[Advisory] IWBs - An Australian perspective
Roger Broadie
Roger@BroadieAssociates.co.uk
Tue, 10 Nov 2009 16:51:56 +0000
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I thought at the time that IWBs were being considered by policy =20
makers, and still think, that putting them in is part of schools and =20
teachers 'going digital'. I thought it might be a trigger to get =20
teachers into the digital world, but the answer there is obviously =20
that IWBs have been insufficient to achieve that.
I guess the requirement should have been 'digital display in =20
classrooms', because if a school and all who work in it are going to =20
go digital, ability to display digital in classrooms for all or groups =20=
to see is obviously a critical requirement. And it might have been =20
cheaper if we had been clearer about the requirement.
I don't see the problem as one of persuading or training teachers to =20
'go digital'. I see it as a problem of giving them, and pupils, =20
sufficient immersion in the digital world that they can begin to =20
personally appreciate it, and to apply their professionalism to it. =20
'Digital' is so revolutionary that it is really difficult to =20
appreciate what it means without that immersion. You can say for =20
instance that in the digital world, "everyone is a creator and re-=20
purposer of content" or "the cost of digital copies is virtually =20
zero". The implications of statements like this are huge and will take =20=
us at least a decade more to work through. And the impact of 'digital' =20=
is very hard to understand until you experience it yourself.
So the first key question for me is When will teachers naturally turn =20=
to the digital world for things they want, to support the physical and =20=
social activities they want to engage in. To which the answer must be =20=
the sooner the better, because what is available in the digital world =20=
is so much richer than what can be assembled on paper or in tangible =20
form to enrich learning.
And the second key question is how to immerse teachers in the digital =20=
world. The answer in any company that can see the ROI (return on =20
investment) it gets from embedding use of the digital world, would be =20=
"Push them in". And sack them if they climb out and refuse to engage =20
with the digital world, after a bit of support have been provided.
I suggest that what we should be concentrating on is being certain =20
about the ROI and once we can confidently explain that to school =20
leaders, help the leaders to push their staff in and help them swim. =20
To me the ROI is crystal clear for secondary schools, and in primary I =20=
am increasingly convinced the prime ROI will come to be seen to centre =20=
on surfacing pupils' creativity and engaging an audience of peers and =20=
family in the assessment for learning process.
For a start I want to see real research stats on how pupils and =20
teachers being immersed in the digital world:
- extends learning (surely measurable),
- increases access to learning resources (also surely measurable),
- gives access to an audience (measurable)
- improves the quantity and quality of communication (quantity easily =20=
measurable, quality a bit harder but still measurable).
When the teachers see the ROI and want to display things from the =20
digital world in their classrooms, or want pupils to, the IWBs and all =20=
other display devices will get used.
Roger.
On 10 Nov 2009, at 13:39, Paul Hynes wrote:
> 100% personal opinion =96 please do not hint otherwise as this could =20=
> stifle the useful and challenging discussions of the list if people =20=
> feel inhibited. There is no SSAT policy and no official SSAT stance =20=
> on whiteboards. SSAT is =93an independent, not-for-profit membership =20=
> organisation dedicated to raising levels of achievement in secondary =20=
> education. We work with headteachers, teachers and students to =20
> encourage them to develop and share new and effective teaching and =20
> learning practice, and to improve schools to raise standards and =20
> levels of achievement. In practice, headteachers and teachers =20
> design, lead and deliver our work, and continue to develop what we =20
> do.=94
>
> Interesting point on opportunity cost raised by Bob and supported by =20=
> Mike (with his ex-accountant head on).
> This really gets to my point =96 what is the best spend of an =20
> =91interactive ICT pound=92 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 =96 how do we support schools in get the best out of =
=20
> the previous 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=92m a bit worried about sweeping statements about the use of IWBs. =20=
> Evidence suggests that the success of the technology is based upon =20
> quality of kit/installation, local technical support, software use =20
> and most important the assessment of teachers=92 (technical and =20
> pedagogical) competencies and subsequent bespoke, targeted and =20
> continuous professional to support this. I suggest looking at the =20
> landmark IWB research reports by Bridget Somekh (secondary) and =20
> Gemma Moss (primary).
>
> I find the negative generalisations a little worrying- as worrying =20
> as opposite evangelical generalisations. Nationally and =20
> internationally it seems to be that success or otherwise is =20
> predicated on local variables as outlined above.
