[Advisory] IWBs - An Australian perspective
Andy Preston
andyp@edujam.org
Wed, 11 Nov 2009 11:08:04 -0000
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Hi all,
I think IWB's have had enough money and time to have proved themselves more
than a poor return on investment by now. Unfortunately, they are
consequently viewed negatively by the majority as yet another ICT
embarrassment!
I agree with Roger that few staff apply their professionalism to current
'Digital' opportunities, I would also say that unless they are concious of
and actually immersed in benefitting themselves from using current and real
world tools such as facebook, twitter they are unlikely to be able to apply
their professionalism in a way that can really help the kids anyway.
and I agree "the impact of 'digital' is very hard to understand until you
experience it yourself."
but I do not agree that "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." Not always and teachers should stop being pressured into
believing this. I would say IWB's are a great example of the waste that
comes from that kind of misleading message.
Pupils and staff in school communities enjoy digital opportunities alongside
books, painting , out in the field stuff. Indeed the pupils are increasingly
making their own decisions about what tools to use and when digital adds
value, when is takes value away.
In these schools the barriers are not resources / having proof of ROI to
convince the masses, these exist anyway. The real barriers continue to be
the lack of trust in teachers, emotional intelligence in policy and schemes
and in particular the lack of modernisation of assessment.
Ofsted criteria does seem to have some modern bits and it is good to see
schools have brill reports re parental engagement, community links etc,
however they still need to go into hibernation when it comes to tests etc
This doesn't assess the value of a choir performance being shared, commented
on, by pupils staff and parents across their community alongside hundreds
of other creative outputs!
What is needed is trust to let professionals enjoy / encourage doing things
differently to do things better in partnership with pupils and parents.
What is produced captured digitally offers far more evidence of the
"personalised" quality of education in a school, if an education system had
an ounce of courage and will to assess differently aswell.
Andy Preston
Andy Preston
Programme Director - edujam cic
Email - andyp@edujam.org
Mob - 07733264984
Creative producers - Engaged learners
Visit our Website at www.edujam.org
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-----Original Message-----
From: advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org]On Behalf Of Roger Broadie
Sent: 10 November 2009 16:52
To: secondary@talk.naace.org; Advisory NaaceTalk
Subject: Re: [Advisory] IWBs - An Australian perspective
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.
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.
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.
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.
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.
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.
For a start I want to see real research stats on how pupils and 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
measurable, quality a bit harder but still measurable).
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.
Roger.
On 10 Nov 2009, at 13:39, Paul Hynes wrote:
100% personal opinion – 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 “an 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.”
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
ICT pound’ to get the most impact?
1 whiteboard installation
= 6 projectors installed?
= 5 class sets of voting handsets?
= 60 cordless keyboard/mice sets?
= 1 tablet PC/wireless projector?
= 10 netbooks?
= 30 PlayStation Portables?
I agree with Mike – how do we support schools in get the best out of 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’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).
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.
Although Paul has acknowledged that his is a personal rather than an
organisational opinion it is interesting to read his comment that IWBs “are
the biggest and most costly mistake UK education has made” when signed as
Programme Leader - Leading Edge Partnership Programme (Partnerships and
Performance Networks)
Specialist Schools & Academies Trust.
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)?
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] 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 experiences.
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).
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.
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)
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
‘interactive’) ways of operating it – voting handsets, cordless mice,
presenter handsets, graphics tablets, tablet PCs (a possible solution but
not a wide spread one) etc. The usage of voting handsets has been the most
impressive use of hardware I have seen.
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?
Interesting debate.
Cheers
Paul
[Forgot to also mention that these are personal opinions and not
connected at all with the organisation I work for]
From: advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] On Behalf Of Ray Tolley
Sent: 09 November 2009 18:19
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
Paul, I must disagree.
With all respect, I fear that you are only seeing what you want to see!
An interactive table costs about the same as a good IWB and can only be seen
by half the class at the most. I wonder if you have ever had the almost
spiritual experience of actually using an IWB with repeated classes of
children – I have – There is an overwhelming satisfaction in seeing the
class take over the board (not all at the same time!). Your reference to
the tablet PC (which I agree is useful) and PowerPoint still hints at the
‘teacher in charge’ scenario.
When I first introduced IWBs in a school some 10 years ago I soon
discovered that there were a vast number of different ways of using the IWB.
