[Secondary] Re: [Advisory] IWBs - An Australian perspective
Ray Tolley
rjt@maximise-ict.co.uk
Thu, 12 Nov 2009 12:38:10 -0000
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A long post but worth the read:
http://betch.edublogs.org/2009/10/28/finding-new-things-to-do-with-an-iwb=
/
=20
My simple answer is 'It's all in the mind' - as to how much one thinks
'outside the box' about one's own teaching and learning styles.
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: secondary-admin@talk.naace.org =
[mailto:secondary-admin@talk.naace.org]
On Behalf Of NRutt
Sent: 12 November 2009 11:23
To: 'secondary@talk.naace.org'
Subject: RE: [Secondary] Re: [Advisory] IWBs - An Australian perspective
=20
This is much more akin to my experience in our school
The evidence is in projectors doing 1500hours or more in 3 years
All our boards are the same (Smart) and the Smart Notebook software is
deployed to all staff laptops.
You can argue about the amount of interactivity being used, but this =
does
not detract from a superior multimedia experience seen in many lessons
across a range of subjects from Arts and Humanities to Maths and =
Science.
Many of our teachers get stressed if the board is not working and yes we =
do
provide 'instant' technical support. As with all teaching, different
approaches are adopted, some use it extensively just as a whiteboard =
that
you can save from lesson to lesson. Even the 'clicking through =
Powerpoint'
has its place, at least the lesson objectives can be clearly laid out!
The money has been spent, almost all our teaching spaces are now =
equipped -
we need to focus on best practice.
=20
The views expressed in this post are my personal views and not those of =
the
school.
=20
Nick
=20
Nick Rutt
Network and Data Manager
St. Edmund's C.E. Girls School
Tel: (0)1722 328565
P Please consider the Environment before printing this email
_____ =20
From: secondary-admin@talk.naace.org =
[mailto:secondary-admin@talk.naace.org]
On Behalf Of Graham Hastings
Sent: 12 November 2009 00:27
To: Paul Springford; beyond@talk.naace.org; primary@talk.naace.org;
secondary@talk.naace.org; Advisory talk
Subject: RE: [Secondary] Re: [Advisory] IWBs - An Australian perspective
=20
Dear All
=20
I have been following this thread with interest. It is an extremely
important one because it raises vital questions about a technology that =
has
the power to transform teaching for better or for worse in almost every
school in the developed world.=20
=20
As head of ICT I am responsible for the developing the use of IWBs in my
school. From what I read it is difficult to understand the strength of
feeling expressed. The money has been spent. The boars have been
installed. There is no going back. Some teachers are using them =
extremely
effectively to enrich their teaching and to improve their children's
motivation and learning. Others report that the IWBs have been a waste =
of
money and should be removed. Primary teachers, somehow appear to have =
been
more successful in their use of the technology than secondary school
teachers. What is going on here?
=20
I can only really comment on what I have observed in my school which =
spans
the primary secondary divide. Andy is certainly right - if I tried to =
take
the boards away I would have a real fight on my hands. That does not =
prove
that they are being used effectively, only that the teachers have come =
to
rely on them. We frequently ask the children for their views - their
comments on the IWBs are generally very favourable. The children like =
to
see clear diagrams, moving images, listen to sounds. They like to play
games and interact with the software via the boards. The interactive
element is used less by teachers of the older children and I have to =
admit
that the boards are used more as a presentation tool. We could have
installed projectors but presentations are much more watchable when the
interface with the computer is an IWB.
=20
Having been against the introduction of IWBs (I was yet to be convinced =
of
their value) I managed to hold out until about three years ago when we
finally bit the bullet and got the first few to evaluate. After a year =
we
decided that they did have something to offer and equipped half the =
teaching
rooms in the school. We had substantial technical problems when the =
boards
were first installed - a number of teachers became very disenchanted =
with
the technology and very nearly gave up using them altogether. Others,
through insufficient training, failed to make very good use of their =
boards.
