[Advisory] IWBs - An Australian perspective
Roger Broadie
Roger@BroadieAssociates.co.uk
Wed, 11 Nov 2009 12:18:25 +0000
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Andy,
Fully agree - by "stuff in the digital world being much richer" I was =20=
assuming people would read this to mean "to complement and extend what =20=
teachers and pupils are doing and using non-digitally".
Roger.
On 11 Nov 2009, at 11:08, Andy Preston wrote:
> Hi all,
>
> I think IWB's have had enough money and time to have proved =20
> themselves more than a poor return on investment by now. =20
> Unfortunately, they are consequently viewed negatively by the =20
> majority as yet another ICT embarrassment!
>
> I agree with Roger that few staff apply their professionalism to =20
> current 'Digital' opportunities, I would also say that 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 =20
> are unlikely to be able to apply their professionalism in a way that =20=
> can really help the kids anyway.
>
> and I agree "the impact of 'digital' is very hard to understand =20
> until you experience it yourself."
>
> but I do not agree that "what is available in the digital world is =20
> so much richer than what can be assembled on paper or in tangible =20
> form to enrich learning." Not always and teachers should stop being =20=
> pressured into believing this. I would say IWB's are a great example =20=
> of the waste that comes from that kind of misleading message.
>
> Pupils and staff in school communities enjoy digital opportunities =20
> alongside books, painting , out in the field stuff. Indeed the =20
> pupils are increasingly making their own decisions about what tools =20=
> to use and when digital adds value, when is takes value away.
>
> In these schools the barriers are not resources / having proof of =20
> ROI to convince the masses, these exist anyway. The real barriers =20
> continue to be the lack of trust in teachers, emotional intelligence =20=
> in policy and schemes and in particular the lack of modernisation of =20=
> assessment.
>
> Ofsted criteria does seem to have some modern bits and it is good to =20=
> see schools have brill reports re parental engagement, community =20
> links etc, however they still need to go into hibernation when it =20
> comes to tests etc This doesn't assess the value of a choir =20
> performance being shared, commented on, by pupils staff and parents =20=
> across their community alongside hundreds of other creative outputs!
>
> What is needed is trust to let professionals enjoy / encourage doing =20=
> things differently to do things better in partnership with pupils =20
> and parents.
>
> What is produced captured digitally offers far more evidence of the =20=
> "personalised" quality of education in a school, if an education =20
> 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
> Stamp down on CO2. Please print only if required.
> D I S C L A I M E R
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>
>
>
> -----Original Message-----
> From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org=20
> ]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 =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 =20
> groups to see is obviously a critical requirement. And it might have =20=
> been 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 =20
> take us at least a decade more to work through. And the impact of =20
> 'digital' is very hard to understand until you experience it yourself.
>
>
> So the first key question for me is When will teachers naturally =20
> turn to the digital world for things they want, to support the =20
> physical and social activities they want to engage in. To which the =20=
> answer must be the sooner the better, because what is available in =20
> the digital world is so much richer than what can be assembled on =20
> paper or in tangible form to enrich learning.
>
> And the second key question is how to immerse teachers in the =20
> digital world. The answer in any company that can see the ROI =20
> (return on investment) it gets from embedding use of the digital =20
> world, would be "Push them in". And sack them if they climb out and =20=
> refuse to engage with the digital world, after a bit of support have =20=
> 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 =20=
> I am increasingly convinced the prime ROI will come to be seen to =20
> centre on surfacing pupils' creativity and engaging an audience of =20
> peers and 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 =20
> easily 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 =20
> all 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 =20
>> secondary education. We work with headteachers, teachers and =20
>> students to encourage them to develop and share new and effective =20
>> teaching and learning practice, and to improve schools to raise =20
>> standards and levels of achievement. In practice, headteachers and =20=
>> teachers design, lead and deliver our work, and continue to develop =20=
>> what we do.=94
>> Interesting point on opportunity cost raised by Bob and supported =20
>> by 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 =20=
>> 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=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 =20
>> an organisational opinion it is interesting to read his comment =20
>> that 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 =20
>> 300 secondary schools (including Becta winners/ICT mark schools =20
>> through to struggling special measures schools) and I think I can =20
>> still only count the interesting whiteboard practice I have seen on =20=
>> one hand. (That has been in maths mainly and a bit of D&T/=20
>> science in case 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 =20
>> 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 =20
>> school making good progress and yet the (good) staff had not found =20=
>> them to be useful enough tools to use regularly. The school was =20
>> well resourced and CPD was well planned and had a high priority so =20=
>> that was not the 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 =20
>> (which I agree is useful) and PowerPoint still hints at the =20
>> =91teacher in 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 =20
>> using the IWB. Perhaps the first is in handwriting recognition =20=
>> combined with brainstorming =96 whereby any number of children can =20=
>> almost 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 =20