Perhaps 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 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,
‘developing tray’ (even at A-level), use of libraries of symbols eg Science
or Maths or word+image matching etc.
I fear Paul, that your experiences of IWBs have been soured by poor
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’ to the standards that would not insult any student in 5D.
Perhaps my final comment must be that having set up a situation where
every classroom now has an IWB any teacher can walk into any classroom and
instantly have their lesson outlines up on the board before the class enters
and then the fun begins!
I originally wrote this 7-page document some 5 years ago, but I still
stand by what I said then:
http://maximise-ict.co.uk/IWBs.pdf
Kind Regards,
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.uk]
Sent: 09 November 2009 17:37
To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: [Advisory] IWBs - An Australian perspective
Interesting but still nothing new. 10 years on in the UK classroom and
still hardly any effective ELECTRONIC whiteboard practice to talk about –
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 précis of
Chris’s reasoning in the video)
The best thing I have seen so far with a whiteboard is take it off the
wall, put it on a table, twist the projector so it points downwards and let
people 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 £50 cordless bluetooth keyboard and mouse, step away from the
front of the classroom and share the power! You won’t look back.
(feel free to send me the money you have saved if you want!)
Cheers
Paul
====================================================
Paul Hynes
Programme Leader - Leading Edge Partnership Programme (Partnerships and
Performance Networks)
Specialist Schools & Academies Trust
e: paul.hynes@ssatrust.org.uk
m: 07793 469 628
Get involved with the Future Schools team -
www.schoolsnetwork.org.uk/achievement/future
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 readily available technology to support learning. The key is simple ideas
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More details and booking:
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09455
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,
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.
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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<DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>Hi all,=20
</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>I think IWB's=20
have had enough money and time to have proved themselves more than =
a poor=20
return on investment by now. Unfortunately, they are consequently =
viewed=20
negatively by the majority as yet another ICT=20
embarrassment!</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><FONT color=3D#0000ff><FONT face=3DArial><SPAN =
class=3D343462010-11112009>I agree=20
with Roger that few staff </SPAN>apply their =
professionalism <SPAN=20
class=3D343462010-11112009>to </SPAN><SPAN =
class=3D343462010-11112009>current=20
</SPAN>'Digital' <SPAN class=3D343462010-11112009>opportunities, I =
would=20
also say that </SPAN><SPAN =
class=3D343462010-11112009>unless they=20
are concious of and actually immersed in benefitting =
themselves from=20
using current and real world tools such as facebook, twitter they are =
unlikely=20
to be able to apply their professionalism in a way that can really =
help the=20
kids anyway.</SPAN></FONT></FONT></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><FONT color=3D#0000ff><FONT face=3DArial><SPAN =
class=3D343462010-11112009>and I=20
agree "</SPAN>the impact of 'digital' is very hard to understand until =
you=20
experience it yourself.<SPAN=20
class=3D343462010-11112009>"</SPAN></FONT></FONT></DIV>
<DIV><FONT color=3D#0000ff><FONT face=3DArial><BR></FONT></FONT></DIV>
<DIV><FONT color=3D#0000ff><FONT face=3DArial><SPAN =
class=3D343462010-11112009>but I=20
do not agree that "</SPAN>what is available in the digital world is =
so much=20
richer than what can be assembled on paper or in tangible form to enrich =
learning.<SPAN class=3D343462010-11112009>" Not always and teachers =
should stop=20
being pressured into believing this. I would say IWB's are a=20
great example of the waste that comes from that kind of=20
misleading message. </SPAN></FONT></FONT></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>Pupils and=20
staff in school communities enjoy digital opportunities =
alongside=20
books, painting , out in the field stuff. Indeed the pupils are =
increasingly=20
making their own decisions about what tools to use and when =
digital=20
adds value, when is takes value away. </FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>In these=20
schools the barriers are not resources / having proof of =
ROI to=20
convince the masses, these exist anyway. The real barriers =
continue to=20
be the lack of trust in teachers, emotional intelligence =
in policy and=20
schemes and in particular the lack of modernisation of assessment.=20
</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>Ofsted=20
criteria does seem to have some modern bits and it is good to see =
