[Advisory] IWBs - An Australian perspective
Paul Vale Vale
paulvalev@yahoo.co.uk
Wed, 11 Nov 2009 19:06:08 +0000 (GMT)
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Indeed an interesting debate!=0A=0AThere is certainly a great deal of conce=
rn as to how effective and cost effective IWBs are. Having worked in a rang=
e of challenging circumstances (primary and secondary) I can easily see why=
colleagues will look at unused and/or wrecked IWBs (and it happens in both=
primary and secondary!!) and say what a huge waste of money they are when =
you can buy lots of other digital technologies. =0A=0AVery sadly - due to a=
range of circumstances many schools these days have set up their stalls so=
that they are so results orientated that there is often no place for teach=
ers and moving them forwards or indeed the children and providing opportuni=
ties for the development of their learning.=0A=0AHowever, just as I was abo=
ut to question my own very positive - and almost always very rewarding pers=
onal experiences, both teaching with IWBs and VLEs working with colleagues =
- the comments from Julie and Emma's made me feel significantly better and =
made me think that the successes achieved were not down to me or indeed one=
specific aspect - but very closely linked to a range of aspects (and this =
isn't an exhaustive list - more of a starter for 10) including:=0A=0A* head=
teacher and/or SLT setting the scene and positively promoting the use of di=
gital technologies=0A=0A* time being made available for whole school traini=
ng, small group and 1-1 workshops=0A=0A* climate for asking questions and s=
haring knowledge, tips etc to be encouraged and rewarded=0A=0A* encourageme=
nt for using the pedagogy behind good practice in ICT as the basis to link =
in with academic environments, award bearing courses (ie. being able to use=
IWBs, VLEs and other digital technologies as part of an MEd or higher degr=
ee)=0A=0A* creating a similarity of approach for organisation, management a=
nd planning of lessons =0A=0A* making colleagues aware of the tools and res=
ources available on IWBs and VLEs that make interacting with IWBs interesti=
ng, engaging and fun=0A=0A* taking the time to gradually introduce IWBs and=
VLEs into lessons so that children (particularly secondary) can see the us=
efulness of using them =0A=0A* involving the students in using and interact=
ing with IWBs and giving their parents opportunities to share in their lear=
ning (particularly using VLEs)=0A=0A* using existing equipment and making t=
he best use of it - creating a culture of respect for digital technologies =
and that there are often better ways to teach and learn than through comput=
ers and IWBs=0A=0A* planning to replace hard and software with more effecti=
ve hardware over time=0A=0A* other aspects that Julie and Emma mentioned ..=
. =0A=0A.... on top of having a fully functioning network that monitors wha=
t is being accessed, yet allows staff and children to access filtered websi=
tes - along with enthusiastic and hardworking technical support - as well a=
s having an ICT champion who is is given the time to plan, work alongside a=
nd team teach with colleagues.=0A=0AIn other words - without the technology=
good teachers will always be good teachers. However, having the digital te=
chnologies such as IWBs and VLEs together with appropriate support enables =
good teachers to become excellent teachers!! My own personal view is that a=
longside computers and laptops - IWBs and VLEs, if used effectively have th=
e potential to turn any school and community around into becoming a centre =
of excellence.=0A=0ARegards,=0A=0A=0APaul=0A =0A=0A=0A=0A=0A=0A=0A=0A______=
__________________________=0AFrom: Andy Preston <andyp@edujam.org>=0ATo: Ro=
ger Broadie <Roger@broadieassociates.co.uk>; secondary@talk.naace.org; Advi=
sory NaaceTalk <advisory@talk.naace.org>=0ASent: Wed, 11 November, 2009 11:=
08:04=0ASubject: RE: [Advisory] IWBs - An Australian perspective=0A=0A=0AHi=
all, =0A =0AI think IWB's =0Ahave had enough money and time to have proved=
themselves more than a poor =0Areturn on investment by now. Unfortunately,=
they are consequently viewed =0Anegatively by the majority as yet another =
ICT =0Aembarrassment!=0A =0AI agree =0Awith Roger that few staff apply thei=
r professionalism to current 'Digital' opportunities, I would =0Aalso say t=
hat unless they =0Aare concious of and actually immersed in benefitting the=
mselves from =0Ausing current and real world tools such as facebook, twitte=
r they are unlikely =0Ato be able to apply their professionalism in a way t=
hat can really help the =0Akids anyway.=0A =0Aand I =0Aagree "the impact of=
'digital' is very hard to understand until you =0Aexperience it yourself."=
=0A=0Abut I =0Ado not agree that "what is available in the digital world is=
so much =0Aricher than what can be assembled on paper or in tangible form =
to enrich =0Alearning." Not always and teachers should stop =0Abeing pressu=
red into believing this. I would say IWB's are a =0Agreat example of the wa=
ste that comes from that kind of =0Amisleading message. =0A =0APupils and =
=0Astaff in school communities enjoy digital opportunities alongside =0Aboo=
ks, painting , out in the field stuff. Indeed the pupils are increasingly =
=0Amaking their own decisions about what tools to use and when digital =0Aa=
dds value, when is takes value away. =0A =0AIn these =0Aschools the barrier=
s are not resources / having proof of ROI to =0Aconvince the masses, these =
exist anyway. The real barriers continue to =0Abe the lack of trust in teac=
hers, emotional intelligence in policy and =0Aschemes and in particular the=
lack of modernisation of assessment. =0A =0AOfsted =0Acriteria does seem t=
o have some modern bits and it is good to see schools =0Ahave brill reports=
re parental engagement, community links etc, however =0Athey still need to=
go into hibernation when it comes to tests etc =0AThis doesn't assess the=
value of a choir performance being shared, =0Acommented on, by pupils sta=
ff and parents across their community alongside =0Ahundreds of other creati=
ve outputs!=0A =0AWhat is =0Aneeded is trust to let professionals enjoy / e=
ncourage doing things differently =0Ato do things better in partnership wit=
h pupils =0Aand parents.=0A =0AWhat is =0Aproduced captured digitally offer=
s far more evidence of the "personalised" =0Aquality of education in a scho=
ol, if an education system had an ounce =0Aof courage and will to assess di=
fferently aswell.=0A =0AAndy =0APreston=0AAndy Preston=0AProgramme Director=
- edujam cic=0AEmail - =0Aandyp@edujam.org=0AMob - 07733264984=0ACreat=
ive producers - =0AEngaged learners=0AVisit our Website at www.edujam.org=
=0A Stamp down on =0ACO2. Please print only if required.=0AD I S C L A I M =
E R=0AThe information =0Acontained in this communication is intended solely=
for use by the individual or =0Aentity to whom it is addressed. Use of th=
is communication by others is =0Aprohibited. If you are not the intended r=
ecipient, please inform us. =0AThis communication has been checked for kno=
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is communication nor for any =0Adelay in its receipt nor or any special,=0A=
incidental or consequential damages =0Aof any nature whatsoever resulting f=
rom receipt or use of this =0Acommunication.=0A =0A =0A-----Original Mes=
sage-----=0A>From: > advisory-admin@talk.naace.org [mailto:advisory-admin@=
talk.naace.org]On =0A> Behalf Of Roger Broadie=0A>Sent: 10 November 2009 =
=0A> 16:52=0A>To: secondary@talk.naace.org; Advisory =0A> NaaceTalk=0A>Su=
bject: Re: [Advisory] IWBs - An Australian =0A> perspective=0A>=0A>=0A>=0A=
>=0A>=0A>=0A>I thought at the time that IWBs were being considered by polic=
y makers, =0A> and still think, that putting them in is part of schools an=
d teachers 'going =0A> digital'. I thought it might be a trigger to get te=
achers into the digital =0A> world, but the answer there is obviously that=
IWBs have been insufficient to =0A> achieve that.=0A>=0A>=0A>I guess the =
requirement should have been 'digital display in classrooms', =0A> because=
if a school and all who work in it are going to go digital, ability to =0A=
> display digital in classrooms for all or groups to see is obviously a cr=
itical =0A> requirement. And it might have been cheaper if we had been cle=
arer about the =0A> requirement.=0A>=0A>=0A>=0A>=0A>I don't see the proble=
m as one of persuading or training teachers to 'go =0A> digital'. I see it=
as a problem of giving them, and pupils, sufficient =0A> immersion in the=
