[Advisory] IWBs - An Australian perspective
Mike Cameron
Mike.Cameron@ssatrust.org.uk
Thu, 12 Nov 2009 10:03:02 +0000
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So, generally, IWBs seem to be well-adopted and producing the goods in ter=
ms of learning outcomes in Primary (the BESA figures appear to bear this o=
ut with teachers who fell confident and competent in the use of IBWs incre=
asing to 39% from 31% in 2007 - whereas the similar figures for secondary =
fell from 16% to 10%).
Let us for the sake of discussion make a couple of assumptions. Firstly, l=
ets accept, as Andy says, that IWBs are a powerful tool for learning. Seco=
ndly, let us also accept that secondary teachers are as intelligent and pe=
dagogically perceptive as their primary counterparts. Then the question be=
comes, what is it about the nature of secondary education as opposed to pr=
imary that makes the same tool work in one, and apparently not work in the=
other (notwithstanding that in secondary there are some very, very small =
pockets of excellent use)?
Some hypotheses to work on (accountants hat off, statisticians hat on):
- Primary schools are smaller and it is therefore easier to effec=
t system=20change within them (with 177,000 in the schools, it is harder t=
o teach without one than with one),
- The pedagogical approaches predominantly in place in secondary =
schools mitigates against the use of IWBs,
- And closely allied, the structure of the school day (and the co=
nstant movement of students) mitigates against the use of IWBs,
- Teenage children learn differently to younger children,
- Secondary schools are more concerned about behaviour management=
than the management of learning,
- The results driven agenda of secondary schools mitigates agains=
t the use of IWBs,
- Secondary teachers are more driven by their subject matter than=
by learning (controversial and not meant in any negative sense),
- And there are probably many more.
I don't know if any of these are the reasons that IWBs don't work in secon=
dary schools (and if anyone want to pick them off one by one please feel f=
ree, but it won't solve the problem as there are many more=20where they c=
ame from). They are however all reasons that have been given to me by seco=
ndary school teachers as to why they don't work. They may just be barriers=
, but some of them do, I think require further investigation before we jus=
t say that the reason IWBs haven't succeeded in 3500 secondary schools wit=
h 250,000 teachers in them is just down to the lack of CPD. This is a quar=
ter of a million intelligent people, and collectively they seem to have de=
cided that IWBs are not the answer. They may well be wrong, but in order t=
o convince them of that we need evidence. We need longitudinal study that =
shows across different subjects and different institutions (and in the app=
ropriate age range) that IWBs produce better learning outcomes.
I write the above from the persoanl position that I would not teach in a c=
lassroom that did not have an IWB. But my opinion is not enough to change =
the direction that is the oil tanker of secondary education. And morally i=
t does not even enable me to try. I could be wrong. Which=20is why we need=
a body of evidence that is stronger that what we have so far.
Regards
Mike
Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658
Mobile: +44 (0)7866 747280
Email: mike.cameron@ssatrust.org.uk<mailto:mike.cameron@ssatrust.org=
.uk>
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 t=
o poor choice of position.
I think one interesting measure of the importance and impact of IWBs on cl=
assroom practise must be the reaction of teachers if you tried to take the=
m 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 thei=
r boards from them. I don't know where others are going wrong but the IWB=
s have been a significant driver of ICT development in nearly all our prim=
ary schools. We are now encouraging teachers to put it in the hands of th=
e pupils as another resource for pupil use of ICT. Again, some teachers h=
ave being doing this all along.
This is a development process and an ongoing one at that. I struggle to se=
e how people can state that the boards were installed and they were a wast=
e.. why has CPD stopped? This is an ongoing process of continual developme=
nt. 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 ha=
rdware.