>
> Although Paul has acknowledged that his is a personal rather than an =20=
> organisational opinion it is interesting to read his comment that =20
> IWBs =93are the biggest and most costly mistake UK education has =20
> made=94 when signed as Programme Leader - Leading Edge Partnership =20=
> Programme (Partnerships and Performance Networks)
> Specialist Schools & Academies Trust.
>
> This could be easily be (mis?)interpreted as a policy rather than a =20=
> personal statement. I wonder what the official SSAT stance is (if =20
> 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
> <image001.jpg>
>
>
> From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org=20
> ] 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 =96 I should have said my experiences are solely secondary-=20=
> based. I know primary colleagues who have had much more positive =20
> whiteboard experiences.
>
> During the last 6 years I have had the pleasure of visiting over 300 =20=
> secondary schools (including Becta winners/ICT mark schools through =20=
> to struggling special measures schools) and I think I can still only =20=
> count the interesting whiteboard practice I have seen on one hand. =20
> (That has been in maths mainly and a bit of D&T/science in case =20
> anyone is interested).
>
> As an example I walked round a school in the summer term with a =20
> whiteboard in each of their 80 classrooms. During the tour only four =20=
> were turned on. Three were being used to click through PowerPoints =20
> and one was being used with some maths software (by the teacher). I =20=
> find this a tragic waste of money. It was a decent school making =20
> good progress and yet the (good) staff had not found them to be =20
> useful enough tools to use regularly. The school was well resourced =20=
> and CPD was well planned and had a high priority so that was not the =20=
> issue.
>
> Why do these schools find it so hard to generate the good practice =20
> you have seen? (The poor usage level is obvious due to the huge =20
> number of uncalibrated boards I see)
>
> A lot of the positives often quoted are features of the software as =20=
> opposed to the hardware. There is no debate as to the increased =20
> quality of the software available - I just feel there are better =20
> (dare I say more =91interactive=92) ways of operating it =96 voting =20=
> handsets, cordless mice, presenter handsets, graphics tablets, =20
> tablet PCs (a possible solution but not a wide spread one) etc. The =20=
> usage of voting handsets has been the most impressive use of =20
> hardware I have seen.
>
> How long do we leave it before we accept the wide-scale whiteboard =20
> experiment has not worked? Another 10 years? Have we lost some =20
> teachers from ever using ICT as a result of their whiteboard =20
> experiences?
>
> Interesting debate.
> Cheers
> Paul
>
> [Forgot to also mention that these are personal opinions and not =20
> connected at all with the organisation I work for]
>
> From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org=20
> ] 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 =20
> see! An interactive table costs about the same as a good IWB and =20
> can only be seen by half the class at the most. I wonder if you =20
> have ever had the almost spiritual experience of actually using an =20
> IWB with repeated classes of children =96 I have =96 There is an =20
> overwhelming satisfaction in seeing the class take over the board =20
> (not all at the same time!). Your reference to the tablet PC (which =20=
> I agree is useful) and PowerPoint still hints at the =91teacher in =20
> charge=92 scenario.
>
> When I first introduced IWBs in a school some 10 years ago I soon =20
> discovered that there were a vast number of different ways of using =20=
> the IWB. Perhaps the first is in handwriting recognition combined =20
> with brainstorming =96 whereby any number of children can almost =20
> scribble their contributions on the board, all spontaneously =20
> translated into a neat and appropriate font and then easily re-=20
> arranged and exported for embedding into their own work as and when =20=
> they have access to a PC.
>
> Then, of course, there are so many features such as sequence =20
> sorting, =91developing tray=92 (even at A-level), use of libraries of =20=
> symbols eg Science or Maths or word+image matching etc.
>
> I fear Paul, that your experiences of IWBs have been soured by poor =20=
> practice, whereas I have been inspired by good practice from all age =20=
> groups. As part of my initial and cautious research I started by =20
> observing good Primary practice and soon realised that many of the =20
> initial IWB techniques could be =91matured=92 to the standards that =20=
> would not insult any student in 5D.
>
> Perhaps my final comment must be that having set up a situation =20
> where every classroom now has an IWB any teacher can walk into any =20
> classroom and instantly have their lesson outlines up on the board =20
> before the class enters and then the fun begins!