>> age groups. As part of my initial and cautious research I started =20=
>> by observing good Primary practice and soon realised that many of =20
>> the 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 =20=
>> to continue down that path (rough pr=E9cis of Chris=92s reasoning in =20=
>> the 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 =20=
>> one 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 =20
>> school this conference brings together examples of free and low =20
>> cost applications of readily available technology to support =20
>> learning. The key is simple ideas that are easy and quick to =20
>> introduce to staff and students. The event includes the leading =20
>> examples of technology innovation in schools that can be =20
>> implemented immediately with all teachers across all curriculum =20
>> 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 =20
>> referred to, written by Mal Lee and Chris Betcher. The 6 min video =20=
>> clip by Chris Betcher is well worth watching particular by those =20
>> 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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<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>Andy, </div><div><br></div><div>=
Fully agree - by "stuff in the digital world being much richer" I was =
assuming people would read this to mean "to complement and extend what =
teachers and pupils are doing and using =
non-digitally".</div><div><br></div><div>Roger.</div><div><br></div><div><=
br></div><div><br></div><div><br></div><br><div><div>On 11 Nov 2009, at =
11:08, Andy Preston wrote:</div><br =
class=3D"Apple-interchange-newline"><blockquote type=3D"cite"> <div =
style=3D"WORD-WRAP: break-word; -webkit-nbsp-mode: space; =
-webkit-line-break: after-white-space"> <div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">Hi =
all, </font></span></div> <div><span class=3D"343462010-11112009"><font =
color=3D"#0000ff" face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">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!</font></span></div> =
<div><span class=3D"343462010-11112009"><font color=3D"#0000ff" =
face=3D"Arial"></font></span> </div> <div><font =
color=3D"#0000ff"><font face=3D"Arial"><span =
class=3D"343462010-11112009">I agree with Roger that few staff =
</span>apply their professionalism <span =
class=3D"343462010-11112009">to </span><span =
class=3D"343462010-11112009">current </span>'Digital' <span =
class=3D"343462010-11112009">opportunities, I would also say =
that </span><span class=3D"343462010-11112009">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.</span></font></font></div> =
<div><span class=3D"343462010-11112009"><font color=3D"#0000ff" =
face=3D"Arial"></font></span> </div> <div><font =
color=3D"#0000ff"><font face=3D"Arial"><span =
class=3D"343462010-11112009">and I agree "</span>the impact of 'digital' =
is very hard to understand until you experience it yourself.<span =
class=3D"343462010-11112009">"</span></font></font></div> <div><font =
color=3D"#0000ff"><font face=3D"Arial"><br></font></font></div> =
<div><font color=3D"#0000ff"><font face=3D"Arial"><span =
class=3D"343462010-11112009">but I do not agree that "</span>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.<span =
class=3D"343462010-11112009">" 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. </span></font></font></div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" =
face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">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. =
</font></span></div> <div><span class=3D"343462010-11112009"><font =
color=3D"#0000ff" face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">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. </font></span></div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" =
face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">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!</font></span></div> <div><span class=3D"343462010-11112009"><font=
color=3D"#0000ff" face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">What =
is needed is trust to let professionals enjoy / encourage doing things =
differently to do things better in partnership with pupils =
and parents.</font></span></div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" =
face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">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.</font></span></div> <div><span class=3D"343462010-11112009"><font =
color=3D"#0000ff" face=3D"Arial"></font></span> </div> <div><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">Andy =
Preston</font></span></div> <div><span =
class=3D"343462010-11112009"></span><span =
class=3D"343462010-11112009"><font color=3D"#0000ff" =
face=3D"Arial"><p><font size=3D"2">Andy Preston<br>Programme Director - =
edujam cic<br>Email - <a =
href=3D"mailto:andyp@edujam.org">andyp@edujam.org</a><br>Mob &n=
bsp; - 07733264984<br>Creative producers - Engaged learners<br>Visit our =
Website at <a =
href=3D"http://www.edujam.org">www.edujam.org</a><br> Stamp down on =
CO2. Please print only if required.<br>D I S C L A I M E R<br>The =
information contained in this communication is intended solely for use =
by the individual or entity to whom it is addressed. Use of this =
communication by others is prohibited. If you are not the intended =
recipient, please inform us. This communication has been checked =
for known<br>viruses by our anti-virus system. edujam cic is =
neither liable for the proper and complete transmission of the =
information contained in this communication nor for any delay in its =
receipt nor or any special,<br>incidental or consequential damages of =
any nature whatsoever resulting from receipt or use of this =
communication.<br> </font> </p> </font> </span></div> =
<div><font color=3D"#0000ff" size=3D"2" =
face=3D"Arial"></font> </div></div> <blockquote> <div dir=3D"ltr" =
class=3D"OutlookMessageHeader" align=3D"left"><font size=3D"2" =
face=3D"Tahoma">-----Original Message-----<br><b>From:</b> =
advisory-admin@talk.naace.org [<a =
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.n=
aace.org</a>]<b>On Behalf Of </b>Roger Broadie<br><b>Sent:</b> 10 =
November 2009 16:52<br><b>To:</b> <a =
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</a>; =
Advisory NaaceTalk<br><b>Subject:</b> Re: [Advisory] IWBs - An =