schools=20
have brill reports re parental engagement, community links etc, =
however=20
they still need to go into hibernation when it comes to tests etc =20
This doesn't assess the value of a choir performance being =
shared,=20
commented on, by pupils staff and parents across their community =
alongside=20
hundreds of other creative outputs!</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>What is=20
needed is trust to let professionals enjoy / encourage doing things =
differently=20
to do things better in partnership with pupils=20
and parents.</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>What is=20
produced captured digitally offers far more evidence of the =
"personalised"=20
quality of education in a school, if an education system had an =
ounce=20
of courage and will to assess differently =
aswell.</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff=20
face=3DArial></FONT></SPAN> </DIV>
<DIV><SPAN class=3D343462010-11112009><FONT color=3D#0000ff =
face=3DArial>Andy=20
Preston</FONT></SPAN></DIV>
<DIV><SPAN class=3D343462010-11112009></SPAN><SPAN =
class=3D343462010-11112009><FONT=20
color=3D#0000ff face=3DArial>
<P><FONT size=3D2>Andy Preston<BR>Programme Director - edujam =
cic<BR>Email -=20
andyp@edujam.org<BR>Mob - 07733264984<BR>Creative =
producers -=20
Engaged learners<BR>Visit our Website at www.edujam.org<BR> Stamp =
down on=20
CO2. Please print only if required.<BR>D I S C L A I M E R<BR>The =
information=20
contained in this communication is intended solely for use by the =
individual or=20
entity to whom it is addressed. Use of this communication by =
others is=20
prohibited. If you are not the intended recipient, please inform =
us. =20
This communication has been checked for known<BR>viruses by our =
anti-virus=20
system. edujam cic is neither liable for the proper and complete=20
transmission of the information contained in this communication nor for =
any=20
delay in its receipt nor or any special,<BR>incidental or consequential =
damages=20
of any nature whatsoever resulting from receipt or use of this=20
communication.<BR> </FONT> </P> </FONT> </SPAN></DIV>
<DIV><FONT color=3D#0000ff size=3D2 =
face=3DArial></FONT> </DIV></DIV>
<BLOCKQUOTE>
<DIV dir=3Dltr class=3DOutlookMessageHeader align=3Dleft><FONT =
size=3D2=20
face=3DTahoma>-----Original Message-----<BR><B>From:</B>=20
advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org]<B>On=20
Behalf Of </B>Roger Broadie<BR><B>Sent:</B> 10 November 2009=20
16:52<BR><B>To:</B> secondary@talk.naace.org; Advisory=20
NaaceTalk<BR><B>Subject:</B> Re: [Advisory] IWBs - An Australian=20
perspective<BR><BR></FONT></DIV>
<DIV><BR></DIV>
<DIV><BR></DIV>
<DIV>I thought at the time that IWBs were being considered by policy =
makers,=20
and still think, that putting them in is part of schools and teachers =
'going=20
digital'. I thought it might be a trigger to get teachers into the =
digital=20
world, but the answer there is obviously that IWBs have been =
insufficient to=20
achieve that.</DIV>
<DIV><BR></DIV>
<DIV>I guess the requirement should have been 'digital display in =
classrooms',=20
because if a school and all who work in it are going to go digital, =
ability to=20
display digital in classrooms for all or groups to see is obviously a =
critical=20
requirement. And it might have been cheaper if we had been clearer =
about the=20
requirement.</DIV>
<DIV><BR></DIV>
<DIV><BR></DIV>
<DIV>I don't see the problem as one of persuading or training teachers =
to 'go=20
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=20
it, and to apply their professionalism to it. 'Digital' is so =
revolutionary=20
that it is really difficult to appreciate what it means without that=20
immersion. You can say for instance that in the digital world, =
"everyone is a=20
creator and re-purposer of content" or "the cost of digital copies is=20
virtually zero". The implications of statements like this are huge and =
will=20
take us at least a decade more to work through. And the impact of =
'digital' is=20
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=20
the digital world for things they want, to support the physical and =
social=20
activities they want to engage in. To which the answer must be the =
sooner the=20
better, because what is available in the digital world is so much =
richer than=20
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=20
world. The answer in any company that can see the ROI (return on =
investment)=20
it gets from embedding use of the digital world, would be "Push them =
in". And=20
sack them if they climb out and refuse to engage with the digital =
world, after=20
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=20
the ROI and once we can confidently explain that to school leaders, =
help the=20
leaders to push their staff in and help them swim. To me the ROI is =
crystal=20
clear for secondary schools, and in primary I am increasingly =
convinced the=20
prime ROI will come to be seen to centre on surfacing pupils' =
creativity and=20
engaging an audience of peers and family in the assessment for =
learning=20
process.</DIV>
<DIV><BR></DIV>
<DIV>For a start I want to see real research stats on how pupils and =
teachers=20