digital world that they can begin to personally appreciate =0A> it, and t=
o apply their professionalism to it. 'Digital' is so revolutionary =0A> th=
at it is really difficult to appreciate what it means without that =0A> im=
mersion. You can say for instance that in the digital world, "everyone is a=
=0A> creator and re-purposer of content" or "the cost of digital copies i=
s =0A> virtually zero". The implications of statements like this are huge =
and will =0A> take us at least a decade more to work through. And the impa=
ct of 'digital' is =0A> very hard to understand until you experience it yo=
urself.=0A>=0A>=0A>=0A>=0A>So the first key question for me is When will te=
achers naturally turn to =0A> the digital world for things they want, to s=
upport the physical and social =0A> activities they want to engage in. To =
which the answer must be the sooner the =0A> better, because what is avail=
able in the digital world is so much richer than =0A> what can be assemble=
d on paper or in tangible form to enrich learning.=0A>=0A>=0A>And the secon=
d key question is how to immerse teachers in the digital =0A> world. The a=
nswer in any company that can see the ROI (return on investment) =0A> it g=
ets from embedding use of the digital world, would be "Push them in". And =
=0A> sack them if they climb out and refuse to engage with the digital wor=
ld, after =0A> a bit of support have been provided.=0A>=0A>=0A>=0A>=0A>I s=
uggest that what we should be concentrating on is being certain about =0A> =
the ROI and once we can confidently explain that to school leaders, help t=
he =0A> leaders to push their staff in and help them swim. To me the ROI i=
s crystal =0A> clear for secondary schools, and in primary I am increasing=
ly convinced the =0A> prime ROI will come to be seen to centre on surfacin=
g pupils' creativity and =0A> engaging an audience of peers and family in =
the assessment for learning =0A> process.=0A>=0A>=0A>For a start I want to=
see real research stats on how pupils and teachers =0A> being immersed in=
the digital world:=0A>- extends learning (surely measurable), =0A>- increa=
ses access to learning resources (also surely =0A> measurable), =0A>- give=
s access to an audience (measurable)=0A>- improves the quantity and quality=
of communication (quantity easily =0A> measurable, quality a bit harder b=
ut still measurable).=0A>=0A>=0A>=0A>=0A>When the teachers see the ROI and =
want to display things from the digital =0A> world in their classrooms, or=
want pupils to, the IWBs and all other display =0A> devices will get used=
.=0A>=0A>=0A>Roger.=0A>=0A>=0A>=0A>=0A>=0A>=0A>=0A>=0A>=0A>On 10 Nov 2009, =
at 13:39, Paul Hynes wrote:=0A>=0A>100% personal opinion =E2=80=93 please d=
o not hint =0A>> otherwise as this could stifle the useful and challengi=
ng discussions of the =0A>> list if people feel inhibited. There is no S=
SAT policy and no official SSAT =0A>> stance on whiteboards. SSAT is =E2=
=80=9Can independent, not-for-profit membership =0A>> organisation dedic=
ated to raising levels of achievement in secondary =0A>> education. We w=
ork with headteachers, teachers and students to encourage =0A>> them to =
develop and share new and effective teaching and learning practice, =0A>> =
and to improve schools to raise standards and levels of achievement. In =
=0A>> practice, headteachers and teachers design, lead and deliver our w=
ork, and =0A>> continue to develop what we do.=E2=80=9D=0A>>Interesting =
point on opportunity cost raised =0A>> by Bob and supported by Mike (wit=
h his ex-accountant head =0A>> on).=0A>>This really gets to my point =E2=
=80=93 what is the =0A>> best spend of an =E2=80=98interactive ICT pound=
=E2=80=99 to get the most =0A>> impact?=0A>>1 whiteboard =0A>> instal=
lation=0A>>=3D 6 projectors =0A>> installed?=0A>>=3D 5 class sets of vot=
ing =0A>> handsets?=0A>>=3D 60 cordless keyboard/mice =0A>> sets?=0A>=
>=3D 1 tablet PC/wireless =0A>> projector?=0A>>=3D 10 netbooks?=0A>>=3D =
30 PlayStation =0A>> Portables?=0A>>I agree with Mike =E2=80=93 how do w=
e support schools =0A>> in get the best out of the previous tax payer =
=0A>> investment?=0A>>Best wishes=0A>>Paul=0A>>From: Albin Wallace [mail=
to:Albin.Wallace@church-schools.com] =0A>>Sent: 10 November 2009 =0A>> 1=
0:18=0A>>To: Paul =0A>> Hynes; Ray Tolley; advisory@talk.naace.org; seco=
ndary@talk.naace.org=0A>>Subject: RE: [Advisory] IWBs - An Australian =0A>>=
perspective=0A>>I=E2=80=99m a bit worried =0A>> about sweeping state=
ments about the use of IWBs. Evidence suggests that the =0A>> success of=
the technology is based upon quality of kit/installation, local =0A>> t=
echnical support, software use and most important the assessment of =0A>> =
teachers=E2=80=99 (technical and pedagogical) competencies and subsequent=
bespoke, =0A>> targeted and continuous professional to support this. I =
suggest looking at =0A>> the landmark IWB research reports by Bridget So=
mekh (secondary) and Gemma =0A>> Moss (primary).=0A>>I find the negative=
=0A>> generalisations a little worrying- as worrying as opposite evange=
lical =0A>> generalisations. Nationally and internationally it seems to =
be that success =0A>> or otherwise is predicated on local variables as o=
utlined =0A>> above.=0A>>Although Paul has =0A>> acknowledged that hi=
s is a personal rather than an organisational opinion it =0A>> is intere=
sting to read his comment that IWBs =E2=80=9Care the biggest and most costl=
y mistake UK education =0A>> has made=E2=80=9D when signed as Programme=
Leader - Leading Edge =0A>> Partnership Programme (Partnerships and Per=
formance =0A>> Networks)=0A>>Specialist =0A>> Schools & Academies Tru=
st.=0A>>This =0A>> could be easily be (mis?)interpreted as a policy rath=
er than a personal =0A>> statement. I wonder what the official SSAT stan=
ce is (if =0A>> any)?=0A>>Albin=0A>>Dr. Albin =0A>> Wallace=0A>>Group=
Director of =0A>> ICT and e-Learning=0A>>United Church =0A>> Schools=
Trust/United Learning Trust=0A>>www.ucst.org.uk/www.ult.org.uk=0A>><image0=
01.jpg>=0A>>From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk=
.naace.org] On Behalf Of Paul Hynes=0A>>Sent: 10 November 2009 =0A>> 09:=
56=0A>>To: Ray =0A>> Tolley; advisory@talk.naace.org; secondary@talk.naa=
ce.org=0A>>Subject: RE: [Advisory] IWBs - An Australian =0A>> perspectiv=
e=0A>>Apologies =E2=80=93 I should have said my experiences =0A>> are so=
lely secondary-based. I know primary colleagues who have had much more =0A>=
> positive whiteboard experiences.=0A>>During the last 6 years I have ha=
d the =0A>> pleasure of visiting over 300 secondary schools (including B=
ecta winners/ICT =0A>> mark schools through to struggling special measur=
es schools) and I think I =0A>> can still only count the interesting whi=
teboard practice I have seen on one =0A>> hand. (That has been in maths =
mainly and a bit of D&T/science in case =0A>> anyone is interested).=0A>=
>As an example I walked round a school in the =0A>> summer term with a w=
hiteboard in each of their 80 classrooms. During the =0A>> tour only fou=
r were turned on. Three were being used to click through =0A>> PowerPoin=
ts and one was being used with some maths software (by the =0A>> teacher=
). I find this a tragic waste of money. It was a decent school making =0A>>=
good progress and yet the (good) staff had not found them to be useful =
=0A>> enough tools to use regularly. The school was well resourced and C=
PD was =0A>> well planned and had a high priority so that was not the =
=0A>> issue.=0A>>Why do these schools find it so hard to =0A>> genera=
te the good practice you have seen? (The poor usage level is obvious =0A>> =
due to the huge number of uncalibrated boards I see)=0A>>A lot of the po=
sitives often quoted are =0A>> features of the software as opposed to th=
e hardware. There is no debate as =0A>> to the increased quality of the =
software available - I just feel there are =0A>> better (dare I say more=
=E2=80=98interactive=E2=80=99) ways of operating it =E2=80=93 voting =0A>>=
handsets, cordless mice, presenter handsets, graphics tablets, tablet P=
Cs (a =0A>> possible solution but not a wide spread one) etc. The usage =
of voting =0A>> handsets has been the most impressive use of hardware I =
have =0A>> seen.=0A>>How long do we leave it before we accept the =0A>> =
wide-scale whiteboard experiment has not worked? Another 10 years? Have =
we =0A>> lost some teachers from ever using ICT as a result of their whi=
teboard =0A>> experiences?=0A>>Interesting debate.=0A>>Cheers=0A>>Paul=
=0A>>[Forgot to also mention that these are =0A>> personal opinions and =
