><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'><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 lang=3DEN-US style=3D'font-size:10.0pt;font-=
family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-si=
ze: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></sp=
an></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>I was involved in some of the early discussions of th=
e book
referred to, written by Mal Lee and Chris Betcher. The 6 min video c=
lip by
Chris Betcher is well worth watching particular by those not convinced of =
the
benefits of IWBs.<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>See <span lang=3DEN-AU><a
href=3D"http://shop.acer.edu.au/acer-shop/product/A4093BK">http://shop.ace=
r.edu.au/acer-shop/product/A4093BK</a></span><o:p></o:p></p>
<p class=3DMsoNormal><span lang=3DEN-AU> </span><o:p></o:p></p>
<p class=3DMsoNormal><span lang=3DEN-AU> </span><o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-family:"Arial","=
sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><a href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><spa=
n
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytoll=
ey.v2efolioworld.mnscu.edu/</span></a><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'>=
<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-family:"Arial","=
sans-serif";
color:#1F497D'>B: </span><a href=3D"http://www.efoliointheuk.blogspo=
t.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.efo=
liointheuk.blogspot.com/</span></a><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'>=
<br>
W: </span><a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><s=
pan
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.max=
imise-ict.co.uk/eFolio-01.htm</span></a><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'>=
<br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award 2009'</span><s=
pan
style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span style=3D'font-size:12.0pt;font-family:"Times Ne=
w Roman","serif"'><br>
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We have taken precautions to minimise the risk of transmitting software
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<BR>
Please consider your environmental responsibility:<BR>
Before printing this e-mail or any other document, ask yourself whether yo=
u need a hard copy.<BR>
<BR>
This e-mail and any attachments are confidential and intended solely for t=
he use of the individual or entity to whom <BR>
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ved this e-mail in error <BR>
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tion, forwarding, printing or copying of this<BR>
e-mail or its attachments in any form is strictly prohibited. Please conta=
ct the sender by return e-mail and then delete<BR>
all the material from your system. Any views or opinions presented are sol=
ely those of the author and do not necessarily<BR>
represent those of the Specialist Schools and Academies Trust. This e-mai=
l does not form part of a legally binding agreement. <BR>
We have taken precautions to minimise the risk of transmitting software vi=
ruses, but we advise that you <BR>
carry out your own virus checks on any attachments to this message. We ca=
nnot accept liability for any <BR>
loss or damage caused by software viruses.<BR>
______________________________________________________________________<BR>=
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