Australian 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, 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 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" class=3D"Apple-style-span"> =
<div lang=3D"EN-GB" vlink=3D"purple" link=3D"blue"> <div =
class=3D"Section1"> <div style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: =
Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">1 whiteboard =
installation<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">=3D 6 projectors =
installed?<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">=3D 60 cordless keyboard/mice =
sets?<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">=3D 1 tablet PC/wireless =
projector?<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">=3D 10 netbooks?<o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: rgb(31,73,125)">=3D 30 =
PlayStation Portables?<o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: rgb(31,73,125)">Best =
wishes<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">Paul<o:p></o:p></span></div> <div style=3D"MARGIN: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div> =
<div 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 style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: =
Calibri, sans-serif; FONT-SIZE: 11pt"><b><span style=3D"FONT-FAMILY: =
Tahoma, sans-serif; FONT-SIZE: 10pt" lang=3D"EN-US">From:</span></b><span =
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3D"EN-US"><span class=3D"Apple-converted-space"> </span>Albin =
Wallace [<a style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:Albin.Wallace@church-schools.com">mailto:Albin.Wallace@chur=
ch-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 style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:secondary@talk.naace.org">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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: =
11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">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: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><i><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt">Specialist Schools & Academies =
Trust.<o:p></o:p></span></i></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><i><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt"><o:p></o:p></span></i></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt">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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: black; FONT-SIZE: =
12pt"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><o:p></o:p></span></div> <div> <div style=3D"MARGIN: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt">Albin<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">Dr. Albin =
Wallace<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">Group Director =
of ICT and e-Learning<o:p></o:p></span></div> <div style=3D"MARGIN:=
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: 12pt">United Church =
Schools Trust/United Learning Trust<o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"FONT-FAMILY: Arial, sans-serif; =
FONT-SIZE: 12pt"><a =
href=3D"http://www.ucst.org.uk/">www.ucst.org.uk/</a><a style=3D"COLOR: =
blue; TEXT-DECORATION: underline" =
href=3D"http://www.ult.org.uk">www.ult.org.uk</a><o:p></o:p></span></div> =
<div style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span><image001.jpg></span><o:p></o:p></div> =
<div style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><o:p></o:p></div></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
12pt"><o:p></o:p></span></div> <div> <div =
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 style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: =
Calibri, sans-serif; FONT-SIZE: 11pt"><b><span style=3D"FONT-FAMILY: =
Tahoma, sans-serif; FONT-SIZE: 10pt" lang=3D"EN-US">From:</span></b><span =
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3D"EN-US"><span class=3D"Apple-converted-space"> </span><a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.or=
g</a><span class=3D"Apple-converted-space"> </span>[<a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.n=
aace.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 style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:secondary@talk.naace.org">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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: =
11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">Interesting =
debate.<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">Cheers<o:p></o:p></span></div> <div style=3D"MARGIN: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">Paul<o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div> =
<div 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 style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: =
Calibri, sans-serif; FONT-SIZE: 11pt"><b><span style=3D"FONT-FAMILY: =
Tahoma, sans-serif; FONT-SIZE: 10pt" lang=3D"EN-US">From:</span></b><span =
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3D"EN-US"><span class=3D"Apple-converted-space"> </span><a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.or=
g</a><span class=3D"Apple-converted-space"> </span>[<a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.n=
aace.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 =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:secondary@talk.naace.org">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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: =
11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">Paul, I must disagree. <o:p></o:p></span></div> =
<div style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><a style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://maximise-ict.co.uk/IWBs.pdf">http://maximise-ict.co.uk/IWBs=
.pdf</a><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">Kind Regards,<o:p></o:p></span></div> =
<div style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div> <div style=3D"MARGIN:=
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">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 style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">B: <span =
class=3D"Apple-converted-space"> </span></span><span style=3D"COLOR: =
rgb(31,73,125)"><a style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://www.efoliointheuk.blogspot.com/"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.efoliointheuk.blogspot.com/</span></a></span><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><br>W: <span =
class=3D"Apple-converted-space"> </span></span><span style=3D"COLOR: =