not connected at all with the organisation I work =0A>> for]=0A>>From: a=
dvisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Beha=
lf Of Ray Tolley=0A>>Sent: 09 November 2009 =0A>> 18:19=0A>>To: advisory=
@talk.naace.org; secondary@talk.naace.org=0A>>Subject: RE: [Advisory] IWBs =
- An Australian =0A>> perspective=0A>>Paul, I must =0A>> disagree. =
=0A>>With all respect, I fear that you are only =0A>> seeing what you wa=
nt to see! An interactive table costs about the same =0A>> as a good IW=
B and can only be seen by half the class at the most. I =0A>> wonder if=
you have ever had the almost spiritual experience of actually =0A>> usi=
ng an IWB with repeated classes of children =E2=80=93 I have =E2=80=93 Ther=
e is an =0A>> overwhelming satisfaction in seeing the class take over th=
e board (not all =0A>> at the same time!). Your reference to the tablet=
PC (which I agree is =0A>> useful) and PowerPoint still hints at the =
=E2=80=98teacher in charge=E2=80=99 =0A>> scenario.=0A>>=0A>>When I firs=
t introduced IWBs in a school some 10 years ago =0A>> I soon discovered =
that there were a vast number of different ways of using =0A>> the IWB. =
Perhaps the first is in handwriting recognition combined with =0A>> bra=
instorming =E2=80=93 whereby any number of children can almost scribble the=
ir =0A>> contributions on the board, all spontaneously translated into a=
neat and =0A>> appropriate font and then easily re-arranged and exporte=
d for embedding into =0A>> their own work as and when they have access t=
o a PC.=0A>>Then, of course, there are so many =0A>> features such as s=
equence sorting, =E2=80=98developing tray=E2=80=99 (even at =0A>> A-leve=
l), use of libraries of symbols eg Science or Maths or word+image =0A>> =
matching etc.=0A>>I fear Paul, that your experiences of IWBs =0A>> have =
been soured by poor practice, whereas I have been inspired by good =0A>> =
practice from all age groups. As part of my initial and cautious =0A>> =
research I started by observing good Primary practice and soon realised th=
at =0A>> many of the initial IWB techniques could be =E2=80=98matured=E2=
=80=99 to the standards that =0A>> would not insult any student in 5D.=
=0A>>Perhaps my final comment must be that having =0A>> set up a situati=
on where every classroom now has an IWB any teacher can walk =0A>> into =
any classroom and instantly have their lesson outlines up on the board =0A>=
> before the class enters and then the fun begins!=0A>>I originally wrot=
e this 7-page document some 5 =0A>> years ago, but I still stand by what=
I said then:=0A>>http://maximise-ict.co.uk/IWBs.pdf=0A>>Kind Regards,=0A>>=
Ray =0A>> Tolley FEIDCT, NAACE Fellow, MBILD=0A>>ICT Education =0A>> =
Consultant=0A>>Maximise ICT Ltd=0A>>P: http://raytolley.v2efolioworld.mns=
cu.edu/=0A>>B: http://www.efoliointheuk.blogspot.com/=0A>>W: http://www.m=
aximise-ict.co.uk/eFolio-01.htm=0A>>Winner =0A>> of the IMS 'Leadership =
Regional Award 2009'=0A>>From: Paul Hynes [mailto:Paul.Hynes@ssatrust.org.u=
k] =0A>>Sent: 09 November 2009 =0A>> 17:37=0A>>To: Ray =0A>> Tolley; =
advisory@talk.naace.org; secondary@talk.naace.org=0A>>Subject: RE: [Advisor=
y] IWBs - An Australian =0A>> perspective=0A>>Interesting but still noth=
ing new. 10 years on =0A>> in the UK classroom and still hardly any effe=
ctive ELECTRONIC whiteboard =0A>> practice to talk about =E2=80=93 they =
are the biggest and most costly mistake UK =0A>> education has made and =
we need to get away from the mentality that just =0A>> because a lot of =
money has been spent on them that we need to continue down =0A>> that pa=
th (rough pr=C3=A9cis of Chris=E2=80=99s reasoning in the =0A>> video)=
=0A>>The best thing I have seen so far with a =0A>> whiteboard is take i=
t off the wall, put it on a table, twist the projector =0A>> so it point=
s downwards and let people share it (if it allows multi-point =0A>> acce=
ss of course)=0A>>20th century technology. =0A>> 19th century =0A>> t=
eacher-centric pedagogy =E2=80=93 one user and a class of mere =0A>> wat=
chers.=0A>>Get a =C2=A350 cordless bluetooth keyboard and =0A>> mouse, s=
tep away from the front of the classroom and share the power! You =0A>> =
won=E2=80=99t look back.=0A>>(feel free to send me the money you have saved=
=0A>> if you want!)=0A>>Cheers=0A>>Paul=0A>>=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=0A>>Paul Hynes=0A>>P=
rogramme Leader - Leading Edge Partnership =0A>> Programme (Partnerships=
and Performance Networks)=0A>>Specialist Schools & Academies =0A>> Trus=
t=0A>>e: paul.hynes@ssatrust.org.uk=0A>>m: 07793 469 628=0A>>Get involved w=
ith the Future Schools team =0A>> - www.schoolsnetwork.org.uk/achievemen=
t/future=0A>>Raising achievement through =0A>> embedding learning techno=
logies conference 9th December 2009 (BAFTA, =0A>> London)=0A>>What is th=
e impact of technology on =0A>> student achievement in your school? =0A>=
>If you wish to increase the =0A>> yield of new technologies in your sch=
ool this conference brings together =0A>> examples of free and low cost =
applications of readily available technology =0A>> to support learning. =
The key is simple ideas that are easy and quick to =0A>> introduce to st=
aff and students. The event includes the leading examples of =0A>> techn=
ology innovation in schools that can be implemented immediately with =0A>> =
all teachers across all curriculum areas.=0A>>More details and =0A>> =
booking: https://www.schoolsnetwork.org.uk/ssat/Pages/EventDetails.aspx?eve=
ntid=3DPPN1009455=0A>>From: advisory-admin@talk.naace.org [mailto:advisory-=
admin@talk.naace.org] On Behalf Of Ray Tolley=0A>>Sent: 08 November 2009 =
=0A>> 19:52=0A>>To: advisory@talk.naace.org; secondary@talk.naace.org=0A=
>>Subject: [Advisory] IWBs - An Australian =0A>> perspective=0A>>I =0A>>=
was involved in some of the early discussions of the book referred to, =
=0A>> written by Mal Lee and Chris Betcher. The 6 min video clip by Chr=
is =0A>> Betcher is well worth watching particular by those not convince=
d of the =0A>> benefits of IWBs.=0A>>See http://shop.acer.edu.au/acer-sh=
op/product/A4093BK=0A>>Ray =0A>> Tolley FEIDCT, NAACE Fellow, MBILD=0A>=
>ICT Education =0A>> Consultant=0A>>Maximise ICT Ltd=0A>>P: http://rayt=
olley.v2efolioworld.mnscu.edu/=0A>>B: http://www.efoliointheuk.blogspot.co=
m/=0A>>W: http://www.maximise-ict.co.uk/eFolio-01.htm=0A>>Winner =0A>> =
of the IMS 'Leadership Regional Award 2009'=0A>>=0A>>______________________=
________________________________________________=0A>>This =0A>> email ha=
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--0-1651996526-1257966368=:58755
Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable
<html><head><style type=3D"text/css"><!-- DIV {margin:0px;} --></style></he=
ad><body><div style=3D"font-family:arial, helvetica, sans-serif;font-size:1=
0pt"><div>Indeed an interesting debate!</div><div><br></div><div>There is c=
ertainly a great deal of concern as to how effective and cost effective IWB=
s are. Having worked in a range of challenging circumstances (primary and s=
econdary) I can easily see why colleagues will look at unused and/or wrecke=
d IWBs (and it happens in both primary and secondary!!) and say what a huge=
waste of money they are when you can buy lots of other digital technologie=
s. </div><div><br></div><div>Very sadly - due to a range of circumstan=
ces many schools these days have set up their stalls so that they are so re=
sults orientated that there is often no place for teachers and moving them =
forwards or indeed the children and providing opportunities for the develop=
ment of their learning.</div><div><br></div><div>However, just as I was
about to question my own very positive - and almost always very rewarding =
personal experiences, both teaching with IWBs and VLEs working with colleag=
ues - the comments from Julie and Emma's made me feel significantly better =
and made me think that the successes achieved were not down to me or indeed=
one specific aspect - but very closely linked to a range of aspects (and t=
his isn't an exhaustive list - more of a starter for 10) including:</div><d=
iv><br></div><div>* headteacher and/or SLT setting the scene and positively=
promoting the use of digital technologies</div><div><br></div><div>* time =
being made available for whole school training, small group and 1-1 worksho=
ps</div><div><br></div><div>* climate for asking questions and sharing know=
ledge, tips etc to be encouraged and rewarded</div><div><br></div><div>* en=
couragement for using the pedagogy behind good practice in ICT as the basis=
to link in with academic environments, award bearing courses (ie.