being immersed in the digital world:</DIV>
<DIV>- extends learning (surely measurable), </DIV>
<DIV>- increases access to learning resources (also surely=20
measurable), </DIV>
<DIV>- gives access to an audience (measurable)</DIV>
<DIV>- improves the quantity and quality of communication (quantity =
easily=20
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=20
world in their classrooms, or want pupils to, the IWBs and all other =
display=20
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=20
class=3DApple-interchange-newline>
<BLOCKQUOTE type=3D"cite"><SPAN=20
style=3D"WIDOWS: 2; TEXT-TRANSFORM: none; TEXT-INDENT: 0px; =
BORDER-COLLAPSE: separate; FONT: medium Helvetica; WHITE-SPACE: normal; =
ORPHANS: 2; LETTER-SPACING: normal; COLOR: rgb(0,0,0); 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"=20
class=3DApple-style-span>
<DIV lang=3DEN-GB vlink=3D"purple" link=3D"blue">
<DIV class=3DSection1>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">100% personal opinion =96 please do =
not hint=20
otherwise as this could stifle the useful and challenging =
discussions of the=20
list if people feel inhibited. There is no SSAT policy and no =
official SSAT=20
stance on whiteboards. SSAT is =93an independent, not-for-profit =
membership=20
organisation dedicated to raising levels of achievement in secondary =
education. We work with headteachers, teachers and students to =
encourage=20
them to develop and share new and effective teaching and learning =
practice,=20
and to improve schools to raise standards and levels of achievement. =
In=20
practice, headteachers and teachers design, lead and deliver our =
work, and=20
continue to develop what we do.=94</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Times New Roman', =
serif"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Interesting point on opportunity =
cost raised=20
by Bob and supported by Mike (with his ex-accountant head=20
on).<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">This really gets to my point =96 =
what is the=20
best spend of an =91interactive ICT pound=92 to get the most=20
impact?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">1 whiteboard=20
installation<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">=3D 6 projectors=20
installed?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">=3D 5 class sets of voting=20
handsets?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">=3D 60 cordless keyboard/mice=20
sets?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">=3D 1 tablet PC/wireless=20
projector?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">=3D 10 =
netbooks?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">=3D 30 PlayStation=20
Portables?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">I agree with Mike =96 how do we =
support schools=20
in get the best out of the previous tax payer=20
investment?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Best wishes<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Paul<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"BORDER-BOTTOM-STYLE: none; PADDING-BOTTOM: 0cm; =
BORDER-RIGHT-STYLE: none; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; =
BORDER-LEFT-STYLE: none; BORDER-TOP: rgb(181,196,223) 1pt solid; =
PADDING-TOP: 3pt">
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt"=20
lang=3DEN-US>From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3DEN-US><SPAN=20
class=3DApple-converted-space> </SPAN>Albin Wallace [<A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:Albin.Wallace@church-schools.com">mailto:Albin.Wallace@chu=
rch-schools.com</A>]<SPAN=20
class=3DApple-converted-space> </SPAN><BR><B>Sent:</B><SPAN=20
class=3DApple-converted-space> </SPAN>10 November 2009=20
10:18<BR><B>To:</B><SPAN =
class=3DApple-converted-space> </SPAN>Paul=20
Hynes; Ray Tolley;<SPAN =
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>;<SPAN=
=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
<B>Subject:</B><SPAN=20
class=3DApple-converted-space> </SPAN>RE: [Advisory] IWBs - An =
Australian=20
perspective<O:P></O:P></SPAN></DIV></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">I=92m a =
bit worried=20
about sweeping statements about the use of IWBs. Evidence suggests =
that the=20
success of the technology is based upon quality of kit/installation, =
local=20
technical support, software use and most important the assessment of =
teachers=92 (technical and pedagogical) competencies and subsequent =
bespoke,=20
targeted and continuous professional to support this. I suggest =
looking at=20
the landmark IWB research reports by Bridget Somekh (secondary) and =
Gemma=20
Moss (primary).<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">I find the =
negative=20
generalisations a little worrying- as worrying as opposite =
evangelical=20
generalisations. Nationally and internationally it seems to be that =
success=20
or otherwise is predicated on local variables as outlined=20
above.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">Although =
Paul has=20
acknowledged that his is a personal rather than an organisational =
opinion it=20
is interesting to read his comment that IWBs =93<I><SPAN=20