>
> I originally wrote this 7-page document some 5 years ago, but I =20
> still stand by what I said then:
> http://maximise-ict.co.uk/IWBs.pdf
>
> Kind Regards,
>
> Ray Tolley FEIDCT, NAACE Fellow, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
> From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk]
> Sent: 09 November 2009 17:37
> To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org
> Subject: RE: [Advisory] IWBs - An Australian perspective
>
> Interesting but still nothing new. 10 years on in the UK classroom =20
> and still hardly any effective ELECTRONIC whiteboard practice to =20
> talk about =96 they are the biggest and most costly mistake UK =20
> education has made and we need to get away from the mentality that =20
> just because a lot of money has been spent on them that we need to =20
> continue down that path (rough pr=E9cis of Chris=92s reasoning in the =20=
> video)
>
> The best thing I have seen so far with a whiteboard is take it off =20
> the wall, put it on a table, twist the projector so it points =20
> downwards and let people share it (if it allows multi-point access =20
> of course)
>
> 20th century technology. 19th century teacher-centric pedagogy =96 one =
=20
> user and a class of mere watchers.
>
> Get a =A350 cordless bluetooth keyboard and mouse, step away from the =20=
> front 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!)
>
> 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 =20=
> 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
>
> Raising achievement through embedding learning technologies =20
> conference 9th December 2009 (BAFTA, London)
> What is the impact of technology on student achievement in your =20
> school?
> If you wish to increase the yield of new technologies in your school =20=
> this conference brings together examples of free and low cost =20
> applications of readily available technology to support learning. =20
> The key is simple ideas that are easy and quick to introduce to =20
> staff and students. The event includes the leading examples of =20
> technology innovation in schools that can be implemented immediately =20=
> with all teachers across all curriculum areas.
> More details and booking: =
https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3DP=
PN1009455
>
>
>
> From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org=20
> ] 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 =20=
> to, written by Mal Lee and Chris Betcher. The 6 min video clip by =20
> Chris Betcher is well worth watching particular by those not =20
> 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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<html><body style=3D"word-wrap: break-word; -webkit-nbsp-mode: space; =
-webkit-line-break: after-white-space; =
"><div><br></div><div><br></div><div>I thought at the time that IWBs =
were being considered by policy makers, and still think, that putting =
them in is part of schools and teachers 'going digital'. I thought it =
might be a trigger to get teachers into the digital world, but the =
answer there is obviously that IWBs have been insufficient to achieve =
that.</div><div><br></div><div>I guess the requirement should have been =
'digital display in classrooms', because if a school and all who work in =
it are going to go digital, ability to display digital in classrooms for =
all or groups to see is obviously a critical requirement. And it might =
have been cheaper if we had been clearer about the =
requirement.</div><div><br></div><div><br></div><div>I don't see the =
problem as one of persuading or training teachers to 'go digital'. I see =
it as a problem of giving them, and pupils, sufficient immersion in the =
digital world that they can begin to personally appreciate it, and to =
apply their professionalism to it. 'Digital' is so revolutionary that it =
is really difficult to appreciate what it means without that immersion. =
You can say for instance that in the digital world, "everyone is a =
creator and re-purposer of content" or "the cost of digital copies is =
virtually zero". The implications of statements like this are huge and =
will take us at least a decade more to work through. And the impact of =
'digital' is very hard to understand until you experience it =
yourself.</div><div><br></div><div><br></div><div>So the first key =
question for me is When will teachers naturally turn to the digital =
world for things they want, to support the physical and social =
activities they want to engage in. To which the answer must be the =
sooner the better, because what is available in the digital world is so =
much richer than what can be assembled on paper or in tangible form to =
enrich learning.</div><div><br></div><div>And the second key question is =
how to immerse teachers in the digital world. The answer in any company =
that can see the ROI (return on investment) it gets from embedding use =
of the digital world, would be "Push them in". And sack them if they =
climb out and refuse to engage with the digital world, after a bit of =
support have been provided.</div><div><br></div><div><br></div><div>I =
suggest that what we should be concentrating on is being certain about =