You will note that all the above refers to primary.. our experience in sec=
ondary is a different matter but the same solution.. they never came out f=
or training and never will=20and will never experience the power of the IW=
B. They just don't understand that the boards are a powerful tool for lea=
rning 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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<o:idmap v:ext=3D"edit" data=3D"1" />
</o:shapelayout></xml><![endif]--></head><body lang=3DEN-GB link=3Dblue vl=
ink=3Dpurple><div class=3DSection1><p class=3DMsoNormal><a name=3D"_MailEn=
dCompose"><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-seri=
f";color:#1F497D'>So, generally, IWBs seem to be well-adopted and producin=
g the goods in terms of learning outcomes in Primary (the BESA figures app=
ear to bear this out with teachers who fell confident and competent in the=
use of IBWs increasing to 39% from 31% in 2007 – whereas the simila=
r figures for secondary fell from 16% to 10%).<o:p></o:p></span></a></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=3DMsoNorma=
l><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color=
:#1F497D'>Let us for the sake of discussion make a couple of assumptions. =
Firstly, lets accept, as Andy says, that IWBs are a powerful tool for lear=
ning. Secondly, let us also accept that secondary teachers are as intellig=
ent and pedagogically perceptive as their primary counterparts. Then the q=
uestion becomes, what is it about the nature of secondary education as opp=
osed to primary that makes the same tool work in one, and apparently not w=
ork in the other (notwithstanding that in secondary there are some very, v=
ery small pockets of excellent use)?<o:p></o:p></span></p><p class=3DMsoNo=
rmal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";co=
lor:#1F497D'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D=
'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Some h=
ypotheses to work on (accountants hat off, statisticians hat on):<o:p></o:=
p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-fam=
ily:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p c=
lass=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 level1 lf=
o2'><![if !supportLists]><span style=3D'font-size:11.0pt;font-family:"Cali=
bri","sans-serif";color:#1F497D'><span style=3D'mso-list:Ignore'>-<span st=
yle=3D'font:7.0pt "Times New Roman"'> &=
nbsp; </span></span></span><![endif]><span style=3D'font-size:=
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Primary schools a=
re smaller and it is therefore easier to effect system change=20within the=
m (with 177,000 in the schools, it is harder to teach without one than wit=
h one),<o:p></o:p></span></p><p class=3DMsoListParagraph style=3D'text-ind=
ent:-18.0pt;mso-list:l1 level1 lfo2'><![if !supportLists]><span style=3D'f=
ont-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><span st=
yle=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times New Roman"'>&nbs=
p; </span></span></span><!=
[endif]><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"=
;color:#1F497D'>The pedagogical approaches predominantly in place in secon=
dary schools mitigates against the use of IWBs,<o:p></o:p></span></p><p cl=
ass=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 level1 lfo=
2'><![if !supportLists]><span style=3D'font-size:11.0pt;font-family:"Calib=
ri","sans-serif";color:#1F497D'><span style=3D'mso-list:Ignore'>-<span sty=
le=3D'font:7.0pt "Times New Roman"'> &n=
bsp; </span></span></span><![endif]><span style=3D'font-size:1=
1.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>And closely allied=
, the structure of the school day (and the constant movement of students) =
mitigates against the use of IWBs,<o:p></o:p></span></p><p class=3DMsoList=
Paragraph style=3D'text-indent:-18.0pt;mso-list:l1 level1 lfo2'><![if !sup=
portLists]><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-ser=
if";color:#1F497D'><span style=3D'mso-list:Ignore'>-<span style=3D'font:7.=
0pt "Times New Roman"'> &nb=
sp; </span></span></span><![endif]><span style=3D'font-size:11.0pt;font-fa=
mily:"Calibri","sans-serif";color:#1F497D'>Teenage children learn differen=
tly to younger children,<o:p></o:p></span></p><p class=3DMsoListParagraph =
style=3D'text-indent:-18.0pt;mso-list:l1 level1 lfo2'><![if !supportLists]=
><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:=
#1F497D'><span style=3D'mso-list:Ignore'>-<span style=3D'font:7.0pt "Times=
New Roman"'> </span=
></span></span><![endif]><span style=3D'font-size:11.0pt;font-family:"Cali=
bri","sans-serif";color:#1F497D'>Secondary schools are more concerned abou=
t behaviour management than the management of learning,<o:p></o:p></span><=
/p><p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l1 le=
vel1 lfo2'><![if !supportLists]><span style=3D'font-size:11.0pt;font-famil=
y:"Calibri","sans-serif";color:#1F497D'><span style=3D'mso-list:Ignore'>-<=
span style=3D'font:7.0pt "Times New Roman"'> =
</span></span></span><![endif]><span style=3D'fon=
t-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>The result=
s driven agenda of secondary schools mitigates against the use of IWBs,<o:=
p></o:p></span></p><p class=3DMsoListParagraph style=3D'text-indent:-18.0p=
t;mso-list:l1 level1 lfo2'><![if !supportLists]><span style=3D'font-size:1=
1.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><span style=3D'mso=
-list:Ignore'>-<span style=3D'font:7.0pt "Times New Roman"'> &n=
bsp; </span></span></span><![endif]><s=
pan style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F=
497D'>Secondary teachers are more driven by their subject matter than by l=