style=3D"COLOR: black">are the biggest and most costly mistake UK =
education=20
has made=94 </SPAN></I><SPAN style=3D"COLOR: black">when =
signed as<SPAN=20
class=3DApple-converted-space> </SPAN><I>Programme Leader - =
Leading Edge=20
Partnership Programme (Partnerships and Performance=20
Networks)<O:P></O:P></I></SPAN></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><I><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt">Specialist=20
Schools & Academies Trust.<O:P></O:P></SPAN></I></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><I><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></I></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt">This=20
could be easily be (mis?)interpreted as a policy rather than a =
personal=20
statement. I wonder what the official SSAT stance is (if=20
any)?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt">Albin<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">Dr. Albin=20
Wallace<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">Group =
Director of=20
ICT and e-Learning<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">United =
Church=20
Schools Trust/United Learning Trust<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt"><A=20
href=3D"http://www.ucst.org.uk/">www.ucst.org.uk/</A><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"http://www.ult.org.uk">www.ult.org.uk</A><O:P></O:P></SPAN></DIV>=
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN><image001.jpg></SPAN><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"BORDER-BOTTOM-STYLE: none; PADDING-BOTTOM: 0cm; =
BORDER-RIGHT-STYLE: none; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; =
BORDER-LEFT-STYLE: none; BORDER-TOP: rgb(181,196,223) 1pt solid; =
PADDING-TOP: 3pt">
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt"=20
lang=3DEN-US>From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3DEN-US><SPAN=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</A><SPAN=20
class=3DApple-converted-space> </SPAN>[<A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.=
naace.org</A>]<SPAN=20
class=3DApple-converted-space> </SPAN><B>On Behalf Of<SPAN=20
class=3DApple-converted-space> </SPAN></B>Paul =
Hynes<BR><B>Sent:</B><SPAN=20
class=3DApple-converted-space> </SPAN>10 November 2009=20
09:56<BR><B>To:</B><SPAN =
class=3DApple-converted-space> </SPAN>Ray=20
Tolley;<SPAN class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>;<SPAN=
=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
<B>Subject:</B><SPAN=20
class=3DApple-converted-space> </SPAN>RE: [Advisory] IWBs - An =
Australian=20
perspective<O:P></O:P></SPAN></DIV></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Apologies =96 I should have said my =
experiences=20
are solely secondary-based. I know primary colleagues who have had =
much more=20
positive whiteboard experiences.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">During the last 6 years I have had =
the=20
pleasure of visiting over 300 secondary schools (including Becta =
winners/ICT=20
mark schools through to struggling special measures schools) and I =
think I=20
can still only count the interesting whiteboard practice I have seen =
on one=20
hand. (That has been in maths mainly and a bit of D&T/science in =
case=20
anyone is interested).<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">As an example I walked round a =
school in the=20
summer term with a whiteboard in each of their 80 classrooms. During =
the=20
tour only four were turned on. Three were being used to click =
through=20
PowerPoints and one was being used with some maths software (by the=20
teacher). I 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 =
useful=20
enough tools to use regularly. The school was well resourced and CPD =
was=20
well planned and had a high priority so that was not the=20
issue.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Why do these schools find it so hard =
to=20
generate the good practice you have seen? (The poor usage level is =
obvious=20
due to the huge number of uncalibrated boards I =
see)<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">A lot of the positives often quoted =
are=20
features of the software as opposed to the hardware. There is no =
debate as=20
to the increased quality of the software available - I just feel =
there are=20
better (dare I say more =91interactive=92) ways of operating it =96 =
voting=20
handsets, cordless mice, presenter handsets, graphics tablets, =
tablet PCs (a=20
possible solution but not a wide spread one) etc. The usage of =
voting=20
handsets has been the most impressive use of hardware I have=20
seen.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">How long do we leave it before we =
accept the=20
wide-scale whiteboard experiment has not worked? Another 10 years? =
Have we=20
lost some teachers from ever using ICT as a result of their =
whiteboard=20
experiences?<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Interesting =
debate.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Cheers<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Paul<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">[Forgot to also mention that these =
are=20
personal opinions and not connected at all with the organisation I =
