[Advisory] IWBs - An Australian perspective
Paul Springford
paul.springford@naace.org
Wed, 11 Nov 2009 23:01:35 +0000
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Thanks Emma
You've reminded me why I think infant schools are great! This is just the
kind of example I had in mind when replying to Andy Bird.
I suspect a large proportion of our members would benefit from a day in an
infant classroom like yours, and not just to learn about using IWBs
effectively!
Paul Springford
Professional Officer
Naace
2009/11/9 Goto, Emma (EdICT) <Emma.Goto@hants.gov.uk>
> Hi Paul,
> As a lurker on this list I have finally been motivated to contribute for
> the first time because I am so saddened by what you have written. I am an
> Early Years / Key Stage 1 practitioner and an Advanced Skills teacher for
> ICT. I have seen the power the IWB has had in the classrooms in our three
> form entry Infant School and in other schools around the county. I think =
the
> important thing is that at our level we try to put the children in contro=
l
> as eluded to in the video with discussions of kindergarten practice in
> Australia. I have seen the Reception children collaborate in small groups=
to
> complete a task using the interactive whiteboard. The language observed
> whilst talking each other through the problem and social skills displayed
> whilst turn-taking on a task that engages them have been a real joy to
> watch. I have worked with groups of children throughout the school who ha=
ve
> used the IWB to develop interactive stories and talking books using the I=
WB
> software and other age ap!
> propriate software. The use of the IWB has helped develop children's fin=
e
> motor control by allowing them to do large scale movements such as in
> drawing. When teaching a class of year two children I have observed them
> researching a topic through a variety of media, both electronic and
> otherwise, and when they have learned something new they have gone and ad=
ded
> that information in some form (sound clip recorded via microphone, pictur=
e
> they have drawn, text) to a collaborative mindmap on the whiteboard which
> has then been used by children to plan writing. These are just a few
> examples of how the IWB can have a real effect upon children's learning. =
It
> has not been a chalk and talk culture, because I do not allow that in my
> classroom.
> As an AST I have had the great privilege to work with a wide range of
> teachers within the primary phase. I have, of course, seen many examples =
of
> IWB use that could have been replicated by other cheaper means (sugar pap=
er
> and a felt tip, a TV and video etc) however I have also seen many example=
s
> of great practice from wonderful teachers. I think where school's have
> invested in staff development alongside the investment in hardware good
> practice has been enhanced and extended by the technology.
> Sadly I have been seconded from the classroom to an advisory role for the
> immediate future otherwise I would invite you to spend the day in my
> classroom to show you the potential.
> Best Wishes,
> Emma Goto
> AST for primary ICT, Hiltingbury Infant School (Hampshire)
>
>
>
>
> 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 classroo=
m
> and still hardly any effective ELECTRONIC whiteboard practice to talk abo=
ut
> - 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=C3=
=A9cis of
> Chris's reasoning in the video) The best thing I have seen so far with a
> whiteboard is take it off the wall, put it on a table, twist the projecto=
r
> so it points downwards and let people share it (if it allows multi-point
> access of course) 20th century technology. 19th century teacher-centric
> pedagogy - one user and a class of mere watchers. Get a =C5=8150 cordless
> bluetooth keyboard and mouse, step away from the front of the classroom a=
nd
> share the power! You won't look back.(feel free to send me the money you
> have saved if you want!) CheersPaul
> =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=3DPaul HynesProgramme !