the ROI and once we can confidently explain that to school leaders, help =
the leaders to push their staff in and help them swim. To me the ROI is =
crystal clear for secondary schools, and in primary I am increasingly =
convinced the prime ROI will come to be seen to centre on surfacing =
pupils' creativity and engaging an audience of peers and family in the =
assessment for learning process.</div><div><br></div><div>For a start I =
want to see real research stats on how pupils and teachers being =
immersed in the digital world:</div><div>- extends learning (surely =
measurable), </div><div>- increases access to learning resources =
(also surely measurable), </div><div>- gives access to an audience =
(measurable)</div><div>- improves the quantity and quality of =
communication (quantity easily measurable, quality a bit harder but =
still measurable).</div><div><br></div><div><br></div><div>When the =
teachers see the ROI and want to display things from the digital world =
in their classrooms, or want pupils to, the IWBs and all other display =
devices will get =
used.</div><div><br></div><div>Roger.</div><div><br></div><div><br></div><=
div><br></div><div><br></div><br><div><div>On 10 Nov 2009, at 13:39, =
Paul Hynes wrote:</div><br class=3D"Apple-interchange-newline"><blockquote=
type=3D"cite"><span class=3D"Apple-style-span" style=3D"border-collapse: =
separate; color: rgb(0, 0, 0); font-family: Helvetica; font-size: =
medium; font-style: normal; font-variant: normal; font-weight: normal; =
letter-spacing: normal; line-height: normal; orphans: 2; text-align: =
auto; text-indent: 0px; text-transform: none; white-space: normal; =
widows: 2; word-spacing: 0px; -webkit-border-horizontal-spacing: 0px; =
-webkit-border-vertical-spacing: 0px; =
-webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: =
auto; -webkit-text-stroke-width: 0px; "><div lang=3D"EN-GB" link=3D"blue" =
vlink=3D"purple"><div class=3D"Section1"><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><span =
style=3D"color: rgb(31, 73, 125); ">100% personal opinion =96 please do =
not hint otherwise as this could stifle the useful and challenging =
discussions of the list if people feel inhibited. There is no SSAT =
policy and no official SSAT stance on whiteboards. SSAT is =93an =
independent, not-for-profit membership organisation dedicated to raising =
levels of achievement in secondary education. We work with headteachers, =
teachers and 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 deliver our work, and continue to develop what =
we do.=94</span><span style=3D"font-family: 'Times New Roman', serif; =
"><o:p></o:p></span></div><div style=3D"margin-right: 0cm; margin-left: =
0cm; font-size: 11pt; font-family: Calibri, sans-serif; margin-top: 0cm; =
margin-bottom: 0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Interesting point on opportunity cost raised by Bob =
and supported by Mike (with his ex-accountant head =
on).<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">This really gets to my point =96 what is the best =
spend of an =91interactive ICT pound=92 to get the most =
impact?<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">1 whiteboard =
installation<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">=3D 6 projectors =
installed?<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">=3D 5 class sets of voting =
handsets?<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">=3D 60 cordless keyboard/mice =
sets?<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">=3D 1 tablet PC/wireless =
projector?<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">=3D 10 netbooks?<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">=3D 30 PlayStation =
Portables?<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">I agree with Mike =
=96 how do we support schools in get the best out of the previous tax =
payer investment?<o:p></o:p></span></div><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><span =
style=3D"color: rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">Best =
wishes<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Paul<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div><div style=3D"border-right-style: =
none; border-bottom-style: none; border-left-style: none; border-width: =
initial; border-color: initial; border-top-style: solid; =
border-top-color: rgb(181, 196, 223); border-top-width: 1pt; =
padding-top: 3pt; padding-right: 0cm; padding-bottom: 0cm; padding-left: =
0cm; "><div style=3D"margin-right: 0cm; margin-left: 0cm; font-size: =
11pt; font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><b><span lang=3D"EN-US" style=3D"font-size: 10pt; =
font-family: Tahoma, sans-serif; ">From:</span></b><span lang=3D"EN-US" =
style=3D"font-size: 10pt; font-family: Tahoma, sans-serif; "><span =
class=3D"Apple-converted-space"> </span>Albin Wallace [<a =
href=3D"mailto:Albin.Wallace@church-schools.com" style=3D"color: blue; =
text-decoration: underline; =
">mailto:Albin.Wallace@church-schools.com</a>]<span =
class=3D"Apple-converted-space"> </span><br><b>Sent:</b><span =
class=3D"Apple-converted-space"> </span>10 November 2009 =
10:18<br><b>To:</b><span class=3D"Apple-converted-space"> </span>Paul=
