[Advisory] IWBs - An Australian perspective
Ray Tolley
rjt@maximise-ict.co.uk
Wed, 11 Nov 2009 15:32:45 -0000
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Hi, Andy, Thanks for a positive response!
As I said on my website many years ago, Secondary school teachers (and for
that matter FE and HE teachers and lecturers) have much to learn from the
Primary sector. (see half way down the first page at:
http://maximise-ict.co.uk/IWB-01.htm )
Perhaps it is about knowing your pupils and being able to interact
confidently with them at an appropriate level, but it is also about having a
wide range of basic skills readily available which assist learning such as
sequence sorting, 'developing tray', handwriting recognition, brain-storming
and so many recent additions to a large body of software titles especially
designed for the IWB.
Andbefore the cynics say yes but this is in Primary schools, I'd beg to
point out that I and my colleagues used the IWBs equally flexibly when
teaching GCSE or A-level subjects. As I said in a previous post, 'Seeing is
believing.' But, as my grandmother used to say, "There's none so blind as
those who don't want to see."
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Andy Bird
Sent: 11 November 2009 14:21
To: advisory@talk.naace.org
Subject: Re: [Advisory] IWBs - An Australian perspective
Our experience could not be further from the examples given here. I don't
think you would find one of our primary practitioner who would state that a
penny was wasted on their boards with a few exceptions, normally down to
poor choice of position.
I think one interesting measure of the importance and impact of IWBs on
classroom practise must be the reaction of teachers if you tried to take
them away. I can assure you that the flaming brands and pitch forks would
be out if you even suggested to our primary schools that you would take
their boards from them. I don't know where others are going wrong but the
IWBs have been a significant driver of ICT development in nearly all our
primary schools. We are now encouraging teachers to put it in the hands of
the pupils as another resource for pupil use of ICT. Again, some teachers
have being doing this all along.
This is a development process and an ongoing one at that. I struggle to see
how people can state that the boards were installed and they were a waste..
why has CPD stopped? This is an ongoing process of continual development. I
can understand a argument that states "we are not presently getting value
out of our boards" and the answer of course is "do something about it". The
boards in the hands of a good practitioner are astounding (it's the software
stupid).. the problem is a lack of sharing and CPD not the hardware.
You will note that all the above refers to primary.. our experience in
secondary is a different matter but the same solution.. they never came out
for training and never will and will never experience the power of the IWB.
They just don't understand that the boards are a powerful tool for learning
and not a presentation method
I am most concerned that anyone reading this thread will be left with the
impression that it is all dire.. this is not the case.
andy
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<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hi, Andy, Thanks for a positive =
response!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>As I said on my website many years ago, Secondary =
school
teachers (and for that matter FE and HE teachers and lecturers) have =
much to
learn from the Primary sector. (see half way down the first page =
at: <a
href=3D"http://maximise-ict.co.uk/IWB-01.htm">http://maximise-ict.co.uk/I=
WB-01.htm</a>
)<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Perhaps it is about knowing your pupils and being able to
interact confidently with them at an appropriate level, but it is also =
about
having a wide range of basic skills readily available which assist =
learning
such as sequence sorting, ‘developing tray’, handwriting
recognition, brain-storming and so many recent additions to a large body =
of
software titles especially designed for the IWB.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Andbefore the cynics say yes but this is in Primary =
schools, I’d
beg to point out that I and my colleagues used the IWBs equally flexibly =
when
teaching GCSE or A-level subjects. As I said in a previous post, =
‘Seeing
is believing.’ But, as my grandmother used to say, =
“There’s
none so blind as those who don’t want to =
see.”<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://www.efoliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://www.maximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org
[mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Andy Bird<br>
<b>Sent:</b> 11 November 2009 14:21<br>
<b>To:</b> advisory@talk.naace.org<br>
<b>Subject:</b> Re: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal>Our experience could not be further from the =
examples given
here. I don't think you would find one of our primary practitioner =
who
would state that a penny was wasted on their boards with a =
few exceptions,
normally down to poor choice of position.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal> <o:p></o:p></p>
</div>
<p class=3DMsoNormal>I think one interesting measure of the importance =
and impact
of IWBs on classroom practise must be the reaction of teachers =
if you
tried to take them away. I can assure you that the flaming brands =
and
pitch forks would be out if you even suggested to our primary schools =
that you
would take their boards from them. I don't know where others are =
going
wrong but the IWBs have been a significant driver of ICT development in =
nearly
all our primary schools. We are now encouraging teachers to put it =
in the
hands of the pupils as another resource for pupil use of ICT. =
Again, some
teachers have being doing this all along.<o:p></o:p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>This is a development process and an ongoing one at =
that. I
struggle to see how people can state that the boards were installed and =
they
were a waste.. why has CPD stopped? This is an ongoing process of =
continual
development. I can understand a argument that states "we are =
not
presently getting value out of our boards" and the answer of course =
is
"do something about it". The boards in the hands of a
good practitioner are astounding (it's the software stupid).. the =
problem
is a lack of sharing and CPD not the hardware.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>You will note that all the above refers to =
primary.. our
experience in secondary is a different matter but the same =
solution..
they never came out for training and never will and will never =
experience the
power of the IWB. They just don't understand that the boards are a
powerful tool for learning and not a presentation method<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>I am most concerned that anyone reading this thread =
will be
left with the impression that it is all dire.. this is not the =
case.<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>andy<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
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<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
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<p class=3DMsoNormal><o:p> </o:p></p>
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