> Leader - Leading Edge Partnership Programme (Partnerships and Performanc=
e
> Networks)Specialist Schools & Academies Truste: paul.hynes@ssatrust.org.u=
km:
> 07793 469 628
>
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Thanks Emma<br><br>You've reminded me why I think infant schools are gr=
eat! This is just the kind of example I had in mind when replying to Andy B=
ird.<br><br>I suspect a large proportion of our members would benefit from =
a day in an infant classroom like yours, and not just to learn about using =
IWBs effectively!<br>
<br>Paul Springford<br>Professional Officer<br>Naace<br><br><div class=3D"g=
mail_quote">2009/11/9 Goto, Emma (EdICT) <span dir=3D"ltr"><<a href=3D"m=
ailto:Emma.Goto@hants.gov.uk">Emma.Goto@hants.gov.uk</a>></span><br><blo=
ckquote class=3D"gmail_quote" style=3D"border-left: 1px solid rgb(204, 204,=
204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
Hi Paul,<br>
As a lurker on this list I have finally been motivated to contribute for th=
e first time because I am so saddened by what you have written. I am an Ear=
ly Years / Key Stage 1 practitioner and an Advanced Skills teacher for ICT.=
I have seen the power the IWB has had in the classrooms in our three form =
entry Infant School and in other schools around the county. I think the imp=
ortant thing is that at our level we try to put the children in control as =
eluded to in the video with discussions of kindergarten practice in Austral=
ia. I have seen the Reception children collaborate in small groups to compl=
ete a task using the interactive whiteboard. The language observed whilst t=
alking each other through the problem and social skills displayed whilst tu=
rn-taking on a task that engages them have been a real joy to watch. I have=
worked with groups of children throughout the school who have used the IWB=
to develop interactive stories and talking books using the IWB software an=
d other age ap!<br>
=C2=A0propriate software. The use of the IWB has helped develop children=
9;s fine motor control by allowing them to do large scale movements such as=
in drawing. When teaching a class of year two children I have observed the=
m researching a topic through a variety of media, both electronic and other=
wise, and when they have learned something new they have gone and added tha=
t information in some form (sound clip recorded via microphone, picture the=
y have drawn, text) to a collaborative mindmap on the whiteboard which has =
then been used by children to plan writing. These are just a few examples o=
f how the IWB can have a real effect upon children's learning. It has n=
ot been a chalk and talk culture, because I do not allow that in my classro=
om.<br>
As an AST I have had the great privilege to work with a wide range of teach=
ers within the primary phase. I have, of course, seen many examples of IWB =
use that could have been replicated by other cheaper means (sugar paper and=
a felt tip, a TV and video etc) however I have also seen many examples of =
great practice from wonderful teachers. I think where school's have inv=
ested in staff development alongside the investment in hardware good practi=
ce has been enhanced and extended by the technology.<br>
Sadly I have been seconded from the classroom to an advisory role for the i=
mmediate future otherwise I would invite you to spend the day in my classro=
om to show you the potential.<br>
Best Wishes,<br>
Emma Goto<br>
AST for primary ICT, Hiltingbury Infant School =C2=A0(Hampshire)<br>
<div class=3D"im"><br>
<br>
<br>
<br>
=C2=A0 =C2=A0 =C2=A0 =C2=A0From: Paul Hynes [mailto:<a href=3D"mailto:Paul=
.Hynes@ssatrust.org.uk">Paul.Hynes@ssatrust.org.uk</a>]<br>
=C2=A0 =C2=A0 =C2=A0 =C2=A0Sent: 09 November 2009 17:37<br>
=C2=A0 =C2=A0 =C2=A0 =C2=A0To: Ray Tolley; <a href=3D"mailto:advisory@talk=
.naace.org">advisory@talk.naace.org</a>; <a href=3D"mailto:secondary@talk.n=
aace.org">secondary@talk.naace.org</a><br>
</div> =C2=A0 =C2=A0 =C2=A0 =C2=A0Subject: RE: [Advisory] IWBs - An Austral=
ian perspective<br>
=C2=A0 =C2=A0 =C2=A0 =C2=A0 Interesting but still nothing new. 10 years on=
in the UK classroom and still hardly any effective ELECTRONIC whiteboard p=
ractice to talk about - they are the biggest and most costly mistake UK edu=
cation has made and we need to get away from the mentality that just becaus=
e a lot of money has been spent on them that we need to continue down that =
path (rough pr=C3=A9cis of Chris's reasoning in the video) The best thi=
ng I have seen so far with a whiteboard is take it off the wall, put it on =
a table, twist the projector so it points downwards and let people share it=
(if it allows multi-point access of course) 20th century technology. 19th =
century teacher-centric pedagogy - one user and a class of mere watchers. G=
et a =C5=8150 cordless bluetooth keyboard and mouse, step away from the fro=
nt of the classroom and share the power! You won't look back.(feel free=
to send me the money you have saved if you want!) CheersPaul =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=3DPaul H=
ynesProgramme !<br>
=C2=A0Leader - Leading Edge Partnership Programme (Partnerships and Perform=
ance Networks)Specialist Schools & Academies Truste: paul.hynes@ssatrus=
t.org.ukm: 07793 469 628<br></blockquote></div>
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