being able to use IWBs, VLEs and other digital technologies as part of an =
MEd or higher degree)</div><div><br></div><div>* creating a similarity of a=
pproach for organisation, management and planning of lessons </div><di=
v><br></div><div>* making colleagues aware of the tools and resources avail=
able on IWBs and VLEs that make interacting with IWBs interesting, engaging=
and fun</div><div><br></div><div>* taking the time to gradually introduce =
IWBs and VLEs into lessons so that children (particularly secondary) can se=
e the usefulness of using them </div><div><br></div><div>* involving t=
he students in using and interacting with IWBs and giving their parents opp=
ortunities to share in their learning (particularly using VLEs)</div><div><=
br></div><div>* using existing equipment and making the best use of it - cr=
eating a culture of respect for digital technologies and that there are oft=
en better ways to teach and learn than through computers and
IWBs</div><div><br></div><div>* planning to replace hard and software with=
more effective hardware over time</div><div><br></div><div>* other aspects=
that Julie and Emma mentioned ... </div><div><br></div><div>.... on t=
op of having a fully functioning network that monitors what is being access=
ed, yet allows staff and children to access filtered websites - along with =
enthusiastic and hardworking technical support - as well as having an ICT c=
hampion who is is given the time to plan, work alongside and team teach wit=
h colleagues.</div><div><br></div><div>In other words - without the technol=
ogy good teachers will always be good teachers. However, having the digital=
technologies such as IWBs and VLEs together with appropriate support enabl=
es good teachers to become excellent teachers!! My own personal view is tha=
t alongside computers and laptops - IWBs and VLEs, if used effectively have=
the potential to turn any school and community around into becoming
a centre of excellence.</div><div><br></div><div>Regards,</div><div><br></=
div><div><br></div><div>Paul</div><div> </div><div><br></div><div><br>=
</div><div><br></div><div><br></div><div style=3D"font-family:arial, helvet=
ica, sans-serif;font-size:10pt"><br><div style=3D"font-family:times new rom=
an, new york, times, serif;font-size:12pt"><font size=3D"2" face=3D"Tahoma"=
><hr size=3D"1"><b><span style=3D"font-weight: bold;">From:</span></b> Andy=
Preston <andyp@edujam.org><br><b><span style=3D"font-weight: bold;">=
To:</span></b> Roger Broadie <Roger@broadieassociates.co.uk>; seconda=
ry@talk.naace.org; Advisory NaaceTalk <advisory@talk.naace.org><br><b=
><span style=3D"font-weight: bold;">Sent:</span></b> Wed, 11 November, 2009=
11:08:04<br><b><span style=3D"font-weight: bold;">Subject:</span></b> RE: =
[Advisory] IWBs - An Australian perspective<br></font><br>=0A=0A =0A =0A=0A=
<div>=0A<div><span class=3D"343462010-11112009"><font color=3D"#0000ff" fac=
e=3D"Arial">Hi all, =0A</font></span></div>=0A<div><span class=3D"343462010=
-11112009"><font color=3D"#0000ff" face=3D"Arial"></font></span> </div=
>=0A<div><span class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D=
"Arial">I think IWB's =0Ahave had enough money and time to have proved them=
selves more than a poor =0Areturn on investment by now. Unfortunately,=
they are consequently viewed =0Anegatively by the majority as yet ano=
ther ICT =0Aembarrassment!</font></span></div>=0A<div><span class=3D"3=
43462010-11112009"><font color=3D"#0000ff" face=3D"Arial"></font></span>&nb=
sp;</div>=0A<div><font color=3D"#0000ff"><font face=3D"Arial"><span class=
=3D"343462010-11112009">I agree =0Awith Roger that few staff </span>ap=
ply their professionalism <span class=3D"343462010-11112009">to </span=
><span class=3D"343462010-11112009">current =0A</span>'Digital' <span =
class=3D"343462010-11112009">opportunities, I would =0Aalso say that&n=
bsp;</span><span class=3D"343462010-11112009">unless they =0Aare conci=
ous of and actually immersed in benefitting themselves from =0Aus=
ing current and real world tools such as facebook, twitter they are unlikel=
y =0Ato be able to apply their professionalism in a way that can reall=
y help the =0Akids anyway.</span></font></font></div>=0A<div><span class=3D=
"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial"></font></span>&=
nbsp;</div>=0A<div><font color=3D"#0000ff"><font face=3D"Arial"><span class=
=3D"343462010-11112009">and I =0Aagree "</span>the impact of 'digital' is v=
ery hard to understand until you =0Aexperience it yourself.<span class=3D"3=
43462010-11112009">"</span></font></font></div>=0A<div><font color=3D"#0000=
ff"><font face=3D"Arial"><br></font></font></div>=0A<div><font color=3D"#00=
00ff"><font face=3D"Arial"><span class=3D"343462010-11112009">but I =0Ado n=
ot agree that "</span>what is available in the digital world is so muc=
h =0Aricher than what can be assembled on paper or in tangible form to enri=
ch =0Alearning.<span class=3D"343462010-11112009">" Not always and teachers=
should stop =0Abeing pressured into believing this. I would say IWB's=
are a =0Agreat example of the waste that comes from that ki=
nd of =0Amisleading message. </span></font></font></div>=0A<div><span class=
=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial"></font></spa=
n> </div>=0A<div><span class=3D"343462010-11112009"><font color=3D"#00=
00ff" face=3D"Arial">Pupils and =0Astaff in school communities en=
joy digital opportunities alongside =0Abooks, painting , out in the field s=
tuff. Indeed the pupils are increasingly =0Amaking their own decisions=
about what tools to use and when digital =0Aadds value, when is =
takes value away. </font></span></div>=0A<div><span class=3D"343462010-1111=
2009"><font color=3D"#0000ff" face=3D"Arial"></font></span> </div>=0A<=
div><span class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Aria=
l">In these =0Aschools the barriers are not resources / havi=
ng proof of ROI to =0Aconvince the masses, these exist anyway. The rea=
l barriers continue to =0Abe the lack of trust in teachers, emoti=
onal intelligence in policy and =0Aschemes and in particular the lack =
of modernisation of assessment. =0A</font></span></div>=0A<div><span class=
=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial"></font></spa=
n> </div>=0A<div><span class=3D"343462010-11112009"><font color=3D"#00=
00ff" face=3D"Arial">Ofsted =0Acriteria does seem to have some modern bits =
and it is good to see schools =0Ahave brill reports re parental e=
ngagement, community links etc, however =0Athey still need to go into hiber=
nation when it comes to tests etc =0AThis doesn't assess the val=
ue of a choir performance being shared, =0Acommented on, by pupi=
ls staff and parents across their community alongside =0Ahundreds of other =
creative outputs!</font></span></div>=0A<div><span class=3D"343462010-11112=
009"><font color=3D"#0000ff" face=3D"Arial"></font></span> </div>=0A<d=
iv><span class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial=
">What is =0Aneeded is trust to let professionals enjoy / encourage doing t=
hings differently =0Ato do things better in partnership with pupils =0Aand&=
nbsp;parents.</font></span></div>=0A<div><span class=3D"343462010-11112009"=
><font color=3D"#0000ff" face=3D"Arial"></font></span> </div>=0A<div><=
span class=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">Wh=
at is =0Aproduced captured digitally offers far more evidence of the "perso=
nalised" =0Aquality of education in a school, if an education system h=
ad an ounce =0Aof courage and will to assess differently aswell.</font=
></span></div>=0A<div><span class=3D"343462010-11112009"><font color=3D"#00=
00ff" face=3D"Arial"></font></span> </div>=0A<div><span class=3D"34346=
2010-11112009"><font color=3D"#0000ff" face=3D"Arial">Andy =0APreston</font=
></span></div>=0A<div><span class=3D"343462010-11112009"></span><span class=
=3D"343462010-11112009"><font color=3D"#0000ff" face=3D"Arial">=0A<p><font =
size=3D"2">Andy Preston<br>Programme Director - edujam cic<br>Email -=
=0Aandyp@edujam.org<br>Mob - 07733264984<br>Creative pro=
ducers - =0AEngaged learners<br><span>Visit our Website at <a target=3D"_bl=
ank" href=3D"http://www.edujam.org">www.edujam.org</a></span><br> Stam=
p down on =0ACO2. Please print only if required.<br>D I S C L A I M E R<br>=
The information =0Acontained in this communication is intended solely for u=
se by the individual or =0Aentity to whom it is addressed. Use of thi=
s communication by others is =0Aprohibited. If you are not the intend=
ed recipient, please inform us. =0AThis communication has been checke=
d for known<br>viruses by our anti-virus =0Asystem. edujam cic is nei=
ther liable for the proper and complete =0Atransmission of the information =
contained in this communication nor for any =0Adelay in its receipt nor or =
any special,<br>incidental or consequential damages =0Aof any nature whatso=
ever resulting from receipt or use of this =0Acommunication.<br> </fon=
t> </p> </font> </span></div>=0A<div><font color=3D"#0000ff" size=
=3D"2" face=3D"Arial"></font> </div></div>=0A<blockquote>=0A <div dir=
=3D"ltr" class=3D"OutlookMessageHeader" align=3D"left"><font size=3D"2" fac=
e=3D"Tahoma">-----Original Message-----<br><b>From:</b> =0A advisory-admin=
@talk.naace.org [mailto:advisory-admin@talk.naace.org]<b>On =0A Behalf Of =
</b>Roger Broadie<br><b>Sent:</b> 10 November 2009 =0A 16:52<br><b>To:</b>=
secondary@talk.naace.org; Advisory =0A NaaceTalk<br><b>Subject:</b> Re: [=
Advisory] IWBs - An Australian =0A perspective<br><br></font></div>=0A <d=