earning (controversial and not meant in any negative sense),<o:p></o:p></s=
pan></p><p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:=
l1 level1 lfo2'><![if !supportLists]><span style=3D'font-size:11.0pt;font-=
family:"Calibri","sans-serif";color:#1F497D'><span style=3D'mso-list:Ignor=
e'>-<span style=3D'font:7.0pt "Times New Roman"'> &=
nbsp; </span></span></span><![endif]><span style=3D=
'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>And th=
ere are probably many more.<o:p></o:p></span></p><p class=3DMsoNormal><spa=
n style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F49=
7D'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D'font-s=
ize:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>I don’t=
know if any of these are the reasons that IWBs don’t work in second=
ary schools (and if anyone want to pick them off one by one please feel fr=
ee, but it won’t solve the problem as there are many more wher=
e they came from). They are however all reasons that have been given to me=
by secondary school teachers as to why they don’t work. They may ju=
st be barriers, but some of them do, I think require further investigation=
before we just say that the reason IWBs haven’t succeeded in 3500 s=
econdary schools with 250,000 teachers in them is just down to the lack of=
CPD. This is a quarter of a million intelligent people, and collectively =
they seem to have decided that IWBs are not the answer. They may well be w=
rong, but in order to convince them of that we need evidence. We need long=
itudinal study that shows across different subjects and different institut=
ions (and in the appropriate age range) that IWBs produce better learning =
outcomes. <o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-s=
ize: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-f=
amily:"Calibri","sans-serif";color:#1F497D'>I write the above from the per=
soanl position that I would not teach in a classroom that did not have an =
IWB. But my opinion is not enough to change the direction that is the oil =
tanker of secondary education. And morally it does not even enable me to t=
ry. I could be wrong. Which is why we need a body of evidence that is stro=
nger that what we have so far. <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'fo=
nt-size:11.0pt;font-family:"Calibri","sans-serif";color:blue'>Regards<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><b><span style=3D'font-size:11.0pt;font-family:"Calib=
ri","sans-serif";color:#1F497D'>Mike </span></b><span style=3D'font-size:1=
1.0pt;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:"Cali=
bri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=3DMs=
oNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"=
;color:#1F497D'>Telephone: +44 (0)</span><span style=3D'font-size:10.0pt;f=
ont-family:"Helvetica","sans-serif";color:black'>20 7802 0658</span><=
span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1=
F497D'> </span><span style=3D'font-size:11.0pt;font-family:"Calibri","sans=
-serif";color:white'>+44 (0)20 7802 0658<o:p></o:p></span></p><p class=3DM=
soNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif=
";color:#1F497D'>Mobile: +44 (0)7866 747280<=
o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;=
font-family:"Calibri","sans-serif";color:#1F497D'>Email: =
</span><a href=3D"mailto:mike.cameron@ssatrust.org.uk">=
<span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:b=
lue'>mike.cameron@ssatrust.org.uk</span></a><span style=3D'font-size:11.0p=
t;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'><o:p> </o:p></span></p><p class=3DMsoNor=
mal><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>Subj=
ect:</b> Re: [Advisory] IWBs - An Australian perspective<o:p></o:p></span>=
</p><p class=3DMsoNormal><o:p> </o:p></p><div><p class=3DMsoNormal>Ou=
r experience could not be further from the examples given here. I do=
n't think you would find one of our primary practitioner who would state t=
hat a penny was wasted on their boards with a few exceptions, normall=
y down to poor choice of position.<o:p></o:p></p></div><div><p class=3D=
MsoNormal> <o:p></o:p></p></div><p class=3DMsoNormal>I think one inte=
resting 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 ha=
nds of the pupils as another resource for pupil use of ICT. Again, s=
ome teachers have being doing this all along.<o:p></o:p></p><div><p class=3D=
MsoNormal><o:p> </o:p></p></div><div><p class=3DMsoNormal>This is a d=
evelopment process and an ongoing one at that. I struggle to see how peopl=
e 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 somethi=
ng about it". The boards in the hands of a good practition=
er are astounding (it's the software stupid).. the problem is a lack of sh=
aring and CPD not the hardware.<o:p></o:p></p></div><div><p class=3DMsoNor=
mal><o:p> </o:p></p></div><div><p class=3DMsoNormal>You will note tha=
t all the above refers to primary.. our experience in secondary =
is a different matter but the same solution.. they never came out for trai=
ning 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 learnin=
g and not a presentation method<o:p></o:p></p></div><div><p class=3DMsoNor=
mal><o:p> </o:p></p></div><div><p class=3DMsoNormal>I am most concern=
ed that anyone reading this thread will be left with the impression that i=
t is all dire.. this is not the case.<o:p></o:p></p></div><div><p class=3D=
MsoNormal><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><div><p=
class=3DMsoNormal><o:p> </o:p></p><div><p class=3DMsoNormal><o:p>&nb=
sp;</o:p></p></div><div><p class=3DMsoNormal><o:p> </o:p></p></div></=
div><p class=3DMsoNormal><br>_____________________________________________=
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