Hynes; Ray Tolley;<span class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:secondary@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">secondary@talk.naace.org</a><br><b>Subject:</b><span =
class=3D"Apple-converted-space"> </span>RE: [Advisory] IWBs - An =
Australian perspective<o:p></o:p></span></div></div></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; ">I=92m 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=92 (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></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"font-size: 12pt; font-family: Arial, =
sans-serif; "><o:p> </o:p></span></div><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><span =
style=3D"font-size: 12pt; font-family: Arial, sans-serif; ">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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; 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 =93<i><span style=3D"color: =
black; ">are the biggest and most costly mistake UK education has made=94 =
</span></i><span style=3D"color: black; ">when signed as<span =
class=3D"Apple-converted-space"> </span><i>Programme Leader - =
Leading Edge Partnership Programme (Partnerships and Performance =
Networks)<o:p></o:p></i></span></span></div><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><i><span =
style=3D"font-size: 12pt; font-family: Arial, sans-serif; color: black; =
">Specialist Schools & Academies =
Trust.<o:p></o:p></span></i></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><i><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; color: black; =
"><o:p> </o:p></span></i></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; 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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; color: black; =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; =
"><o:p> </o:p></span></div><div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; =
">Albin<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; ">Dr. Albin =
Wallace<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; ">Group Director of ICT and =
e-Learning<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
12pt; font-family: Arial, sans-serif; ">United Church Schools =
Trust/United Learning Trust<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"font-size: 12pt; font-family: Arial, =
sans-serif; "><a href=3D"http://www.ucst.org.uk/">www.ucst.org.uk/</a><a =
href=3D"http://www.ult.org.uk" style=3D"color: blue; text-decoration: =
underline; ">www.ult.org.uk</a><o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span><image001.jpg></span><o:p></o:p></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div></div><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><span =
style=3D"font-size: 12pt; font-family: Arial, sans-serif; =
"><o:p> </o:p></span></div><div><div style=3D"border-right-style: =
none; border-bottom-style: none; border-left-style: none; border-width: =
initial; border-color: initial; border-top-style: solid; =
border-top-color: rgb(181, 196, 223); border-top-width: 1pt; =
padding-top: 3pt; padding-right: 0cm; padding-bottom: 0cm; padding-left: =
0cm; "><div style=3D"margin-right: 0cm; margin-left: 0cm; font-size: =
11pt; font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><b><span lang=3D"EN-US" style=3D"font-size: 10pt; =
font-family: Tahoma, sans-serif; ">From:</span></b><span lang=3D"EN-US" =
style=3D"font-size: 10pt; font-family: Tahoma, sans-serif; "><span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory-admin@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory-admin@talk.naace.org</a><span =
class=3D"Apple-converted-space"> </span>[<a =
href=3D"mailto:advisory-admin@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">mailto:advisory-admin@talk.naace.org</a>]<span =
class=3D"Apple-converted-space"> </span><b>On Behalf Of<span =
class=3D"Apple-converted-space"> </span></b>Paul =
Hynes<br><b>Sent:</b><span class=3D"Apple-converted-space"> </span>10=
November 2009 09:56<br><b>To:</b><span =
class=3D"Apple-converted-space"> </span>Ray Tolley;<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:secondary@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">secondary@talk.naace.org</a><br><b>Subject:</b><span =
class=3D"Apple-converted-space"> </span>RE: [Advisory] IWBs - An =
Australian perspective<o:p></o:p></span></div></div></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Apologies =96 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></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">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></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">A lot of the =
positives often quoted are features of the software as opposed to the =
hardware. There is no debate as to the increased quality of the software =
available - I just feel there are better (dare I say more =91interactive=92=
) ways of operating it =96 voting handsets, cordless mice, presenter =
handsets, graphics tablets, tablet PCs (a possible solution but not a =
wide spread one) etc. The usage of voting handsets has been the most =
impressive use of hardware I have seen.<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">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></div><div style=3D"margin-right:=