iv><br></div>=0A <div><br></div>=0A <div>I thought at the time that IWBs =
were being considered by policy makers, =0A and still think, that putting =
them in is part of schools and teachers 'going =0A digital'. I thought it =
might be a trigger to get teachers into the digital =0A world, but the ans=
wer there is obviously that IWBs have been insufficient to =0A achieve tha=
t.</div>=0A <div><br></div>=0A <div>I guess the requirement should have b=
een 'digital display in classrooms', =0A because if a school and all who w=
ork in it are going to go digital, ability to =0A display digital in class=
rooms for all or groups to see is obviously a critical =0A requirement. An=
d it might have been cheaper if we had been clearer about the =0A requirem=
ent.</div>=0A <div><br></div>=0A <div><br></div>=0A <div>I don't see the=
problem as one of persuading or training teachers to 'go =0A digital'. I =
see it as a problem of giving them, and pupils, sufficient =0A immersion i=
n the digital world that they can begin to personally appreciate =0A it, a=
nd to apply their professionalism to it. 'Digital' is so revolutionary =0A =
that it is really difficult to appreciate what it means without that =0A =
immersion. You can say for instance that in the digital world, "everyone is=
a =0A creator and re-purposer of content" or "the cost of digital copies =
is =0A virtually zero". The implications of statements like this are huge =
and will =0A take us at least a decade more to work through. And the impac=
t of 'digital' is =0A very hard to understand until you experience it your=
self.</div>=0A <div><br></div>=0A <div><br></div>=0A <div>So the first k=
ey question for me is When will teachers naturally turn to =0A the digital=
world for things they want, to support the physical and social =0A activi=
ties they want to engage in. To which the answer must be the sooner the =0A=
better, because what is available in the digital world is so much richer =
than =0A what can be assembled on paper or in tangible form to enrich lear=
ning.</div>=0A <div><br></div>=0A <div>And the second key question is how=
to immerse teachers in the digital =0A world. The answer in any company t=
hat can see the ROI (return on investment) =0A it gets from embedding use =
of the digital world, would be "Push them in". And =0A sack them if they c=
limb out and refuse to engage with the digital world, after =0A a bit of s=
upport have been provided.</div>=0A <div><br></div>=0A <div><br></div>=0A=
<div>I suggest that what we should be concentrating on is being certain a=
bout =0A the ROI and once we can confidently explain that to school leader=
s, help the =0A leaders to push their staff in and help them swim. To me t=
he ROI is crystal =0A clear for secondary schools, and in primary I am inc=
reasingly convinced the =0A prime ROI will come to be seen to centre on su=
rfacing pupils' creativity and =0A engaging an audience of peers and famil=
y in the assessment for learning =0A process.</div>=0A <div><br></div>=0A=
<div>For a start I want to see real research stats on how pupils and teac=
hers =0A being immersed in the digital world:</div>=0A <div>- extends lea=
rning (surely measurable), </div>=0A <div>- increases access to learn=
ing resources (also surely =0A measurable), </div>=0A <div>- gives a=
ccess to an audience (measurable)</div>=0A <div>- improves the quantity an=
d quality of communication (quantity easily =0A measurable, quality a bit =
harder but still measurable).</div>=0A <div><br></div>=0A <div><br></div>=
=0A <div>When the teachers see the ROI and want to display things from the=
digital =0A world in their classrooms, or want pupils to, the IWBs and al=
l other display =0A devices will get used.</div>=0A <div><br></div>=0A <=
div>Roger.</div>=0A <div><br></div>=0A <div><br></div>=0A <div><br></div=
>=0A <div><br></div><br>=0A <div>=0A <div>On 10 Nov 2009, at 13:39, Paul=
Hynes wrote:</div><br class=3D"Apple-interchange-newline">=0A <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;" class=3D"Apple-s=
tyle-span">=0A <div lang=3D"EN-GB">=0A <div class=3D"Section1">=0A =
<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 =E2=80=
=93 please do not hint =0A otherwise as this could stifle the useful and=
challenging discussions of the =0A list if people feel inhibited. There=
is no SSAT policy and no official SSAT =0A stance on whiteboards. SSAT =
is =E2=80=9Can independent, not-for-profit membership =0A organisation d=
edicated to raising levels of achievement in secondary =0A education. We=
work with headteachers, teachers and students to encourage =0A them to =
develop and share new and effective teaching and learning practice, =0A =
and to improve schools to raise standards and levels of achievement. In =0A=
practice, headteachers and teachers design, lead and deliver our work, =
and =0A continue to develop what we do.=E2=80=9D</span><span style=3D"FO=
NT-FAMILY:'Times New Roman', serif;"></span></div> =0A <div style=3D"MAR=
GIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span styl=
e=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0=
cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLO=
R:rgb(31,73,125);">Interesting point on opportunity cost raised =0A by B=
ob and supported by Mike (with his ex-accountant head =0A on).</span></d=
iv> =0A <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 =E2=80=93 what is the =0A best spend of an =E2=80=98interactiv=
e ICT pound=E2=80=99 to get the most =0A impact?</span></div> =0A <di=
v style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11p=
t;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"COLOR:rgb(31,73,125);">1 whiteboard =0A installation</span><=
/div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-ser=
if;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">=3D 6 projectors =
=0A installed?</span></div> =0A <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 =0A handsets?</span></div> =0A <di=
v style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11p=
t;"><span style=3D"COLOR:rgb(31,73,125);">=3D 60 cordless keyboard/mice =0A=
sets?</span></div> =0A <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 =0A projector?</span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"COLOR:rgb(31,73,125);">=3D 10 netbooks?</span></div> =0A <di=
v style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11p=
t;"><span style=3D"COLOR:rgb(31,73,125);">=3D 30 PlayStation =0A Portabl=
es?</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibr=
i, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span=
></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-s=
erif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">I agree with Mi=
ke =E2=80=93 how do we support schools =0A in get the best out of the pr=
evious tax payer =0A investment?</span></div> =0A <div style=3D"MARGI=
N:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=
=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0c=
m 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR=
:rgb(31,73,125);">Best wishes</span></div> =0A <div style=3D"MARGIN:0cm =
0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COL=
OR:rgb(31,73,125);">Paul</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0=
pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rg=
b(31,73,125);"></span></div> =0A <div>=0A <div style=3D"BORDER-BOTTOM=
-STYLE:none;PADDING-BOTTOM:0cm;BORDER-RIGHT-STYLE:none;PADDING-LEFT:0cm;PAD=
DING-RIGHT:0cm;BORDER-LEFT-STYLE:none;BORDER-TOP:rgb(181,196,223) 1pt solid=
;PADDING-TOP:3pt;">=0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Cali=
bri, 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"Ap=
ple-converted-space"> </span>Albin Wallace [<a rel=3D"nofollow" style=
=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:Albin.Wallace@=
church-schools.com" target=3D"_blank" href=3D"mailto:Albin.Wallace@church-s=
chools.com">mailto:Albin.Wallace@church-schools.com</a>]<span class=3D"Appl=
e-converted-space"> </span><br><b>Sent:</b><span class=3D"Apple-conver=
ted-space"> </span>10 November 2009 =0A 10:18<br><b>To:</b><span cl=
ass=3D"Apple-converted-space"> </span>Paul =0A Hynes; Ray Tolley;<s=
pan class=3D"Apple-converted-space"> </span><a rel=3D"nofollow" style=
=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:advisory@talk.=
naace.org" target=3D"_blank" href=3D"mailto:advisory@talk.naace.org">adviso=
ry@talk.naace.org</a>;<span class=3D"Apple-converted-space"> </span><a=
rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=
=3D"mailto:secondary@talk.naace.org" target=3D"_blank" href=3D"mailto:secon=
dary@talk.naace.org">secondary@talk.naace.org</a><br><b>Subject:</b><span c=
lass=3D"Apple-converted-space"> </span>RE: [Advisory] IWBs - An Austra=
lian =0A perspective</span></div></div></div> =0A <div style=3D"MARGI=
N:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"></div> =0A =
<div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZ=
E:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif;FONT-SIZE:12pt;">I=E2=
=80=99m a bit worried =0A about sweeping statements about the use of IWB=
s. Evidence suggests that the =0A success of the technology is based upo=
n quality of kit/installation, local =0A technical support, software use=
and most important the assessment of =0A teachers=E2=80=99 (technical a=
nd pedagogical) competencies and subsequent bespoke, =0A targeted and co=
ntinuous professional to support this. I suggest looking at =0A the land=
mark IWB research reports by Bridget Somekh (secondary) and Gemma =0A Mo=
ss (primary).</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAM=
ILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, =
sans-serif;FONT-SIZE:12pt;"></span></div> =0A <div style=3D"MARGIN:0cm 0=
cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT=
-FAMILY:Arial, sans-serif;FONT-SIZE:12pt;">I find the negative =0A gener=
alisations a little worrying- as worrying as opposite evangelical =0A ge=
neralisations. Nationally and internationally it seems to be that success =
=0A or otherwise is predicated on local variables as outlined =0A abo=
ve.</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibr=
i, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif=
;FONT-SIZE:12pt;"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FON=
T-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Ar=
ial, sans-serif;FONT-SIZE:12pt;">Although Paul has =0A acknowledged that=
his is a personal rather than an organisational opinion it =0A is inter=
esting to read his comment that IWBs =E2=80=9C<i><span style=3D"COLOR:black=
;">are the biggest and most costly mistake UK education =0A has made=E2=
=80=9D </span></i><span style=3D"COLOR:black;">when signed as<span cl=
ass=3D"Apple-converted-space"> </span><i>Programme Leader - Leading Ed=
ge =0A Partnership Programme (Partnerships and Performance =0A Networ=
ks)</i></span></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FA=
MILY:Calibri, sans-serif;FONT-SIZE:11pt;"><i><span style=3D"FONT-FAMILY:Ari=
al, sans-serif;COLOR:black;FONT-SIZE:12pt;">Specialist =0A Schools &=
Academies Trust.</span></i></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;=
FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><i><span style=3D"FONT-FAM=
ILY:Arial, sans-serif;COLOR:black;FONT-SIZE:12pt;"></span></i></div> =0A =
<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 =0A could be easily be (mis?)interpreted as a policy rather =
than a personal =0A statement. I wonder what the official SSAT stance is=
(if =0A any)?</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT=
-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Ari=
al, sans-serif;COLOR:black;FONT-SIZE:12pt;"></span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"FONT-FAMILY:Arial, sans-serif;FONT-SIZE:12pt;"></span></div> =
=0A <div>=0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sa=
ns-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif;FONT=
-SIZE:12pt;">Albin</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FON=
T-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Ar=
ial, sans-serif;FONT-SIZE:12pt;"></span></div> =0A <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 =0A Wallace</s=
pan></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, san=
s-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif;FONT-=
SIZE:12pt;">Group Director of =0A ICT and e-Learning</span></div> =0A =
<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;">Unite=
d Church =0A Schools Trust/United Learning Trust</span></div> =0A <di=
v style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11p=
t;"><span style=3D"FONT-FAMILY:Arial, sans-serif;FONT-SIZE:12pt;"><a rel=3D=
"nofollow" target=3D"_blank" href=3D"http://www.ucst.org.uk/">www.ucst.org.=
uk/</a><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" =
target=3D"_blank" href=3D"http://www.ult.org.uk">www.ult.org.uk</a></span><=
/div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-ser=
if;FONT-SIZE:11pt;"><span><image001.jpg></span></div> =0A <div sty=
le=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><=
/div></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sa=
ns-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif;FONT=
-SIZE:12pt;"></span></div> =0A <div>=0A <div style=3D"BORDER-BOTTOM-S=
TYLE:none;PADDING-BOTTOM:0cm;BORDER-RIGHT-STYLE:none;PADDING-LEFT:0cm;PADDI=
NG-RIGHT:0cm;BORDER-LEFT-STYLE:none;BORDER-TOP:rgb(181,196,223) 1pt solid;P=
ADDING-TOP:3pt;">=0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibr=
i, sans-serif;FONT-SIZE:11pt;"><b><span style=3D"FONT-FAMILY:Tahoma, sans-s=
erif;FONT-SIZE:10pt;" lang=3D"EN-US">From:</span></b><span style=3D"FONT-FA=
MILY:Tahoma, sans-serif;FONT-SIZE:10pt;" lang=3D"EN-US"><span class=3D"Appl=
e-converted-space"> </span><a rel=3D"nofollow" style=3D"COLOR:blue;TEX=
T-DECORATION:underline;" ymailto=3D"mailto:advisory-admin@talk.naace.org" t=
arget=3D"_blank" href=3D"mailto:advisory-admin@talk.naace.org">advisory-adm=
in@talk.naace.org</a><span class=3D"Apple-converted-space"> </span>[<a=
rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=
=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank" href=3D"mailto:=
advisory-admin@talk.naace.org">mailto:advisory-admin@talk.naace.org</a>]<sp=
an 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 =0A 09:56<br><b>To:</b><span class=3D"Apple-converted-spa=
ce"> </span>Ray =0A Tolley;<span class=3D"Apple-converted-space">&n=
bsp;</span><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:underlin=
e;" ymailto=3D"mailto:advisory@talk.naace.org" target=3D"_blank" href=3D"ma=
ilto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span class=3D"Ap=
ple-converted-space"> </span><a rel=3D"nofollow" style=3D"COLOR:blue;T=
EXT-DECORATION:underline;" ymailto=3D"mailto:secondary@talk.naace.org" targ=
et=3D"_blank" href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace=
.org</a><br><b>Subject:</b><span class=3D"Apple-converted-space"> </sp=
an>RE: [Advisory] IWBs - An Australian =0A perspective</span></div></div=
></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-s=
erif;FONT-SIZE:11pt;"></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-F=
AMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,1=
25);">Apologies =E2=80=93 I should have said my experiences =0A are sole=
ly secondary-based. I know primary colleagues who have had much more =0A =
positive whiteboard experiences.</span></div> =0A <div style=3D"MARGIN:=
0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D=
"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0=
pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rg=
b(31,73,125);">During the last 6 years I have had the =0A pleasure of vi=
siting over 300 secondary schools (including Becta winners/ICT =0A mark =
schools through to struggling special measures schools) and I think I =0A =
can still only count the interesting whiteboard practice I have seen on o=
ne =0A hand. (That has been in maths mainly and a bit of D&T/science=
in case =0A anyone is interested).</span></div> =0A <div style=3D"MA=
RGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span sty=
le=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm =
0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COL=
OR:rgb(31,73,125);">As an example I walked round a school in the =0A sum=
mer term with a whiteboard in each of their 80 classrooms. During the =0A =
tour only four were turned on. Three were being used to click through =0A=
PowerPoints and one was being used with some maths software (by the =0A=
teacher). I find this a tragic waste of money. It was a decent school m=
aking =0A good progress and yet the (good) staff had not found them to b=
e useful =0A enough tools to use regularly. The school was well resource=
d and CPD was =0A well planned and had a high priority so that was not t=
he =0A issue.</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-=
FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,=
125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Ca=
libri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">Wh=
y do these schools find it so hard to =0A generate the good practice you=
have seen? (The poor usage level is obvious =0A due to the huge number =
of uncalibrated boards I see)</span></div> =0A <div style=3D"MARGIN:0cm =
0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COL=
OR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;F=
ONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31=
,73,125);">A lot of the positives often quoted are =0A features of the s=
oftware as opposed to the hardware. There is no debate as =0A to the inc=
reased quality of the software available - I just feel there are =0A bet=
ter (dare I say more =E2=80=98interactive=E2=80=99) ways of operating it =
=E2=80=93 voting =0A handsets, cordless mice, presenter handsets, graphi=
cs tablets, tablet PCs (a =0A possible solution but not a wide spread on=
e) etc. The usage of voting =0A handsets has been the most impressive us=
e of hardware I have =0A seen.</span></div> =0A <div style=3D"MARGIN:=
0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D=
"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0=
pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rg=
b(31,73,125);">How long do we leave it before we accept the =0A wide-sca=
le whiteboard experiment has not worked? Another 10 years? Have we =0A l=
ost some teachers from ever using ICT as a result of their whiteboard =0A =
experiences?</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FA=
MILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,12=
5);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Cali=
bri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">Inte=
resting debate.</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-F=
AMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,1=
25);">Cheers</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMI=
LY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125)=
;">Paul</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Ca=
libri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></=
span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sa=