work=20
for]<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"BORDER-BOTTOM-STYLE: none; PADDING-BOTTOM: 0cm; =
BORDER-RIGHT-STYLE: none; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; =
BORDER-LEFT-STYLE: none; BORDER-TOP: rgb(181,196,223) 1pt solid; =
PADDING-TOP: 3pt">
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt"=20
lang=3DEN-US>From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3DEN-US><SPAN=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</A><SPAN=20
class=3DApple-converted-space> </SPAN>[<A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.=
naace.org</A>]<SPAN=20
class=3DApple-converted-space> </SPAN><B>On Behalf Of<SPAN=20
class=3DApple-converted-space> </SPAN></B>Ray =
Tolley<BR><B>Sent:</B><SPAN=20
class=3DApple-converted-space> </SPAN>09 November 2009=20
18:19<BR><B>To:</B><SPAN =
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>;<SPAN=
=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
<B>Subject:</B><SPAN=20
class=3DApple-converted-space> </SPAN>RE: [Advisory] IWBs - An =
Australian=20
perspective<O:P></O:P></SPAN></DIV></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Paul, I must=20
disagree. <O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">With all respect, I fear that you =
are only=20
seeing what you want to see! An interactive table costs about =
the same=20
as a good IWB and can only be seen by half the class at the =
most. I=20
wonder if you have ever had the almost spiritual experience of =
actually=20
using an IWB with repeated classes of children =96 I have =96 There =
is an=20
overwhelming satisfaction in seeing the class take over the board =
(not all=20
at the same time!). Your reference to the tablet PC (which I =
agree is=20
useful) and PowerPoint still hints at the =91teacher in charge=92=20
scenario.<BR><BR>When I first introduced IWBs in a school some 10 =
years ago=20
I soon discovered that there were a vast number of different ways of =
using=20
the IWB. Perhaps the first is in handwriting recognition =
combined with=20
brainstorming =96 whereby any number of children can almost scribble =
their=20
contributions on the board, all spontaneously translated into a neat =
and=20
appropriate font and then easily re-arranged and exported for =
embedding into=20
their own work as and when they have access to a =
PC.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Then, of course, there are so many=20
features such as sequence sorting, =91developing tray=92 (even =
at=20
A-level), use of libraries of symbols eg Science or Maths or =
word+image=20
matching etc.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">I fear Paul, that your experiences =
of IWBs=20
have been soured by poor practice, whereas I have been inspired by =
good=20
practice from all age groups. As part of my initial and =
cautious=20
research I started by observing good Primary practice and soon =
realised that=20
many of the initial IWB techniques could be =91matured=92 to the =
standards that=20
would not insult any student in 5D.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Perhaps my final comment must be =
that having=20
set up a situation where every classroom now has an IWB any teacher =
can walk=20
into any classroom and instantly have their lesson outlines up on =
the board=20
before the class enters and then the fun =
begins!<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">I originally wrote this 7-page =
document some 5=20
years ago, but I still stand by what I said =
then:<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"http://maximise-ict.co.uk/IWBs.pdf">http://maximise-ict.co.uk/IWB=
s.pdf</A><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Kind =
Regards,<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">Ray=20
Tolley FEIDCT, NAACE Fellow, MBILD<BR>ICT Education=20
Consultant<BR>Maximise ICT Ltd<BR>P: <SPAN=20
class=3DApple-converted-space> </SPAN></SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A></SPAN><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">B: <SPAN=20
class=3DApple-converted-space> </SPAN></SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.efoliointheuk.blogspot.com/</SPAN></A></SPAN><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><BR>W: <SPAN=20
class=3DApple-converted-space> </SPAN></SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPAN =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><BR></SPAN><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(192,0,0); =
FONT-SIZE: 10pt">Winner=20
of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"BORDER-BOTTOM-STYLE: none; PADDING-BOTTOM: 0cm; =
BORDER-RIGHT-STYLE: none; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; =
BORDER-LEFT-STYLE: none; BORDER-TOP: rgb(181,196,223) 1pt solid; =
PADDING-TOP: 3pt">
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt"=20
lang=3DEN-US>From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3DEN-US><SPAN=20
class=3DApple-converted-space> </SPAN>Paul Hynes [<A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:Paul.Hynes@ssatrust.org.uk">mailto:Paul.Hynes@ssatrust.org=
.uk</A>]<SPAN=20
class=3DApple-converted-space> </SPAN><BR><B>Sent:</B><SPAN=20