We reached a tipping point and might just as easily have found ourselves =
on
either side of this argument. =20
=20
What we did was to listen to the teachers - if boards were in the wrong
place or the wrong height we moved them. If they did not work properly =
we
fixed them. We set up a prescribed structure for the storage and =
delivery
of electronic teaching resources that made it much easier for the =
teachers
to access and share their teaching content. If the teachers lacked
confidence with the software we trained them. Lessons were observed and
evaluations were written. If teachers were not using their boards
effectively we trained them again. We met regularly to discuss our use =
of
the boards and to share ideas. We fully supported the teachers through =
what
was the biggest change to be forced on them and their style of teaching =
in
their entire careers. =20
=20
I think this is what is really going on - In many schools the boards =
were
bolted to the walls and the teachers were told to get on and use them =
(more
characteristic of a secondary school approach?). This is inviting =
failure.
Schools who have adopted the same approach as us are now beginning to =
report
improvements in the quality of teaching and learning as a result of =
their
introduction. I admit it took us time. For the first year we may even =
have
gone backwards. My very rough rule of thumb is that it takes teachers,
particularly those who are not confident with computers (and there are =
still
many of these), three years of sensitive hand holding (more =
characteristic
of a primary school approach?) before they will claim that they can =
teach
more effectively with the IWB than they used to without it.
=20
We are stuck with the technology - it is up to us to make it work.
=20
=20
Graham Hastings
Hd ICT
St John's College School, Cambridge
=20
_____ =20
From: secondary-admin@talk.naace.org on behalf of Paul Springford
Sent: Wed 11/11/2009 23:01
To: beyond@talk.naace.org; primary@talk.naace.org; =
secondary@talk.naace.org;
Advisory talk
Subject: [Secondary] Re: [Advisory] IWBs - An Australian perspective
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 =
control
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 =
have
used the IWB to develop interactive stories and talking books using the =
IWB
software and other age ap!
propriate software. The use of the IWB has helped develop children'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 them
researching a topic through a variety of media, both electronic and
otherwise, and when they have learned something new they have gone and =
added
that information in some form (sound clip recorded via microphone, =
picture
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 =
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
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 =
classroom
and still hardly any effective ELECTRONIC whiteboard practice to talk =
about
- they are the biggest and most costly mistake UK education has made and =
we
need to get away from the mentality that just because a lot of money has
been spent on them that we need to continue down that path (rough =
pr=E9cis of
Chris'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 =
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. Get a =A350 cordless
bluetooth keyboard and mouse, step away from the front 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 HynesProgramme !
Leader - Leading Edge Partnership Programme (Partnerships and =
Performance
Networks)Specialist Schools & Academies Truste: =
paul.hynes@ssatrust.org.ukm:
07793 469 628
______________________________________________________________________
This email has been scanned by the MessageLabs Email Security System.
For more information please visit http://www.messagelabs.com/email=20
______________________________________________________________________
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<body lang=3DEN-GB link=3Dblue vlink=3Dblue>
<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>A long post but worth the read:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a
href=3D"http://betch.edublogs.org/2009/10/28/finding-new-things-to-do-wit=
h-an-iwb/">http://betch.edublogs.org/2009/10/28/finding-new-things-to-do-=
with-an-iwb/</a><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>My simple answer is ‘It’s all in the =
mind’ –
as to how much one thinks ‘outside the box’ about =
one’s own
teaching and learning styles.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org
[mailto:secondary-admin@talk.naace.org] <b>On Behalf Of </b>NRutt<br>
<b>Sent:</b> 12 November 2009 11:23<br>
<b>To:</b> 'secondary@talk.naace.org'<br>
<b>Subject:</b> RE: [Secondary] Re: [Advisory] IWBs - An Australian =
perspective<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>This is much more akin to my experience in our =
school<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>The evidence is in projectors doing 1500hours or more in 3 =
years<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>All our boards are the same (Smart) and the Smart Notebook =
software
is deployed to all staff laptops.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>You can argue about the amount of interactivity being used, =
but
this does not detract from a superior multimedia experience seen in many
lessons across a range of subjects from Arts and Humanities to Maths and
Science. Many of our teachers get stressed if the board is not working =
and yes
we do provide ‘instant’ technical support. As with all =