ns-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">[Forgot to =
also mention that these are =0A personal opinions and not connected at a=
ll with the organisation I work =0A for]</span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div>=0A <div st=
yle=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(18=
1,196,223) 1pt solid;PADDING-TOP:3pt;">=0A <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-U=
S"><span class=3D"Apple-converted-space"> </span><a rel=3D"nofollow" s=
tyle=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:advisory-a=
dmin@talk.naace.org" target=3D"_blank" href=3D"mailto:advisory-admin@talk.n=
aace.org">advisory-admin@talk.naace.org</a><span class=3D"Apple-converted-s=
pace"> </span>[<a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION=
:underline;" ymailto=3D"mailto:advisory-admin@talk.naace.org" target=3D"_bl=
ank" href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admin@ta=
lk.naace.org</a>]<span class=3D"Apple-converted-space"> </span><b>On B=
ehalf Of<span class=3D"Apple-converted-space"> </span></b>Ray Tolley<b=
r><b>Sent:</b><span class=3D"Apple-converted-space"> </span>09
November 2009 =0A 18:19<br><b>To:</b><span class=3D"Apple-converted-spa=
ce"> </span><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:un=
derline;" ymailto=3D"mailto:advisory@talk.naace.org" target=3D"_blank" href=
=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span class=
=3D"Apple-converted-space"> </span><a rel=3D"nofollow" style=3D"COLOR:=
blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:secondary@talk.naace.org=
" target=3D"_blank" href=3D"mailto:secondary@talk.naace.org">secondary@talk=
.naace.org</a><br><b>Subject:</b><span class=3D"Apple-converted-space">&nbs=
p;</span>RE: [Advisory] IWBs - An Australian =0A perspective</span></div=
></div></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, =
sans-serif;FONT-SIZE:11pt;"></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;=
FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(3=
1,73,125);">Paul, I must =0A disagree. </span></div> =0A <div st=
yle=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;">=
<span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MA=
RGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span sty=
le=3D"COLOR:rgb(31,73,125);">With all respect, I fear that you are only =0A=
seeing what you want to see! An interactive table costs about the=
same =0A as a good IWB and can only be seen by half the class at the mo=
st. I =0A wonder if you have ever had the almost spiritual experie=
nce of actually =0A using an IWB with repeated classes of children =E2=
=80=93 I have =E2=80=93 There is an =0A overwhelming satisfaction in see=
ing the class take over the board (not all =0A at the same time!). =
Your reference to the tablet PC (which I agree is =0A useful) and Power=
Point still hints at the =E2=80=98teacher in charge=E2=80=99 =0A scenari=
o.<br><br>When I first introduced IWBs in a school some 10 years ago =0A =
I soon discovered that there were a vast number of different ways of using=
=0A the IWB. Perhaps the first is in handwriting recognition comb=
ined with =0A brainstorming =E2=80=93 whereby any number of children can=
almost scribble their =0A contributions on the board, all spontaneously=
translated into a neat and =0A appropriate font and then easily re-arra=
nged and exported for embedding into =0A their own work as and when they=
have access to a PC.</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;=
FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(3=
1,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMI=
LY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125)=
;">Then, of course, there are so many =0A features such as sequenc=
e sorting, =E2=80=98developing tray=E2=80=99 (even at =0A A-level), use =
of libraries of symbols eg Science or Maths or word+image =0A matching e=
tc.</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibr=
i, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span=
></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-s=
erif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">I fear Paul, th=
at your experiences of IWBs =0A have been soured by poor practice, where=
as I have been inspired by good =0A practice from all age groups. =
As part of my initial and cautious =0A research I started by observing g=
ood Primary practice and soon realised that =0A many of the initial IWB =
techniques could be =E2=80=98matured=E2=80=99 to the standards that =0A =
would not insult any student in 5D.</span></div> =0A <div style=3D"MARGI=
N:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=
=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0c=
m 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 =0A set u=
p a situation where every classroom now has an IWB any teacher can walk =0A=
into any classroom and instantly have their lesson outlines up on the b=
oard =0A before the class enters and then the fun begins!</span></div> =
=0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FON=
T-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <d=
iv style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11=
pt;"><span style=3D"COLOR:rgb(31,73,125);">I originally wrote this 7-page d=
ocument some 5 =0A years ago, but I still stand by what I said then:</sp=
an></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans=
-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"><a rel=3D"nof=
ollow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" target=3D"_blank" hr=
ef=3D"http://maximise-ict.co.uk/IWBs.pdf">http://maximise-ict.co.uk/IWBs.pd=
f</a></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Cali=
bri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></sp=
an></div> =0A <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,=
</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, =
sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></=
div> =0A <div>=0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibr=
i, sans-serif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif=
;COLOR:rgb(31,73,125);FONT-SIZE:10pt;">Ray =0A Tolley FEIDCT, NAAC=
E Fellow, MBILD<br>ICT Education =0A Consultant<br>Maximise ICT Ltd<br>P=
: <span class=3D"Apple-converted-space"> </span></span><span styl=
e=3D"COLOR:rgb(31,73,125);"><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DE=
CORATION:underline;" target=3D"_blank" href=3D"http://raytolley.v2efoliowor=
ld.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;"></span=
></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-s=
erif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif;COLOR:rg=
b(31,73,125);FONT-SIZE:10pt;">B: <span class=3D"Apple-converted-space"=
> </span></span><span style=3D"COLOR:rgb(31,73,125);"><a rel=3D"nofoll=
ow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" target=3D"_blank" href=
=3D"http://www.efoliointheuk.blogspot.com/"><span style=3D"FONT-FAMILY:Aria=
l, sans-serif;FONT-SIZE:10pt;">http://www.efoliointheuk.blogspot.com/</span=
></a></span><span style=3D"FONT-FAMILY:Arial, sans-serif;COLOR:rgb(31,73,12=
5);FONT-SIZE:10pt;"><br>W: <span class=3D"Apple-converted-space"> =
;</span></span><span style=3D"COLOR:rgb(31,73,125);"><a rel=3D"nofollow" st=
yle=3D"COLOR:blue;TEXT-DECORATION:underline;" target=3D"_blank" href=3D"htt=
p://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</s=
pan></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 =0A of the IMS 'Leadership Regional Award 200=
9'</span><span style=3D"COLOR:rgb(31,73,125);"></span></div></div> =0A <=
div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:1=
1pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div>=0A =
<div style=3D"BORDER-BOTTOM-STYLE:none;PADDING-BOTTOM:0cm;BORDER-RIGHT-ST=
YLE:none;PADDING-LEFT:0cm;PADDING-RIGHT:0cm;BORDER-LEFT-STYLE:none;BORDER-T=
OP:rgb(181,196,223) 1pt solid;PADDING-TOP:3pt;">=0A <div style=3D"MARGIN=
:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><b><span styl=
e=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;" lan=
g=3D"EN-US"><span class=3D"Apple-converted-space"> </span>Paul Hynes [=
<a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=
=3D"mailto:Paul.Hynes@ssatrust.org.uk" target=3D"_blank" href=3D"mailto:Pau=
l.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"Appl=
e-converted-space"> </span>09 November 2009 =0A 17:37<br><b>To:</b>=
<span class=3D"Apple-converted-space"> </span>Ray =0A Tolley;<span =
class=3D"Apple-converted-space"> </span><a rel=3D"nofollow" style=3D"C=
OLOR:blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:advisory@talk.naace=
.org" target=3D"_blank" href=3D"mailto:advisory@talk.naace.org">advisory@ta=
lk.naace.org</a>;<span class=3D"Apple-converted-space"> </span><a rel=
=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=3D"ma=
ilto:secondary@talk.naace.org" target=3D"_blank" href=3D"mailto:secondary@t=
alk.naace.org">secondary@talk.naace.org</a><br><b>Subject:</b><span class=
=3D"Apple-converted-space"> </span>RE: [Advisory] IWBs - An Australian=
=0A perspective</span></div></div></div> =0A <div style=3D"MARGIN:0c=
m 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"></div> =0A <d=
iv style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11=
pt;"><span style=3D"COLOR:rgb(31,73,125);">Interesting but still nothing ne=
w. 10 years on =0A in the UK classroom and still hardly any effective EL=
ECTRONIC whiteboard =0A practice to talk about =E2=80=93 they are the bi=
ggest and most costly mistake UK =0A education has made and we need to g=
et away from the mentality that just =0A because a lot of money has been=