class=3DApple-converted-space> </SPAN>09 November 2009=20
17:37<BR><B>To:</B><SPAN =
class=3DApple-converted-space> </SPAN>Ray=20
Tolley;<SPAN class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>;<SPAN=
=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
<B>Subject:</B><SPAN=20
class=3DApple-converted-space> </SPAN>RE: [Advisory] IWBs - An =
Australian=20
perspective<O:P></O:P></SPAN></DIV></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Interesting but still nothing new. =
10 years on=20
in the UK classroom and still hardly any effective ELECTRONIC =
whiteboard=20
practice to 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 =
just=20
because a lot of money has been spent on them that we need to =
continue down=20
that path (rough pr=E9cis of Chris=92s reasoning in the=20
video)<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">The best thing I have seen so far =
with a=20
whiteboard is take it off the wall, put it on a table, twist the =
projector=20
so it points downwards and let people share it (if it allows =
multi-point=20
access of course)<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">20<SUP>th</SUP><SPAN=20
class=3DApple-converted-space> </SPAN>century technology.=20
19<SUP>th</SUP><SPAN =
class=3DApple-converted-space> </SPAN>century=20
teacher-centric pedagogy =96 one user and a class of mere=20
watchers.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Get a =A350 cordless bluetooth =
keyboard and=20
mouse, step away from the front of the classroom and share the =
power! You=20
won=92t look back.<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">(feel free to send me the money you =
have saved=20
if you want!)<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Cheers<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Paul<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
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=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Paul Hynes<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Programme Leader - Leading Edge =
Partnership=20
Programme (Partnerships and Performance =
Networks)<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Specialist Schools & Academies=20
Trust<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">e:<SPAN=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:paul.hynes@ssatrust.org.uk">paul.hynes@ssatrust.org.uk</A>=
<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">m: 07793 469 =
628<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)">Get involved with the Future Schools =
team=20
-<SPAN class=3DApple-converted-space> </SPAN></SPAN><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125)"><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"http://www.schoolsnetwork.org.uk/achievement/future">www.schoolsn=
etwork.org.uk/achievement/future</A></SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"COLOR: rgb(31,73,125); FONT-SIZE: 10pt">Raising achievement =
through=20
embedding learning technologies conference 9th December 2009 (BAFTA, =
London)<O:P></O:P></SPAN></B></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"COLOR: black; FONT-SIZE: 10pt">What is the impact of =
technology on=20
student achievement in your school?</SPAN></B><SPAN=20
style=3D"COLOR: black; FONT-SIZE: 10pt"> <BR>If you wish to =
increase the=20
yield of new technologies in your school this conference brings =
together=20
examples of free and low cost applications of readily available =
technology=20
to support learning. The key is simple ideas that are easy and quick =
to=20
introduce to staff and students. The event includes the leading =
examples of=20
technology innovation in schools that can be implemented immediately =
with=20
all teachers across all curriculum areas.</SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125); FONT-SIZE: 10pt">More details and=20
booking:<SPAN class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eve=
ntid=3DPPN1009455">https://www.schoolsnetwork.org.uk/ssat/Pages/EventDeta=
ils.aspx?eventid=3DPPN1009455</A><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV>
<DIV=20
style=3D"BORDER-BOTTOM-STYLE: none; PADDING-BOTTOM: 0cm; =
BORDER-RIGHT-STYLE: none; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; =
BORDER-LEFT-STYLE: none; BORDER-TOP: rgb(181,196,223) 1pt solid; =
PADDING-TOP: 3pt">
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt"=20
lang=3DEN-US>From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3DEN-US><SPAN=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</A><SPAN=20
class=3DApple-converted-space> </SPAN>[<A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.=
naace.org</A>]<SPAN=20
class=3DApple-converted-space> </SPAN><B>On Behalf Of<SPAN=20
class=3DApple-converted-space> </SPAN></B>Ray =
Tolley<BR><B>Sent:</B><SPAN=20
class=3DApple-converted-space> </SPAN>08 November 2009=20
19:52<BR><B>To:</B><SPAN =
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>;<SPAN=
=20
class=3DApple-converted-space> </SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
<B>Subject:</B><SPAN=20
class=3DApple-converted-space> </SPAN>[Advisory] IWBs - An =
Australian=20
perspective<O:P></O:P></SPAN></DIV></DIV></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt">I=20