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><span =
style=3D"color: rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">Interesting =
debate.<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Cheers<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
">Paul<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">[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></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div><div style=3D"border-right-style: =
none; border-bottom-style: none; border-left-style: none; border-width: =
initial; border-color: initial; border-top-style: solid; =
border-top-color: rgb(181, 196, 223); border-top-width: 1pt; =
padding-top: 3pt; padding-right: 0cm; padding-bottom: 0cm; padding-left: =
0cm; "><div style=3D"margin-right: 0cm; margin-left: 0cm; font-size: =
11pt; font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><b><span lang=3D"EN-US" style=3D"font-size: 10pt; =
font-family: Tahoma, sans-serif; ">From:</span></b><span lang=3D"EN-US" =
style=3D"font-size: 10pt; font-family: Tahoma, sans-serif; "><span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory-admin@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory-admin@talk.naace.org</a><span =
class=3D"Apple-converted-space"> </span>[<a =
href=3D"mailto:advisory-admin@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">mailto:advisory-admin@talk.naace.org</a>]<span =
class=3D"Apple-converted-space"> </span><b>On Behalf Of<span =
class=3D"Apple-converted-space"> </span></b>Ray =
Tolley<br><b>Sent:</b><span =
class=3D"Apple-converted-space"> </span>09 November 2009 =
18:19<br><b>To:</b><span class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:secondary@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">secondary@talk.naace.org</a><br><b>Subject:</b><span =
class=3D"Apple-converted-space"> </span>RE: [Advisory] IWBs - An =
Australian perspective<o:p></o:p></span></div></div></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Paul, I must =
disagree. <o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">With all respect, =
I fear that you are only seeing what you want to see! An =
interactive table costs about the same as a good IWB and can only be =
seen by half the class at the most. I wonder if you have ever had =
the almost spiritual experience of actually using an IWB with repeated =
classes of children =96 I have =96 There is an overwhelming satisfaction =
in seeing the class take over the board (not all at the same =
time!). Your reference to the tablet PC (which I agree is useful) =
and PowerPoint still hints at the =91teacher in charge=92 =
scenario.<br><br>When I first introduced IWBs in a school some 10 years =
ago I soon discovered that there were a vast number of different ways of =
using the IWB. Perhaps the first is in handwriting recognition =
combined with brainstorming =96 whereby any number of children can =
almost scribble their contributions on the board, all spontaneously =
translated into a neat and appropriate font and then easily re-arranged =
and exported for embedding into their own work as and when they have =
access to a PC.<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">Then, of course, =
there are so many features such as sequence sorting, =91developing =
tray=92 (even at A-level), use of libraries of symbols eg Science or =
Maths or word+image matching etc.<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">I fear Paul, that your experiences of IWBs have been =
soured by poor practice, whereas I have been inspired by good practice =
from all age groups. As part of my initial and cautious research I =
started by observing good Primary practice and soon realised that many =
of the initial IWB techniques could be =91matured=92 to the standards =
that would not insult any student in 5D.<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><a href=3D"http://maximise-ict.co.uk/IWBs.pdf" =
style=3D"color: blue; text-decoration: underline; =
">http://maximise-ict.co.uk/IWBs.pdf</a><o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Kind Regards,<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
10pt; font-family: Arial, sans-serif; color: rgb(31, 73, 125); ">Ray =
Tolley FEIDCT, NAACE Fellow, MBILD<br>ICT Education =
Consultant<br>Maximise ICT Ltd<br>P: <span =
class=3D"Apple-converted-space"> </span></span><span style=3D"color: =
rgb(31, 73, 125); "><a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" =
style=3D"color: blue; text-decoration: underline; "><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; =
">http://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, =
73, 125); "><o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
10pt; font-family: Arial, sans-serif; color: rgb(31, 73, 125); =
">B: <span class=3D"Apple-converted-space"> </span></span><span =
style=3D"color: rgb(31, 73, 125); "><a =
href=3D"http://www.efoliointheuk.blogspot.com/" style=3D"color: blue; =
text-decoration: underline; "><span style=3D"font-size: 10pt; =
font-family: Arial, sans-serif; =
">http://www.efoliointheuk.blogspot.com/</span></a></span><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, =
73, 125); "><br>W: <span =