spent on them that we need to continue down =0A that path (rough pr=C3=
=A9cis of Chris=E2=80=99s reasoning in the =0A video)</span></div> =0A =
<div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZ=
E:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div st=
yle=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 wit=
h a =0A whiteboard is take it off the wall, put it on a table, twist the=
projector =0A so it points downwards and let people share it (if it all=
ows multi-point =0A access of course)</span></div> =0A <div style=3D"=
MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span s=
tyle=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0c=
m 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"C=
OLOR:rgb(31,73,125);">20<sup>th</sup><span class=3D"Apple-converted-space">=
</span>century technology. =0A 19<sup>th</sup><span class=3D"Apple=
-converted-space"> </span>century =0A teacher-centric pedagogy =E2=
=80=93 one user and a class of mere =0A watchers.</span></div> =0A <d=
iv style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11=
pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"COLOR:rgb(31,73,125);">Get a =C2=A350 cordless bluetooth keyboa=
rd and =0A mouse, step away from the front of the classroom and share th=
e power! You =0A won=E2=80=99t look back.</span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"COLOR:rgb(31,73,125);">(feel free to send me the money you have=
saved =0A if you want!)</span></div> =0A <div style=3D"MARGIN:0cm 0c=
m 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR=
:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FON=
T-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,7=
3,125);">Cheers</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-F=
AMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,1=
25);">Paul</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY=
:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"=
></span></div> =0A <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=
</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, =
sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">Paul Hyne=
s</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri,=
sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">Programm=
e Leader - Leading Edge Partnership =0A Programme (Partnerships and Perf=
ormance Networks)</span></div> =0A <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 =0A Trust</span></div> =0A =
<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-conver=
ted-space"> </span><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORA=
TION:underline;" ymailto=3D"mailto:paul.hynes@ssatrust.org.uk" target=3D"_b=
lank" href=3D"mailto:paul.hynes@ssatrust.org.uk">paul.hynes@ssatrust.org.uk=
</a></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calib=
ri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);">m: 07=
793 469 628</span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMIL=
Y:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);=
">Get involved with the Future Schools team =0A -<span class=3D"Apple-co=
nverted-space"> </span></span><span style=3D"FONT-FAMILY:Arial, sans-s=
erif;COLOR:rgb(31,73,125);"><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DE=
CORATION:underline;" target=3D"_blank" href=3D"http://www.schoolsnetwork.or=
g.uk/achievement/future">www.schoolsnetwork.org.uk/achievement/future</a></=
span><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=
=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><sp=
an style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div style=3D"MARGI=
N:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><b><span sty=
le=3D"COLOR:rgb(31,73,125);FONT-SIZE:10pt;">Raising achievement through =0A=
embedding learning technologies conference 9th December 2009 (BAFTA, =
=0A London)</span></b></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FON=
T-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><b><span style=3D"COLOR:black=
;FONT-SIZE:10pt;">What is the impact of technology on =0A student achiev=
ement in your school?</span></b><span style=3D"COLOR:black;FONT-SIZE:10pt;"=
> <br>If you wish to increase the =0A yield of new technologies in =
your school this conference brings together =0A examples of free and low=
cost applications of readily available technology =0A to support learni=
ng. The key is simple ideas that are easy and quick to =0A introduce to =
staff and students. The event includes the leading examples of =0A techn=
ology innovation in schools that can be implemented immediately with =0A =
all teachers across all curriculum areas.</span><span style=3D"COLOR:rgb(3=
1,73,125);"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMI=
LY:Calibri, sans-serif;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125)=
;FONT-SIZE:10pt;">More details and =0A booking:<span class=3D"Apple-conv=
erted-space"> </span><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECO=
RATION:underline;" target=3D"_blank" href=3D"http://www.schoolsnetwork.org.=
uk/ssat/Pages/EventDetails.aspx?eventid=3DPPN1009455">https://www.schoolsne=
twork.org.uk/ssat/Pages/EventDetails.aspx?eventid=3DPPN1009455</a></span></=
div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-seri=
f;FONT-SIZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A =
<div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SI=
ZE:11pt;"><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div s=
tyle=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"=
><span style=3D"COLOR:rgb(31,73,125);"></span></div> =0A <div>=0A <di=
v style=3D"BORDER-BOTTOM-STYLE:none;PADDING-BOTTOM:0cm;BORDER-RIGHT-STYLE:n=
one;PADDING-LEFT:0cm;PADDING-RIGHT:0cm;BORDER-LEFT-STYLE:none;BORDER-TOP:rg=
b(181,196,223) 1pt solid;PADDING-TOP:3pt;">=0A <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 rel=3D"nofollo=
w" style=3D"COLOR:blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:adviso=
ry-admin@talk.naace.org" target=3D"_blank" href=3D"mailto:advisory-admin@ta=
lk.naace.org">advisory-admin@talk.naace.org</a><span class=3D"Apple-convert=
ed-space"> </span>[<a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORA=
TION:underline;" ymailto=3D"mailto:advisory-admin@talk.naace.org" target=3D=
"_blank" href=3D"mailto:advisory-admin@talk.naace.org">mailto:advisory-admi=
n@talk.naace.org</a>]<span class=3D"Apple-converted-space"> </span><b>=
On Behalf Of<span class=3D"Apple-converted-space"> </span></b>Ray Toll=
ey<br><b>Sent:</b><span class=3D"Apple-converted-space"> </span>08
November 2009 =0A 19:52<br><b>To:</b><span class=3D"Apple-converted-spa=
ce"> </span><a rel=3D"nofollow" style=3D"COLOR:blue;TEXT-DECORATION:un=
derline;" ymailto=3D"mailto:advisory@talk.naace.org" target=3D"_blank" href=
=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>;<span class=
=3D"Apple-converted-space"> </span><a rel=3D"nofollow" style=3D"COLOR:=
blue;TEXT-DECORATION:underline;" ymailto=3D"mailto:secondary@talk.naace.org=
" target=3D"_blank" href=3D"mailto:secondary@talk.naace.org">secondary@talk=
.naace.org</a><br><b>Subject:</b><span class=3D"Apple-converted-space">&nbs=
p;</span>[Advisory] IWBs - An Australian =0A perspective</span></div></d=
iv></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans=
-serif;FONT-SIZE:11pt;"></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT=
-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;">I =0A was involved in some =
of the early discussions of the book referred to, =0A written by Mal Lee=
and Chris Betcher. The 6 min video clip by Chris =0A Betcher is w=
ell worth watching particular by those not convinced of the =0A benefits=
of IWBs.</div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri=
, sans-serif;FONT-SIZE:11pt;"></div> =0A <div style=3D"MARGIN:0cm 0cm 0p=
t;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;">See<span class=3D"Apple-=
converted-space"> </span><span lang=3D"EN-AU"><a rel=3D"nofollow" styl=
e=3D"COLOR:blue;TEXT-DECORATION:underline;" target=3D"_blank" href=3D"http:=
//shop.acer.edu.au/acer-shop/product/A4093BK">http://shop.acer.edu.au/acer-=
shop/product/A4093BK</a></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0=
pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;"><span lang=3D"EN-AU"></=
span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sa=
ns-serif;FONT-SIZE:11pt;"><span lang=3D"EN-AU"></span></div> =0A <div st=
yle=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-serif;FONT-SIZE:11pt;">=
</div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FAMILY:Calibri, sans-se=
rif;FONT-SIZE:11pt;"><span style=3D"FONT-FAMILY:Arial, sans-serif;COLOR:rgb=
(31,73,125);FONT-SIZE:10pt;">Ray =0A Tolley FEIDCT, NAACE Fellow, =
MBILD<br>ICT Education =0A Consultant<br>Maximise ICT Ltd<br>P: <sp=
an class=3D"Apple-converted-space"> </span></span><a rel=3D"nofollow" =
style=3D"COLOR:blue;TEXT-DECORATION:underline;" target=3D"_blank" href=3D"h=
ttp://raytolley.v2efolioworld.mnscu.edu/"><span style=3D"FONT-FAMILY:Arial,=
sans-serif;FONT-SIZE:10pt;">http://raytolley.v2efolioworld.mnscu.edu/</spa=
n></a><span style=3D"FONT-FAMILY:Arial, sans-serif;COLOR:rgb(31,73,125);FON=
T-SIZE:10pt;"></span></div> =0A <div style=3D"MARGIN:0cm 0cm 0pt;FONT-FA=
MILY: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"Ap=
ple-converted-space"> </span></span><a rel=3D"nofollow" style=3D"COLOR=
:blue;TEXT-DECORATION:underline;" target=3D"_blank" href=3D"http://www.efol=
iointheuk.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 rel=3D"n=
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