was involved in some of the early discussions of the book referred =
to,=20
written by Mal Lee and Chris Betcher. The 6 min video clip by =
Chris=20
Betcher is well worth watching particular by those not convinced of =
the=20
benefits of IWBs.<O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt">See<SPAN=20
class=3DApple-converted-space> </SPAN><SPAN lang=3DEN-AU><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
=
href=3D"http://shop.acer.edu.au/acer-shop/product/A4093BK">http://shop.ac=
er.edu.au/acer-shop/product/A4093BK</A></SPAN><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
lang=3DEN-AU></SPAN><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
lang=3DEN-AU></SPAN><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">Ray=20
Tolley FEIDCT, NAACE Fellow, MBILD<BR>ICT Education=20
Consultant<BR>Maximise ICT Ltd<BR>P: <SPAN=20
class=3DApple-converted-space> </SPAN></SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">B: <SPAN=20
class=3DApple-converted-space> </SPAN></SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.efoliointheuk.blogspot.com/</SPAN></A><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><BR>W: <SPAN=20
class=3DApple-converted-space> </SPAN></SPAN><A=20
style=3D"COLOR: blue; TEXT-DECORATION: underline"=20
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</SPAN></A><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><BR></SPAN><SPAN=20
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(192,0,0); =
FONT-SIZE: 10pt">Winner=20
of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN=20
style=3D"COLOR: rgb(31,73,125)"><O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><O:P></O:P></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><SPAN=20
style=3D"FONT-FAMILY: 'Times New Roman', serif; FONT-SIZE: =
12pt"><BR>_______________________________________________________________=
_______<BR>This=20
email has been scanned by the MessageLabs Email Security =
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____________________________________________<O:P></O:P></SPAN></DIV>
<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
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delete<BR>all the material from your system. Any views or opinions =
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<DIV=20
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
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or any other document, ask yourself whether you need a hard=20
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delete<BR>all the material from your system. Any views or opinions =
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are solely those of the author and do not necessarily<BR>represent =
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minimise the risk of transmitting software viruses, but we advise =
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MARGIN-BOTTOM: 4.5pt; MARGIN-LEFT: 0cm; FONT-SIZE: 12pt; MARGIN-RIGHT: =
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you consider this email spam, please forward to<SPAN=20
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R>This=20
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distribute any copies. Please delete this message immediately from =
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computer. No responsibility is accepted by United Church Schools =
Trust or=20
any associated entity for the contents of e-mails unconnected with =
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any virus attached to this email.<BR><BR>United Church Schools=20
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or any other document, ask yourself whether you need a hard=20
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intended=20
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class=3DApple-converted-space> </SPAN><BR>it is addressed. If =
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our=20
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is=20
strictly prohibited. Please contact the sender by return e-mail and =
then=20
delete<BR>all the material from your system. Any views or opinions =
presented=20
are solely those of the author and do not necessarily<BR>represent =
those of=20
the Specialist Schools and Academies Trust. This e-mail does not =
form part=20
of a legally binding agreement.<SPAN=20
class=3DApple-converted-space> </SPAN><BR>We have taken =
precautions to=20
minimise the risk of transmitting software viruses, but we advise =
that=20
you<SPAN class=3DApple-converted-space> </SPAN><BR>carry out =
your own=20
virus checks on any attachments to this message. We cannot accept =
liability=20
for any<SPAN class=3DApple-converted-space> </SPAN><BR>loss or =
damage=20
caused by software=20
=
viruses.<BR>_____________________________________________________________=
_________<BR><BR>This=20
email has been scanned by the MessageLabs Email Security =
System.<BR>For more=20
information please visit<SPAN =
class=3DApple-converted-space> </SPAN><A=20
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=
href=3D"http://www.messagelabs.com/email">http://www.messagelabs.com/emai=
l</A><SPAN=20
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