rgb(31,73,125)"><a style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span =
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 style=3D"FONT-FAMILY: Arial, =
sans-serif; COLOR: rgb(192,0,0); FONT-SIZE: 10pt">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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div> =
<div 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 style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: =
Calibri, sans-serif; FONT-SIZE: 11pt"><b><span style=3D"FONT-FAMILY: =
Tahoma, sans-serif; FONT-SIZE: 10pt" lang=3D"EN-US">From:</span></b><span =
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3D"EN-US"><span class=3D"Apple-converted-space"> </span>Paul =
Hynes [<a style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:Paul.Hynes@ssatrust.org.uk">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 =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:secondary@talk.naace.org">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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: =
11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">Cheers<o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">Paul<o:p></o:p></span></div> <div style=3D"MARGIN: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: =
0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)">Paul Hynes<o:p></o:p></span></div> =
<div style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">Specialist Schools & Academies =
Trust<o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">e:<span class=3D"Apple-converted-space"> </span><a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:paul.hynes@ssatrust.org.uk">paul.hynes@ssatrust.org.uk</a><=
o:p></o:p></span></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)">m: 07793 469 628<o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><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 =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://www.schoolsnetwork.org.uk/achievement/future">www.schoolsne=
twork.org.uk/achievement/future</a></span><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><b><span style=3D"COLOR: rgb(31,73,125); FONT-SIZE: =
10pt">Raising achievement through embedding learning technologies =
conference 9th December 2009 (BAFTA, =
London)<o:p></o:p></span></b></div> <div style=3D"MARGIN: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><b><span =
style=3D"COLOR: black; FONT-SIZE: 10pt">What is the impact of technology =
on student achievement in your school?</span></b><span style=3D"COLOR:=
black; FONT-SIZE: 10pt"> <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: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125); FONT-SIZE: 10pt">More details and =
booking:<span class=3D"Apple-converted-space"> </span><a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?even=
tid=3DPPN1009455">https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetail=
s.aspx?eventid=3DPPN1009455</a><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"COLOR: rgb(31,73,125)"><o:p></o:p></span></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span style=3D"COLOR: =
rgb(31,73,125)"><o:p></o:p></span></div> <div> <div =
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 style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: =
Calibri, sans-serif; FONT-SIZE: 11pt"><b><span style=3D"FONT-FAMILY: =
Tahoma, sans-serif; FONT-SIZE: 10pt" lang=3D"EN-US">From:</span></b><span =
style=3D"FONT-FAMILY: Tahoma, sans-serif; FONT-SIZE: 10pt" =
lang=3D"EN-US"><span class=3D"Apple-converted-space"> </span><a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.or=
g</a><span class=3D"Apple-converted-space"> </span>[<a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@talk.n=
aace.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 =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span =
class=3D"Apple-converted-space"> </span><a style=3D"COLOR: blue; =
TEXT-DECORATION: underline" =
href=3D"mailto:secondary@talk.naace.org">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: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt">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: 0cm 0cm =
0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: =
11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt">See<span =
class=3D"Apple-converted-space"> </span><span lang=3D"EN-AU"><a =
style=3D"COLOR: blue; TEXT-DECORATION: underline" =
href=3D"http://shop.acer.edu.au/acer-shop/product/A4093BK">http://shop.ace=
r.edu.au/acer-shop/product/A4093BK</a></span><o:p></o:p></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span lang=3D"EN-AU"></span><o:p></o:p></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><span lang=3D"EN-AU"></span><o:p></o:p></div> <div =
style=3D"MARGIN: 0cm 0cm 0pt; FONT-FAMILY: Calibri, sans-serif; =
FONT-SIZE: 11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">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 style=3D"COLOR: =
blue; TEXT-DECORATION: underline" =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://raytolley.v2efolioworld.mnscu.edu/</span></a><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><o:p></o:p></span></div> <div style=3D"MARGIN: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt">B: <span =
class=3D"Apple-converted-space"> </span></span><a style=3D"COLOR: =
blue; TEXT-DECORATION: underline" =
href=3D"http://www.efoliointheuk.blogspot.com/"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.efoliointheuk.blogspot.com/</span></a><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><br>W: <span =
class=3D"Apple-converted-space"> </span></span><a style=3D"COLOR: =
blue; TEXT-DECORATION: underline" =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span =
style=3D"FONT-FAMILY: Arial, sans-serif; FONT-SIZE: =
10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a><span =
style=3D"FONT-FAMILY: Arial, sans-serif; COLOR: rgb(31,73,125); =
FONT-SIZE: 10pt"><br></span><span style=3D"FONT-FAMILY: Arial, =
sans-serif; COLOR: rgb(192,0,0); FONT-SIZE: 10pt">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: 0cm =
0cm 0pt; FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: =
11pt"><o:p></o:p></div> <div style=3D"MARGIN: 0cm 0cm 0pt; =
FONT-FAMILY: Calibri, sans-serif; FONT-SIZE: 11pt"><span =
style=3D"FONT-FAMILY: 'Times New Roman', serif; FONT-SIZE: =
12pt"><br>________________________________________________________________=
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--Apple-Mail-118-461831589--