teaching,
different approaches are adopted, some use it extensively just as a =
whiteboard
that you can save from lesson to lesson. Even the ‘clicking =
through Powerpoint’
has its place, at least the lesson objectives can be clearly laid =
out!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>The money has been spent, almost all our teaching spaces are =
now
equipped – we need to focus on best =
practice.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>The views expressed in this post are my personal views and =
not
those of the school.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>Nick<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:navy'>Nick Rutt</span><span =
style=3D'color:navy'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:7.5pt;font-family:"Arial","sans-serif";
color:navy'>Network and Data Manager</span><span =
style=3D'color:navy'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:7.5pt;font-family:"Arial","sans-serif";
color:gray'>St. Edmund's C.E. Girls School</span><span =
style=3D'color:navy'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:7.5pt;font-family:"Arial","sans-serif";
color:gray'>Tel: (0)1722 328565</span><span =
style=3D'color:navy'><o:p></o:p></span></p>
<p class=3DMsoNormal><strong><span =
style=3D'font-size:18.0pt;font-family:Webdings;
color:green'>P</span><span style=3D'color:black'> </span></strong><span
style=3D'color:black'> </span><span =
style=3D'font-size:7.5pt;font-family:"Comic Sans MS";
color:black'> </span><span =
style=3D'font-size:7.5pt;font-family:"Comic Sans MS";
color:green'>Please consider the Environment before printing this =
email</span><o:p></o:p></p>
</div>
<div>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span =
lang=3DEN-US>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org
[mailto:secondary-admin@talk.naace.org] <b>On Behalf Of </b>Graham =
Hastings<br>
<b>Sent:</b> 12 November 2009 00:27<br>
<b>To:</b> Paul Springford; beyond@talk.naace.org; =
primary@talk.naace.org;
secondary@talk.naace.org; Advisory talk<br>
<b>Subject:</b> RE: [Secondary] Re: [Advisory] IWBs - An Australian =
perspective</span><span
lang=3DEN-US><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div id=3DidOWAReplyText23196>
<div>
<p class=3DMsoNormal><span style=3D'color:black'>Dear =
All<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>I have been following =
this thread
with interest. It is an extremely important one because it raises =
vital
questions about a technology that has the power to transform teaching =
for
better or for worse in almost every school in the developed world. =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'> <o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>As head of ICT I am =
responsible
for the developing the use of IWBs in my school. From what I =
read it
is difficult to understand the strength of feeling expressed. The =
money
has been spent. The boars have been installed. There is =
no
going back. Some teachers are using them extremely effectively to =
enrich
their teaching and to improve their children’s motivation and
learning. Others report that the IWBs have been a waste of money =
and
should be removed. Primary teachers, somehow appear to have been =
more
successful in their use of the technology than secondary school =
teachers.
What is going on here?<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>I can only really =
comment on what
I have observed in my school which spans the primary secondary =
divide.
Andy is certainly right – if I tried to take the boards away I =
would have
a real fight on my hands. That does not prove that they are being =
used
effectively, only that the teachers have come to rely on them. We
frequently ask the children for their views - their comments on the IWBs =
are
generally very favourable. The children like to see clear =
diagrams,
moving images, listen to sounds. They like to play games and =
interact
with the software via the boards. The interactive element is used =
less by
teachers of the older children and I have to admit that the boards are =
used
more as a presentation tool. We could have installed projectors =
but
presentations are much more watchable when the interface with the =
computer is
an IWB.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>Having been against the
introduction of IWBs (I was yet to be convinced of their value) I =
managed to
hold out until about three years ago when we finally bit the bullet and =
got the
first few to evaluate. After a year we decided that they did have =
something to
offer and equipped half the teaching rooms in the school. We had
substantial technical problems when the boards were first installed =
– a
number of teachers became very disenchanted with the technology and very =
nearly
gave up using them altogether. Others, through insufficient =
training,
failed to make very good use of their boards. We reached a tipping =
point
and might just as easily have found ourselves on either side of this
argument. <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>What we did was to =
listen to the
teachers – if boards were in the wrong place or the wrong height =
we moved
them. If they did not work properly we fixed them. We set up =
a
prescribed structure for the storage and delivery of electronic teaching
resources that made it much easier for the teachers to access and share =
their
teaching content. If the teachers lacked confidence with the =
software we
trained them. Lessons were observed and evaluations were =
written.