class=3D"Apple-converted-space"> </span></span><span style=3D"color: =
rgb(31, 73, 125); "><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" style=3D"color: =
blue; text-decoration: underline; "><span style=3D"font-size: 10pt; =
font-family: Arial, sans-serif; =
">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a></span><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, =
73, 125); "><br></span><span style=3D"font-size: 10pt; font-family: =
Arial, sans-serif; color: rgb(192, 0, 0); ">Winner of the IMS =
'Leadership Regional Award 2009'</span><span style=3D"color: rgb(31, 73, =
125); "><o:p></o:p></span></div></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div><div =
style=3D"border-right-style: none; border-bottom-style: none; =
border-left-style: none; border-width: initial; border-color: initial; =
border-top-style: solid; border-top-color: rgb(181, 196, 223); =
border-top-width: 1pt; padding-top: 3pt; padding-right: 0cm; =
padding-bottom: 0cm; padding-left: 0cm; "><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><b><span =
lang=3D"EN-US" style=3D"font-size: 10pt; font-family: Tahoma, =
sans-serif; ">From:</span></b><span lang=3D"EN-US" style=3D"font-size: =
10pt; font-family: Tahoma, sans-serif; "><span =
class=3D"Apple-converted-space"> </span>Paul Hynes [<a =
href=3D"mailto:Paul.Hynes@ssatrust.org.uk" style=3D"color: blue; =
text-decoration: underline; =
">mailto:Paul.Hynes@ssatrust.org.uk</a>]<span =
class=3D"Apple-converted-space"> </span><br><b>Sent:</b><span =
class=3D"Apple-converted-space"> </span>09 November 2009 =
17:37<br><b>To:</b><span class=3D"Apple-converted-space"> </span>Ray =
Tolley;<span class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:secondary@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">secondary@talk.naace.org</a><br><b>Subject:</b><span =
class=3D"Apple-converted-space"> </span>RE: [Advisory] IWBs - An =
Australian perspective<o:p></o:p></span></div></div></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Interesting but still nothing new. 10 years on in =
the UK classroom and still hardly any effective ELECTRONIC whiteboard =
practice to talk about =96 they are the biggest and most costly mistake =
UK education has made and we need to get away from the mentality that =
just because a lot of money has been spent on them that we need to =
continue down that path (rough pr=E9cis of Chris=92s reasoning in the =
video)<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
">20<sup>th</sup><span =
class=3D"Apple-converted-space"> </span>century technology. =
19<sup>th</sup><span class=3D"Apple-converted-space"> </span>century =
teacher-centric pedagogy =96 one user and a class of mere =
watchers.<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">Get a =A350 =
cordless bluetooth keyboard and mouse, step away from the front of the =
classroom and share the power! You won=92t look =
back.<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">(feel free to send me the money you have saved if =
you want!)<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
">Cheers<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Paul<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); =
">=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=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></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Paul Hynes<o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">Programme Leader - =
Leading Edge Partnership Programme (Partnerships and Performance =
Networks)<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">Specialist Schools & Academies =
Trust<o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); ">e:<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:paul.hynes@ssatrust.org.uk" style=3D"color: blue; =
text-decoration: underline; =
">paul.hynes@ssatrust.org.uk</a><o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">m: 07793 469 =
628<o:p></o:p></span></div><div style=3D"margin-right: 0cm; margin-left: =
0cm; font-size: 11pt; font-family: Calibri, sans-serif; margin-top: 0cm; =
margin-bottom: 0.0001pt; "><span style=3D"color: rgb(31, 73, 125); ">Get =
involved with the Future Schools team -<span =
class=3D"Apple-converted-space"> </span></span><span =
style=3D"font-family: Arial, sans-serif; color: rgb(31, 73, 125); "><a =
href=3D"http://www.schoolsnetwork.org.uk/achievement/future" =
style=3D"color: blue; text-decoration: underline; =
">www.schoolsnetwork.org.uk/achievement/future</a></span><span =
style=3D"color: rgb(31, 73, 125); "><o:p></o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><b><span style=3D"font-size: =
10pt; color: rgb(31, 73, 125); ">Raising achievement through embedding =
learning technologies conference 9th December 2009 (BAFTA, =
London)<o:p></o:p></span></b></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><b><span style=3D"font-size: =
10pt; color: black; ">What is the impact of technology on student =
achievement in your school?</span></b><span style=3D"font-size: 10pt; =
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 style=3D"color:=
rgb(31, 73, 125); "><o:p></o:p></span></div><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><span =
style=3D"font-size: 10pt; color: rgb(31, 73, 125); ">More details and =