If teachers were not using their boards effectively we trained them
again. We met regularly to discuss our use of the boards and to =
share
ideas. We fully supported the teachers through what was the biggest =
change to
be forced on them and their style of teaching in their entire =
careers. <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>I think this is what is =
really
going on - In many schools the boards were bolted to the walls and the =
teachers
were told to get on and use them (more characteristic of a secondary =
school
approach?). This is inviting failure. Schools who have =
adopted the
same approach as us are now beginning to report improvements in the =
quality of
teaching and learning as a result of their introduction. I admit =
it took
us time. For the first year we may even have gone backwards. =
My
very rough rule of thumb is that it takes teachers, particularly those =
who are
not confident with computers (and there are still many of these), three =
years
of sensitive hand holding (more characteristic of a primary school =
approach?)
before they will claim that they can teach more effectively with the IWB =
than
they used to without it.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'color:black'>We are stuck with the =
technology
– it is up to us to make it work.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-family:"Arial","sans-serif";color:black'>Graham
Hastings</span><o:p></o:p></p>
</div>
</div>
<div id=3DidSignature36408>
<div>
<p class=3DMsoNormal><span style=3D'font-family:"Arial","sans-serif"'>Hd =
ICT</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><span style=3D'font-family:"Arial","sans-serif"'>St =
John's
College School, Cambridge</span><o:p></o:p></p>
</div>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><b><span =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'>From:</span></b><span =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org on =
behalf of
Paul Springford<br>
<b>Sent:</b> Wed 11/11/2009 23:01<br>
<b>To:</b> beyond@talk.naace.org; primary@talk.naace.org;
secondary@talk.naace.org; Advisory talk<br>
<b>Subject:</b> [Secondary] Re: [Advisory] IWBs - An Australian =
perspective</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'>Thanks Emma<br>
<br>
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.<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<o:p></o:p></p>
<div>
<p class=3DMsoNormal>2009/11/9 Goto, Emma (EdICT) <<a
href=3D"mailto:Emma.Goto@hants.gov.uk">Emma.Goto@hants.gov.uk</a>><o:p=
></o:p></p>
<p class=3DMsoNormal>Hi Paul,<br>
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 control 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 have used the IWB to develop =
interactive
stories and talking books using the IWB software and other age ap!<br>
propriate software. The use of the IWB has helped develop =
children'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 them =
researching a
topic through a variety of media, both electronic and otherwise, and =
when they
have learned something new they have gone and added that information in =
some
form (sound clip recorded via microphone, picture 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.<br>
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 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 invested in staff
development alongside the investment in hardware good practice has been
enhanced and extended by the technology.<br>
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.<br>
Best Wishes,<br>
Emma Goto<br>
AST for primary ICT, Hiltingbury Infant School =
(Hampshire)<o:p></o:p></p>
<div>
<p class=3DMsoNormal><br>
<br>
<br>
<br>
From: Paul Hynes [mailto:<a
href=3D"mailto:Paul.Hynes@ssatrust.org.uk">Paul.Hynes@ssatrust.org.uk</a>=
]<br>
Sent: 09 November 2009 17:37<br>
To: Ray Tolley; <a
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a>; <a
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</a><o:p=
></o:p></p>
</div>
<p class=3DMsoNormal> Subject: RE: [Advisory] =
IWBs - An
Australian perspective<br>
Interesting but still nothing new. 10 years =
on in
the UK classroom and still hardly any effective ELECTRONIC whiteboard =
practice
to talk about - they are the biggest and most costly mistake UK =
education has
made and we need to get away from the mentality that just because a lot =
of
money has been spent on them that we need to continue down that path =
(rough
pr=E9cis of Chris'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
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. Get a =
=A350
cordless bluetooth keyboard and mouse, step away from the front 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 HynesProgramme !<br>
Leader - Leading Edge Partnership Programme (Partnerships and =
Performance
Networks)Specialist Schools & Academies Truste:
paul.hynes@ssatrust.org.ukm: 07793 469 628<o:p></o:p></p>
</div>
<p class=3DMsoNormal><br>
______________________________________________________________________<br=
>
This email has been scanned by the MessageLabs Email Security =
System.<br>
For more information please visit http://www.messagelabs.com/email <br>
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