booking:<span class=3D"Apple-converted-space"> </span><a =
href=3D"http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?even=
tid=3DPPN1009455" style=3D"color: blue; text-decoration: underline; =
">https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3D=
PPN1009455</a><o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"color: rgb(31, 73, 125); =
"><o:p> </o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"color: =
rgb(31, 73, 125); "><o:p> </o:p></span></div><div><div =
style=3D"border-right-style: none; border-bottom-style: none; =
border-left-style: none; border-width: initial; border-color: initial; =
border-top-style: solid; border-top-color: rgb(181, 196, 223); =
border-top-width: 1pt; padding-top: 3pt; padding-right: 0cm; =
padding-bottom: 0cm; padding-left: 0cm; "><div style=3D"margin-right: =
0cm; margin-left: 0cm; font-size: 11pt; font-family: Calibri, =
sans-serif; margin-top: 0cm; margin-bottom: 0.0001pt; "><b><span =
lang=3D"EN-US" style=3D"font-size: 10pt; font-family: Tahoma, =
sans-serif; ">From:</span></b><span lang=3D"EN-US" style=3D"font-size: =
10pt; font-family: Tahoma, sans-serif; "><span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory-admin@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory-admin@talk.naace.org</a><span =
class=3D"Apple-converted-space"> </span>[<a =
href=3D"mailto:advisory-admin@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">mailto:advisory-admin@talk.naace.org</a>]<span =
class=3D"Apple-converted-space"> </span><b>On Behalf Of<span =
class=3D"Apple-converted-space"> </span></b>Ray =
Tolley<br><b>Sent:</b><span =
class=3D"Apple-converted-space"> </span>08 November 2009 =
19:52<br><b>To:</b><span class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:advisory@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; ">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:secondary@talk.naace.org" style=3D"color: blue; =
text-decoration: underline; =
">secondary@talk.naace.org</a><br><b>Subject:</b><span =
class=3D"Apple-converted-space"> </span>[Advisory] IWBs - An =
Australian perspective<o:p></o:p></span></div></div></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; ">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></div><div style=3D"margin-right: 0cm; margin-left: 0cm; =
font-size: 11pt; font-family: Calibri, sans-serif; margin-top: 0cm; =
margin-bottom: 0.0001pt; "><o:p> </o:p></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; ">See<span class=3D"Apple-converted-space"> </span><span =
lang=3D"EN-AU"><a =
href=3D"http://shop.acer.edu.au/acer-shop/product/A4093BK" style=3D"color:=
blue; text-decoration: underline; =
">http://shop.acer.edu.au/acer-shop/product/A4093BK</a></span><o:p></o:p><=
/div><div style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span lang=3D"EN-AU"> </span><o:p></o:p></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span lang=3D"EN-AU"> </span><o:p></o:p></div><div =
style=3D"margin-right: 0cm; margin-left: 0cm; font-size: 11pt; =
font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><o:p> </o:p></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
10pt; font-family: Arial, sans-serif; color: rgb(31, 73, 125); ">Ray =
Tolley FEIDCT, NAACE Fellow, MBILD<br>ICT Education =
Consultant<br>Maximise ICT Ltd<br>P: <span =
class=3D"Apple-converted-space"> </span></span><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/" style=3D"color: blue; =
text-decoration: underline; "><span style=3D"font-size: 10pt; =
font-family: Arial, sans-serif; =
">http://raytolley.v2efolioworld.mnscu.edu/</span></a><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, =
73, 125); "><o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><span style=3D"font-size: =
10pt; font-family: Arial, sans-serif; color: rgb(31, 73, 125); =
">B: <span class=3D"Apple-converted-space"> </span></span><a =
href=3D"http://www.efoliointheuk.blogspot.com/" style=3D"color: blue; =
text-decoration: underline; "><span style=3D"font-size: 10pt; =
font-family: Arial, sans-serif; =
">http://www.efoliointheuk.blogspot.com/</span></a><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, =
73, 125); "><br>W: <span =
class=3D"Apple-converted-space"> </span></span><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" style=3D"color: =
blue; text-decoration: underline; "><span style=3D"font-size: 10pt; =
font-family: Arial, sans-serif; =
">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a><span =
style=3D"font-size: 10pt; font-family: Arial, sans-serif; color: rgb(31, =
73, 125); "><br></span><span style=3D"font-size: 10pt; font-family: =
Arial, sans-serif; color: rgb(192, 0, 0); ">Winner of the IMS =
'Leadership Regional Award 2009'</span><span style=3D"color: rgb(31, 73, =
125); "><o:p></o:p></span></div><div style=3D"margin-right: 0cm; =
margin-left: 0cm; font-size: 11pt; font-family: Calibri, sans-serif; =
margin-top: 0cm; margin-bottom: 0.0001pt; "><o:p> </o:p></div><div =
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font-family: Calibri, sans-serif; margin-top: 0cm; margin-bottom: =
0.0001pt; "><span style=3D"font-size: 12pt; font-family: 'Times New =
Roman', serif; =
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